College campuses who are “Trauma
informed” can help victims manage
trauma symptoms and succeed in
post secondary education.
~ Roger P. Buck, Ph.D.
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1. Define and understand the concept “trauma informed”.
2. Explore complex variables associated with normal human
responses to traumatic events and their potential long-term
impact on the individual.
3. Identify three specific categories of trauma, the associated
traumatic events and unique characteristics that impact
traumatic responses and symptom development.
4.Learn specifics about military trauma and its potential
impact on student veterans and their academic success.
5. Identify positive proactive supports that help traumatized
individuals.
6. Considering the Adverse Childhood Experiences (ACE)
study and other trauma research: create a clear and concise
trauma informed protocol for faculty and staff (campus-wide).
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What is “trauma informed”?
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Why is it important to
understand trauma?
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How does being trauma
informed enhance my ability
to provide services to
students?
Does being trauma informed
actually help in producing
better outcomes for students
with significant trauma
histories?
Trauma occurs in all
walks of life
Education and
Awareness is key
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All supports and interventions are based on the recognition
that symptoms exhibited by survivors are directly related to
the traumatic experience.
These experiences are the cause of many mental health,
substance abuse and behavioral health problems.
Understanding trauma and the human responses associated
with that trauma are key to improving program effectiveness,
educational success, individual adjustment, transition success
and/or recovery.
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Establishment of the National Center for Trauma-Informed
Care. (www.mentalhealth.samhsa.gov/nctic)
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Improvement in program effectiveness through evidence
based best practice/trauma informed principles.
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Across all areas of society: Mental Health Systems, Criminal
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Justice, Substance Abuse, Victims Assistance, Education, Primary
Medical Care etc.
Childhood trauma is rapidly becoming recognized as a public
health issue due to the lifelong negative effects associated
with early trauma experiences (Adverse Childhood Experiences “ACE”
study).
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Understanding the immediate and long term impact that
campus violence has on a student, faculty and staff.
Understanding that privacy and respect are more effective
than seclusion or restraint for those traumatized victims in
residential care facilities (re-traumatized).
Recognize the long term negative impact early childhood
trauma experiences causes on child development. (depression,
personality disorders, antisocial behavior etc).
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Understanding that military war veterans must learn to cope
with a myriad of physical, cognitive, emotional, behavioral
and spiritual/existential (PCEBS) symptoms that plague them
daily.
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Enhanced awareness and sensitivity of the issues and
concerns that veterans and other trauma victims bring to
campus will increase your ability to effectively serve and
respond to their special needs or provide added
accommodations.
Creating an environment with compassionate, empathic and
aware faculty and staff will foster internal support networks
that potentially enhance performance and retention of
traumatized students.
Awareness of other “appropriate” professional supports (both
internal and external to the institution) that you can refer
individuals to will go a long way in retaining traumatized
students with additional needs.
◦ FACT: Those with chronic
histories of domestic
violence, physical and
sexual abuse and other
trauma experiences often
develop
 Co-occurring disorders
such as chronic health
conditions
 Substance abuse
 Eating disorders
 HIV/AIDS
 Criminal justice involvement
Trauma-Informed
Trauma-Specific
interventions
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FACT: Military combat
veterans are permanently
changed by traumatic war
experiences that potentially
cause Physical, Cognitive,
Emotional, Behavioral, and
Spiritual (PCEBS) symptoms
to develop
Trauma Informed
FACT
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FACT: Acute trauma
experiences will make an
immediate impact on the
victim and PCEBS symptoms
will develop
Most people (80%) will
successfully adjust on their
own through resilience and
social supports within
approximately 3 months
FACT: Chronic (long term or
repeated exposure to danger)
trauma experiences will
have a cumulative impact
on the individual causing
more severe PCEBS
symptoms and other more
holistic effects
(Depending on intensity, severity,
type of trauma, individual factors,
social supports and other factors)
ACUTE TRAUMA
CHRONIC TRAUMA
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Individual
characteristics
Nature of the
event/events
Social supports
Psycho-physiology
Factors that determine
trauma responses
Factors that determine
trauma responses
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1. The specific type of traumatic event. (war, rape,
domestic violence, natural disasters)
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2. The individual’s characteristics.
