| A Note about the Cover |
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xi | |
| Introduction |
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1 | (14) |
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An Urgent Need for Trauma-Sensitive Early Childhood Programs, Schools and Systems |
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1 | (2) |
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What Are the Benefits of a Trauma-Informed Organization? |
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3 | (1) |
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What Does the Research Say about Trauma-Informed Practice? |
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3 | (4) |
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Trauma-Informed versus Trauma-Responsive |
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7 | (1) |
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Balancing a Focus on Trauma with Coping, Resilience and Healing |
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8 | (3) |
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Unique Features of This Book |
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11 | (4) |
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1 Understanding State Dependent Functioning: The Importance of Maintaining Regulation in Trauma-Responsive Environments |
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15 | (38) |
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State Dependent Functioning |
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15 | (2) |
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When the Cortex Is "Open" for Business |
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17 | (1) |
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The Pre-Frontal Cortex or Neo-Cortex (Executive or Thinking Brain) |
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17 | (2) |
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When the Smoke Detector Is Set Off and the Brain Detects Danger |
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19 | (1) |
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The Brainstem (Primitive or "Lizard" Brain) |
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19 | (1) |
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The Limbic Brain (Emotional or Mammalian Brain) |
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20 | (6) |
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Navigating Triggering Events |
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26 | (2) |
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The Triggering Event Cycle |
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28 | (8) |
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Cecilia Fernandez: "I Was Aware that I Was Triggered." Facilitating a Training for an Early Learning Advocacy Program |
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36 | (1) |
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Reflection/Discussion Questions |
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37 | (1) |
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Megan Paul: "It Is Important to Be Mindful of Triggers and to Have a Toolkit of Strategies Available." Training a Group of Quality Rating and Improvement (QRIS) Assessors |
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38 | (1) |
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Reflection/Discussion Questions |
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39 | (1) |
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The Complexities of Building Body Awareness |
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40 | (2) |
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A Lifeline: Learning the Pathways to Regulation |
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42 | (1) |
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The Foundation: Relational Regulation |
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43 | (3) |
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Programs, Schools and Organizations Are Impacted by State Based Functioning Too |
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46 | (3) |
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Reflection/Discussion Questions |
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49 | (4) |
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2 Moving from Stress and Trauma-Inducing to Trauma-Informed and Trauma-Responsive Healing Centered Early Childhood Programs, Schools and Systems |
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53 | (49) |
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Trauma-Responsive Organizational Continuum for the Early Childhood Field |
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54 | (3) |
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Stress and Trauma-Inducing Organizational Environments |
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57 | (3) |
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Example 1 Growing Strong Roots Early Learning Public Agency |
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60 | (2) |
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Example 2 Shooting Star Learning Centers |
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62 | (2) |
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Example 3 Circle of Care Center for Child Development |
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64 | (1) |
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Example 4 One Way Family Child Care Program |
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65 | (1) |
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65 | (1) |
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Example 5 Jen Leland, Director of Partnerships, Trauma Transformed |
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66 | (2) |
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Trauma-Informed Organizational Environments |
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68 | (2) |
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Example 1 Aracely Nava, Family Engagement Coordinator for Child Development Resources |
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70 | (4) |
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Example 2 Including TIP in Early Childhood Coursework in Higher Education |
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74 | (1) |
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Reflection/Discussion Questions |
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75 | (1) |
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Example 3 Old Elm Preschool |
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75 | (3) |
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Reflection/Discussion Questions |
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78 | (2) |
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Trauma-Responsive Healing Centered Organizational Environments |
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80 | (2) |
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82 | (4) |
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Reflection/Discussion Questions |
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86 | (1) |
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What to Expect in Working for Organizational Change |
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87 | (1) |
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Key Steps in the Process of Becoming Trauma-Informed |
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87 | (7) |
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Common Barriers to Implementing Trauma-Informed Approaches |
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94 | (1) |
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One of the Biggest Barriers: "They Could Never Find Substitutes" |
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95 | (1) |
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Reflection/Discussion Questions |
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95 | (1) |
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Trauma-Responsive Resilience-Building Principles for Early Childhood Programs, Schools and Systems |
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96 | (6) |
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3 Core Principle---Build Mutually Respectful and Trusting Relationships |
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102 | (22) |
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Consistent, Trusting Relationships that Buffer Stress and Support Coping, Resilience Building and Healing |
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103 | (1) |
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Respect: "Differences Do Not Make People Wrong" |
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103 | (1) |
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Reflection/Discussion Questions |
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104 | (1) |
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Reciprocity: "Diversity Is Always Life Enhancing" |
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105 | (1) |
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Reflection/Discussion Questions |
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105 | (1) |
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Responsiveness: "There Is Always a Third Choice" |
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106 | (1) |
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Reflection/Discussion Questions |
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106 | (4) |
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"Paperwork Can Wait, You Can't" |
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110 | (1) |
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Reflection/Discussion Question |
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111 | (1) |
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Core Principle---Understand Stress and Trauma |
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111 | (10) |
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Communicate the Message that Understanding Stress and Trauma and Using a Trauma-Responsive Approach Is a Priority for Your Early Learning Organization |
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121 | (3) |
