When it counts the most: Trauma-informed care and the COVID-19 global pandemic

Abstract

CONTEXT: Evidence from the COVID-19 crisis suggests that children and youth are more likely to be subjected to maltreatment and exposure to family violence, while experiencing limited access to the usual services that support vulnerable families and provide targeted services to meet their needs. The current global pandemic itself can also be experienced as a traumatic event. Trauma-informed care draws attention to the potential impacts, from the individual to the global, that myriad traumatic experiences can illicit and proposes using these understandings as foundational to the development and implementation of policy and practice. OBJECTIVE: The aim of this opinion paper is to offer insights to guide practices and policies during this unprecedented global crisis through a discussion of the Substance Abuse and Mental Health Services Administration (2014)’s six trauma-informed care principles: trustworthiness and transparency; safety; peer support; collaboration and mutuality; empowerment and choice; and cultural, historical and gender issues. FINDINGS: Specific recommendations based on these six principles and applied to the current situation are presented and discussed. These principles can serve both in the immediate crisis and as preventative measures against unforeseen future traumatic contexts. CONCLUSION: COVID-19 renews the imperative to maintain and strengthen trauma-informed practices and policies. We argue that never before has trauma-informed care been so important to promote the health and well-being of all and to protect our marginalized populations at greatest risk.

Prediction on Domestic Violence in Bangladesh during the COVID-19 Outbreak Using Machine Learning Methods

“…A summary of substance abuse and behavioral condition issues has been identified to examine the hidden viewpoints of this paper on an emerging economic downturn. This study discusses particular ideas that foster veracity and accountability; security; respect for compatriots; solidarity and mutuality; autonomy and choice; environmental, historic and sexuality politics [20]. This research assessed the impact of the COVID-19 disease outbreak in relation to paternal excitement and child endangerment.…”

Trauma-informed knowledge, awareness, practice, competence and confidence of rural health staff: A descriptive study

“…[22] Evidence is emerging that the current pandemic will cause increasing rates of homelessness and exposure to family violence, while restrictions limit access to the usual services that support vulnerable people. [23] The COVID-19 pandemic is in itself a potentially traumatic event. It has caused abrupt changes in life circumstances; uncertainty about the future; deterioration of livelihood; restriction of social contacts; imposed quarantine; stigmatisation, discrimination and fragmentation of communities; loss of loved ones; deprivation of culturally appropriate mourning rituals; and finally, the threat of contracting COVID-19.…”

Intentional Teaching: Building Resiliency and Trauma-Sensitive Cultures in Schools

“…Covid-19 has the potential to create stress and trauma reactions in children and adults as they are facing prolonged, chaotic, and unpredictable disruptions in their daily lives, that is based on a perceived danger that is unknown to them and is outside of the control of themselves or their families [6,16,28]. These factors have been known to create physiological stress and distress reactions and may be particularly significant for children who have a history of exposure to adverse situations [16]. The current pandemic social distancing guidelines have also increased the prolonged exposure to adversity in home environments that are no longer buffered by time spent in school [13].…”

“…Yet it was not just the educators who were asked to quickly transition to remote learning and to move out of the traditional classroom and into their homes for a vastly different educational experience. For many students' home does offer the safety that it was conceptualized to, and in many cases it created a profound loss of a school environment that allowed time away from challenging home environments [15,16] It is important to recognize that for some students home is not a safe environment nor is it always conducive to academic achievement [8,10,15,16]. These challenges for students are intensified by the lack of support from the school environment, community supports, and isolation created by social distancing guidelines [11,16].…”