Chapter 1: Trauma Basics
Discussion Points
Chapter one presents the typical bases of trauma, and having some understanding of these factors can assist teachers in their general understanding of how trauma may impact students. After a brief discussion of each factor, the facilitator should invite teachers to describe students (without using actual student names) who may have been impacted by trauma, and how those impacts may play out in the classroom. Also, the ACEs self-evaluation presented on the website can be used by each teacher in a self-evaluation, to emphasize the types of trauma that children may be exposed to. Sometimes looking through those indicators may focus a teacher on a particular child who might have experienced trauma. The first school wide in-service session explores chapters one and two, so the facilitator of the workshop session should read the points of discussion for these two chapters and plan the session time accordingly.
Recommended Videos
Childhood Trauma and the Brain | UK Trauma Council:https://www.youtube.com/watch?v=xYBUYikZpf8
This 4 minute cartoon video briefly describes how brains may be impacted by trauma in young children, and how those issues may manifest many years later in the school or social environment.
This 4 minute cartoon video briefly describes how brains may be impacted by trauma in young children, and how those issues may manifest many years later in the school or social environment.
Additional Resources
National Child Traumatic Stress Network (NCTSN): www.nctsn.org
ChildTrauma Academy (CTA): www.childtrauma.org
Trauma Center at Justice Resource Institute: www.traumacenter.org
National Institute for Trauma and Loss in Children (TLC): www.starr.org/training/tlc
Reporting child abuse and neglect: www.childwelfare.gov/topics/responding/reporting/how
An ACEs Self-Evaluation
The number of adverse childhood events (ACEs) to which one is exposed can often predict overall success in life. Specifically, the fewer ACEs to which one is exposed, the higher the likelihood of general success. Each event counts as one point. To get a personal ACEs score, add together the number of events you experienced prior to the age of 18. Most persons have a score of zero, one, or two. If one has 4 or more total points, future difficulties in life may be expected such as risky or very early sexual behaviors, negative interactions with police/juvenile authorities, drug addiction, inability to form close relationships, insecurity, depression, suicide attempts, or an inability to keep/hold a job. If one has a score of 6 or more, one is very likely to experience these significant difficulties in life.
However, the good news is that the impact of these ACEs may be offset at any point in life. Resilience factors that offset the impact of these ACEs include such things as a deep relationship with a good role model such as a life-coach, teacher, or family member, choosing to be around successful people, getting professional counseling, choosing to place oneself in safer, non-threatening environments, and/or a solid, positive experience within a religious belief system.
Please note: We present this for informational and learning purposes, merely as a self-evaluation. While this may be occasionally used informally as a guide, we do not recommend anyone use this to evaluate others, except under the direction and direct supervision of a trained, certified counselor.
_____Physical abuse: any non-accidental physical injury to the child, including striking, kicking, burning, or biting the child, or any action that results in a physical impairment or harms the child’s health and welfare.
_____Emotional abuse: emotional or psychological injury to the child as evidenced by a substantial change in behavior, emotional response or anxiety, depression, withdrawal, or aggressive behavior.
_____Physical neglect: the failure of a parent or caregiver to provide food, clothing, shelter, education, medical care, or supervision such that the child’s health, safety, and well being are threatened with harm.
_____Emotional neglect: the failure of a parent to provide needed emotional attention, support, recognition, love, and empathetic response such that the child’ emotional health and development are threatened with harm.
_____Sexual abuse: any act of sexual nature that uses the child for sexual gratification, including rape, molestation, prostitution, pornography, or other forms of sexual exploitation of children.
_____Loss of a parent: discontinuation of contact with a parent due to death, divorce, abandonment.
_____Mother treated violently or other family violence: being a witness to violence creates significant emotional and psychological damage due to the high stress experienced by the child.
_____Incarceration of a family member: having any family member in jail can create substantial emotional issues, such as grief and loss, stigmatization, anxiety, and depression.
_____Having a mentally ill, depressed, or suicidal family member: growing up in a family dealing with mental health issues can cause confusion, fear, anxiety, stress, and lack of attention and concern regarding the child’s own emotional health.
_____Living with a drug-addicted/alcoholic family member: drug and alcohol addiction of parents negatively impact a child’s sense of safety, predictability, stability, normalcy, connectedness.
This information on ACEs is summarized from several sources:
Centers for Disease Control and Prevention (2020). About the CDC-Kaiser ACE study. Retrieved July 9, 2023 from: About the CDC-Kaiser ACE Study |Violence Prevention|Injury Center|CDC. Felitti, V., & Anda, R. (2009). The adverse childhood experiences (ACE) study. Bridging the gap between childhood traumas and negative consequences later in life. Accessed at www.acestudy.org. on August 14, 2023. Felitti, V., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14, 245-258. Sporleder, J., & Forbes, H. T. (2016). The trauma-informed school: A step-by-step implementation guide for administrators and school personnel. Bolder, CO: Beyond Consequences Institute.
_____Physical abuse: any non-accidental physical injury to the child, including striking, kicking, burning, or biting the child, or any action that results in a physical impairment or harms the child’s health and welfare.
_____Emotional abuse: emotional or psychological injury to the child as evidenced by a substantial change in behavior, emotional response or anxiety, depression, withdrawal, or aggressive behavior.
_____Physical neglect: the failure of a parent or caregiver to provide food, clothing, shelter, education, medical care, or supervision such that the child’s health, safety, and well being are threatened with harm.
_____Emotional neglect: the failure of a parent to provide needed emotional attention, support, recognition, love, and empathetic response such that the child’ emotional health and development are threatened with harm.
_____Sexual abuse: any act of sexual nature that uses the child for sexual gratification, including rape, molestation, prostitution, pornography, or other forms of sexual exploitation of children.
_____Loss of a parent: discontinuation of contact with a parent due to death, divorce, abandonment.
_____Mother treated violently or other family violence: being a witness to violence creates significant emotional and psychological damage due to the high stress experienced by the child.
_____Incarceration of a family member: having any family member in jail can create substantial emotional issues, such as grief and loss, stigmatization, anxiety, and depression.
_____Having a mentally ill, depressed, or suicidal family member: growing up in a family dealing with mental health issues can cause confusion, fear, anxiety, stress, and lack of attention and concern regarding the child’s own emotional health.
_____Living with a drug-addicted/alcoholic family member: drug and alcohol addiction of parents negatively impact a child’s sense of safety, predictability, stability, normalcy, connectedness.
This information on ACEs is summarized from several sources:
Centers for Disease Control and Prevention (2020). About the CDC-Kaiser ACE study. Retrieved July 9, 2023 from: About the CDC-Kaiser ACE Study |Violence Prevention|Injury Center|CDC. Felitti, V., & Anda, R. (2009). The adverse childhood experiences (ACE) study. Bridging the gap between childhood traumas and negative consequences later in life. Accessed at www.acestudy.org. on August 14, 2023. Felitti, V., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults. American Journal of Preventive Medicine, 14, 245-258. Sporleder, J., & Forbes, H. T. (2016). The trauma-informed school: A step-by-step implementation guide for administrators and school personnel. Bolder, CO: Beyond Consequences Institute.