Know

Think about a time when you felt welcomed and safe in your environment. What did it look like? Sound like? Or even smell or taste like? Child care centers, preschools, and school-age programs can provide children and youth a break from hardships they face at home. They can also be environments that heighten behavioral or emotional responses from previous traumatic events. However, when caregivers create and implement policies and practices that foster a trauma-informed culture of care, children, families, and staff are better equipped to thrive.

创造一个安全和热情的环境

The National Child Traumatic Stress Network defines trauma-informed child and family service systems as “one in which all parties involved recognize and respond to the impact of traumatic stress on those who have contact with the system, including children, caregivers, staff, and service providers. Programs and agencies within such a system infuse and sustain trauma awareness, knowledge, and skills into their organizational cultures, practices, and policies. They act in collaboration with all those who are involved with the child, using the best available science, to maximize physical and psychological safety, facilitate the recovery or adjustment of the child and family, and support their ability to thrive.” To create a safe and welcoming culture, staff need to be aware of factors that contribute to trauma and how it may look different for every unique child, and therefore approach it from multiple perspectives. Settings that effectively create trauma-informed cultures do the following four things (adapted from the Substance Abuse and Mental Health Services Administration, SAMHSA):

1. Realize the widespread impact of trauma and understand potential paths for recovery.
2. 认识到孩子的创伤的症状和体征dren, families, staff, and others involved with the system.
3. Respond by fully integrating knowledge about trauma into policies, procedures, and practices.
4. Seek to actively resist re-traumatization.

此外，Samhsa表示，没有“规定的一套实践或程序”，成为创新的或创伤敏感。记得从课程中，每个人都有不同的经历和处理创伤，因此没有精确的科学来解决受影响的人的需求。然而，Samhsa提供以下六项原则作为帮助创建满足受创伤影响的个人需求的政策和程序：

1. 安全—ensuring that children, staff, and families feel secure in their environment through daily procedures such as locking all of the doors, having sign-in and sign-out sheets for visitors, and practicing crisis preparedness.
2. 可信赖和透明度—creating a sense that all members of the program community can be open and honest in written, verbal, and nonverbal communication.
3. 同行支持—feeling like there are people in the program community that can be relied upon in times of need.
4. Collaboration and mutuality—the ability to work with others to grow projects of similar interest.
5. 赋权，声音和选择—creating a space where children, families, and program staff can speak about issues and provide their input.
6. Cultural, historical, and gender issues所有参与护理或节目设置的文化，历史和性别考虑的-ARAWARE和敏感性。

通过应用这些原则，计划利用基于证据的分层方法来解决创伤，例如积极行为干预和支持和恢复性司法。

Caregiving and Program-wide Initiatives

积极努力通过环境和方案 - 广泛的系统来支持个人。可以实施护理和方案范围的举措，以帮助解决所有护理人员，家庭和儿童认识到的系统，一贯的方式。这些举措考虑了Samhsa的六个安全，可信度和透明度，同行支持，协作和相互性，赋权，声音和选择以及文化，历史和性别问题的六个校长。考虑LACI从经历多重，一致的恶劣童年体验的课程。由于创伤，她进入了儿童保育中心和计划，因创伤而受到严重的伤势，因为她的社会，情感和认知发展受损。我们在没有支持性系统的情况下看到了一个潜在的途径。积极的行为干预和支持（PBI）和恢复性正义是两种基于证据的方法，以创造安全和热情的环境。这两种方法可以一起使用以创建创伤性敏感环境。实施创伤知识的做法，例如培训或恢复性司法，可以帮助支持，重定向，为拥有经历或正在经历创伤的Laci等人创造新的途径。

The National Technical Assistance Center of the U.S. Department of Education’s Office of Special Education Programs describes PBIS as a: “framework that maximizes the selection and use of evidence-based prevention and intervention practices along a multi-tiered continuum that supports the academic, social, emotional, and behavioral competence of all children. PBIS implementation involves explicitly prompting, modeling, practicing, and encouraging positive expected social skills across settings and with individuals. When children are taught to effectively use relevant, expected social skills for themselves and with others, program climates are described as more positive, learning environments are designated as safer, and caregiver-child relationships are referred to as more trusting and respectful.”

