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What is Trauma-Informed Care?


A Culture Change Movement

"Trauma Informed Care is an organizational structure and treatment framework that involves understanding, recognizing, and responding to the effects of all types of trauma."

My approach to consultation on trauma informed care has the same initial foundation as the Resilient Learning Culture.  The difference between TIC and RLC is in the audacity to build something effective and soul nourishing. My take on TIC is that it is foundational to resilience education and culture. I was a part of the group who developed the "Missouri Model of TIC" while I worked with Truman Medical Center. I hear people say "I'm trauma informed!" and yet the spirit of their communication is confrontational and their main focus is on training completion. RLC requires us to reorient our selves to human service with TIC and then to build a new story of how we agree to be together that fosters "group flow" and systems that can "bounce back" after something difficult or traumatic happens.  These systems must be broadly diverse and coherently integrated to cultivate a resilience learning culture that is reliable and predictable. This movement is a journey and the journey is the destination.

A Professional Practice

My journey to providing Trauma Informed Care (TIC) and professional development started back in 2012, when I was attempting to find collaborators for changing the way we serve our most challenging populations.  I had been working for years with youth in the juvenile justice system as well as youth and adults with a wide range of developmental disabilities.  I was trying to pitch an idea that mindfulness, play and arts integrated learning could change lives.  When I discovered TIC... everything changed, my life's work changed, my mothering practice changed and my relationship with myself was transformed and empowered in unforeseen ways. 

  • What is the first step to becoming a Trauma Informed Professional or Organization?
    The first step is to get inspired to take a journey. My goal with my initial introduction talks and orientation trainings is to guide participants to an aha moment that ignites a personal drive to learn and grow. The journey is a circuitous one and the key to success, from my experience, is beginning with individuals who can articulate their own personal connection to the content or share their aha moment.
  • How do we get started?
    My first step is to figure out if I am the right person to consult with you and your organization. This is a conversation via phone or email so that I can get a better sense of your goals and needs. Then we meet up and for a needs assessment; preferably dialog with your team. I will offer a proposal if I feel like I can help you build a movement that meets your needs while reaching your goals.
  • What is the difference between training and a transformational learning program?
    Training and professional development can be great and sometimes that is how people refer to what I do. However, my goal is beyond information delivery or engaging learning; which I do. The value of my programs is found in the energy that participants gain from the experience. Participants should walk away from transformational learning feeling bouyant and empowered to act differently as a direct result of their time engaged in the learning program elements.
  • What are your "learning program elements"?"
    My programs are dynamic and employ a wide range of brain-based best practices, no matter the population of service. Mindfulness: Pay attention, in the right now moment, to cultivate acceptance and wisdom. Social Emotional Learning: Build connections between ideas and people. Creative Problem Solving: Engage in structured out-of-the-box idea generation. Arts-integration: Express understanding and see other perspectives in dynamic composition. Design Thinking: Human centered design, empathy mapping and iterative processing to create real solutions. Brain Education: Learning about the brain, how it works and how to regulate it for oneself and others.
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