(Age, gender,
culture, previous trauma, mental illness)
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3. Environmental supports.
(Social support systems –
family, friends, shared experiences group)
4. Treatment/intervention strategy effectiveness.
5. Psycho-physiological aspects of trauma
responses.
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Single event vs. recurring
Solitary vs. shared
experience
Presence of loss factor
Separation from family
members
Trusted family as
perpetrator (betrayal)
Death of family member
Nature of the crisis
Nature of the crisis
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Nature of the crisis
Loss of familiar
environment
Loss of status or body
function
Physical injury/pain
Presence of violence
Element of stigma
Presence of life threat
Nature of the crisis
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The age/developmental
stage
Pre-crisis adjustment
Past experience with
crisis
The gender of trauma
victim
Moral/spiritual beliefs
Cultural background
Cognitive level
Biology
Individual Characteristics
Individual Characteristics
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Individual Characteristics
Perception/meaning of
crisis event
Previous behavioral
health issues
Physical disability
Subjective world view
or interpretation style
Personality type
Individual Characteristics
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Nuclear family
Extended family
School
Friends
Peers
Local community
Supportive others
Non-supportive others
Support system
Support system
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Physiological responses to
stress are well documented
in the literature
Individuals with PTSD show
a variety of changes in
memory, emotion, attention
and concentration
Individuals with PTSD
experience changes in brain
structure, chemical
functioning that impacts
memory, emotions and
executive thought
processes
Psycho-physiology
Psycho-physiology
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Acute responses occur during and
immediately following crisis events.
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These are normal responses to
abnormal events.
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The duration of these symptomatic
responses are usually short lived
lasting just a few days up to
approximately 3 months.
Symptoms may vary and persist over
a longer period of time depending on
the type event, individual factors and
supports in the environment.
Acute Trauma
Acute Responses
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There are five general categories of acute
responses (P.C.E.B.S.) (refer to handout):
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A. Physical responses
B. Cognitive responses
C. Emotional responses
D. Behavioral responses
E. Spiritual responses
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Natural disasters
(tornado, flood, fire)
Man made disasters
(plane or car crashes,
bridge collapse,
building fire)
Criminal victimization
(campus violence,
murder, rape)
Acute Trauma
Acute Responses
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Long term trauma experiences to consider:
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Long-term domestic violence (adult)
Long-term severe physical abuse (adult)
Long-term severe sexual abuse (adult)
Childhood severe domestic violence, physical
abuse, sexual abuse and neglect
Repeated tours of military duty in a combat zone
Prostitution Brothels
Concentration camps
Prisoner of war camps
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Trauma Survival and
Disability
Elder Abuse
Criminal victimizations
Aftermath of homicide
and/or suicide
Racial and Ethnic
Intolerance
Sexual and Gender
Prejudice and victimization
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Chronic and Acute
Trauma
Community based violence
School violence, bullying,
and trauma
Workplace bullying,
harassment, and violence
Natural disasters
(prolonged or multiple)
Genocide, Ethnic conflict
and political violence
Impact of war on civilian
populations
Other
Chronic and Acute
Trauma
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Due to the chronic nature of the trauma the
following potentially occurs:
◦ Central Nervous System:
 Brain memory centers (amygdala, hippocampus) increased
reactivity to stimuli with potential for structural brain
damage manifesting in: increased heart rate, blood pressure
and anxiety responses such as panic, mood disturbance,
tremors, nervousness, agitation, sleep disturbance, hypervigilance, and heightened memory and thought processing.
◦ CNS may cause re-experiencing events
◦ CNS may result in avoidance behaviors
◦ CNS may cause prolonged hyper-arousal which
ultimately results in distraction, confusion, attention
deficits, concentration inconsistency, memory lapse and
memory processing/recall difficulties
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P.C.E.B.S. – Will be similar to the Acute trauma
responses but lead to labeling or diagnosing
of the following:
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Post Traumatic Stress Disorder (PTSD).
