A Treasure Box for Creating Trauma-Informed Organizations

Name: A Treasure Box for Creating Trauma-Informed Organizations | A Ready-to-Use Resource for Trauma, Adversity, and Culturally Informed, Infused and Responsive Systems
Brand: Jessica Kingsley Publishers
Price: 94.99 EUR
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A Ready-to-Use Resource for Trauma, Adversity, and Culturally Informed, Infused and Responsive Systems

Karen Treisman(Author)

Jessica Kingsley Publishers

Published on 21. May 2021

720 pages

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978-1-83997-188-4 (ISBN)

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Content

Intro
A Treasure Box for Creating Trauma-Informed Organizations
Cover
Volume 1
Of related interest
Title page
Copyright
Acknowledgements
Contents
List of figures
List of worksheets
Part 1: Individual and Organizational Trauma: What this Means and the Rationale for Change
1. The Key Elements of Trauma and its Impact
1.1. What this chapter covers
1.2. Definition of trauma and adversity
1.3. Interplaying factors - trauma does not occur in a vacuum
1.4. Different types of trauma
1.4.1. Single-event trauma
1.4.2. Cultural and identity trauma
1.4.3. Intergenerational, multigenerational, historical, and inherited trauma
1.4.4. Community and collective trauma
1.4.5. War, genocide, political, and refugee trauma
1.4.6. Abuse, violence, and maltreatment
1.4.7. Medical, health, injury, and birth trauma
1.4.8. Military and combat-related trauma
1.4.9. Peer, sibling, and bullying trauma
1.4.10. Traumatic grief, bereavement, and loss
1.4.11. Natural disaster
1.4.12. Secondary and vicarious trauma
1.4.13. Organizational, institutional, and system trauma
1.4.14. Developmental trauma
1.4.15. Relational, interpersonal, and attachment trauma
1.4.16. Traumatic fog and oxygen
1.5. Some metaphors, words, and images about trauma
1.6. Some common areas impacted by trauma
1.7. Relationships, beliefs, narratives, and sense of self
1.8. Self-esteem and self-concept
1.9. Emotional world and emotional regulation
1.10. Building blocks of a child's sensory world, and the window of tolerance and regulation
1.11. Social, emotional, and developmental age and stage versus chronological age and stage
1.12. The body as a physical and emotional container
1.13. Trauma-related body sensations and triggers
1.14. Other types of triggers and hotspots (emotional, relational, and autobiographical)
1.15. Spotlight on brain development, stress, and trauma
1.16. The impact of trauma and stress on physical health and the immune system
1.17. A wider frame than the 'post-traumatic stress disorder (PTSD)' classification
1.18. Trauma-specific interventions
1.19. Some spotlights of specific areas within the trauma field
2. Understanding the Processes, Importance, and Impact of Organizational Trauma, Organizational Adverse Experiences, and Traumatized Systems
2.1. Introduction
2.2. Organizational climate and context
2.3. An organization, like a person, is alive with thoughts, feelings, values, and much more
2.4. Signs that an organization is in trauma
2.5. Organizational and societal memory and amnesia
2.6. Mirroring and parallel processes
2.7. Mirroring family dynamics and role positioning
2.8. Re-traumatizing, trauma-inducing, and triggering experiences within the system
2.9. Organizational adverse experiences, organizational trauma and stressors, and work-related stress and strain
2.10. Wellbeing leads to well doing - the importance and centrality of safety and trust
2.11. Helping and caring professionals who are more likely to have experienced trauma themselves
2.12. Secondary trauma, vicarious trauma, compassionate fatigue, and burnout
2.13. Organizational protective factors and stressors
2.14. Concluding thoughts
3. The Rationale, Ingredients, and Terms of Adversity, Culturally, and Trauma-Informed Organizations
3.1. An important note on the choice of terms
3.2. Definitions and key elements of trauma, adversity, and culturally informed, infused, and responsive practice
3.3.1 The difference between trauma-specific and trauma-informed and what this book is focusing on
3.3.2 The difference between trauma-informed and a healthy organization, and/or a kind organization
3.4. Brief background, origins, history, and roots of trauma-informed practice
3.5. The four Rs expanded, and the notion of trauma-informed systems
3.5.1. Realize
3.5.2. Recognize
3.5.3. Resist
3.5.4. Respond
3.6. Nine Rs (expanding on the four Rs)
3.6.1. Reflect
3.6.2. Reconnect
3.6.3. Relational
3.6.4. Rewarding
3.6.5. Real
3.7. It is a journey, not a final destination
3.8. The values being infused across the entire fabric of the organization
3.9. Some rationales for adversity, culturally, and trauma-informed, infused, and responsive practice
3.9.1. Why is it important to have a why and an elevator speech?
3.10. Rationale 1: The prevalence, widespread, and multi-layered nature of trauma, adversity, injustice, stress, and loss means that we need services which meet and are responsive to these needs
3.10.1 A brief insight into the costs
3.11. Rationale 2: Humanizing services and seeing the person behind the behaviour, label, and crisis, as well as having a culture of curiosity
3.12. Rationale 3: Creating systems that are trauma-reducing instead of trauma-inducing
