Trauma-informed
Training
Introductions
MODULE 1
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Objectives
Gain an understanding of:
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Impact of trauma on development and behavior
Protective and resiliency factors
Trauma-informed theory, principles, and practices
Elements of a trauma-informed agency/organization
Vicarious trauma and self-care
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Group Guidelines
Creating safety today means we agree to the following:
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So you think you can spot trauma?
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What is trauma?
MODULE 2
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Brainstorming
• What is Trauma?
• When you think about trauma what comes to
mind?
What feelings are associated with trauma?
What behaviors are associated with trauma?
What are some traumatic events?
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What is Trauma?
Individual trauma results from an event, series
of events, or set of circumstances that is
experienced by an individual as physically or
emotionally harmful or threatening and that has
lasting adverse effects on the individual's
functioning and physical, social, emotional, or
spiritual well-being.
SAMHSA working definition
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What is Trauma?
Community Trauma occurs when a community has been
subjected to a community-threatening event, has a shared
experience of the event, and has an adverse, prolonged
effect. Whether the result of a natural disaster or an event
or circumstances inflicted by one group on another (e.g.,
usurping homelands, forced relocation, servitude, or mass
incarceration), the resulting trauma is often transmitted
from one generation to the next in a pattern often referred
to as historical, community, or intergenerational trauma.
SAMHSA working definition
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Types of Trauma
• Acute trauma is a single event that lasts for a
limited period of time.
 Examples include: car accident, dog bite, school shooting,
natural disaster, physical or sexual assault
• Chronic trauma is when a child experiences many
traumatic events, often over a long period of
time.
 This can also include recurrent traumatic events of the same
kind, such as longstanding physical or sexual abuse, witnessing
domestic violence
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Types of Trauma
• Complex trauma describes both exposure to
chronic trauma and the impact of this exposure
on their development. Typically, it involves the
simultaneous or sequential occurrence of child
maltreatment—including psychological
maltreatment, neglect, physical and sexual
abuse, and domestic violence—that is chronic,
begins in early childhood, and occurs within the
primary caregiving system.
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Types of Trauma
• Stigma trauma is a recently identified form of
trauma which can be experienced both as an
individual and as a group. Stigma trauma is the
result of the negative labels and societal
perceptions of a despised or oppressed group.
(Fullilove, Lown, & Fullilove, III, 1992, p. 275)
• System Induced Trauma is caused by the system
either intentionally or unintentionally causing
trauma.
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What about Neglect?
• Neglect is one of the most common reasons
children are taken into care and is defined as
“failure to provide for a child’s basic needs”.
• Neglect feels like a threat to survival
• Neglect can also open the door to trauma, such
as accidents, sexual abuse….
• Neglect can make children feel worthless and
reduce their ability to recover from traumatic
events.
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Emma’s Story
There was a child that went forth
everyday; and all that
he looked upon
became part of him
Walt Whitman
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Prevalence of Trauma
MODULE 3
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What are the Facts?
• Data Activity
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Adverse Childhood Experiences
MODULE 4
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Adverse Childhood Experiences
1. Recurrent emotional abuse
2. Recurrent physical abuse
3. Sexual abuse
4. Witnessed domestic violence
5. Household alcohol or drug abuse
6. Household mental illness
7. Parents separated/divorced
8. Incarcerated household member
9. Emotional neglect
10. Physical neglect
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Impact on the Brain
MODULE 5
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Brain Development
• http://www.youtube.com/watch?feature=player_embe
dded&v=OQTfmnYB7I0#at=126
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Brain Diagram
Prefrontal
Cortex
Brain
Stem
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Limbic
System
Brain Structure: Three Main Levels
• Prefrontal cortex – abstract thought, logic,
factual memory, planning, ability to inhibit
action
• Limbic system – emotional regulation and
memories, “value” of emotion
• Brainstem/midbrain – autonomic functions
(breathing, eating, sleeping)
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Experience Grows the Brain
• Brain development
happens from the bottom
up:
 From primitive (basic survival:
brainstem)
 To more complex (rational
thought, planning, abstract
thinking: prefrontal cortex)
Source: Grillo, C. A., Lott, D. A., & Foster Care Subcommittee of the Child Welfare Committee, National Child Traumatic Stress
Network. (2010). Caring for children who have experienced trauma: A workshop for resource parents.