Depressive Disorders.
Various Anxiety Disorders.
Substance Abuse Disorders
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Attention Deficit
Bipolar disorder
Sleep disorders
Personality disorders
Anti-social behaviors
Criminal behaviors (Domestic violence, child
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Traumatic Brain Injury Symptoms
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abuse, workplace violence, driving infractions etc.)
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Additional Issues:
◦ Person repeatedly abused
is often mistaken as
someone who has a “weak
character”
◦ Survivors of chronic trauma
are often misdiagnosed as
Borderline, Dependent, or
Masochistic personality
disorder.
◦ Survivors who are “faulted
for their symptoms” as a
result of victimization are
unjustly blamed.
Chronic Trauma
Chronic Responses
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Avoid talking and thinking
about trauma
Alcohol and substance abuse
to avoid nightmares/night
terrors, sleeplessness and
numb feelings
Self mutilation and other
forms of self harm social
isolation
Suicide
More complex symptoms
Isolation both physical
and emotional
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1.Trauma and Loss, Vulnerability and
interpersonal violence
2. Intolerance and the Trauma of Hate
3. Community Violence, Crisis Intervention,
and Large Scale Disaster
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Type I: Trauma of Loss,
Vulnerability, and
interpersonal violence:
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Issues of loss and grief
Trauma survival and disability
Sexual trauma
Childhood trauma
Adolescent trauma
Adult trauma
Intimate partner violence
Elder abuse
Criminal victimization
Aftermath of homicide/suicide
Type I, II, III Trauma
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Type 2: Intolerance and
trauma of hate:
◦ Racial and ethnic intolerance
◦ Sexual and gender prejudice
and victimization
Type 3: Community Violence,
large scale disaster:
School violence
Work and campus violence
Natural disasters
◦ Political violence
◦ War impact military and civilian
Type I, II, III Trauma
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Issues of loss and grief
Survival and disability
Sexual trauma
Life stage trauma: childhood,
adolescent and adult
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Intimate partner abuse
Elder abuse
Criminal victimization
Aftermath of homicide or
suicide
Type I Trauma
Type I Trauma
Stage theory suggests:
loss leading to grief may include
denial, numbness, separation
anxiety, despair, and
disorganization
Struggles with “meaning making”
to resolve grief or making sense
of senselessness
Restoration orientation may not
occur easily - unable to create
new relationships
Disenfranchised Grief the grieving
individual doesn’t receive social
support from others necessary
for effective adjustment
Type I Trauma
Type I Trauma
◦ Disenfranchised Grief includes grief not recognized,
validated or supported by the social world of the mourner
 Grief where relationship is not recognized such as extramarital
relationships, gay and lesbian relationships, other relationships
that lack social sanction
 Grief where loss is not acknowledged by societal norms as
“legitimate” loss such as abortion, pet loss, amputation, others
not worthy of sympathy
 Grief where griever is excluded such as children, elderly,
developmentally disabled and others who are believed to not
really experience grief
 Circumstances of death cause stigma or embarrassment such as
AIDS, crime, alcoholism
Two types of disenfranchised grief
 Physically present but
psychologically absent–loved one
with Alzheimer’s disease or
traumatic brain injury
 Physically absent but
psychologically present –
someone is kidnapped or missing
in action in war
 Note: Social supports are
confused and perplexed about
sympathy expression
Type I Trauma
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Confusing because it is unclear
how one is to adjust to them
◦ Physically present with no death
suggests premature to grieve
◦ Physically absent suggests to grieve
is to give up hope of return of
missing person
 Uncertainty means adjustment
cannot occur
 Rituals are not available nor are
social supports
 Grief is unending as uncertainty
drags on with no resolution
Type I Trauma
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Disability trauma is profoundly distressing.
Two types of disability/impairment: congenital and acquired.
