Trauma-Informed Care Concepts
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Questions and Answers

What supports and facilitates trauma-informed care in a trauma-informed organization?

  • Policies
  • Procedures
  • Practices
  • All of the above (correct)

    • Which of the following are foundations for intentional use of self? (Select all that apply)

  • Financial literacy
  • Relationship skills and attunement (correct)
  • Self-regulation (correct)
  • Self-awareness (correct)

    • What does a trauma-informed organization ensure that staff understands?

    What trauma is and how it impacts everyone within the system.

    What are the components of the triune brain?

    <p>The Thinking Brain</p> Signup and view all the answers

    Developmental relationships are characterized by which of the following? (Select all that apply)

    <p>Progressive Complexity</p> Signup and view all the answers

    What are Pain-Based Behaviors?

    <p>Behaviors due to emotional pain</p> Signup and view all the answers

    What does the TCI system assist organizations with? (Select all that apply)

    <p>De-escalate potential crisis</p> Signup and view all the answers

    What occurs when a child's fight, flight, or freeze response is activated?

    <p>A crisis occurs.</p> Signup and view all the answers

    Define Therapeutic Milieu.

    <p>The combination of people, emotions, attitudes, and objects that create a sense of safety, respect, belonging, care, and accountability.</p> Signup and view all the answers

    What are the goals of Crisis Intervention? (Select all that apply)

    <p>Support</p> Signup and view all the answers

    What are the elements of the stress model of crisis?

    <p>All of the above</p> Signup and view all the answers

    What are setting conditions?

    <p>Anything that makes challenging behavior or traumatic stress responses more or less likely to occur.</p> Signup and view all the answers

    Match the following statements to their corresponding questions:

    <p>What am I feeling right now? = Self-reflection What does this child need, feel, expect, or want? = Understanding the child's perspective How is the environment affecting the situation? = Environmental awareness How do I best respond? = Best response strategy</p> Signup and view all the answers

    What are active listening techniques?

    <p>All of the above</p> Signup and view all the answers

    Which of the following are nonverbal techniques? (Select all that apply)

    <p>Tone of Voice</p> Signup and view all the answers

    What are behavior support techniques?

    <p>Managing the environment, prompting, caring gestures, redirection, proximity, directive statements, time away.</p> Signup and view all the answers

    What are encouraging and eliciting techniques?

    <p>All of the above</p> Signup and view all the answers

    What criteria must be met when using directive statements?

    <p>Trusting relationship exists</p> Signup and view all the answers

    What does an empathetic response involve?

    <p>Connect with the child's experience.</p> Signup and view all the answers

    What is summarization?

    <p>Summing up the feelings and content.</p> Signup and view all the answers

    When should time away be used?

    <p>Child is capable of relaxation</p> Signup and view all the answers

    How can adults support children?

    <p>Both A and C</p> Signup and view all the answers

    What should be done as part of nonverbal strategies? (Select all that apply)

    <p>Use silence</p> Signup and view all the answers

    What are the goals of emotional first aid? (Select all that apply)

    <p>Provide immediate support</p> Signup and view all the answers

    What should be done with verbal strategies? (Select all that apply)

    <p>Ask clarifying questions</p> Signup and view all the answers

    What happens during an amygdala hijack?

    <p>Anger or fear triggers fight, flight, or freeze response.</p> Signup and view all the answers

    What should be done when the crisis is over?

    <p>Prepare to discuss the situation in a Life Space Interview (LSI).</p> Signup and view all the answers

    What are the goals of the Life Space Interview (LSI)?

    <p>Provide sense of emotional safety</p> Signup and view all the answers

    What are the elements of a potentially violent situation? (Select all that apply)

    <p>The Weapon</p> Signup and view all the answers

    What are options to handle physical violence?

    <p>Maintain safe distance</p> Signup and view all the answers

    What is the goal of physical intervention?

    <p>Reduce risk.</p> Signup and view all the answers

    Define physical restraint.

    <p>The use of trained and competent staff members to hold a child to contain acute physical behavior.</p> Signup and view all the answers

    What is acute physical behavior?

    <p>Behavior likely to result in injury to the child or others.</p> Signup and view all the answers

    When should physical restraints be used?

    <p>If indicated in child's ICSP</p> Signup and view all the answers

    What are physical restraints not meant for?

    <p>To punish or discipline</p> Signup and view all the answers

    What is the duty of care?

    <p>Act in the best interest of individuals</p> Signup and view all the answers

    What does the duty of candor involve?

    <p>Both A and C</p> Signup and view all the answers

    High consequence decisions require which of the following?

    <p>Training and competence</p> Signup and view all the answers

    What should be done during the letting go process?

    <p>State what is expected</p> Signup and view all the answers

    When should restraints be avoided or discontinued?

    <p>When child has a weapon</p> Signup and view all the answers

    What is asphyxia?

