Using Mindfulness as a Trauma-Informed Approach

Format

Individual Presentation

Presenters

Amanda E. Johns, Nicholls State UniversityFollow
Kristen N. Dickens, Georgia Southern UniversityFollow
Syndie Best, Georgia Southern UniversityFollow

First Presenter's Institution

Nicholls State University

Second Presenter's Institution

Georgia Southern University

Third Presenter's Institution

Georgia Southern University

Fourth Presenter's Institution

N/A

Fifth Presenter's Institution

N/A

Strand #1

Heart: Social & Emotional Skills

Strand #2

Health: Mental & Physical Health

Relevance

Trauma exists on a continuum and affects individuals differently at various stages of life. The long-lasting effects of trauma can be especially damaging for young children and adolescents who do not learn adaptive strategies that enable them to effectively cope with traumatic early life experiences. In this education session, the presenters will discuss: (a) a brief history of mindfulness; (b) how various mindfulness techniques can be used as a trauma informed approach with children and adolescent clients; (c) vicarious trauma, compassion fatigue, and burnout of counselors; and (d) resources for counselors to use in their practice.

Brief Program Description

Trauma exists on a continuum and affects individuals differently at various stages of life. Presenters will discuss the use of mindfulness as a trauma-informed approach when working with child and adolescent clients. Concepts of vicarious trauma and counselor burnout will also be addressed within the context of a mindful practice.

Summary

Trauma exists on a continuum and affects individuals differently at various stages of life. The long-lasting effects of trauma can be damaging for young children and adolescents (Bailey et al., 2019; Kisiel et al., 2017; Scheidell, 2018). This session will discuss the use of mindfulness as a trauma informed approach when working with child and adolescent clients (Iacona & Johnson, 2018). The presenters will discuss ways in which counselors can integrate mindfulness into their work with clients as well as counselors using mindfulness for self care (Astrup, 2019; Harnett & Dawe, 2012; Karisetty & Tiwari, 2019). The concepts of vicarious trauma and counselor burnout will be addressed within the context of a mindful practice. This is an interactive presentation in which the presenters will review and demonstrate a variety of interventions. Learning objectives include: (1) Counselors will be provided with resources and examples of ways they can implement different forms of mindfulness directed interventions with child and adolescent clients; (2) Counselors will understand the research supporting the use of mindfulness techniques within the context of trauma work to include self processing of vicarious trauma; (3) Counselors will discover ways to engage child and adolescent clients in mindfulness-directed interventions as well as utilizing themselves, as therapists, similar techniques for self care.