Theory and research based literature is limited.
Lack of access to health and rehabilitation services, education,
employment and high cost of medical care hinders ability to fully
participate in society
Persons with an impairment become a person with disability (PWD)
due to societal, systemic and environmental barriers.
Four dimensions of the Multidimensional model: impairments,
activity limitations, participation restriction and environmental
barriers, and facilitators.
PWD face attitudinal, environmental and institutional disability
discrimination, which may last longer and feel worse than the
physical trauma of loss of a limb, sight, hearing or other physical
impairments.
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Attitudinal: Stereotypes and stigma exists and creates
obstacles such as – women with disabilities often experience
abuse which causes worse trauma than the physical disability
itself (raped in their homes, communities and institutions – two times more
likely to be sexually or physically assaulted or exploited than non-disabled –
seen as easy targets by perpetrators)
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Environmental: Two types of environmental barriers include
physical environment inaccessibility (building or structure access)
and social inaccessibility (limited access occurs when families don’t
include the person due to certain disabilities also public health information
that is not available to hearing or visually impaired ie., AIDS/HIV awareness
and condom marketing campaigns)
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Institutional: Legal discrimination such as not being permitted
to marry or have children, exclusion from employment or
school, and non-compliance with fair voting practices
Trauma linked to disability discrimination:
◦ PWD experience a stress pileup from accumulation of a lifetime of
traumatic events
◦ PWD may be vulnerable due to childhood trauma
◦ PWD experience stressors in adulthood leading to depression, substance
abuse, memories of previous traumas and PTSD
◦ PWD (children and young adults of college age) may be susceptible to
attachment trauma which includes physical abuse, sexual abuse, rejection,
psychological abuse (cruelty), emotional neglect (unresponsiveness to
emotional states), and physical neglect (failure to provide for basic needs)
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Sexual violence creates a plethora of mental health problems
including but not limited to:
Post Traumatic Stress Disorder (PTSD)(17%-65%)
Anxiety and panic disorders
Depression
Substance abuse
Normal and expected reactions (refer to PCEBS handout)
Responses are individual and a complex interaction between the individual
and their environment
◦ Other variables to consider: perpetrator assault characteristics ie., spousal,
partner, date, acquaintance, stranger and incest (over 50% report knowing the
perpetrator) also was alcohol or drugs involved (15% rapes involved GHB slipped
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to victim)
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Research studies on re-victimization concentrate on:
◦ Interpersonal factors such as high risk activities that increase
exposure to potential perpetrators (binge drinking, two or more
current sexual partners)
◦ Intrapersonal factors including psychological distress, relationship
insecurity, low self-esteem, self-blame, low self-efficacy, use of
avoidant coping styles, and deficits in risk appraisal and
situational coping (avoidant coping strategies: denial, numbing or
detachment increases PTSD symptoms over time by avoiding memories
and feelings associated with trauma event)
◦ These factors reduce an individual’s ability to assess, assertively
cope with and escape from potentially dangerous situations and
reinforces more aggressiveness by the perpetrator
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Early Childhood
Trauma
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Adolescent Trauma
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Adult Trauma
Life-Stage Trauma
Life-Stage Trauma
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Early Childhood:
◦ Critical time for brain
development (brain is 75%
adult size by age 2)
◦ Positive early experiences
are associated with
increased synaptic
connections
◦ Negative, adverse or
traumatic early experiences
are associated with
decreased synaptic
connections
Early Childhood
Early Childhood
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Early Childhood:
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◦ 3 phases of attachment:
 1. orientation and signals
with limited discrimination of
figure (8 weeks)
 2. orientation and signals
toward one or more
discriminated figure (12
weeks)
 3. maintenance of proximity
to a discriminated figure (12
weeks to 18 months)
Early Childhood
Consistent and sensitive
caregiver responses are
positively associated with
creation of a secure
attachment (safety and security is
established through successful
attachment & gaining confidence)
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Inconsistent, adverse, and
unpredictable responses result
in formation of insecure
attachment characterized as
(avoidant, ambivalent, resistant,
disorganized, or disoriented)
Early Childhood
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Other developmental
competencies (infant to preschool)
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Begin gross motor regulation
Self regulation (eat & sleep)
Development of trust
Language
Gross motor development
Autonomy
Continued self-regulation
Egocentrism
Cause-effect thinking
Initiative
Early Childhood
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Trauma in Early Childhood
◦ 50% of children who experience
maltreatment (physical, sexual,
emotional abuse and neglect)
are younger than age 7
◦ Caregiver is the source of both
support and threat resulting in a
child with approach - avoidance
relationship and disorganized
attachment
◦ Witnessing domestic violence
resulted in numbing, increased
arousal, fear, aggression, reexperiencing and hyper-arousal
Early Childhood
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Trauma in Early Childhood:
◦ Repeated exposure to
threatening and traumatic
situations results in decrease
size of developing brain.
