![]() ![]() Acting first and thinking later can occur. Being able to look ahead and plan becomes challenging, and recognizing possible negative consequences of specific behaviors is challenging. This is the last part of the brain to develop (around 25 to 26 years) and is responsible for things such as planning, having foresight, understanding behaviors and consequences, and impulsivity. ![]() The frontal lobe is considered the region devoted to “ executive functioning” of the brain. Damage to the thalamus, which is our emotional relay station and in charge of how we process our senses, can cause extreme emotional reactions (or no reactions), and sensory perceptions being intensified (such as getting annoyed with sounds, hearing statements as threating or curt in tone). When the hippocampus is “eaten,” one can have difficulty learning and remembering. The constant secretion of cortisol begins to “eat away” at other parts of the limbic system. ![]() U.S.Correctional officers note emotional and behavioral changes after time on the job, and brain science can explain it all.Substance Abuse and Mental Health Services Administration.National Center for Trauma Informed Care.National Association of State Mental Health Program Directors.Additional information on adult populations exposed to trauma is available from: Anyone interested in learning about trauma and trauma-informed care should explore this tool. Many of the insights and resources provided are also applicable to adults. The focus of this resource tool is primarily on children, youth, and young adults and their families, including foster and kinship families. What does it mean to be trauma informed? What is trauma-informed care? Why does it matter? This video presents individuals from the field who answer these and other questions. #Trauma informed how to#The comprehensive resources lists support users in understanding how to build trauma-informed systems and organizations. Everyone deserves a great education, and teachers should be patient, empathetic, and understanding of the hardships trauma survivor students have gone through and may currently be going through. The issue briefs provide an introduction and overview for each of the tool’s eight modules. Trauma can create intense emotional and physical walls for people, but trauma-informed education is a tool that can break those walls. Stakeholders in selected states share lessons learned over a 1-year period of intensive efforts to become more trauma informed. Youth and their families provide client perspectives on the need for trauma-informed practices and the impact of trauma-informed care on their lives. The video interviews are of national, state, tribal, and local leaders in many child-serving systems developers of evidence-based treatments and practices physicians researchers administrators of provider organizations clinicians youth and young adults families and advocates who share lessons learned and identify remaining gaps. This tool comprised of issue briefs, video interviews, and resource lists tells a story of implementation of trauma informed services and offers guidance and resources to help you on your implementation journey. The National Technical Assistance Center for Children’s Mental Health at Georgetown University and JBS International created this web-based tool to support leaders and decision makers at all levels (national, state, tribal, territorial, and local) in taking steps on their journey. Many resources, actions, and lessons learned from entities that have become trauma informed, are necessary to help child-serving systems and provider organizations on their journey to becoming trauma informed. Trauma Informed Care: Perspectives and Resources A comprehensive web-based, video-enhanced resource tool ![]()
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