    <p>The deprivation of oxygen to living cells.</p> Signup and view all the answers

    Study Notes

    Trauma-Informed Organizations

    • Support trauma-informed care through established policies, procedures, and practices.
    • Staff must understand the nature of trauma, its systemic impact, recognize trauma-related behaviors, and avoid re-traumatization.

    Foundations for Intentional Use of Self

    • Key elements include self-awareness, self-regulation, relationship skills, and self-care.

    Triune Brain Model

    • Comprised of three parts: the thinking brain, emotional brain, and survival brain.

    Developmental Relationships

    • Characterized by attachment, reciprocity, progressive complexity, and a balance of power.

    Pain-Based Behaviors

    • Include emotional and psychological pain manifestations, such as impulsivity, defiance, inflexibility, withdrawal, and self-injury.

    TCI System Goals

    • Aims to prevent crises, manage physical behaviors, reduce harm, teach emotional regulation, and foster a learning organization.

    Crisis Definition

    • Activated by a child's inability to regulate emotions during a fight, flight, or freeze response.

    Therapeutic Milieu

    • Comprises people, emotions, attitudes, and objects creating a safe environment of respect, belonging, and accountability.

    Goals of Crisis Intervention

    • Provide immediate support, help children learn emotional regulation, and create a sense of safety.

    Spaces within the Therapeutic Milieu

    • Involve ideological, physical, cultural, social, and emotional dimensions.

    Stress Model of Crisis

    • Consists of baseline, triggering event, escalation, outburst crisis, and recovery phases.

    Setting Conditions

    • Factors influencing the likelihood of challenging behavior or traumatic responses.

    Crisis Response Questions

    • Assess personal feelings, understand the child's needs, consider environmental impacts, and determine the best response.

    Active Listening

    • Encourages children to express themselves, reduces defensiveness, promotes change through understanding and co-regulation.

    Nonverbal Techniques

    • Utilizes silence, facial expressions, eye contact, and tone of voice to communicate effectively.

    Behavior Support Techniques

    • Include managing the environment, prompting, using caring gestures, redirection, and time away.

    Encouraging and Eliciting Techniques

    • Employ minimal encouragements, open and closed questions to facilitate deeper conversation.

    Criteria for Directive Statements

    • Conditions for use include trust, importance of expectation, past ability to comply, and respectful communication.

    Empathetic Responses

    • Connect with the child's experience to validate their feelings and demonstrate understanding.

    Summarization

    • Involves summarizing child feelings and content for clarity and reassurance.

    Criteria for Time Away

    • Use when children can self-regulate, aren’t highly escalated, can relax, and when intent is to help, not punish.

    Sources of Strength for Children

    • Adults should view situations from the child's perspective, offer support, and celebrate their efforts.

    Nonverbal Strategies

    • Taking deep breaths, providing space, and using neutral stances aid in calming interactions.

    Goals of Emotional First Aid

    • Immediate emotional support, resolving underlying concerns, and keeping the child engaged in activities.

    Verbal Strategies

    • Use calming tones, validating responses, and understanding statements to foster dialogue.

    Amygdala Hijack

    • Refers to the brain's fight, flight, or freeze response triggered by fear or anger.

    Post-Crisis Action

    • Prepare for a Life Space Interview (LSI) to discuss the situation constructively.

    Goals of LSI

    • Establish emotional safety, clarify events, repair relationships, help regulate emotions, and reintegrate the child into routine.

    Elements of Violent Situations

    • Include the spark, target, weapon, and stress level involved.

    Handling Physical Violence

    • Remove elements causing violence, maintain safe distance, and, if necessary, employ restraint techniques.

    Goal of Physical Intervention

    • Aim to reduce risks associated with acute behaviors.

    Definition of Physical Restraint

    • Holding a child by trained staff to contain acute behaviors without intent to harm.

    Acute Physical Behavior

    • Behaviors posing imminent risk of harm to the child or others.

    Guidelines for Physical Restraint Use

    • Must align with agency regulations, be advised on the child's plan, and based on dynamic risk assessments.

    Misuse of Physical Restraint

    • Should not be used for demonstrating authority, inflicting punishment, or causing harm.

    Duty of Care

    • Obligation to act in individuals' best interests, ensure safety, and remain within professional competence.

    Duty of Candor

    • Requirement to communicate incidents honestly with children and families, including apologies and remediation.

    High Consequence Decisions

    • Demands training, dynamic risk assessment, knowledge of child’s condition, and effective planning.

    Letting Go Process

    • Involves clear expectations from the child, supported by the team leader, to set a recovery tone.

    Criteria to Discontinue Restraints

    • When control is lost, factors like anger, safety, or medical concerns arise.

    Asphyxia

    • Defined as oxygen deprivation to living cells, a critical safety concern in physical restraint scenarios.

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    Description

    This quiz explores essential concepts of trauma-informed organizations, focusing on policies, procedures, and the holistic understanding of trauma. It emphasizes relationship-building, emotional regulation, and the Triune Brain Model in fostering supportive environments. Engage with key principles that aim to prevent crises and promote healing.

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