◦ Inhibits parts of the brain
responsible for learning,
managing behavior and
emotional reaction, social
reasoning and social skill
development. (essential for
success in school, employment and
relationship)
◦ Causes physiological changes:
increases anxiety/depression
Early Childhood
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Strong relationship between
childhood trauma and:
Subsequent mental disorders
Higher suicide rate
Mood disorders
Substance abuse
Visual, auditory and tactile
hallucinations
Other psychotic symptoms
may also be found in trauma
survivors
Early Childhood
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Trauma in Early Childhood
◦ Infants and children who
witness violence show excessive
irritability, immature behavior,
sleep disturbances, emotional
distress, fears of being alone
and regression in toileting and
language also increased
likelihood of arrest as a juvenile
and adult.
Early Childhood
Early Childhood
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Adverse Childhood
Experiences (ACE) Study:
◦ Shows 10 different types of
traumatic or violent childhood
experiences contributed to mental
illness, adult health problems, health
risk behaviors (smoking, substance
abuse, obesity etc) higher use of
health care services.
◦ For other research refer to the
National Child Traumatic Stress
Network (www.nctsn.org)
ACE Study
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Adverse Childhood
Experiences (ACE) Study:
◦ Those with 4 or more of the 10
traumatic experiences demonstrate:
twice as likely to smoke cigarettes,
◦ 5 times more likely to use illicit
drugs
◦ 7 times more likely to be alcoholic
◦ 11 times more likely to use injection
drugs
◦ 19 times more likely to attempt
suicide
◦ Vulnerable to early mortality due to
health problems
◦ Suffer more chronic health problems
diabetes, heart disease, and cancer
ACE Study
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Adolescent Trauma:
◦ Approximately 4 million
adolescents have been
victims of a serious physical
assault
◦ Nine million have witnessed
serious violence during their
lifetime
◦ School age children and
adolescents experience the
full range of post trauma
stress reactions that are
seen in adults
Adolescent Trauma
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Adolescent responses
to Trauma:
◦ When trust is damaged by
adults failing to protect
them the adolescent’s basic
worldviews and foundational
aspects of relationships
change
◦ Inability to trust caretakers,
or God makes it difficult to
feel safe
Adolescent Trauma
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Adolescent responses
to trauma:
◦ Fear and anxiety, guilt,
shame, re-experiencing the
trauma, increased arousal,
avoidance, anger and
irritability, negative selfimage, abuse of substances
◦ Female adolescents are more
likely to experience PTSD
symptoms than male
adolescents who tend to
suppress these symptoms
Adolescent Trauma
◦ Additional trauma responses
may be determined by family
disruption by the traumatic
event (family breakup,
relocation of family, family
conflict, poverty, parental unemployment, parental substance
abuse, and psychopathology)
◦ Life stressors become
cyclical
Adolescent Trauma
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Women’s rights are often nominally granted by male
dominated society even in our industrialized Western culture
Women’s rights continue to be ignored by some male groups
and are ignored in the homes of their partners
Types of IPV events and related issues:
◦ Homicide, rape, sexual assault, robbery, aggravated assault and simple
assault
◦ IPV makes up approximately 22% of violent crime against women and 3%
against men
◦ IPV in gay men, lesbians, bisexuals, and transgendered people report 9%
current relationships but 32% in previous relationships
◦ Victims of deliberate cruelty such as IPV represents victimization more
than trauma response – distinction recognizes the perpetrator’s behavior
as the source of deleterious effects more so than the victim’s reaction –
which are primarily shame, self-blame, subjugation, morbid hate,
paradoxical gratitude, defilement, sexual inhibition, resignation,
secondary injury, socioeconomic downward drift
Cycle of Violence:
53% of habitually violent
offenders had observed their
parents engaged in physical