and that try to support prevention and change
3.13. Rationale 4: To create services that are inclusive and benefit everyone
3.14. Rationale 5: Whole-system-wide change means everyone has a role to play
3.15. Rationale 6: Staff wellbeing, including organizational stressors and trauma (see also Chapter 2)
3.16. Rationale 7: Parallel and mirroring processes - a traumatized organization and a trauma-soaked system (see also Chapter 2)
3.17. Rationale 8: A lens and framework which also integrates, advocates, and promotes collaboration, partnering, hope, adversarial growth, cultural humility, and cultural responsiveness
3.18. Reflection and discussion questions
4. Baseline and Readiness Assessment
4.1. What is a baseline assessment and why is it so important?
4.2. Being realistic, starting small, and not over-claiming
4.3. Trauma river
4.4. Expecting and needing a quick fix and expecting changes to be overnight
4.5. A baseline assessment involves some bravery, openness, and reflectiveness
4.6. Processes and methods
4.7. Tools and measures to start a readiness and baseline assessment and track ongoing progress
4.8. Some expanding and examples of using Worksheet 4.1
4.9. Implementation barriers and blocks, and the success factors of becoming more adversity, culturally, and trauma-informed, infused, and responsive
4.10. Reflections around implementation barriers and ingredients of success
Part 2: Values and Principles
5. Safety and Trust
5.1. Introduction to the value of multi-layered safety and trust
6. Relationships, Connections, and Humanizing Services
6.1. Introduction
6.1.1. We all come into the work with our own relationship history and we are the tool
6.1.2. The impact of trauma on relationships and why the healing has to occur within relationships
6.1.3. The power of the therapeutic relationship
6.1.4. More than therapeutic relationships - this is about the micro moments and all interactions
6.1.5. A sense of belonging and connection versus social exclusion and social adversity
6.1.6. Relationships within and between services, including team cohesion
6.2. Reflective questions about relationships in a system context
6.3. Questions to accompany Worksheet 6.1
7. Curiosity, Reflectiveness, Empathy, Compassion, and Understanding
7.1. Curiosity, reflectiveness, empathy, compassion, and understanding
7.2. Behaviour is communication
8. Strengths, Hope, and Resilience
8.1. An introduction to this value and why it is important
8.2. A word of warning around introducing strengths and hope-based practice
9. Cultural Humility and Responsiveness
9.1. What will be covered in this chapter
9.2. Introduction to the concept of cultural humility and anti-racism
9.3. The relationship between cultural humility and being trauma-informed
9.4. Intersectionality and the multiplicity of identities
9.5. Acknowledging and responding to structural, social, cultural, collective, historical, institutional, and political trauma, violence, power, and oppression
9.6. Spotlight on power, privilege, and accountability
9.7. Spotlight on gender-based violence
9.8. Biases, inequalities, and disparities in service provision and system experiences
9.9. Spotlight on cultural idioms, scripts, and perceptions of aetiology
10. Agency, Mastery, Choice, and Voice
10.1. Introduction to the value of agency, mastery, choice, and voice
10.2. Some positive practice examples
10.2.1. Magazines
10.2.2. Mural Arts, particularly the Porch Light Project
10.2.3. Koestler Arts
10.2.4. HealthRIGHT 360 in San Diego
10.2.5. Oregon Family Support Network
10.2.6. Encounter Arts
10.2.7. Leeds Survivor-Led Centre
10.2.8. Hearing Voices Network
10.2.9. Artlink Hull
10.2.10. Mind the Gap (written by Joyce Nga Yu Lee, Resident Director)
10.2.11 Survivors Voices (taken from its website, with permission)
11. Communication, Collaboration, and Transparency
11.1. Introduction
11.2. Integration and connection
11.3. Reflection and discussion questions around these values, and applying the learning to your organization
11.4. Reflections on Chapters 5-11 and the overall values and principles of adversity, culturally, and trauma-informed, infused, and responsive organizations
Volume 2
Title page
Copyright
Contents
List of figures
List of worksheets
Part 3: Trauma, Adversity, and Culturally Informed Ideas Applied in Real-World Practice
12. The Power of Language
12.1. Some of the links between language and trauma
12.1.1. Negative discourses
12.1.2. Relational poverty, fear around speaking, and an absence of the key building blocks of language development
12.1.3. Speech and language difficulties
12.1.4. Trauma as a multi-sensory experience
12.2. Some things to be mindful of as language changes, is nuanced, and is personal
12.3. Why is language so powerful, impactful, and important?
12.4. Confirmation and attentional biases in relation to language
12.5. Think about the language of systems which you have been marinated and soaked in
12.6. Validating and acknowledging someone's experience
12.7. Check and clarify we understand each other
12.8. Vague and generalized descriptions
12.9. Person-first language
12.10. Separating the person from the 'problem' - narrative therapy
12.11. Unique meaning-making and sense-making
12.12. Somatic and embodied experiences
