- Definitions & concepts
- Short term and long-term effects (the ACE study)
- The “good” and “bad” news about trauma exposure
- Limitations of the research
- Assessment of trauma in children, adolescents and adults
- Trauma- & Stressor-Related Disorders in the DSM-5®
- What’s still missing from the DSM-5®?
- Common pitfalls in diagnosis
- My “favorite” diagnosis & why to use it frequently
- Major areas of impact
- The 3-part brain (or upstairs/downstairs brain)
- Neurologically-related issues in trauma survivors
- ”Arrested Development”
- ”Hair Trigger” threat response
- Cognitive, academic, & work-related problems
- Relationship problems
- The arousal continuum
- Dissociation
- What does “evidence-based” mean in trauma treatment?
- Components of evidence-based treatments
- The evidence-based components approach
- Main entry points: immediate support vs. trauma treatment
- Psychological first aid
- Stages of trauma-focused treatment
- What can you do if your client isn’t emotionally or physically safe?
- Trauma-Focused Cognitive-Behavioral Therapy: The “Gold Standard”
- Case Examples:
- ”Amanda”: 7-year-old girl with sexual abuse and complex family issues
- ”Phil”: mid-30s man whose son died while in his care
- The Physiology Domain
- Sleep
- Nutrition and hydration
- Sensory needs and interventions
- Medications, supplements, & nontraditional interventions
- Physical activity/exercise
- ”Amanda” and “Phil” and the physiology domain
- The Relationship Domain
- The Attachment, Regulation, & Competency (ARC) model (for youth)
- Teaching caregiver emotional control (for caregivers of youth)
- Build attunement (for caregivers of youth)
- Positive discipline (for caregivers of youth)
- Build the therapeutic alliance
- Build a support network
- Implement routines & rituals
- ”Amanda” and the relationship/attachment domain
- ”Phil” and the relationship domain
- The Emotional Regulation Domain
- Feelings identification and expression
- Use SUDs scales
- Grounding & self-soothing techniques
- The “Comfort Kit”
- Add attunement!
- Apply Bruce Perry’s Neurosequential Model of Therapeutics™
- NMT assessments
- NMT: Interventions by developing age
- ”Amanda” and “Phil” and the emotional regulation domain
- The Cognitive Domain
- Teach and practice problem-solving
- Teach and practice mindfulness
- Address distorted cognitions: Most common targets of cognitive processing
- Cognitive processing: how to modify problematic thoughts
- Use the Franklin Method
- ”Amanda” and “Phil” and the Cognitive Domain
- The Identity Domain
- Focus on identity and sense of self
- Build on existing strengths
- The Life Book approach
- Exercises to improve identity
- ”Amanda” and “Phil” and the identity domain