combat
79% of violent children
reported extreme violence
between parents
Three phases of actual cycle of
violence involves; tension,
abuse, relief (honeymoon)
phases
IPV
IPV
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Annually 25 million Americans
are victimized by some form of
crime
Rapes, robberies and assaults
number 2.2 million injuries
with more than 700,000
hospital stay
Sexual assault has major
negative affects on one fourth
of women and up to 7% men
victims resulting in increased
risk of anxiety, depression,
substance abuse and PTSD
Criminal Victimization
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Women who perceive negative
events as uncontrollable tend
to have more severe PTSD
symptoms than women who
perceive negative events as
controllable and/or predictable
Theft from a person
constitutes a fundamental
violation of a person’s dignity
and shows a callous disregard
for one’s rights as a person –
so we respond with outrage
Criminal Victimization
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Psychology of victimization:
◦ Several layers property crime
hurts a person at outer most
level of the self; armed
robbery invades a deeper
level of the self due to direct
contact with the robber and
threatens physical harm;
assault and battery injures
the victim deeper physically
and psychologically
Criminal Victimization
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Rape goes to the core of the
person and causes a loss of
sense of safety and intimacy
that sexual contact is
supposed to have & impacts
victim’s basic beliefs, values,
emotions and sense of safety
Society response to crime
victim may determine how
supported or abandoned
victim feels which impacts
psychological responses to the
event
Criminal Victimization
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Sudden and often violent
death leaves surviving
family members in turmoil
and needing to reconstruct
their world without the
victim
Simultaneously family
members are experiencing
extreme shock, and are
often struggling
emotionally, physically,
socially and financially
Suicide
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Psychological and emotional
experiences that survivors left
behind by suicide experience
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Self-blame
Shame
Stigma
Rejection
Abandonment
Guilt
Anger
Perceive suicide as aggressive act
toward the survivor
Suicide
Psychological and emotional
experiences that survivors
left behind by suicide
experience (Cont’d)
◦ Spiritually/meaning – make sense why
◦ Intrusive images
◦ Disorganized thinking
◦ Increased vulnerability
◦ Need to assign blame
◦ Attempt to regain control
◦ Feelings of victimization and
unfairness
Suicide
Suicide
Six “R’s” Grieving Process:
Recognize loss
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Psychological and emotional
experiences that survivors left
behind due to homicide
experience:
React to separation
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Recollect and re-experience
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Relinquish old attachments
Readjust to new without forgetting
the old
Reinvest
Homicide
Attempt to make sense of the death
Self-blame gives them some
psychological control
Blame criminal justice system
Internalized feeling
Hyper-arousal
Withdrawal
Somatic complaints
Anxiety
Depression
PTSD symptoms
Existential crisis
Complicated grief reactions
Homicide
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Death of loved one will impact
relationships, academic
functioning and developmental
process of survivors:
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Difficulty socially with friends
Difficulty socially at work
Difficulty socially at school
Difficulty socially with family
Old relationships may falter
New relationships may form
Homicide
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Other potential losses after
murder include:
◦ Intrapersonal – questioning faith,
values, and deepest beliefs
◦ Interpersonal – family structure
breaking apart under the stress
(especially if murderer was a family
member ie., husband – wife – once
stable extended family breaks apart)
◦ Extra-personal – loss of victim’s
income or financial security due to
medical bills could lead to loss of
home or accustomed life style
Homicide