12.13. Cultural considerations
12.14. Using more than one form of communication
13. Leadership and Management
14. Supervision, Reflective Practice, and Team Meetings
14.1. Trauma-informed supervision and reflective practice
14.2. What to call it - 'supervision'?
14.3. The purpose and different types
14.4. Accessibility and provision of supervision/reflective practice
14.5. Supervision and reflective practice being different to management or therapy
14.6. Guiding values and principles for trauma-informed supervision and reflective practice
14.6.1. Model the model
14.7. The values and principles of trauma-informed practice
14.7.1. Safety and trust (see Chapter 5)
14.7.2. Collaboration, choice, agency/mastery (see Chapter 10)
14.7.3. Cultural humility (see Chapter 9)
14.7.4. Strengths and hope-based practice (see Chapter 8)
14.7.5. Integration and connection (see Chapter 11)
14.7.6. Curiosity, reflectiveness, empathy, understanding, and compassion (see Chapter 7)
14.7.7. Viewing behaviour as communication (see Chapter 7)
14.8. Applying the nine Rs to supervision and reflective practice
14.8.1. Realize
14.8.2. Recognize
14.8.3. Resist
14.8.4. Respond
14.8.5. Relational
14.8.6. Real
14.8.7. Reflective
14.8.8. Rewarding
14.8.9. Re-connect
14.9. Some ideas for making supervision and reflective practice multi-sensory and more fun
14.9.1. Rationale and benefits
14.9.2. Expectations and preparation
14.9.3. Multi-sensory, integrative, and creatively embedded
14.9.4. Meet the person where they are at
14.9.5. Consistency and predictability
14.9.6. Ending the time
14.9.7. Feedback
14.10. Adversity, culturally, and trauma-informed and responsive team meetings and team spaces
14.11. Before the team meeting
14.12. During the team meeting
14.13. After the team meeting
15. Staff Wellbeing (Individual, Team, and Organizational Aspects)
15.1. Why we need to think about organizational, system, team, and individual responses to wellbeing
15.2. A brief reminder as to why wellbeing is so important
15.3. Wellbeing is often not prioritized and often positioned as a luxury or as a tick-box exercise
15.4. Organizational elements
15.5. Some strategies for improving our own wellbeing and regulation
15.5.1. Things to be mindful of
15.5.2. Integrating feel-good factors into daily routines
15.5.3. Motivation and satisfaction
15.5.4. Positive and sparkle moments
15.5.5. Strengths- and hope-based reflection, recordings, and letters
15.5.6. Sensory hand, star, or list
15.5.7. Grounding, soothing, regulating, happy, and safe place
15.5.8. Creating a soothing and calming box
15.5.9. Magic carpet position and imagery re-scripting, including SMART goals
15.5.10. De-rolling and debriefing at the end of the day
15.5.11. Personal and professional team of support
15.5.12. Wellbeing planning
15.6. Wellbeing and regulation planning expanded
16. The Physical Environment
16.1. An introduction to the importance of the physical space
16.2. An opportunity to give messages and a feeling through the building
16.3. Signage, visual images, the entrance, and the orientation
16.4. Multi-sensory triggers and environment
16.5. Safety
16.6. Colours, furniture, regulating elements, and access to nature
16.7. Cultural and learning differences (see Chapter 9)
16.8. Collaboration and personalization
16.9. Communicating with staff about changing physical spaces
16.10. Some practical examples of physical spaces
16.11. How to incorporate these ideas for your own physical space
16.12. Some expanding and examples of using the above worksheet
17. Training, Building Momentum, and Forming Working Groups
17.1. Why training is important and who it is relevant for
17.2. Types of training and options, and selecting the trainer
17.3. Enriching the training experience
17.4. How to embed the ideas and values into the organization
17.5. Ideas and tips for keeping the energy and momentum up after training
17.6. Spotlight on wider system training
18. Trauma-Informed Policies, Recruitment, Induction, and Disciplinary Processes
18.1. Wider public policies around inequalities and social injustice
18.2. Policies and values documents at a team and an organizational level
18.3. Questions for reflection
18.4. Trauma-informed recruitment, interview, and induction
18.5. Bringing the values alive - some overarching areas to hold in mind
18.6. How to apply this to your own specific context
18.7. Pre-interview, including the job advert and the person specification
18.8. During the interview itself
18.9. After interview and beginning of the job/induction (not in a particular order)
19. Practice and Real-World Examples
19.1. Carrying out 'assessments' in a more adversity, culturally, and trauma-informed, infused, and responsive way
19.2. Applying the ideas to your own context
19.3. Contributions and examples of trauma-informed practice in a range of contexts
19.4. Trauma-informed practice supporting transitions from foster care to adoption or to another home from within a local authority
19.5. Moving into a residential or children's home (in the first few days and weeks)
References
Subject Index
Author Index

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A Treasure Box for Creating Trauma-Informed Organizations

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