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4 Core Principle---Acknowledge Systems of Privilege and Oppression and Take Actions to Disrupt Inequity |
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124 | (34) |
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Increase Awareness about Oppression |
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125 | (1) |
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126 | (1) |
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Examples of Different Forms of Oppression and Minoritized and Dominant Groups |
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126 | (2) |
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Structural Racism Is a Particular Form of Oppression |
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128 | (1) |
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128 | (1) |
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128 | (6) |
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Understanding How We Are Positioned Within Systems of Oppression and Privilege |
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134 | (1) |
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Oppression as Interlocking Systems |
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135 | (1) |
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136 | (1) |
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Reflection/Discussion Questions |
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137 | (1) |
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Take Individual and Collective Actions to Disrupt Inequity and Strengthen Healing and Wellness |
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138 | (2) |
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Reflection/Discussion Questions |
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140 | (6) |
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Characteristics of Dominant/White Supremacy Culture and Antidotes for Creating More Trauma-Responsive Healing Centered Work Environments |
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146 | (12) |
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5 Core Principle---Create Environments that Reinforce Messages of Safety and Predictability |
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158 | (35) |
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Intellectual Safety---"I Feel Engaged" |
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159 | (1) |
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Emotional/Psychological Safety---"I Feel Supported" |
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159 | (1) |
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Social Safety---"I Feel Seen" |
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160 | (1) |
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Physical Safety---"I Feel Safe" |
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160 | (1) |
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How can Early Childhood Organizations Reinforce Messages of Safety and Predictability for Children, Families and Staff? |
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161 | (7) |
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Core Principle---Focus on Strengths and Assets |
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168 | (5) |
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Providing Effective Strengths-Based Feedback |
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173 | (4) |
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Reflection/Discussion Questions |
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177 | (1) |
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Core Principle---Provide Opportunities for Agency and Control |
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177 | (7) |
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Reflection/Discussion Questions |
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184 | (2) |
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"One Side Is Red and Says `STOP' and the Other Side Is Green and Says `GO'": Agency and Control for Young Children in a Hospital Setting |
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186 | (3) |
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Reflection/Discussion Questions |
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189 | (4) |
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6 Core Principle---Intentionally Promote Coping, Resilience and Healing |
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193 | (31) |
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What Factors Support Children and Adults to Cope, Heal and Build Resilience? |
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194 | (4) |
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How Are Early Childhood Organizations Building Resilience among Staff and the Children and Families They Serve? |
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198 | (2) |
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Reflection/Discussion Questions |
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200 | (2) |
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"Creating a Mindful Organization Is Like the Layers of an Onion" |
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202 | (3) |
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Reflection/Discussion Questions |
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205 | (1) |
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Core Principle---Implement Culturally, Linguistically and Contextually Responsive Practices |
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206 | (1) |
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How Does Culture and Language Influence People's Experiences of Stress, Trauma, Mental Health arid Healing? |
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207 | (4) |
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Adopt, Adapt, Align: The Importance of Being Contextually Responsive |
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211 | (1) |
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Reflection/Discussion Questions |
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212 | (1) |
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Core Principle---Create Power-Sharing Partnerships and Community-Centered Solutions |
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213 | (2) |
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Reflection/Discussion Questions |
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215 | (4) |
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Reflection/Discussion Questions |
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219 | (1) |
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Building Power-Sharing Partnerships within an Agency |
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219 | (1) |
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Reflection/Discussion Questions |
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220 | (4) |
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7 Core Principle---Use Evidence to Build Insights and Learn Collaboratively |
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224 | (20) |
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Using Data to Build Insights and Learn Collaboratively |
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229 | (1) |
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What Happens when We Collaborate with Community Members and Center Their Voices in the Collection and Use of Data/Evidence? |
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230 | (2) |
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Core Principle---Work toward Sustainability and Scale Innovation with Flexibility for Local Adaptation |
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232 | (2) |
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Core Principle---Engage People Working Within Every Part of the Program, School and/or System |
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234 | (2) |
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Reflection/Discussion Questions |
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236 | (1) |
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Core Principle---Acknowledge Today's Realities While Maintaining Hope and Imagining Justice for Tomorrow |
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236 | (8) |
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8 Case Study: "Do You Mind if I Bring Plants into the Center?" The Power of Grounders for Regulating Stress |
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244 | (18) |
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Reflection/Discussion Questions |
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246 | (1) |
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Case Study: "What's the Context of the Child?" Creating a Trauma-Responsive PreK |
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246 | (3) |
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249 | (1) |
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Case Study: "I Would Go Home and Remind Myself that My Job Was Not to Judge" |
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249 | (2) |
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Reflection/Discussion Questions |
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251 | (1) |
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Case Study: Trauma-Responsive Environments Everywhere (TREE Project, Humboldt County) |
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252 | (3) |
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Reflection/Discussion Question |
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255 | (1) |
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Tree Project Materials Master List |
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255 | (1) |
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Case Study: "I Think We can Make This a Better Experience for Children" |
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256 | (2) |
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Jonathan's Approach as a Child Life Specialist Reflects Several of Our Trauma-Responsive Principles |
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258 | (4) |
| Conclusion |
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262 | (3) |
| Resources |
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265 | |
