g n i c u d o r t n I for x o B e r u s a e r AT
G N I T A E R C
T R AU M A-
ED INFORM TIONS ORGANIZA
ource for Trauma, es R se U o-t dy ea AR turally Informed, ul C d an , ty si er dv A nsive Systems Infused, and Respo
• A treasure-trove of ideas and knowledge split into two comprehensive and colourful volumes! Providing a one-stop resource to support organisations and systems of all kinds on their ongoing journey to become more meaningfully trauma, adversity and culturally; informed, infused and responsive. • The goal of this resource is to support organisations to embody and infuse the values, theories and principles of trauma informed practice into the daily practice and whole fabric of your organization. Brought alive by real world practice case studies, reflective examples and colourful infographics.
Written by Dr Karen Treisman, an award-winning specialist Clinical Psychologist, MBE, Tedx speaker, trainer, and organizational consultant.
JTC NA GN
Chapter 5
Treisman – A Treasure Box
TIN FO R CR EA RE BO X
Dr Treisman co vers organisational tr auma and traumatised un healthy systems, a little addressed topic that need s re coea erentgr te iff d r at e te th n ti t on u . detail abo onsive zational cu rmed organi auma-info EE T 3.6. Tr
A TR EA SU
Copyright ©
W O R K SH
172
Trust d n a y t e f Sa
for Creating
FO RM ED OR GA NI
lture
ZA TIO NS
ions – 2021 ed Organizat Trauma-Inform
-IN G TR AU MA
1.2. Different types of trauma
ThE KEy ELE ME NTS OF TRA UM A AN D ITS IMp AC T 25
more resp fused, and will go into in , 1 d 1 e – 6 rm rs , some nfo pte ese values d trauma-i wing Cha th n o t a ll u , y o fo ll b e a ra n th u e o ult This and e informati . Some of th dversity, c a ts m f e o o e s s h e s e v a lu rk h a o gv nying w t the pter will and guidin ese are no e accompa s. Each cha m le Th o . s ip rs c d n n to ri a u , p s ib ect on er contr values and ve exercise e to reflchapter Every contains a huge s from oth be tim nd reflecti le l a p il s m w n a o x re ti e e s f e llowing 11, th xts o o r te key qu F te . d p d e a e x h k o C b in photocopiable ones. In all interl array ofmcolour lso have chapters a as they are on ent. of the main ir r, e v e m n th o e s e l g a re ic to a s f worksheets, downloadable s but and phy thought o only value s language a n they are e h h c u w s s s e a lu a materials, practical ideas, explore are all of the v l go on to il w k o o b trust questions, and this, the ty andreflective e f a s d e r e lay them, to use both exercises e of multiw ithout ready lu a d v n a e h t, t n u o o unindividually uction t d ey are foand organizationally. a re pa r a m o r t Th t s . u n d I tr n . u d .1 n 5 fragile gro Safet y a centre ept at the e ex ists on k ls d e n g a in d e th ever y , policies, be prioritiz s, practices d need to n re a l tu a c n u r o ti st s, da c intereuticontributors rapare interaction e There from all , s th n ll io a is t c s e are almo d of all d In n a . re in u g lt e b world within different , theythe aover verall cu and the o e for traum s o tion. The th y ilizafrom ll b ia ta c s e p d s n e a , contexts, prisons to social s fety vention lly by the stage of sa fu r e e th w d o n p u d to schools to care ngresidential o capture centred aro says: ‘Feeli afety is als o s h f w o , e s c e n e and much which .’ Thmore, importa phen Porghomes th is e work ientist Ste c s ty n fe a w s o g n n lk, the well-k howertoKotake nd creati illustrate essel Van d eatment a B tr y e b th d e is o fe h c ingle into real sa ideas and : ‘The sthem ty is also e aresapply fe h a s s o f h o w , ty li st centra find a a speciali world practice. people is to ned traum w d e o z n e ti a -r d m rl u wo e for tra ortant issu ies.’ most imp ation’s ir own bod e th in t an organiz ty u o fe b a a s f g o in e k nd sens e seeds aon e when thin Covering th m a is s e ty guidance policies, th fe a is .S This red safety e y la ilt u m recruitment, supervision, and team’s elop. v e d d n a language, cultural humility, as grow e other are th h ic h w co‑production, team meeting roots from When Nelly’s teacher raised his voice and shouted at her, it echoed the angry voices of her parents during violence at home.
When Emma entered a hospital for a routine appointment, she smelled bleach and disinfectant and it took her right back to a place where she had been repeatedly attacked by her husband and had to clean her face and her house with antiseptic and cleaning products. She also had a similar catapulting experience when she smelt fresh flowers, which reminded her of all the times she had been given flowers as an apology for being hurt.
When Cara ate, she got catapulted back to a time where she had been forced to give oral sex, and this meant she found eating very difficult, and so she began avoiding and restricting her food.
Grace tended to stay at home and found it hard to leave, even to take her children to school, as all around her village there were people planting and tending to the land with machetes. This took her back to the time her family were attacked by machetes during the Rwandan Genocide.
WO RK SH
54
EE T 15.1.
