Trauma Informed

Care and
Practices
Brittany, Bette, and Danielle
Scan for Handout
 Trauma-Informed Care
What is Trauma?
Trauma is defined as the Trauma-informed care is a framework that
response to an event that recognizes and responds to the signs,
involves an actual or perceived
symptoms, and risks of trauma to better
threat to oneself or others
through death, serious injury, or support the health needs of students who
violation of the body, which have experienced Adverse Childhood
results in feelings of intense
fear and/or powerlessness.
Experiences (ACEs) and toxic stress.

"Although the world is full of suffering, it

is also full of the overcoming of it."
- Helen Keller
Butler et al., 2009
5 SAFETY CHOICE COLLAB TRUST EMPOWER
Ensure Individual Make decisions Task clarity,
G Prioritizing
U physical and with the consistency &
has choice Interpersonal
empowerment
I emotional individual and
D & control share power Boundaries & skill building
safety
I
N
G
Common areas Provide clear and Provided a Respectful & The atmosphere
V appropriate significant role professional allows for validated
are welcoming
A message about in planning & boundaries and affirmed by
& privacy is
L their rights & evaluating are each contact
U respected responsibilities. within the agency
services maintained
E
S
Institute on Trauma and Trauma-Informed Care (2015)
Using tr au m a- inf or m e d Why Trauma
Informed Care?
n ef icial for a ll -
p ractice s is be
students
"A trauma-sensitive school is one in which all
students feel safe, welcomed and supported"
- ASCA Trauma Informed Practice Position Statement

Most students have b

een
through a traumatic Trauma can manifest
even t in negative
2/3 students will expe ways. Examples: Low
event before age 17..rience traumatic
. academic
performance, malada
ptive behaviors,
lack of attention, hig
h dropout rates

nce ca n b e f os te red in
Resilie o ne of the mo st
a inf or m ed Tra u m a is
schools if t ra um tal
sign ific an t c au ses of me n
practices are being
health issues
implemented
(Lazarus et. al., 2021; Rumsey & Milsom, 2019)
 ng th e
pplyi
A SS Mod el
Universal Support
Psychoeducation/SEL

T
Teach students about the effects of stress on

M their mind and bodies

Develop healthy coping skills
Nurture relationships to increase protective
factors
tier 3 Define Trauma Informed Care & Practices
It is easy for the school community to identify
what a trauma-sensitive school counseling
program is
It is outlined in your school's mission and vision

tier 2 Trauma and Grief Informed Staff

Trauma literacy training for all staff members
Trauma Informed Skills for Educators
Universal Trauma Screenings

tier 1
Child and Adolescent Trauma Screener (CATS)
CBITS Trauma Exposure Checklist
Pediatric ACES and Related Life Events Screeners
(PEARLS)
 ng th e
pplyi
A SS Mod el
Targeted Supports
Developmentally Sensitive Small Group

M T Interventions
Coping skills
Mindfulness
CBITS/Bounce Back
tier 3 Trauma Screening for Behavioral
Referrals
Screen students that are brought in for
behavior issues for trauma

tier 2 Collaboration and Consultation

Talking with parents and guardians
Talking with the student's teachers
Check-In and Check-Out

tier 1
Fosters stronger student-staff
relationship
Monitors individual progress
 ng th e
pplyi
A SS Mod el
Intensive Supports
504/ BIP / IEP

M T Working with the student, parents, &

teachers to create a plan to support
learning and development
Creating safe spaces inside or outside the
tier 3 classroom
Incorporating the impact trauma has on
the developmental domains
Outsourcing Resources

tier 2 Referring students to trauma specialists

Having strong relationships with
community resources
Recovery Services

tier 1
Following a community trauma/crisis,
trauma-informed services are provided to
those affected
Things to keep
in mind for Resistance from Trauma effected Communities
implementing Need to meet families where they are at
School Capacity
Trauma Data informed

Informed-Care Teacher training

Should be part of the CSCP

Practices Willingness for consultation

Remembering we don't have all the answers
Need to assess where the school currently stands with
trauma-informed care
Needs to be Culturally Sustainable
Traumatic experiences can look different for everyone
and it is especially important to keep in mind students
cultural identities.

(Lazarus et. al., 2021)

 Resources for School Counselors

This organization created CBITs and This Organization compiles evidence-

Bounce Back and has LOTS of based resources surrounding
resources for educators. childhood resilience.

Universal Trauma Screenings

Child & Adolescent Trauma Screener (CATS)
CBITS Trauma Exposure Checklist
This Organization provides Trauma
Pediatric ACES and Related Life Events
informed care resources in multiple
Screeners (PEARLS)
languages. They have a section for
school personnel.
 References
Butler, L. D., Koopman, C., Azarow, J., Blasey, C. M., Magdalene, J. C., DiMiceli, S., . . . & Kraemer, H. C. (2009).
Psychosocial predictors of resilience after the September 11, 2001 terrorist attacks. The Journal of Nervous and
Mental Disease, 197(4), 266–273.

Goodman-Scott, E., Betters-Bubon, J., & Donohue, P. (Eds.). (2019). The School Counselor’s Guide to Multi-Tiered
Systems of Support (1st ed.). Routledge. https://doi.org/10.4324/9781315144467

Lazarus, P. J., Suldo, S. M., & Doll, B. (2021). Fostering the emotional well-being of our youth: A school-based
approach. Oxford University Press.

National Child Traumatic Stress Network, Schools Committee. (2017). Creating, supporting, and sustaining trauma-
informed schools: A system framework. Los Angeles, CA, and Durham, NC: National Center for Child Traumatic
Stress.

Rumsey, A. D., & Milsom, A. (2019). Supporting school engagement and high school completion through trauma-
informed school counseling. Professional School Counseling, 22(1). https://doi.org/10.1177/2156759X19867254
Thank You!
Do you have any questions?