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Trauma Derails Development
• Exposure to trauma causes the brain to develop in a
way that will help the child survive in a dangerous
world:
 On constant alert for danger
 Quick to react to threats (fight, flight, freeze)
• The stress hormones produced during trauma also
interfere with the development of higher brain
functions.
Source: Teicher., M. H. (2002). Scars that won't heal: The neurobiology of child abuse. Scientific American, 286 (3),68-75.
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Traumatic Stress Response Cycle
Source: Georgetown University Center for Child & Human Development. (n.d.). Stress and the developing brain: The stress
response. Retrieved from Center for Early Childhood Mental Health Consultation
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Traumatic Stress Response Cycle
• Past trauma causes the brain to interpret minor events as
threatening.
• The limbic system has a disproportionate fear/emotional response to
the experience and sends signals to the brainstem.
• Cortisol and adrenaline are released, increasing heart rate and
respiration.
• Fight, flight, or freeze response occurs.
• Prefrontal cortex is skipped (lack of reasoning), leading to impulsive
reactions.
• Memories of the event can be foggy and stored erratically.
Source: Campbell, J.S.W. (n.d.). Trauma and the brain. Retrieved from the KidsPeace Institute website
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Trauma and Memory
• Implicit memory: babies can perceive their environment
and retain unconscious memories (e.g., recognizing
mother’s voice)
• Explicit memory: conscious memories are created
around age two and tied to language development
• Children with early trauma may retain implicit
memories of abuse:
 Physical or emotional sensations can trigger these memories,
causing flashbacks, nightmares, or other distressing reactions
Source: Applegate, J. S., & Shapiro, J. R. (2005). Neurobiology for clinical social work theory and practice.
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Youth Development and Trauma
MODULE 6
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How Children Respond to Trauma
• Varies depending on:
Age
How the child perceived or understood the danger
History of past trauma
What happens after the traumatic response
Culture
Availability of caring adults to offer reassurance
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Developmental Stage: Young Children
• Changes in eating, sleeping, activity level, responding to touch
and transitions
• Passive, quiet, and easily alarmed
• Fearful, especially regarding separations and new situations
• Confused about assessing threats and finding protection,
especially where a caretaker is the aggressor
• Engage in regressive behaviors (e.g., baby talk, bed-wetting,
crying)
• Experience strong startle reactions, night terrors, or aggressive
outbursts
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Developmental Stage: School-Age Children
• Unwanted and intrusive thoughts and images
• Preoccupied with frightening moments from the experience
• Replay the event in their minds in order to figure out what could
have been prevented or how it could have been different
• Develop intense, specific new fears linking to the event
• Alternate between shy/withdrawn behavior and unusually
aggressive behavior
• Avoid previously enjoyable activities for fear it will happen again
• Thoughts of revenge
• Experience sleep disturbances that may interfere with daytime
concentration and attention
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Developmental Stage: Adolescents
• Feel that they are weak, strange, childish, or “going crazy”
• Embarrassed by their bouts of fear or exaggerated physical
responses
• Feel that they are unique and alone in their pain and suffering
• Anxiety and depression
• Intense anger
• Low self-esteem and helplessness
• Aggressive or disruptive behavior
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Developmental Stage: Adolescents
These trauma reactions may in turn lead to:
• Sleep disturbances masked by late-night studying, television
watching, or partying
• Drug and alcohol use as a coping mechanism to deal with stress
• Self-harm (e.g., cutting)
• Over- or under-estimation of danger
• Expectations of maltreatment or abandonment
• Difficulties with trust
• Increased risk of revictimization, especially if the adolescent has
lived with chronic or complex trauma
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Long Term Trauma Can…..
• Interfere with healthy development and affect a
youth’s:
Ability to trust others
Sense of personal safety
Ability to manage emotions
Ability to navigate and adjust to life’s changes
Physical and emotional responses to stress
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What we know?
• Young people need….
•
•
•
•
Safety and Basic Needs
Skills, knowledge, and values
Connectedness
Engagement
• Social factors that impact a youth’s well being and
healthy development
•
•
•
•
Trauma
Health threats
Poverty
Disrupted family relationships
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Resiliency
MODULE 7
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Resiliency
• Have you ever known someone who went
through something terribly awful, and not only
survived, but thrived?
• Resiliency is the ability to recover from traumatic
events. In general, children who are resilient:
See themselves as safe, capable, and lovable
See the world- and themselves-as manageable,
understandable, and meaningful.
