TIME
Trauma Informed Method
of Engagement
For Youth Advocacy
Lessons in TIME
 Eric Lulow, BSW
 Substance Abuse and Mental Health Services
Administration, Public Health Advisor
 Alumnus of Foster Care
 Debra Cady, MSW, LCSW
 Substance Abuse and Mental Health Services
Administration, Public Health Advisor
 Adjunct Assistant Professor, Georgetown University
 Write down the following:
 A traumatic experience that happened to you in your
childhood/growing up.
 One of the worst things you ever did when you were a
teenager/young adult.
 One of your most embarrassing moments in your
childhood, adolescence or young adulthood.
 Things/people that helped you through these tough
times.
Introduction and History of the Trauma-informed
Method of Engagement (TIME) model
TIME Model – 4 Components
TIME and Self-efficacy
© Georgetown University 2012, Cady, DA & Lulow, EC
A youth or young adult advocate is a person who has
lived experience in one or more child serving systems
who use their personal stories as a mechanism to
create messages for system change.
Youth Advocacy places youth and young adults in a
position of vulnerability as they face the thoughts,
feelings, emotions, places, people and activities that
are potential triggers to their trauma backgrounds.
PREPARATION
Creating a safe
state of readiness
and expertise
RELATIONSHIP
Establishing
REFLECTION
Processing
thoughts and
feelings to build
skills and
promote healing
Trust and
Rapport
SUPPORT
Assuring
physical,
emotional and
professional
needs are met
© Georgetown University 2012, Cady, DA & Lulow, EC
Take the trauma into account
Avoid triggering trauma reactions and/or
traumatizing the individual
Adjust the behavior of counselors, other staff and the
organization to support the individual’s coping capacity
Allow survivors to manage their trauma symptoms successfully so
that they are able to access, retain and benefit from the services
Safety:
Ensure
physical and
emotional
safety and
paying
attention to
discomfort or
unease
Trustworthiness:
Maximize
trust and
establish clear
and
appropriate
tasks and
boundaries
Choice:
Collaboration:
Empowerment:
Maximize
choices and
control over
the event
Youth voices
are elicited
and validated,
recognizing
their
strengths,
respect for
their lived
experience
and sharing
the power
Provide
opportunities
to enhance
skills and
confidence to
further
personal and
professional
development
This model is relationallybased and trauma-informed.
Supportive adults and/or peer
mentors are utilized to
minimize the negative impact
of re-experiencing trauma for
young advocates through
effective engagement,
preparation and support
strategies.
© Georgetown University 2012, Cady, DA & Lulow, EC
YEEEEEEEE!!!
Splash!!
Lulow, E
Confidential File
Eric Lulow
© Georgetown University 2012, Cady, DA & Lulow,
EC
PREPARATION
Creating a safe
state of readiness
and expertise
RELATIONSHIP
Establishing
REFLECTION
Processing
thoughts and
feelings to build
skills and
promote healing
Trust and
Rapport
SUPPORT
Assuring
physical,
emotional and
professional
needs are met
© Georgetown University 2012, Cady, DA & Lulow, EC
Relationship
Set
boundaries
together
Meet in a
safe environment
Assess if
immediate
needs are
met
Learn about
their
interests and
goals
Develop a
safety plan
Learn about
trauma
triggers and
coping Skills
Find shared
experiences,
common
ground
RELATIONSHIP:
ESTABLISHING TRUST
AND RAPPORT
Find out
what they
are worried
about
Learn about
their culture
and values
Learn about
their social
network
Find out who
they consider
family
© Georgetown University 2012, Cady, DA & Lulow, EC
Preparation
Provide
trainings based
on event type
Describe the
event/meeting,
agenda and
audience
Study the topic
and Identify hot
issues
Help develop
messages and
methods of
delivery
Review dress
code and Time
to be there
Travel to the
meeting/event
area, if possible
Preparation
Review every
logistical detail
of the event
Provide
strategic sharing
training
Practice delivery
of the message
with technology
Create a plan of
action for
trauma triggers
Practice Q/A
and develop
plan for tough
questions
© Georgetown University 2012, Cady, DA & Lulow, EC
Support
Assure basic
debriefing
occurs
immediately
following the
meeting/event
Rehearse the
speech or
message(s) to
be delivered
Review
logistical
details, again
Implement
safety plan, if
necessary
Provide
ongoing
encouragement
and
reassurance
Create a
contingency
plan
Support
Review and
utilize nonverbal cues
Review the
safety plan
Designate an
adult support
partner/peer
mentor
Assess
environmental
factors
© Georgetown University 2012, Cady, DA & Lulow, EC
Reflection
Find additional
advocacy and
networking
opportunities
Debrief the
event
Provide
acknowledgement
Develop goals
for personal
and
professional
development
Create
promotional
strategies:
cards, calendar,
website and
follow up
Assess for
discomfort and
unease
Reflection
Make
connections to
relevant
resources
Implement
coping
strategies and
safety plan
Discuss
strengths and
areas for
growth
Debrief the
event more
thoroughly
© Georgetown University 2012, Cady, DA & Lulow, EC
Self-Efficacy
“The belief in one’s
capabilities to
organize and
execute the courses
of action required to
manage prospective
situations”
(Bandura, Albert; 1994)
Four Major Sources of Self-efficacy
Mastery
Experiences
(Bandura, Albert; 1994)
Social
Modeling
Social
Persuasion
Psychological
Responses
In your role, what will you
do differently, if anything,
as a result of learning
about this model?
© Georgetown University 2012, Cady, DA & Lulow, EC

National Resource Center on Youth Development
http://www.nrcyd.ou.edu/publications/Youth%20Leadership%20Toolkit/All

Casey Family Programs
http://www.casey.org/Resources/Publications/pdf/StrategicSharing.pdf

National Federation of Families and Pathways RTC


http://www.pathwaysrtc.pdx.edu/pdf/pbStrategicSharingGuide.pdf
Youth M.O.V.E. National

http://www.youthmovenational.org/youth-advocacy-and-policy



Youth Advocacy Training Webinar Series
Youth M.O.V.E. National speech template
Youth Voice in Policy Guide

http://www.youthmovenational.org/sites/default/files/pbYouthVoiceInPolicy_0.pdf
© Georgetown University 2012, Cady, DA & Lulow, EC
Eric Lulow, BSW
Eric.lulow@samhsa.hhs.gov
Debra Cady, MSW, LCSW
Debra.cady@samhsa.hhs.gov
© Georgetown University 2012, Cady, DA & Lulow, EC