• Beyond trending: using risking connection as a framework for moving agency culture toward trauma-informed care

      Healey, Michael J.; Renes, Susan L.; Strange, Anthony; Baker, Courtney; Anahita, Sine (2020-08)
      The prevalence and pervasive impact of adverse childhood experiences (ACEs), and more broadly, trauma, are well supported in the extant literature. Despite this evidence, there remains a significant dearth of formal training and educational programs that prepare staff who work with trauma survivors within complex behavioral health systems. Trauma-informed care (TIC) has moved beyond a trend in the mental health field and is gaining momentum as a leading philosophical paradigm that is being infused as an operational framework for agencies that work with survivors. Risking Connection (RC) is a curriculum-based training program that works with agencies interested in becoming trauma-informed. The current study examined the impact of RC on trainee outcomes for knowledge gain, attitude change, and vicarious trauma (VT) on 119 participants who all work for a therapeutic group home system being operated by a provincial government in Atlantic Canada. The findings in this study suggest that RC is effective in improving knowledge gain and attitude change in a favorable direction toward TIC. The study also supported previous findings associated with the improvement of VT.
    • Restorative practices as tools for reducing the outcome data gaps in the Fairbanks North Star Borough School District

      Kettle, Anne; Gifford, Valerie; McMorrow, Samantha; Repetto, Elizabeth (2018)
      Childhood adversity, toxic stress and trauma have physical and mental health impacts on individuals and affect academic and career success. The result of which may present as challenging or off-task behavior in the classroom. Trauma-informed techniques are being implemented to address these challenges in schools and classrooms across the United States. Restorative practices are proving to serve as successful tools for mitigating the impact of adversity on students and build a more cohesive and successful school atmosphere. There is potential for restorative practices to be used by school counselors as part of a comprehensive school counseling program to work to close gaps in the rates of graduation, suspension/expulsion and attendance between students from the majority population and those from traditionally marginalized populations. Based on a review of the literatures of trauma-informed schools, restorative practices and school counselor roles, a presentation and tool-kit has been developed for the Fairbanks North Star Borough school counselors. This tool-kit builds awareness around the impact of trauma, restorative practices and provides resources to support their implementation in this district via school counselors.