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Definition
• Resilience, understood as a set of beliefs,
feelings, and behaviors that emerges at a time of
adversity, refers to the ability of the child to
‘spring back’ from adversity. According to
researchers it is “a process of, capacity for, or the
outcome of successful adaptation despite
challenging and threatening circumstances.”
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Protective Factors to Consider
• The event itself
Severity, proximity of child, closeness to victims,
• The child’s resources
Self esteem, adaptability, optimism, social skills
• Family characteristics
• Community Support
• Developmental Path
Expression of resiliency varies with age
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Activity for Protective Factors
• You will refer to the handouts on Risk and
Protective Factors and Emma’s Story
• At your tables consider Emma’s resiliency factors
on the four levels of the handout
• As you identify her resiliency factors break them
down into developmental stages:
Pre elementary
Elementary
Adolescent
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Trauma-informed Theory
MODULE 8
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Trauma-informed Theory
Instead of asking “what is wrong with you?”
a trauma-informed approach asks
“what has happened to you?”
Roger Fallot and Maxine Harris, Using Trauma Theory to Design Service Systems
Universal precautionary approach…..
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Trauma-informed Organization
• A program, organization, or system that is traumainformed realizes the widespread impact of trauma
and understands potential paths for healing;
recognizes the signs and symptoms of trauma in staff,
clients, and others involved with the system; and
responds by fully integrating knowledge about
trauma into policies, procedures, practices, and
settings. (Fallot and Harris)
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Trauma-informed Principles
1. Safety: staff and the consumers feel physically and
psychologically safe; the physical setting is safe and
interpersonal interactions promote a sense of safety.
2. Trustworthiness and transparency: organizational
operations/decisions are conducted with transparency
building and maintaining trust among staff, consumers, and
family members of consumers.
3. Collaboration and mutuality: true partnering and leveling
of power differences between staff and consumers and
among organizational staff from direct care staff to
administrators; healing happens in relationships and in the
sharing of power and decision-making.
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Trauma-informed Principles
4. Empowerment: throughout the organization and among
consumers, strengths are recognized, built on, and validated
and new skills developed as necessary.
5. Voice and choice: the organization aims to strengthen the
staff's, consumers', and family members' experience of choice.
6. Peer support and mutual self-help: are integral to the
organizational and service delivery approach and are
understood as a key vehicle for building trust, establishing
safety, and empowerment.
7. Resilience and strengths based: a belief in resilience and
in the ability of individuals, organizations, and communities to
heal and promote recovery from trauma.
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Trauma-Informed Principles
8. Inclusiveness and shared purpose: the organization
recognizes that everyone has a role to play in a traumainformed approach;
9. Cultural, historical, and gender issues: the organization
addresses cultural, historical, and gender issues; the
organization actively moves past cultural stereotypes and
biases offers gender responsive services, leverages the
healing value of traditional cultural connections, and
recognizes and addresses historical trauma.
10.Change process: is conscious, intentional and ongoing;
the organization strives to become a learning community,
constantly responding to new knowledge and developments.
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Key Trauma-informed Principles
1.
2.
3.
4.
5.
6.
Safety
Trustworthiness
Choice
Collaboration
Empowerment
Language Access and Cultural Competence
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Index Card Activity
Write one of the principles on each index card
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Safety
•
Because trauma inherently involves a physical or emotional
threat to one’s sense of self, families and youth are often
especially attuned to signals of possible danger.
•
It is essential then, that service organizations prioritize
safety as a guiding principle in order to become more
hospitable for trauma survivors and to avoid inadvertently
re-traumatizing people who come for services.
•
This holds true for staff as well.
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Trustworthiness
• Survivors of trauma report a violation of boundaries resulting
in a justified inability to trust others; especially those in
power and authority.
• A trustworthy organization is one that demonstrates
appropriate boundaries, task clarity, clear and consistent
policies and reasonable expectations for providers, families,
and youth.
• The trauma-informed organization recognizes how trust has
been violated and seeks to earn trust.
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Choice
• Maximizing family and youth choice and mutuality.
• Allows family and youth to choose where, how and
when they will receive services. They also have an
active voice in selecting a provider and determining
treatment.
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Collaboration
• Policies, practices and relationships that encourage
empowerment, partnership, and participation, as
well as strength based and community-based
approaches.
• Having the ability to share power and value both
perspectives:
 Collaboration with family and youth allows for very
specific insight. Only they know their responses, their
needs and history better then anyone else does.
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Empowerment
• It is the state of feeling self-empowered to take
control of one's own destiny.