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Type II Trauma
Racial and ethnic
intolerance
Sexual and gender
prejudice and
victimization
Type II Trauma
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Three conditions for
racism to flourish:
◦ Groups must be distinguishable
for each other
◦ Culturally different
◦ One group must already be in a
position of institutionalized
inequity (educational inequality,
financial discrimination)
Racial Intolerance
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Four categories of
racism:
◦ Individual – an individual
against another or group
◦ Institutional – organization or
institutional practices
◦ Cultural – those in control use
cultural differences of “others”
to prove inferiority
◦ Liberal – profess equality but a
ploy to have the “others” merge
into the dominant culture
Racial Intolerance
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Hate crimes:
◦ Cause physical and
psychological wounds
consistent with violent
victimization
◦ Communicate unique messages
of fear for LGBT community
◦ Are perpetrated frequently with
ferocious brutality
◦ Offenders appear to be
attempting to wipe out the
existence of homosexuality,
gender atypical behavior, and
the life of their victim
LGBT Community
LGBT Community
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School
Work
Campus
Natural disaster
Political
War both military and
civilian
Community Violence
Community Violence
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School environment:
◦ Buildings that are clean
and well cared for have
lower levels of violence
◦ Social environment that
fosters safety include:
 Skills instruction
 Expected student behavior
 Engagement in the
community
 Student self/other
awareness
 Positive adult interaction
School violence

Responding to school
violence:
◦ Children age 5 and under
exhibit anxiety and fear
◦ Children age 6-11 likely will get
in trouble at school more
frequently, truant, inattentive
and disruptive in class, irrational
fear, nightmares and sleep
problems
◦ Adolescents may exhibit
emotional numbing,
nightmares, flashbacks of the
trauma all of which are normal
responses to traumatic events
Reactions to trauma
events
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Workplace violence
◦ 2 million acts of violence occur
in the workplace every year in
the U.S.
◦ 16 million acts of verbal
aggression occur in the
workplace annually
◦ Categorized as either physical,
verbal or psychological
◦ Context of violence as criminal,
client or co-worker
Workplace trauma

Workplace violence
◦ Homicides account for 12% of
all workplace deaths
◦ Suicides account for 5% of all
workplace fatal injuries
◦ Assaults/violent acts are second
leading cause of death of
American workers
◦ In 2009 homicide was the
leading cause of death for
women in the workplace
Workplace trauma
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Workplace aggression:
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Harassment –
Bullying –
Mobbing –
Emotional abuse –
Workplace incivility –
Victimization –
Social undermining –
Identity threat –
Abusive supervision
Petty tyrant -
Workplace trauma
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Causes of workplace
aggression:

Individual factors
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Trait factors (personality)
Gender
Negative emotions
Type A behavior
Self-monitoring ability
Hostile
Social factors
Injustice
Interpersonal conflict
Frustration & job dissatisfaction
Losing job
Environmental conditions
Drug and alcohol use
Workplace trauma
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College trauma
◦ 2009 more than 23 million
students enrolled in 4500
colleges & Universities
◦ Approximately 15% -20% female
college students raped in their
lifetime
◦ Approximately 5% to 15%
college males admit committing
an act of rape
◦ Two thirds of all violent campus
crimes are simple assault
◦ Only 5% of rapes and attempted
rapes are reported to police
College campus trauma
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College trauma
◦ In 41% of violent crimes the
perpetrator under influence
AOD
◦ Men are twice as likely to be
victims of campus crime
◦ 36% of LGBT students
experienced some form of
harassment in the past 12
months
◦ Underreporting of campus
crimes leads these stats.
