Clinical Ideas for Trauma-Informed Care | #6
In this episode, Kristin digs deeper into trauma-informed care as it pertains to clinical strategies in music and other creative therapy sessions, schools and in the home. The episode begins with a brief overview of trauma-informed care and then discusses clinical implications.
Important points to consider when speaking about trauma-informed care:
We can (and should) assume that everyone we encounter has some level of trauma.
Due to the neurologic reactions from prolonged and persistent trauma the brain is negatively altered which impairs an individual’s ability to function.
This unbalanced system can affect numerous functions such as the ability to feel empathy, academic performance, inability to regulate self, etc.
The initial episode in this trauma-informed series was Episode #1: Trauma-Informed Care - A Review and Call to Action. For a firm foundation in which to build clinician strategies on, please head over and listen to that episode.
This episode encourages the listener to begin their trauma-informed journey through 3 steps:
Awareness (becoming aware of the prevalence and effects of trauma)
Learning (gaining education and strategies to consider)
Intention (putting these strategies into action, as is appropriate, in their own setting)
We’ve narrowed down three factors of change in the process of mitigating and healing trauma:
Consistency and predictability
Connection (building positive relationships)
Learning social and emotional skills
Strategies to consider within these 3 factors:
Consistency and predictability
consistent routines and schedules
consistent and positive routines for entering and exiting a session (classroom, etc.)
consistent and predictable transitions (the space between interventions, routines, etc.)
MACRO (typically those spaces where an individual is physically involved in movement - bigger shifts during the day)
MICRO (typically within an activity, session, or routine)
consistent and predictable physical environment
predictable environment
clear and consistent boundaries
clear and consistent expectations
predictable consequences (highlighting natural consequences for positive and negative actions - not in a punitive punishment reaction)
consistent and predictable caregiver/adult emotional responses
even temper and tone
clear directives
assertive tone (in comparison to a passive or aggressive tone)
Connection (positive relationships)
Connections to self
Much of this foundational work happens when we address emotional and self awareness strategies
Connections to a caring adult or other individual
building relationships based on safety through predictable and consistent interaction
overarching relationship built on unconditional positive regard
Connections to our wider community
building relationally-rich environments in our families, schools and clinical settings is important to build strong and supportive systems of safety to help an individual build resilience!
This may look like building relationships with parents, families, siblings, teachers, staff, and extend that to larger settings such as schools and other clinical facilities.
Consulting
Modeling and sharing resources to use at home/school/etc.
Hosting collaborative sessions with families and siblings (when appropriate and safe to do so)
and others….
Learning Social and Emotional Skills
Awareness of
self within a group environment
one’s own emotions
Learning strategies of regulation:
sensory integration including music, movement and other sensory activities that involve the 5 senses (touch, sight, taste, smell and sound).
Implementation and practice strategies in moving from state of being unregulated to a state of regulation.
*Note on regulation: in order to foster healthy relationships all parties must be regulated. The 3 step process to assisting an individual to move from a state of stress to a state of critical thinking is:
Regulate
Relate (connect with an individual through an attuned and sensitive relationship
Reason (supporting the individual to reflect, learn, remember articulate and become self-assured after an incidence of overwhelm.
We will continue this discuss specifically for music interventions next month during our Music Segment (4th Monday in March).
Resources
CDC - ACE (Adverse Childhood Experiences) Study
Neurosequential Model of Therapeutics
Stress, Trauma, and the Brain: Insights for Educators - The Neurosequential Model - Video
To continue your education:
Music Therapy Ed Course: Introduction to Trauma Informed Care for Music Therapists
Music Therapy Ed Blog Post:Â Why Trauma-Informed Care is Essential for Music Therapists
Reed-Miller Group: Trauma Informed Care Trainings and Workshops
Reed-Miller Blogs on Trauma Informed Care
Let’s continue this conversation!
We seek to host a space for mutual learning and view these episode as the beginning of the conversation. Please comment below your ideas and thoughts that came up during this episode.
See you next week!
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