Dartmouth Health Continuing Education for Professionals Home, Developing a Trauma-Informed Practice: Four Part Series, 1/4/2021 8:00:00 AM - 1/4/2024 12:00:00 PM, This series is comprised of four parts: Foundations of Trauma; Calming Strategies & De-escalation; Validation and Empathy-Building Self-awareness to Inform a Change Process; and Secondary Traumatic Stress and the impact on Staff and Patients.
Part 1: Developing a Trauma-informed Practice: Foundations of Trauma
Length of time: 1 hour
Agenda: Introduction; Define trauma; Review ACES history and prevalence; Review the impact of traumatic stress on the brain and body; Conclusion.
Learning Objectives: After this training, participants will be able to:
1. Identify traumatic stress
2. Recognize Adverse Childhood Experiences
3. Discuss the effect of adverse childhood experiences and traumatic stress on the brain and body
Part 2: Developing a Trauma-informed Practice: Calming Strategies & De-escalation
Length of time: 1 hour
Agenda: Introduction; Define trauma-informed care; Review principles of trauma-informed care practices; Review practical calming and de-escalation strategies; Conclusion.
Learning Objectives: After this training, participants will be able to:
1. Define trauma-informed care
2. Identify three principles of trauma-informed care
3. Describe specific trauma-sensitive and de-escalation strategies
Part 3: Developing a Trauma-informed Practice: Validation and Empathy-Building Self-awareness to Inform a Change Process
Length of time: 1 hour
Agenda: Introduction; Define validation and empathy with video examples; Review strategies to build self-awareness of internal bias and triggers; Conclusion.
Learning Objectives: After this training, participants will be able to:
1. Explain validation and the need to validate patient’s individual experiences in a trauma-informed care practice
2. Discuss empathy and the need to demonstrate it in a trauma-informed care practice
3. Identify 3 practical strategies to build self-awareness of internal bias and triggers
Part 4: Developing a Trauma-informed Practice: Secondary Traumatic Stress and the Impact on Staff and Patients
Length of time: 1 hour
Agenda: Introduction; Define secondary traumatic stress; Review examples of traumatic stress and their impact; Conclusion.
Learning Objectives: After this training, participants will be able to:
1. Identify secondary traumatic stress
2. Recognize examples of secondary traumatic stress in oneself and others
3. Discuss strategies to mitigate the effects of secondary traumatic stress
Presenter
Heather Wilcoxon is a Licensed Clinical Mental Health Counselor (LCMHC) in the State of VT and NH and works as the Assistant Division Director for Children, Youth & Families with HCRS. Heather has experience working with children and families, adults, crisis evaluations in a hospital setting and medical social service work through a Hospice program for many years.
Learning Outcome(s)
At the conclusion of this learning activity, participants will be able to incorporate evidence acquired through the Adverse Childhood Experiences (ACE) study findings into the care and treatment of patients who have experienced traumatic stress in their lives in order to improve overall patient outcomes.
Disclosure
In accordance with the disclosure policy of Dartmouth-Hitchcock/Geisel School of Medicine at Dartmouth as well as standards set forth by the Accreditation Council on Continuing Medical Education and the Nursing Continuing Education Council standards set forth by the American Nurses Credentialing Center Commission on Accreditation, continuing medical education and nursing education activity director(s), planning committee member(s), speaker(s), author(s) or anyone in a position to control the content have been asked to disclose any financial relationship* they have to a commercial interest (any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on patients). Such disclosure is not intended to suggest or condone bias in any presentation, but is elicited to provide participants with information that might be of potential importance to their evaluation of a given activity.
The activity director(s), planning committee member(s), speaker(s), author(s) or anyone in a position to control the content have reported NO financial interest or relationship* which could be perceived as a real or apparent conflict of interest. There were no individuals in a position to control the content that refused to disclose.
*A “financial interest or relationship" refers to an equity position, receipt of royalties, consultantship, funding by a research grant, receiving honoraria for educational services elsewhere, or to any other relationship to a company that provides sufficient reason for disclosure, in keeping with the spirit of the stated policy.
Selected Bibliographic Sources
•Felitti, V.J., & Anda, R.F. (2014). The Lifelong Effects of Adverse Childhood Experiences. In Chadwick’s Child Maltreatment: Sexual Abuse and Psychological Maltreatment, (Vol. 2, pp. 203-216). St. Louis, MO: STM Learning, Inc.
•Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., et al (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) study. American Journal of Preventive Medicine, 14, 245-258.
•Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.
•Shonkoff, J. P. (2016). Capitalizing on Advances in Science to Reduce the Health Consequences of Early Childhood Adversity. JAMA Pediatr, 170(10), 1003-1007.
•van der Kolk, B. (2014). The body keeps score: Brain, mind and body in the healing of trauma. New York, NY: Penguin Group.
Recommended Supplemental Material:
Books:
•Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom, by Kristen Souers and Pete Hall
•Trauma Stewardship: An Everyday Guide to Caring for Self While Caring for Others, by Lauren van Dernoot Lipsky and Connie Burk
Webpage Readings:
•Child Trends TIC: https://www.childtrends.org/publications/how-to-implement-trauma-informed-care-to-build-resilience-to-childhood-trauma
•Fact sheet: Trauma, PTSD, and attachment: https://www.ptsd.va.gov/professional/treat/specific/attachment_child.asp
Videos:
• How trauma affects kids across the lifespan (Nadine Burke Harris) https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime?language=en
• The Resilience Effect (Nadine Burke Harris):
• Secondary Traumatic Stress,“Beyond the Cliff”
Part 1: Developing a Trauma-informed Practice: Foundations of Trauma
Length of time: 1 hour
Agenda: Introduction; Define trauma; Review ACES history and prevalence; Review the impact of traumatic stress on the brain and body; Conclusion.