全国创伤压力网络（2017）建议提供以下提供创伤知情计划的做法：

• 实施多层方法，强调为所有儿童提供安全的环境和培养人际关系，对需要额外支持的儿童更具针对性和强化干预措施
• Establishing nurturing responsive relationships with children and families
• Offering predictable environments and routines
• 教育儿童社会和情感技能
• 了解行为的功能以及如何有效地预防和响应行为
• Eliminating exclusion practices and punishment as a response to challenging behavior

PBIS is a tiered system that addresses all children and youth at the base-level and gradually meets the needs of more trauma-responsive children at the peak-level. For more information on PBIS, see the References & Resources section. You can also learn more about The Pyramid Model: PBIS for Early Childhood Settings in the VLS Focused Topic courseSupporting Children with Challenging Behaviors.

恢复性司法使用中介和关系problem-solving, rather than punishment, for behavior issues. For children and youth affected by trauma, punitive or harsh measures can stimulate traumatic responses. Programs using restorative justice use a tiered model to help children and youth create a climate where they take ownership of their actions and openly communicate about issues they are having with each other. It fosters an atmosphere of respect and responsibility where the program staff provide the child or youth with space and equitable decision-making choices.

Having a trauma informed approach to caregiving positively impacts your interactions with children, families, the environment and relationships. In addition to the program-wide initiatives just discussed, some recommended caregiving practices that are considered developmentally appropriate and trauma-informed include:

• Establishing clear, consistent appropriate expectations and communicating expectations regularly
• 在做出普通的事情之前警告孩子
• Observing routines and behaviors to meet the individual needs of each child
• Monitoring children for symptoms such as re-enactment, avoidance, and physiological changes
• Offering choices to give children a sense of control and safety
• 帮助孩子识别，表达和规范情绪
• 如果孩子想要谈论经验丰富的创伤，则倾听和提供支持
• 公开沟通，诚实地帮助发展信任和安全感
• Helping children understand the impact that their behavior has on others
• Teaching and model problem solving skills
• Providing one-on-one time to model and allow children to practice social skills
• Celebrating children’s accomplishments and individual strengths
• Using clear, consistent communication
• Breaking complex tasks into smaller parts with simple directions
• Avoiding punishment and using positive reinforcement and feedback
• Controlling your emotions and do not personalize challenging behavior

Case Study

Nick and Maria have been married for 10 years and have three young children, Nico who is 8, Mila who is 4, and Inez who is 2 years old. Nick is currently deployed to Afghanistan for one year, which is the longest he has been away from his family. Maria now finds herself faced with caring for their young family while she is also working a full-time job. She is stressed from their current situation, but she tries to make sure her children are taken care of to the best of her ability. Each day of the workweek, Maria takes all three of her children to their respective programs and schools before she heads in to work. Here is a look at the family’s day:

Even if this information is not available and abuse or neglect is suspected, a phone call should be placed to child protective services for the child or youth’s safety. In some states these reports can be made anonymously; however, providing your information ensures that there is documentation that you fulfilled your mandated reporter duties and can be helpful if a case is opened with child protective services. Refer to your program administrator and program’s policies when making a mandated report. You can find more information about mandatory reporting in the Virtual Lab School Child Abuse: Identification & Reporting courses.

See

Listen as an expert discusses the importance of instilling empathy in children from a young age and helping children understand how their behavior affects the feelings of others. Can you think of specific ways you can help the children you care for learn these skills?

Trauma-Informed Strategies for Caregivers

Do

Creating a Trauma-Informed Culture

创伤知识的文化和创伤敏感环境允许计划人员将平静的策略纳入日常生活中。考虑您的个人日常生活和计划中的实践。您是否可以采取步骤使其更具创伤敏感？以下是您可以考虑实施以为自己和您的计划创建更具创伤知识文化的一些策略：

• Establish a daily, visible schedule
• 提供明确，可预测的例程和计划，并事先向计划进行任何更改
• 创造一个令人愉悦的桌子安排
• Place fewer materials on shelves to allow children to focus and not be overwhelmed
• Create a community meeting time (this could allow for check-in with children and a time to practice deep breathing and guided imagery, for example)
• Provide nurturing, dependable, supportive interactions
• Give clear ‘rules’ and expectations for behavior and respond consistently to behavior
• Avoid heavily scented cleaners and perfumes
• Favor soft, calming music, instrumentals, or sounds of nature
• 避免海报或图片，具有视觉压倒性或令人不快的图形

此外，创伤知情计划在文化上响应，并考虑家庭和计划社区的具体需求。使用这些建议以确保您以文化响应的方式与家庭和社区成员互动：

• 包括在制定计划决策时反映您的社区多样性的家庭观点
• Ask for feedback from the program community about the cultural responsiveness of the program and staff
• 在谈论儿童和家庭时使用基于优势的方式
• Recognize that families may have different values and goals for their children than what you have in mind
• Reflect on your own emotional needs and cultural norms that influence your perceptions of children’s and families’ behavior