• To become aware that one’s experience can
enhance service systems and promote change.
• Program opportunities to develop skills and
enhance knowledge of the consumer.
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Language Access & Cultural Competence
• Extent to which policies, procedures, staff, services and
treatment are sensitive to family and youth:
 cultures
 traditions
 beliefs
• The agency’s policies and procedures acknowledge that
behaviors and responses to trauma are influenced by
culture.
• Ensure language access thru:
 policy
 training
 reimbursement
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The Continuum
MODULE 9
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Traditional vs. Trauma-informed (handout)
• How is a Traditional System different from a
Trauma-Informed System?
Handout in packet
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It’s a Journey
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Identify Trauma-Related Needs
• One of the first steps in helping
trauma-exposed children and families
is to understand how they have been
impacted by trauma.
• Trauma-related needs can be
identified through trauma screening
and assessment.
• It is important to consider trauma
when making service referrals and
service plans.
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Screening and Assessment
Psychological Evaluation
*Designed to answer a specific
referral question and conducted by
court-approved evaluator
Trauma Assessment
*In-depth assessment of trauma
symptoms and psychosocial
functioning completed by a mental
health provider
Trauma Screening
*Universally administered by frontline worker to determine a child or
parent’s trauma history and related
symptoms
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Trauma Screening
Brief, focused inquiry to determine whether an individual has
experienced specific traumatic events or reactions to trauma
• Done by front-line workers
• Usually includes questions regarding exposure to trauma
and related symptoms
• Assists in understanding the child’s and family’s history and
potential triggers
• Directs trauma-informed case planning
• Positive screen may trigger referral for comprehensive
trauma mental health assessment
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Trauma Assessment
• A more in-depth exploration of the nature and
severity of the traumatic events, the impact of
those events, current trauma-related symptoms,
and functional impairment
• Usually done by a mental health provider to
drive treatment planning
• Occurs over at least 2-3 sessions
• Includes a clinical interview, use of objective
measures, behavioral observations of the child, and
collateral contacts with family, caseworkers, etc.
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Trauma Assessment
• Domains covered include:
 Basic demographics
 Family history
 Trauma history (comprehensive, including events
experienced or witnessed)
 Developmental history
 Overview of child’s problems/symptoms
• Includes trauma-specific standardized clinical measures to
assist in identifying the types and severity of symptoms the
child is experiencing
• May include assessment of caregiver stress and/or trauma and
parent-child relationship
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Trauma-Informed Tips
• Determine if child is still living in a dangerous environment. This
must be addressed and stress-related symptoms in the face of
real danger may be appropriate and life saving
• Provide child a genuinely safe setting and inform him/her about
the nature, and limitations, of confidentiality
• Seek multiple perspectives about trauma (e.g. child, parents,
legal guardians)
• Use combination of self-report and assessor-directed questions
• Recognize potential impact of both culture and developmental
level while obtaining trauma information from children.
Wolpow & Ford, 2004
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Trauma-Informed Tips
• Because trauma comes in many different forms for children
of varying ages, gender, and cultures, there is no simple,
universal, highly accurate screening measure.
• Screening approaches should identify risk factors such as
poverty, homelessness, multiple births during adolescence,
and other environmental vulnerabilities of trauma-related
symptoms and behavior problems associated with trauma
histories
 PTSD symptoms (which vary with age)
 Behavioral symptoms associated with trauma
Hodas 2004
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Screening/Assessment for Children & Adolescents
• Parents, guardians or other involved adults would
have to participate in screenings of younger
children
• Older children and adolescents could complete a
self-report measure
• Positive screens will require a more
comprehensive follow-up evaluation conducted by
a professional familiar with manifestations of
childhood trauma
Hodas 2004
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Trauma and Parents/Caregivers
• Many birth parents have histories of trauma (in
childhood and adulthood).
• Trauma can impact parenting and protective
capacities.
• Awareness of parental trauma history helps workers
better understand parents and link them to
appropriate services.