Learning Objectives: After this training, participants will be able to:
1. Identify traumatic stress
2. Recognize Adverse Childhood Experiences
3. Discuss the effect of adverse childhood experiences and traumatic stress on the brain and body
Part 2: Developing a Trauma-informed Practice: Calming Strategies & De-escalation
Length of time: 1 hour
Agenda: Introduction; Define trauma-informed care; Review principles of trauma-informed care practices; Review practical calming and de-escalation strategies; Conclusion.
Learning Objectives: After this training, participants will be able to:
1. Define trauma-informed care
2. Identify three principles of trauma-informed care
3. Describe specific trauma-sensitive and de-escalation strategies
Part 3: Developing a Trauma-informed Practice: Validation and Empathy-Building Self-awareness to Inform a Change Process
Length of time: 1 hour
Agenda: Introduction; Define validation and empathy with video examples; Review strategies to build self-awareness of internal bias and triggers; Conclusion.
Learning Objectives: After this training, participants will be able to:
1. Explain validation and the need to validate patient’s individual experiences in a trauma-informed care practice
2. Discuss empathy and the need to demonstrate it in a trauma-informed care practice
3. Identify 3 practical strategies to build self-awareness of internal bias and triggers
Part 4: Developing a Trauma-informed Practice: Secondary Traumatic Stress and the Impact on Staff and Patients
Length of time: 1 hour
Agenda: Introduction; Define secondary traumatic stress; Review examples of traumatic stress and their impact; Conclusion.
Learning Objectives: After this training, participants will be able to:
1. Identify secondary traumatic stress
2. Recognize examples of secondary traumatic stress in oneself and others
3. Discuss strategies to mitigate the effects of secondary traumatic stress
Presenter
Heather Wilcoxon is a Licensed Clinical Mental Health Counselor (LCMHC) in the State of VT and NH and works as the Assistant Division Director for Children, Youth & Families with HCRS. Heather has experience working with children and families, adults, crisis evaluations in a hospital setting and medical social service work through a Hospice program for many years.
Learning Outcome(s)
At the conclusion of this learning activity, participants will be able to incorporate evidence acquired through the Adverse Childhood Experiences (ACE) study findings into the care and treatment of patients who have experienced traumatic stress in their lives in order to improve overall patient outcomes.
Disclosure
In accordance with the disclosure policy of Dartmouth-Hitchcock/Geisel School of Medicine at Dartmouth as well as standards set forth by the Accreditation Council on Continuing Medical Education and the Nursing Continuing Education Council standards set forth by the American Nurses Credentialing Center Commission on Accreditation, continuing medical education and nursing education activity director(s), planning committee member(s), speaker(s), author(s) or anyone in a position to control the content have been asked to disclose any financial relationship* they have to a commercial interest (any entity producing, marketing, re-selling, or distributing health care goods or services consumed by, or used on patients). Such disclosure is not intended to suggest or condone bias in any presentation, but is elicited to provide participants with information that might be of potential importance to their evaluation of a given activity.
The activity director(s), planning committee member(s), speaker(s), author(s) or anyone in a position to control the content have reported NO financial interest or relationship* which could be perceived as a real or apparent conflict of interest. There were no individuals in a position to control the content that refused to disclose.
*A “financial interest or relationship" refers to an equity position, receipt of royalties, consultantship, funding by a research grant, receiving honoraria for educational services elsewhere, or to any other relationship to a company that provides sufficient reason for disclosure, in keeping with the spirit of the stated policy.
Selected Bibliographic Sources
•Felitti, V.J., & Anda, R.F. (2014). The Lifelong Effects of Adverse Childhood Experiences. In Chadwick’s Child Maltreatment: Sexual Abuse and Psychological Maltreatment, (Vol. 2, pp. 203-216). St. Louis, MO: STM Learning, Inc.
•Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., et al (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) study. American Journal of Preventive Medicine, 14, 245-258.
•Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration.
•Shonkoff, J. P. (2016). Capitalizing on Advances in Science to Reduce the Health Consequences of Early Childhood Adversity. JAMA Pediatr, 170(10), 1003-1007.
•van der Kolk, B. (2014). The body keeps score: Brain, mind and body in the healing of trauma. New York, NY: Penguin Group.
Recommended Supplemental Material:
Books:
•Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom, by Kristen Souers and Pete Hall
•Trauma Stewardship: An Everyday Guide to Caring for Self While Caring for Others, by Lauren van Dernoot Lipsky and Connie Burk
Webpage Readings:
•Child Trends TIC: https://www.childtrends.org/publications/how-to-implement-trauma-informed-care-to-build-resilience-to-childhood-trauma
•Fact sheet: Trauma, PTSD, and attachment: https://www.ptsd.va.gov/professional/treat/specific/attachment_child.asp
Videos:
• How trauma affects kids across the lifespan (Nadine Burke Harris) https://www.ted.com/talks/nadine_burke_harris_how_childhood_trauma_affects_health_across_a_lifetime?language=en
• The Resilience Effect (Nadine Burke Harris):
• Secondary Traumatic Stress,“Beyond the Cliff”
