Familiar in the realm of mental health and recovery for individuals with behavior disorders like PTSD, Trauma-Informed care is not a new concept. Survivors of the recent pandemic are recognizing the significance of trauma-informed care beyond mental health, extending its benefits to various caregiving fields to heal the widespread trauma endured during the COVID-19 crisis.
Harper introduces a trauma-informed model, equipping educators and caregivers working with today's youth with essential skills to deliver top-notch care (2020). The exposure and limitations imposed during this time undeniably have lasting effects, urging caregivers to continuously learn and stay updated on best practices for quality care. Regarding attachment theory, understanding your own attachment styles from personal experiences can be advantageous. Recognizing potential adverse reactions while caring for others is crucial for providing quality care. As an early childhood educator, I acknowledge that the formative years are pivotal for all areas of development, especially social-emotional growth. Our initial encounters shape our perceptions and expectations of the world as we navigate through it. With this knowledge, it's crucial for caregivers to embrace concepts like trauma-informed care to foster healthy individual development.
San Cristobal presents a compelling case study emphasizing the benefits and necessity of Parental Reflection on adult attachments and their impact on relationships (San Cristobal et al, 2017). Reflecting on the social-emotional support you require helps anticipate the needs of those under your care. Children not only benefit from the quality care they receive but also learn from observing how you care for yourself, using it as a tool to enhance their social-emotional development and sharing these skills with others. Increased emotional intelligence can naturally spread, just as negativity and isolation can have swift and potent effects. Educators must lead by example, guiding those in their care and nurturing a cycle of growth and flourishing akin to spring flowers.
References
Harper GW, Neubauer LC. Teaching During a Pandemic: A Model for Trauma-Informed Education and Administration. Pedagogy Health Promot. 2021 Mar;7(1):14-24. doi: 10.1177/2373379920965596. Epub 2020 Oct 14. PMID: 33614921; PMCID: PMC7894645.
San Cristobal P, Santelices MP, Miranda Fuenzalida DA. Manifestation of Trauma: The Effect of Early Traumatic Experiences and Adult Attachment on Parental Reflective Functioning. Front Psychol. 2017 Mar 24;8:449. doi: 10.3389/fpsyg.2017.00449. PMID: 28392776; PMCID: PMC5364177.
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