Evidence

1. Astrup, J. (2019). Mindful from the start? Community Practitioner, 92(4), 14.
2. Bailey, C., Klas, A., Cox, R., Bergmeier, H., Avery, J., & Skouteris, H. (2019). Systematic review of organisation‐wide, trauma‐informed care models in out‐of‐home care (OoHC) settings. Health & Social Care in the Community, 27(3), e10–e22. https://doi.org/10.1111/hsc.12621
3. Eklund, K., Rossen, E., Koriakin, T., Chafouleas, S. M., & Resnick, C. (2018). A systematic review of trauma screening measures for children and adolescents. School Psychology Quarterly, 33(1), 30–43. https://doi.org/10.1037/spq0000244
4. Hall, S. F., & Semanchin Jones, A. (2018). Implementation of intensive permanence services: A trauma-informed approach to preparing foster youth for supportive relationships. Child & Adolescent Social Work Journal, 35(6), 587–598. https://doi.org/10.1007/s10560-018-0550-8
5. Harnett, P. H., & Dawe, S. (2012). The contribution of mindfulness-based therapies for children and families and proposed conceptual integration. Child & Adolescent Mental Health, 17(4), 195–208. https://doi.org/10.1111/j.1475-3588.2011.00643.x
6. Iacona, J., & Johnson, S. (2018). Neurobiology of trauma and mindfulness for children. Journal of Trauma Nursing, 25(3), 187-E4.
7. Karisetty, R., & Tiwari, S. (2019). Effect of yoga on mindfulness in school going adolescents: A comparative study. Yoga Mimamsa, 51(1), 31–33. https://doi.org/10.4103/ym.ym_7_19
8. Kisiel, C., Summersett-Ringgold, F., Weil, L., & McClelland, G. (2017). Understanding strengths in relation to complex trauma and mental health symptoms within child welfare. Journal of Child & Family Studies, 26(2), 437–451. https://doi.org/10.1007/s10826-016-0569-4.
9. Lantz, A. J. (2020). Pediatric accidental trauma: Screening and reducing psychological impact. Pediatric Nursing, 46(3), 111.
10. Lilly, M., & Hedlund, J. (2010). Healing childhood sexual abuse with yoga. International Journal of Yoga Therapy, 20, 120–130. https://doi.org/10.17761/ijyt.20.1.87617587116h0h63
11. McClatchey, I. S. (2020). Trauma-informed care and posttraumatic growth among bereaved youth: A pilot study. Omega: Journal of Death & Dying, 82(2), 196–213. https://doi.org/10.1177/0030222818804629
12. Meiser, S. R., McKinnon, A., Dixon, C., Boyle, A., Smith, P., & Dalgleish, T. (2019). A core role for cognitive processes in the acute onset and maintenance of post‐traumatic stress in children and adolescents. Journal of Child Psychology & Psychiatry, 60(8), 875–884. https://doi.org/10.1111/jcpp.13054
13. Miller, G. L. E., & Campion, K. (2016). Interventions for posttraumatic stress with children exposed to violence: Factors associated with treatment success. Journal of Clinical Psychology, 72(3), 226. https://doi.org/10.1002/jclp.22238
14. Mountz, S., Capous-Desyllas, M., & Perez, N. (2019). Speaking back to the system: Recommendations for practice and policy from the perspectives of youth formerly in foster care who are LGBTQ. Child Welfare, 97(5), 117–140.
15. Scheidell, J. D., Quinn, K., McGorray, S. P., Frueh, B. C., Beharie, N. N., Cottler, L. B., & Khan, M. R. (2018). Childhood traumatic experiences and the association with marijuana and cocaine use in adolescence through adulthood. Addiction, 113(1), 44–56. https://doi.org/10.1111/add.13921
16. Schilpzand, E. J., Sciberras, E., Alisic, E., Efron, D., Hazell, P., Jongeling, B., Anderson, V., & Nicholson, J. M. (2018). Trauma exposure in children with and without ADHD: prevalence and functional impairment in a community-based study of 6-8-year-old Australian children. European Child & Adolescent Psychiatry, 27(6), 811–819. https://doi.org/10.1007/s00787-017-1067-y
17. Shaffer, R. C., Wink, L. K., Ruberg, J., Pittenger, A., Adams, R., Sorter, M., Manning, P., & Erickson, C. A. (2019). Emotion regulation intensive outpatient programming: Development, feasibility, and acceptability. Journal of Autism & Developmental Disorders, 49(2), 495. https://doi.org/10.1007/s10803-018-3727-2
18. Waldron, E. M., Howard, K. R., & Reinecke, M. A. (2019). The long-term effect of trauma history on adolescent depression treatment. Psychological Trauma: Theory, Research, Practice, and Policy, 11(7), 751–759. https://doi.org/10.1037/tra0000457

Learning Objectives

1. Counselors will be provided with resources and examples of ways they can implement different forms of mindfulness directed interventions with child and adolescent clients.
2. Counselors will understand the research supporting the use of mindfulness techniques within the context of trauma work to include self processing of vicarious trauma.
3. Counselors will discover ways to engage child and adolescent clients in mindfulness-directed interventions as well as utilizing themselves, as therapists, similar techniques for self care.

Biographical Sketch

First Presenter:

Elise Johns, Ph.D., LPC­S, NCC is an Assistant Professor at Nicholls State University. Dr. Johns has clinical experience in outpatient mental health treatment, grief counseling, crisis intervention, and training clinics.

Second Presenter:

Kristen Dickens, Ph.D., LPC, NCC, ACS is an Assistant Professor in the Counselor Education Program at Georgia Southern University. Her research interests include leadership preparation, specifically in the areas of counselor education and preparation, multicultural competence, and issues in counselor education. She has experience working in a variety of clinical settings, including university counseling centers, inpatient treatment centers for eating disorders.

Third Presenter:

Syndie Best, B.A., is master’s-level student in the Counselor Education Program at Georgia Southern University. She is currently completing her internship at the university’s Counseling Center-Savannah campus. She has more than a decade of experience in grief and end of life support in a hospice setting. Her current clinical interests include grief and loss issues and their effect on depression and anxiety, as well as multicultural competence.

Keyword Descriptors

Mindfulness, trauma-informed techniques, children, adolescents, counseling, vicarious trauma, self-care

Presentation Year

2021

Start Date

3-10-2021 11:25 AM

End Date

3-10-2021 12:25 PM

Recommended Citation

Johns, Amanda E.; Dickens, Kristen N.; and Best, Syndie, "Using Mindfulness as a Trauma-Informed Approach" (2021). National Youth Advocacy and Resilience Conference. 54.
https://digitalcommons.georgiasouthern.edu/nyar_savannah/2021/2021/54