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:  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!

Thank you for listening!

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