This realization led to efforts to identify factors that increased or mitigated the risk of being traumatized. Traumatic exposure was seen as a psychological event as well as a physical experience. The Experience of Trauma is Unique to the IndividualĬonstructivist self-development theory and the research it prompted led to the realization that individuals exposed to a similar- or even the same- traumatic event experienced it in their own unique way based upon personal, social, and cultural variables (Elliott and Urquiza 2006 Ullman and Fillipas 2005). 2005 Giesen-Bloo and Arntz 2005 Kolts et al. Research findings indicated that trauma exposure resulted in diminished feelings of power, control, and safety, and heightened feelings of fear (Cloitre et al. CSD constructs were expanded from a focus on childhood victimization to address challenges faced by survivors of other forms of trauma. Distortions in thinking about others were presumed to undermine the individual’s ability to form secure attachments (Waldinger et al. CSD theorists also noted how childhood victimization negatively impacted individuals’ feelings of mastery- or self-capacities- regarding maintaining connections to others, establishing a stable sense of self and identity, and managing affect (Brock et al. Constructivist self-development (CSD) theory addressed distortions in thinking about the self- characterized by feelings of powerlessness and worthlessness, and of others- in the form of mistrust, experienced by survivors of childhood trauma (McCann and Pearlman 1990). The most recent, fifth, edition of the DSM (APA 2013), replaced the PTSD diagnosis with a new, broader diagnostic category, Trauma and Stressor-Related and Dissociative Disorders.Ī different line of theoretical and empirical inquiry focused on changes in cognition.
#Guiding principle of intervention trauma directed care manual#
In 1980, the American Psychiatric Association’s third edition of the Diagnostic and Statistical Manual introduced a new diagnostic category, Post-Traumatic Stress Disorder (PTSD).
2005 Mulvihill 2005 Randolph and Reddy 2006). Researchers also sought to identify the relationship between trauma exposure and psychiatric problems (Brown et al. Traumatic exposure was found to be consistently associated with an array of social, psychiatric, psychological, behavioral, and physical problems. Sociopolitical events like civil wars, genocide, and human trafficking prompted further refinements in the understanding of trauma (Courtois and Gold 2009 Haans and Balke 2018).Įmphasis was placed on understanding the traumatic impact of a precipitating event. The focus expanded to natural and human-made disasters like the Oklahoma City bombing in 1995, the terrorist attacks in the United States in 2001, and Hurricane Katrina in 2005 (Scheeringa and Zeanah 2008 van der Kolk 2007). The earliest investigations of trauma and its impact focused on two different lines of inquiry: the experiences of veterans returning from the Vietnam War and the impact of childhood abuse (Courtois and Gold 2009). Trauma and its aftereffects have received considerable attention from researchers and practitioners alike, beginning almost 40 years ago, resulting in significant advancements in understanding of the nature of trauma and its impact on those who experience it.
Composite case examples drawn from the author’s experiences as a field liaison, a practitioner who works with trauma survivors, and an instructor in the generalist practice curriculum illustrate methods and skills of field instruction. The author argues that skills of field instruction that already have an evidence base lay the foundation for TI field instruction. The trauma-informed perspective and its implications for field instruction are then explained. This article summarizes the evolution in thinking about trauma and its impact on survivors.
This problem is compounded by the lack of guidelines for trauma-informed supervision, generally (Knight 2018 Berger and Quiros 2016 Mattar 2011). Further, field instructors often are unfamiliar with requisites of a trauma-informed orientation and their implications for practice and supervision. However, this orientation has yet to be routinely integrated into field and classroom curricula (Knight 2015 Berger and Quiros 2014 Levenson 2017). A trauma-informed (TI) orientation conforms to the defining principles of social work. Since then, an ever-expanding body of conceptual and empirical literature has further delineated the trauma-informed perspective, the core characteristics of which are: trust, safety, choice, collaboration, and empowerment. In 2001, Harris and Fallot introduced the term “trauma-informed” to refer to social, behavioral, and mental health services that account for the possibility that clients may have experienced some form of past trauma.
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