Abstract
Providing trauma-informed school counseling is imperative to implementing quality school counseling. The purposes of this chapter are to provide readers with a foundational understanding of trauma-informed school counseling, to emphasize the importance of trauma-informed school counseling, and to explain how to apply trauma-informed school counseling. Therefore, the chapter will offer a simplistic model to aid in understanding trauma-informed care, an overview of trauma-informed care guiding principles discussed in the literature, a case-study analysis using trauma-informed care guiding principles, questions for consideration, and general trauma-informed school counseling interventions. The chapter will also include a discussion on the importance of considering contextual and cultural factors in trauma-informed care.
TopIntroduction And Background
Makayla, a Caucasian, cisgender, female-identifying 12-year-old, walks through her school each day with warmth and a smile on her face. Her teachers, school counselor, and school administration see her as “bright”, engaged, and eager to learn. Yet, they don’t see the intense anxiety and fear of failure that, at times, leave Makayla feeling like she is suffocating or lead to panic attacks in the bathroom. Makayla carries an invisible backpack from her trauma history that no one sees or expects.
The awareness of trauma and its impact on children and adolescents is a growing concern for schools and school counselors (Cole et al., 2013; Rumsey & Milsom, 2019). Children’s exposure to trauma has been linked to several challenges and barriers with learning, socioemotional health, behavior, physical health, educational engagement and success, and overall well-being (Evans & Coccoma, 2014; Morton & Berardi, 2018; Perry & Daniels, 2016; Rumsey & Milsom, 2019). An unfortunate reality is that an alarming number of children and adolescents experience or are exposed to traumatic events that may contribute to distress and many of the consequences stated above (Miller, 2019; Morton & Berardi, 2018; Santiago et al., 2018). In fact, according to the Substance Abuse and Mental Health Services Administration (SAMHSA, 2020), “more than two thirds of children report at least one traumatic event by age 16” (para. 1). The field is increasingly recognizing that traumatic experiences and exposures in youth are likely norms rather than exceptions (Santiago et al., 2018). It is important for school counselors to be aware that many students, like Makayla, may be carrying “invisible backpacks” and wounds to school with them (Santiago et al., 2018).
As discussed by the American School Counselor Association (ASCA, 2016), school counselors play an important role in supporting students and promoting a trauma-sensitive and trauma-informed environment in their schools. Mental health professionals openly acknowledge that trauma occurs and that it can lead to several consequences for victims/survivors, yet this knowledge does not always translate well into practice and interventions (Evans & Coccoma, 2014). The literature notes concern about the level of training and competence counselors have surrounding trauma, trauma-informed care, and trauma-informed interventions and practices (Padden, 2021; Morton & Berardi, 2018; Sorrentino, 2020). In response, it is crucial for school counselors to have a foundational understanding of trauma-informed care and of how to implement it into their practice. This chapter provides school counselors with the necessary foundation for defining trauma-informed care, recognizing its importance in school counseling, learning its principles and how they apply to school counseling, and understanding the importance of systemic and contextual factors. The chapter includes applications, interventions, and case study examples to illustrate how school counselors can practice trauma-informed care.
Key Terms in this Chapter
Trauma-Informed School Counseling: School counseling that utilizes the understanding of trauma, its signs, and its potential impacts and consequences on the lives of individuals and groups of people, and factors of intersectionality to intentionally inform the: conceptualization and treatment of cases, interactions and relationships with students, advocacy efforts conducted in the school and community, and providing of and linking to appropriate resources.
Trauma-Informed Care: Care that is informed by an understanding of trauma, its effects, and best practices in supporting victims/survivors of trauma.
Trauma: An experience, or series of experiences, which are perceived as threatening to an individual, group, community, or society and lead to various negative impacts and consequences for the victims/survivors.
Intersectionality: The intersection between various socio-cultural identities and the way in which these intersections can impact an individual within their context.
Trauma-Specific Support: Services provided to victims/survivors of trauma that provide direct support surrounding the trauma’s impacts.
Multi-Tiered System of Supports (MTSS): An integrated system of school support that responds to academic and mental health needs.
American School Counseling Association (ASCA): The primary American school counselor association supporting school counselors in providing resources and professional development.