What pus
JTCN AGN
hes your rew
ard
and feel-g What, whe ood button re, or who s? pushes you cognitive, r personal social, and and profess spiritual rew ional emo ard and feel tional, phy -good but • What sical, tons? do you look and feel like whe pressed and n your rew released? ard and feel -good but tons have • What been do you look and feel like or are rust when you y? r feel-good and reward buttons are • What not pressed are you doin g to push similar or other peo different to ple’s reward how much other peo and trigger you are pus ple push you buttons, and hing your r reward but how is this own reward tons? (Dr buttons, or aw or writ having e your resp onses belo w.) •
Emotiona
l Physical Social
Georgie found it understandably very difficult to be at the back of the food queue at school, because she physiologically felt hungry, and this took her down a time hole to a place where she had been starved and wouldn’t know where her next meal would come from.
Nora froze on the spot each time she heard the ambulance, as this took her back to a time where her child had stopped breathing and she had had to call When the ambuSol’s lance. boss at work would roll his eyes or look disinterested, it would make him feel how his dad used to make him feel as a child – boring, invisible, and like a burden.
Every time Anthony walked past a church, or sometimes when he saw someone wearing a cross necklace, he shared how he felt flooded by painful memories of the abuse he had experienced by a vicar in his childhood church.
A TREASURE BOX FOR CREATING TRAUMA-INFO RMED ORGANIZATIO NS
h and g hand was ing regulatin large g, from hav to making , through wide-rangin flavour fidget toys These are d to give a access to ironment. are intende only to having physical env these are spaces, and the toilet, er, ng in lls eati emb al s. Rem soothing sme s to create commun y and idea tivit nge crea cha structural for your own d. a springboard values go hand-in-han and to be feelings and the if e effectiv
. Diego; 16.2 ter in San mpanied dwick Cen at the Cha sages which was acco ing in ing room mes ices build themed wait g and feel-good health Serv which r-the-waterwellbein Behavioral Portland, Oregon) 16.1. The unde el with a focus on ption area of the lity (in ideration whe rece tment Faci n into cons e Trea A self-care dog placed in the take and h have dential g a maz by a therapy ; 16.3. Trillium Resi i-sensory garden whic chment by usin atta mult and sensory San Francisco oor labyrinth and activation has an outd t left-right brain ideas abou
Cognitive Other
y the Sanctuar . which uses 10); 16.8 adelphia, (see Chapter based in Phil (CCTC), Mural Arts informed practice; nt Center created by mais Treatme and hopeful mural ent to trau Women’s Centre in dren Cris wim C’s commitm irational 16.7. Chil hwork wall about CCT team from the Ana has an insp s on a patc le plaque a hope Model and visib ran, and I a h es whic ’s valu age and Clear sign g a workshop space with the team r attendin e 16.9. Afte d their offic am decorate Birmingh © Treisman
STA FF WEL LBE
– A Treasure
ING (IND IVID
Box for Crea ting Trauma-I nformed Orga nizations – 2021
UAL , TEA M, AND ORG ANI
ZAT ION
AL ASP ECT
2 13 ideas, staff wellbeing and ST ND TRU FET y A A S more, this is the ultimate treasure trove for getting your organization truly and meaningfully trauma-informed.
ndly art al child-frie munal a commun com lation, and o, where the orting regu in San Dieg es. There were also barn for supp lthRIGhT 360 ice onal quot . A sensory 16.6. hea g the serv g inspirati 16.4 and 16.5 rus in New York); women usin women, usin the the by by And designed with art display (at titled, and decorated areas were h had been named, rooms whic
Spiritual
Copyright
The aftershave used by Zaza’s neighbour was reminiscent of the aftershave used by her uncle, who had abused her.
S)
129
152
A TRE ASU
ATIN FOR CRE RE BOX
G TRA UMA
-INF ORM
ANI ED ORG
ZAT ION
S
Presente d in a bright an d easy to understa nd way
The volumes are split into 3 parts:
PA R T 1
PA R T 2
PA R T 3
Individual and organizational trauma: what this means and the rationale for change
Values and principles
Trauma, adversity, and culturally informed ideas applied in real-world practice
Part 1 covers topics including:
Part 2 covers topics like:
Part 3 covers topics like:
• The Key Elements of Trauma and its Impact
• Safety and Trust
• The Power of Language
• Relationships, Connections, and Humanizing Services
• Leadership and Management
• Understanding the Processes, Importance, and Impact of Organizational Trauma • Organizational Adverse Experiences, and Traumatized Systems • The Rationale, Ingredients, and Terms of Adversity, Culturally, and TraumaInformed Organizations • Baseline and Readiness Assessment
• Curiosity, Reflectiveness, Empathy, Compassion, and Understanding • Strengths, Hope, and Resilience • Cultural Humility and Responsiveness • Agency, Mastery, Choice, and Voice • Communication, Collaboration, and Transparency
• Supervision, Reflective Practice, and Team Meetings, • Staff Wellbeing (Individual, Team, and Organizational Aspects) • The Physical Environment • Training, Building Momentum, and Forming Working Groups • Trauma-Informed Policies, Recruitment, Induction, and Disciplinary Processes • Practice and Real-World Examples
Published: 08/04/2021 | RRP: £80.00 | ISBN: 9781787753129 Sales inquiries: Pippa Adams | Pippa.Adams@jkp.com Marketing and Press inquiries: Matt Young | Matthew.Young@jkp.com