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Sample Trauma Screening and Assessment
For Trauma Exposure/History: Self-Report and Structured
Interview
• Childhood Trauma Questionnaire: Bernstein et al, 1994
For PTSD Symptoms: Self-Report and Structured Interview
• Clinician Administered PTSD Scale for Children and Adolescents. (CAPSCA): Newman, 2002
• UCLA PTSD Reaction Index for Children:
Steinberg et al, 2004
• Trauma Symptom Checklist for Children (TSC-C): Anxiety, Depression,
Anger, Posttraumatic Stress, Dissociation Sexual Concerns. Wolpaw et al,
• PTSD Checklist for Parents (PCL-C/PR) Blanchard et al 1996
• Child Behavioral Checklist (CBCL) General behavioral measures
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Sample Trauma Screening and Assessment
For Psychosocial and Psychiatric Symptoms: Self Report
and Structured Interview
• Diagnostic Interview Schedule for Children (DISC):
Shaffer et al 1992
• Diagnostic Interview for Children and Adolescents-Revised (DICA-R):
Reich et al, 1991
• Schedule for Affective Disorders and Schizophrenia Present and
Lifetime Version, Kiddie version (K-SADS-PL) for children and
adolescents: Kaufman et al, 1997
For Self-Regulation: Self Report
• Parenting Stress Index Short Form (PSI):
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Abidin, 1995
Examples of screening tools for parents
Life Events Checklist:
http://www.ptsd.va.gov/PTSD/professional/pages/assessments/assessmentpdf/life-event-checklist-lec.pdf
Trauma Recovery Scale:
http://www.psychink.com/rfiles/CFScalesMeasures.pdf
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Questions to Ask Therapists and Agencies that
Provide Services
• Do you provide trauma-specific or trauma-informed therapy? If
so, how do you determine whether the child needs traumaspecific therapy?
• How familiar are you with evidence-based treatment models
designed and tested for treatment of child trauma-related
symptoms?
• How do you approach therapy with children and their families
who have been impacted by trauma (regardless of whether they
indicate or request trauma-informed treatment)?
• Describe a typical course of therapy (e.g., can you describe the
core components of your treatment approach?).
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Examples of Evidence-Based Treatments
•
•
•
•
Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)
Eye Movement Desensitization Reprocessing (EMDR)
Child-Parent Psychotherapy (CPP)
Prolonged Exposure Therapy for Adolescents (PE-A)
There are many different evidence-based trauma-focused
treatments. A trauma-informed mental health professional
should be able to determine which treatment is most
appropriate for a given case.
For more information visit: www.nctsn.org,
www.cebc4cw.org, and www.chadwickcenter.org
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Trauma-Focused Cognitive-Behavioral Therapy
• Short-term (12-20 sessions) therapy for children ages 3-18
who have been impacted by trauma
• An empirically supported intervention based on learning
and cognitive theories
• Designed to reduce children’s negative emotional and
behavioral responses, and to correct maladaptive beliefs
and attributions related to abusive experiences
• Aims to provide support and skills to help non-offending
parents cope effectively with their own emotional distress
and to respond optimally to their abused children
Source: Cohen, J. E., Mannarino, A. P., & Deblinger, E. (2006). Treating Trauma and Traumatic Grief in Children and Adolescents. New York: Guilford Press.
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TF-CBT PRACTICE Components
P
R
A
C
T
I
C
E
sychoeducation and parenting skills
elaxation
ffective expression and modulation
ognitive coping and processing
rauma narrative development & processing
n vivo mastery of trauma reminders
onjoint child-parent sessions
nhancing future safety and development
Source: Cohen, J. E., Mannarino, A. P., & Deblinger, E. (2006). Treating Trauma and Traumatic Grief in Children and Adolescents. New York: Guilford Press.
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Eye Movement Desensitization Reprocessing
(EMDR)
• Treatment that helps children (ages 2-17) reprocess beliefs,
emotions, and body sensations associated with the
traumatic event to resolve trauma symptoms.
• Child is taught self-soothing and calming skills prior to
trauma processing phase.
• During trauma processing phase, the child attends to
traumatic material while focusing on an external stimulus.
 Therapist directs child in bilateral eye movements, hand
tapping, or audio bilateral stimulation.
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Source: Adler-Tapia, R., & Settle, C. (2008). EMDR and the art of psychotherapy with children: Treatment manual. New York: Springer Publishing Company.
Child-Parent Psychotherapy (CPP)
• Dyadic attachment-based treatment for young children
(0-6) exposed to interpersonal violence.
• Average number of sessions = 50
• Focuses on safety, affect regulation, improving the
child-caregiver relationship, normalization of traumarelated response, and joint construction of a trauma
narrative.
• Goal is to return the child to his/her normal
developmental trajectory.
Source: Lieberman, A.F. & Van Horn, P. (2005). “Don’t hit my mommy!: A manual for child-parent psychotherapy with young witnesses of family violence.
