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Becoming trauma informed [PAPERBACK] [2012] [By Nancy Poole(Editor)]
Excellent Book
- GenresNonfiction
Paperback
First published January 1, 2012
11 people are currently reading
94 people want to read
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Displaying 1 - 4 of 4 reviews
August 25, 2018
I’m giving this book 3 stars because it offers some really import insights into what people who have suffered trauma deal with: physically, mentally, emotionally, developmentally, etc.
(Side note: these studies, practices, and therapists are all based in Canada!)
This is NOT a teacher education book; however, there are really important parts of this book that teacher educators should read.
Chapter 1: “A Developmental Understanding of. Complex Trauma” — “Prolonged childhood abuse can also be associated with harmful long-term physical health effects. Recent research shows that the more adverse childhood experiences a person reports, the more likely he or she is to develop life-threatening illnesses such as heart disease, cancer, and stroke” (10).
“The physiological adaptations that abuse survivors develop in response to ongoing threat produces a chronic, underlying state of ‘dysregulation’ or imbalance in the body, which often results in hyperarousal or hyper vigilance or listlessness and dissociation. This dysregulation if the brain and body systems perpetuates mental, emotional and physical distress” (14). <— maybe our students aren’t apathetic! Maybe they (in their words) “just can’t deal!”
“There are clear links between childhood neglect and abuse and later psychological, emotional, behavioral, physiological, and interpersonal problems. Cognitive, affective and psychosocial development are shaped and affected by a combination of chronic abuse; lack of emotionally connected parenting; and or deprivation of basic childhood needs, such as safety, parental constancy and emotional validation” (25).
Chapter 9: Trauma-informed Care for Refugees
**EVERYONE should read this chapter!
“Failing to adequately address the complex mental health needs of refugees who are trauma survivors may worsen their health and negatively affect the integration process” (121).
“Due to trauma-related problems such as lack of concentration, memory problems, or distrust of strangers, some refugees may have difficulties staying in regular ESL classes” (128).
Other chapters of interest:
Ch. 2- “Traumatic Learning”
Ch. 8- “Working in a Trauma-informed Way with clients Who Have a Developmental Disability”
(Side note: these studies, practices, and therapists are all based in Canada!)
This is NOT a teacher education book; however, there are really important parts of this book that teacher educators should read.
Chapter 1: “A Developmental Understanding of. Complex Trauma” — “Prolonged childhood abuse can also be associated with harmful long-term physical health effects. Recent research shows that the more adverse childhood experiences a person reports, the more likely he or she is to develop life-threatening illnesses such as heart disease, cancer, and stroke” (10).
“The physiological adaptations that abuse survivors develop in response to ongoing threat produces a chronic, underlying state of ‘dysregulation’ or imbalance in the body, which often results in hyperarousal or hyper vigilance or listlessness and dissociation. This dysregulation if the brain and body systems perpetuates mental, emotional and physical distress” (14). <— maybe our students aren’t apathetic! Maybe they (in their words) “just can’t deal!”
“There are clear links between childhood neglect and abuse and later psychological, emotional, behavioral, physiological, and interpersonal problems. Cognitive, affective and psychosocial development are shaped and affected by a combination of chronic abuse; lack of emotionally connected parenting; and or deprivation of basic childhood needs, such as safety, parental constancy and emotional validation” (25).
Chapter 9: Trauma-informed Care for Refugees
**EVERYONE should read this chapter!
“Failing to adequately address the complex mental health needs of refugees who are trauma survivors may worsen their health and negatively affect the integration process” (121).
“Due to trauma-related problems such as lack of concentration, memory problems, or distrust of strangers, some refugees may have difficulties staying in regular ESL classes” (128).
Other chapters of interest:
Ch. 2- “Traumatic Learning”
Ch. 8- “Working in a Trauma-informed Way with clients Who Have a Developmental Disability”
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May 2, 2023Everyone has experienced trauma. Some situation has exceeded our capacity to cope. As professionals, friends, and community members, we’ve encountered others who are overwhelmed by life. Becoming Trauma Informed focuses on helping us respond to those situations better. Instead of pushing back, ignoring, invalidating, or dismissing the trauma the other person is feeling, we can learn to accept, explore, validate, and support people through the trauma.
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September 15, 2020
Excellent practical primer on trauma informed services.
Highly recommended for those interested in exploring the applications of trauma informed care and services.
I appreciated the approach to exploring various practical case studies as a way of demonstrating the concepts.
Highly recommended for those interested in exploring the applications of trauma informed care and services.
I appreciated the approach to exploring various practical case studies as a way of demonstrating the concepts.
December 21, 2023
The CAMH books have been really useful in my courses throughout my graduate certificate, and using a trauma-informed approach has become really important in my learning, so I found this to be a useful addition to my course on trauma-informed practice in addictions and mental health.
Displaying 1 - 4 of 4 reviews