Browsing by Subject "trauma-informed care"

Now showing 1 - 4 of 4
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    Developing the Role of Occupational Therapy to Address the Effects of Early Childhood Trauma: A Community Capacity Building Approach
    (2022-05-03) Nycz, Kimberly E.; Petrenchik, Terry; Department of Occupational Therapy, School of Health and Human Sciences; Carter, Patricia
    Research supports early childhood trauma significantly impacts a child’s development and growth into a successful adult. As childhood trauma continues to be a public health issue in Missouri, community organizations need ways to improve and expand their trauma-informed and trauma-specific services to the children and families across the state. One way to address this is through implementation of an educational program. This program aimed to develop the role of occupational therapy within these sites to integrate the ideas of occupational therapy and trauma-informed care to improve and expand the sites’ services and promote the development of trauma-exposed young children. A series of three trainings were created, with each one focusing on a different topic to enhance the occupational therapy and trauma-informed knowledge of the participants. Two separate sites, one with 5 participants and one with 4 participants, were provided the trainings. Data was collected using pre- and post-surveys prior to and after each training and through retrospective interviews to evaluate effectiveness of each training, assess participant satisfaction, and to further inform the project impact. Based on the participants post-survey responses, results show a positive trend in the participants’ confidence and understanding of the training topics. The results indicate the training program was effective in improving the participants’ understanding and ability to implement more occupation-based interventions with trauma-exposed young children. This study supports the continued role of occupational therapists collaborating with community organizations to provide education on occupational therapy and trauma-informed topics to reduce the effects of trauma on young children.
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    Development of a trauma-informed care framework for a local student outreach clinic: A doctoral capstone experience and project
    (2024-05-24) Ballinger, Valerie; DeRolf, Annie; Department of Occupational Therapy, School of Health and Human Sciences; Hess, Pamela
    Majority of the world’s population has experienced a traumatic event in their lifetime. Trauma-informed care (TIC) framework was created for people to recognize trauma and the impact it has on the way the show up in the world. TIC framework uses safe principles and practices for those that have experienced a traumatic event in order not to retraumatized them. The doctoral capstone site is a student-run clinic which most volunteers have not had experience with TIC framework. TIC framework is an evidence-based approach that helps rapport and safety for everyone. The purpose of this capstone project was to educate student volunteers on TIC framework to bridge the gap of using a TIC approach at the clinic and prevent retraumatization. For the education materials, ten modules were created and implemented in the clinic. Data was collected and analyzed before and after the educational materials. Participants showed increased understanding and confidence with using TIC approach. Participants expressed interest in wanting to implement TIC framework into their practice after the project. These project results indicated a further investigation into becoming a trauma-informed organization.
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    Supporting the Needs of Adults with Intellectual and Developmental Disabilities: Educating Staff on Trauma-Informed Care at an Intermediate Care Facility
    (2022-05-02) Priest, Paige; Wasmuth, Sally; Department of Occupational Therapy, School of Health and Human Sciences; Sivado, Mary
    Individuals with intellectual disabilities are at a higher risk of experiencing trauma throughout their lives, which can alter their behaviors, experiences, perceptions, and interactions with others. The staff who care for and work with this population can often experience compassion fatigue and burnout, especially while dealing with their own past trauma experiences and expectations outside of the workplace. Trauma has the overarching ability to impact all individuals throughout their lifespan, thus limiting meaningful participation in desired occupations. This capstone project aimed to educate intermediate care facility staff on trauma-informed care to provide staff with the tools to better support and improve the quality of care for clients as well as reduce staff turnover and compassion fatigue. The capstone student created an evidence-based presentation about trauma-informed care to be implemented into the site’s orientation. Quasi-experimental research was utilized to measure the staff’s understanding of trauma-informed care and determine the effectiveness of the presentation in educating staff about trauma-informed care definitions and approaches relevant to the site’s clientele. The results propose that educating staff on trauma-informed care within orientation increases awareness and knowledge of trauma-informed care concepts and techniques. Recommendations for the organization and future research opportunities are provided.
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    Trauma-Informed Care through the Lens of Intersectionality
    (2023-05) Davila, Danielle N.; DeRolf, Annie L.; Department of Occupational Therapy, School of Health and Human Sciences; Kregers, Marlene A.
    Currently, trauma-informed care research primarily focuses on treating children or survivors of childhood trauma. There is limited evidence on utilizing trauma-informed care for adult traumatic injury patients. Rehabilitative therapists including occupational therapists, physical therapists, and speech language pathologists typically care for adult traumatic injury patients in their most acute stages of injury. The rehabilitative therapists work with patients in their most intimate moments and challenge them to achieve independence in a variety of daily tasks. A local federally qualified level 1 trauma center was the site of the doctoral capstone experience. Over the course of fourteen weeks, the site received three educational presentations on trauma-informed care through the framework of intersectionality (Crenshaw, 2013). Pre and posttest surveys were distributed before and after each presentation to gauge an increase in trauma-informed knowledge. Results showed a statistically significant increase in scores across all three educational presentations (p<0.001). Most participants rated the doctoral capstone project as “extremely helpful” and made goals to include trauma informed care into their clinical practice. Throughout the process the doctoral capstone student worked alongside the rehabilitation team under the supervision of licensed occupational therapists, to advocate for trauma-informed practice while working with a diverse patient population. This was done to ensure implementation of content coved in each educational presentation. At the end of the experience, a plan was made to ensure continued sustainability efforts.