Washington, D.C.: Zero to Three Press.
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Prolonged Exposure Therapy for Adolescents
(PE-A)
• Therapy in which adolescents (ages 12-18) are encouraged
to repeatedly approach situations or activities they are
avoiding because they remind them of their trauma.
• Includes psycho-education about common trauma
responses and relaxation training.
• Helps teens emotionally process their traumatic memories
through imaginable and in vivo exposure to resolve traumarelated symptoms.
• Treatment lasts 8-15 sessions.
Source: Foa, E. B., Chrestman, K. R., & Gilboa-Schechtman, E. (2009). Prolonged Exposure Therapy for Adolescents with PTSD: Emotional processing of traumatic
experiences: Therapist guide. New York, NY: Oxford University Press.
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Other Promising Practices
Some other promising practices include:
•
•
•
•
•
•
•
•
•
•
Alternative for Families: A Cognitive Behavioral Therapy
Child and Family Traumatic Stress Intervention (CFTSI)
Cognitive Behavioral intervention for Trauma in Schools (CBITS)
Combined Parent-Child Cognitive Behavioral Therapy (CPC-CBT)
I Feel Better Now! Trauma Intervention Program
Sanctuary Model
Seeking Safety for Adolescents
Structured Sensory Intervention for Traumatized Children, Adolescents and
Parents, for At-Risk and Adjudicated Youth (SITCAP-ART)
Trauma-Focused Coping (TFC)
TARGET
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Other Services That Enhance Resilience
•
•
•
•
•
Mentoring programs
Sports, arts, recreational activities
Yoga, mindfulness, relaxation
Community service
Wraparound programs such as case
management
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T Chart Activity
• Using “post its” identify examples that you know
of for each principle
• You will identify a traditional example and a
trauma-informed example for each principle
• One example per “post it”
• You can have more than one example for each
principle
• When ready post the examples on the walls or
paper available to you at your tables
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The Vignette
MODULE 10
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Instructions
• Identify a scribe and reporter
• Review vignette
• Decide as a group which 1-2 principles you want to
work on (depends on time)
• On the easel indicate the TI principle up top and
under it you will list the trauma-informed
approaches
• Brainstorm how you would respond to the youth in
a trauma-informed way
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Organizational Change
MODULE 11
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Organizational Change
• Commitment to changing policies, practices
and culture of an organization
• Requires staff at all levels understand trauma
• The process takes time
• Requires knowledge of Stages of Change
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Transtheoretical Model of Change
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Steps for Trauma-informed Change
• Step 1:
Change Team
• Step 2:
Identify a model for improvement
• What needs to be changed
• Testing the change with plan-do-study-acts
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Continuous Quality Improvement
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“Tennis Ball Game”
• Break up into groups of 5-6 people
• Select timer, scribe, and leader
• Using tennis balls spend 5 minutes designing a
process that meet the following specifications:
 Each ball must be touched by the person at least once
 The ball cannot be passed to the person directly next to
you
 The balls must be moved from person to person
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Effects of Working with Trauma and Self Care
MODULE 12
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Vicarious Trauma
• Vicarious trauma is the process of change
that happens because you care about other
people who have been hurt, and feel
committed or responsible to help them. Over
time this process can lead to changes in your
psychological, physical, and spiritual wellbeing.
AKA Secondary Traumatic Stress
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Risk Factors
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Coping Style
Personal History
ACES
Social Support
Current Life Situation
Work Environment and Work Style
Being HUMAN
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Compassion Fatigue
Source: www.imatterpsych.com
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Heal Thyself
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Signs and Symptoms
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Difficulty managing your emotions;
Difficulty accepting or feeling okay about yourself;
Difficulty making good decisions;
Problems managing the boundaries between yourself and
others (e.g., taking on too much responsibility, having
difficulty leaving work at the end of the day….)
Problems in relationships;
Physical problems: aches & pains, illnesses, accidents;
Difficulty feeling connected to what’s going on around and
within you;
Loss of meaning and hope.
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How’s your tank?
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Working Protectively
• Why do you do this work?
• Do you know what you are doing in your
work?
• How do you measure success?
• What can you control?
• How are you personally changing?
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Strategies for Living a Trauma-informed Life
• Examples of Self Assessments
• Examples of Self Care Plans
• Other Ideas
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Summary and Evaluation
Questions, Evaluation, & Certificates
Thank You!
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