Main Components of Trauma-Informed Care

This article discusses the Main Components of Trauma-Informed Care.

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Main Components of Trauma-Informed Care

Main Components of Trauma-Informed Care

Contemporary nursing research demonstrates between adverse childhood experiences and fundamental biological processes like stress and trauma and obstetrics, midwifery, pediatrics, and neuropsychiatry. Medically speaking, ACEs are defined as traumatic experiences in an individual’s life that happen before 18 years that the victim continues to remember as an adult. The traumatic event triggers stress, which is any organism’s innate response at the biological level-triggered in the face of contextual environmental, physical or relational demand (Leitch, 2017). Whether it be a physical, emotional, or mental factor, the individuals’ resources and capacity are challenged. Therefore, any healthcare provider who endeavors to offer trauma-informed care must thoroughly understand the care’s main components.

The Main Components of Trauma-Informed Care

At the basic level, the trauma-informed care model is premised on the logic of understanding and considering trauma’s pervasive nature in order to promote an environment of healing and recovery instead of services and practices that could inadvertently traumatize. The framework is guided by four assumptions commonly referred to as the Four Rs, where there is Realization regarding trauma and how it influences people and groups (Chafouleas et al., 2016). Next is recognizing the signs of trauma and having a system that can respond to trauma and therefore effectively Resist traumatization. Working on these assumptions, healthcare practitioners have devised the ACEs model whereby providers identify the painful conditions minors may experience to support the wellbeing of children and, by extension, the families.(Main Components of Trauma-Informed Care)

Reasons the ACEs Model of Screening Is So Important at Primary Care and Psychiatric Mental Healthcare for All Patients

Ranjbar & Erb (2019) opine that the ACEs models devise prevention strategies whose successful implementation can decrease the likelihood of recurrence while simultaneously mitigating the effects of ACEs on the child’s life and later into their adulthood. Most importantly, the providers utilizing ACEs model of screeningincorporates the six principles of trauma-informed care, beginning with safety across the healthcare facility, workers, and the people they offer services to.  The second principle entails trustworthiness and transparency so that organizational operations and decisions are arrived at transparently.  The third principle captures peer support and mutual self-help, while the fourth one entails collaboration and mutuality. The latter recognizes the mutuality of healing emanating from meaningful sharing of power and making of decisions.  Irrespective of whether the ACE Model is being used in the primary care setting or psychiatric mental health care principle five advocates for empowerment, voice, and choice with the facility targeting to strengthen its staff, the client, and family members. Each individual is regarded as unique, meaning that one is appreciated for what one offers instead of merely responding to perceived deficits. The sixth and last principle that highlights the importance of ACEs Model screenings involves the facility actively moving past cultural biases and stereotypes while offering culturally responsive services.(Main Components of Trauma-Informed Care)

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Conclusion

In conclusion, this essay has established the importance of trauma-informed care and effective utilization of ACEs model of care in primary settings and psychiatric mental health care. The healthcare provider of the 21^st century has to understand and appreciate the decisive role that ACEs have on the negative impact on the individual’s health outcomes. Only by doing this can the providers expect to develop programs to prevent these ACEs and offer family support.(Main Components of Trauma-Informed Care)

References

Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health, 8(1), 144-162.

Leitch, L. (2017). Action steps using ACEs and trauma-informed care: a resilience model. Health & Justice, 5(1), 1-10.

Ranjbar, N., & Erb, M. (2019). Adverse childhood experiences and trauma-informed care in clinical rehabilitation practice. Archives of Rehabilitation Research and Clinical Translation, 1(1-2), 100003.(Main Components of Trauma-Informed Care)