CHURCH MINISTRY ESSENTIALS MODULE 8: CULTIVATING A TRAUMA-INFORMED CHILDRENS MINISTRY
Here’s a few questions to ask about your current children’s and student ministry volunteer training processes:
MODULE 8
Trauma-Informed Training
1. Are volunteers being trained on the basics of trauma and trauma-related triggers, behaviors and attachment techniques? 2. If so, how have you seen this training help empower volunteers working in the ministry and bring a fuller, safer experience to children who have experienced trauma? 3. If not, what practical steps can you take to identify and incorporate appropriate traumainformed training into your existing volunteer on-boarding process?
Practical Strategies:
For a child experiencing sensory and processing issues, how can you put practical procedures in place for their families that will help them check-in and drop off their children in a more seamless and helpful way? Consider a “worst case scenario” strategy – If a child is having a physical, verbal or emotional breakdown in their classroom… •
What strategies can you put in place to swiftly defuse the situation in the classroom?
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If that does not work, what procedures can be implemented to safely remove the child from the classroom?
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Where would the teacher/leader take that child?
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How would the parents/caregivers of that child be notified?
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Is there a trained therapist or trauma-informed specialist on site that can be notified to meet that child, the teacher/leader and the parents/caregiver to intercede on the situation and help bring resolution?
Sometimes certain activities in a children’s or student ministry environments can be too sensory stimulating or overwhelming for a child who has experienced trauma. What alternative arrangements can you make to help children navigate through those different scenarios which might exist in your ministry settings? Example could include: •
Assigning that child a “buddy” to be with them during those sensory-stimulating experiences.
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Providing alternative, optional activities for a child during times when maybe there’s loud music, lights or high-activity programs running.
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Assessing the overall flow and structure of the children’s and student ministry programming to ensure it is not only safe and welcoming, but that it “feels” safe and welcoming to a child who might struggle with anxiety, fear or other effects of trauma.