suspect
College campus trauma
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Psycho-social development
Emotional management
Autonomy
Developing purpose
Increasing tolerance of others
Difficulty with these
developmental tasks may result
in prone to violent and
aggressive behavior
◦ Alcohol and drug abuse as precursor to aggression and
violence
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College campus Trauma
College Campus Trauma
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Types of disasters to
consider:
◦ Weather
◦ Climate related
◦ Earth movement
◦ Biological/ecological
Natural Disasters
Natural Disasters
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Military trauma
Military Culture

Military Training &
Deployment
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Transition Issues

Trauma Reactions
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Five Aspects of
Recovery
Military trauma
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Extensive research in
treatment modalities
Holistic approaches that
address:
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Cognitive problems
Relationship problems
Affective problems
Family problems
Traumatic symptom problems
Somatic problems
Other considerations: Grief
and bereavement,
anniversaries, ceremonies,
memorials, and rituals
Holism
Holism
Trauma-Specific interventions are
designed to address the
consequences of trauma in the
individual and to facilitate
healing/success and recognize:
1. Survivor’s need to be respected,
informed, connected, and hopeful
regarding their own recovery/success
2. The interrelation between trauma
and symptoms of trauma
3. The need to work collaboratively
with survivors, family and friends,
and other support services to
empower survivors
Trauma-Specific
interventions
Trauma-Specific
interventions
Trauma-Specific
interventions
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Trauma-Specific interventions:

1. Addiction and Trauma Recovery
Integration Model
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2. Risking Connection
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3. Seeking Safety
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4. Trauma, Addiction, Mental
Health, and Recovery
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5. Trauma Affect Regulation: Guide
for Education and Therapy
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6.Trauma Recovery and
Empowerment Model
Trauma-Specific
interventions

Interventions share the
following characteristics:
◦ Emphasizes concepts of
empowerment, connection
and collaboration
◦ Various settings already
include: residential treatment
settings, public schools,
domestic violence shelters,
homeless shelters, group
homes, juvenile justice
programs, substance abuse
programs, parenting support
programs, acute care settings,
psychiatric hospitals, and
prisons
Intervention
Characteristics

Interventions share the
following characteristics:
◦ Peer support/healthy
relationship promotion
◦ Psycho-education
◦ Interpersonal skills training
◦ Meditation
◦ Creative expression
◦ Spirituality
◦ Community action and supports
◦ Safety
◦ Practical de-escalation skills
◦ Intrusive memory management
◦ Restore capacity for information
processing and memory
Intervention
Characteristics

Trauma-Specific
interventions:
◦ Human services
organizations will:
 Assess their organization,
management, and service
delivery system
 Modify to include basic
understanding of how trauma
affects the life of individuals
seeking services
Trauma-Specific
Interventions
Trauma-Specific
Interventions

Protocol for establishing a
“Trauma informed” campus
◦ Institutional commitment to
being trauma informed
◦ Identify your target population
(trauma victims by type I, II, III)
◦ Identify what your target
population wants and need
◦ Assess your ability to provide
for those needs & possible
roadblocks to your effort
◦ Create an action plan, steps,
milestones and outcomes you
expect to achieve
◦ Establish a timeline
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Specific Focus: Campus Culture
Change
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Public health issue
Integrate into campus culture
awareness of trauma, compassion and
caring for student victims
Focus on strengths and resiliency vice
pathology
Focus on education and training
Normal responses to abnormal events
Early action and consistent supports
Peer supports and resources
Thorough awareness training across
campus – all staff and faculty
Ensure “trauma informed” level of care
treatment is available either on campus
or in the local community
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National Center for Post Traumatic Stress
Disorder (NCPTSD) www.ncptsd.va.gov
National Child Traumatic Stress Network
(NCTSN) www.nctsn.org
National Center for Trauma Informed Care
(NCTIC) www.mentalhealth.samhsa.gov/nctic/
Textbook: Trauma Counseling: Theories and
Interventions Editor: Lisa Lopez Levers.,
Springer Publishing Co., New York
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Roger P. Buck Ph.D.
Director
Counseling Center
Hocking College
3301 Hocking Parkway
Nelsonville, Ohio 45764
Phone: 740-753-6133/6095
Email: buck_r@hocking.edu