Interventions for Children Experiencing Complex Trauma (Developmental Trauma Disorder)
1 Interventions for Children Experiencing Complex Trauma (Developmental Trauma Disorder) Preliminary Compilation from Research Project, Classroom Support for Children with Complex Trauma and Attachment Disruption Linda O’Neill, Andrew Kitchenham, and Tina Fraser, UNBC Serena George, Research Associate Joanna Pooley, Research Assistant Sarah Henklemen, Research Assistant Funded through SSHRC Partnership Development Grant 2 Introduction In our work to better understand and support children who have experienced Type I trauma (single-event, post-traumatic stress disorder [PTSD]) and Type II trauma (multiple events of an interpersonal nature, complex trauma also named developmental trauma disorder [DTD]) and the caregivers, teachers, counsellors and support staff who help these children, our team has worked to compile interventions and approaches that are designed by to establish safety for such children and aid in lowering distress. The following interventions and strategies were designed by researchers and experienced practitioners and come from various sources that are fully referenced in the appendix. Caregivers, teachers, counsellors and other helpers are strongly recommended to have a basic understanding of trauma-informed practice before using the following interventions. In all trauma support work, safety is paramount. A safe environment is critical for children with complex trauma reactions, with the establishment of safety the first stage of all trauma work (Aideuis, 2007; Courtois, 2008; Herman, 1997). For children who now see the world in a negative light and do not trust others, interventions can only succeed in a safe environment where self-efficacy and a sense of mastery are fostered (Faust & Katchen, 2004). The Attachment, Self-regulation and Competency (ARC) strengths-based model developed by Kinniburgh and Blaustein (2005) is a components based framework informed by attachment and traumatic stress theories.
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