Recent Publications by Network Members, Affiliates, and Colleagues:
Network Colleague Nancy Kassam-Adams is among the authors of Nurses' Views and Current Practice of Trauma-Informed Pediatric Nursing Care which has been published recently in the Journal of Pediatric Nursing (December, 2014). Grounded in research on posttraumatic stress etiology, "trauma-informed pediatric care" integrates understanding of posttraumatic stress and practices to reduce posttraumatic stress into clinical care of ill or injured children. Across five pediatric trauma centers, 232 nurses completed a survey of knowledge, opinions, self-rated competence, and current practice with regard to trauma-informed nursing care. Participants were knowledgeable and generally held favorable opinions about trauma-informed care. The majority considered themselves moderately competent in a range of relevant skills; their recent practice showed most variability with regard to teaching patients and parents how to cope with upsetting experiences.
Network colleagues have been featured in three case studies published in Pragmatic Case Studies in Psy-chotherapy (Volume 10, Issue 3).
In the first article, Trauma Treatment in Young Children with Developmental Disabilities: Applications of the Child-Parent Psychotherapy (CPP) Model to the Cases of "James" and "Juan," Eliza Harley, Marian Williams, Irina Zamora, and Patricia Lakatos studied the application of Child-Parent Psychotherapy (CPP) with two young children with developmental disabilities who were exposed to trauma. Two Latino clients and their families were selected: 14-month old James with global developmental delays following medical trauma (surgery and stroke) and 6-year old Juan diagnosed with autism who had early exposure to domestic violence and a history of physical and emotional abuse. Utilizing the CPP model, authors addressed the families' histories of traumatic events, including domestic violence, medical trauma, and attachment concerns associated with parental adjustment to diagnosis. The CPP model was selected with the goal of strengthening the relationship between each child and his caregivers; restoring the child's sense of safety, attachment, and appropriate affect; and improving the child's behavioral and social functioning. Authors found evidence for the fit of the CPP model for children with deveopmental disabilities who have been exposed to traumatic experiences and/or have challenges in attachment relationships with their parents and concluded that "CPP early in the life of a child with a disability can help lay the foundation for strong parent-child attachments that can last a lifetime." In addition, authors offered clinical insights in applying the CPP model with young children and explored the cultural applications for Latino families.
In the second article, Clinical Considerations for Conducting Child-Parent Psychotherapy with Young Children with Developmental Disabilities Who Have Experienced Trauma, Chandra Gosh Ippen, Carmen Rosa Norona, and Alicia Lieberman reflect on the preceding work with James and Juan, highlighting the need to address four key topic areas when conducting CPP with children with disabilities: (1) risks that present within the caregiver-child relationship, including caregivers' unresolved grief; (2) the potential for the caregiver or child's history of trauma to contribute to challenges in the child and caregiver's functioning; (3) working as part of an interdisciplinary team to coordinate care and better address the complex needs of families; and (4) applying a socio-cultural lens in every aspect of the work.
In the third article, Child-Parent Psychotherapy in the Context of the Developmental Disability and Medical Service Systems, authors Marian Williams, Melissa Carson, Irina Zamora, Eliza Harley, and Patricia Lakatos, explore further implementation of CPP in the context of the developmental disability and medical service system. Specifically, authors highlight the importance of resilience in parents' responses to their child's developmental disability, contributions from pediatric psychology to understanding pediatric medical traumatic stress, infusing relationship-based approaches in collaboration with other service systems, and addressing barriers to service access in ethnic minority families. Finally, they provide recommendations for training and fidelity monitoring when applying CPP to children with developmental disabilities and their families.
New on the Learning Center
Models of Trauma-Informed Integrated Care Part II: Identifying and Responding to Early Childhood Trauma in the Pediatric Setting
Wednesday, February 11, 2015 (9:00 a.m. PST)
Presenters: Genevieve Preer, MD, Boston University School of Medicine; Betsy McAlister Groves, MSW, LICSW, Child Witness to Violence Project, Boston Medical Center, Boston University School of Medicine
Faculty will provide a trauma-informed integrated healthcare model for conceptualizing young children exposed to violence and other traumatic stressors. The presenters will address issues pertaining to the identification, management, and treatment of traumatic stress in young children exposed to trauma. Faculty will discuss a clinical case example from the perspectives of pediatrician and mental health clinicians.
Understanding the Defending Childhood Initiative: Policy Implications for the Child Trauma Field
Wednesday, February 25, 2015 (9:00 a.m. PST)
Presenters: Julian Ford, PhD, Center for Trauma Recovery and Juvenile Justice, University of Connecticut; Catherine Pierce, Office of Juvenile Justice and Delinquency Prevention, Department of Justice; Brian O'Connor, MS, Futures Without Violence; Betsy McAlister Groves, LICSW, DCI-Boston
Public Health Commissions Faculty will discuss the 2010 Defending Childhood Initiative (DCI) through which the Department of Justice awards grants to develop strategic plans for comprehensive community-based efforts to address the exposure of America's children to violence as victims and as witnesses. Presenters will discuss the history and current status of the DCI and highlight current and future practice and policy implications for those committed to addressing the needs of children and families exposed to trauma.
Call for Papers
The International Society for Traumatic Stress Studies (ISTSS) is accepting submissions for presentations from February 3 through March 17, 2015 at 5:00 p.m. (CDT). The 31st Annual Meeting will take place in New Orleans, November 5 -7, 2015, with Pre-Meeting Institutes on November 4th. Submit your paper today!