2 Create a Reflection Document Chandra Farmer School of Education, Northcentral University TRA-5100v1: Fundamentals of a Trauma-Informed Approach to Education Professor Jeff Noe December 7th, 2022 Create a Reflection Document Glass et al. (2020) proposes that trauma affects over two-thirds of the American children population; and estimates that one-third will experience numerous, often prolonged, traumas such as child maltreatment (or domestic violence; child neglect; emotional, physical, and sexual abuse. However, extensive efforts to effectively treat and identify the potential negative and long-term impacts of such experiences are lagging far behind; research connecting the longitudinal effects of childhood trauma to the later development of adult pathology expands across multiple professional disciplines (Glass et al., 2020). This raises the question of how these adverse health outcomes are connected to adult behaviors. More About Trauma Trauma can affect students in some shape, form, or fashion who experience it. However, most individuals that have not experienced trauma do not process or comprehend that trauma behavior plays a huge role in the life of an adult when it stems from childhood. One misconception is that most childhood trauma topics are viewed as being too sensitive to discuss and should be left behind closed doors, so to speak (Giesbrecht et al., 2010). For example, students who experience childhood trauma are not directly affected; in all actuality, those same students carry that baggage with them in adulthood (Giesbrecht et al., 2010). Another misconception is that students who experience trauma do not display negative behaviors, but that is not the case when these same students as adults show signs of complicated morality, such as cheating and lying; this is because the trauma has been bottled up for so long and distracts the student's now adult's brain and nervous systems; it affects the day-to-day activities, thinking and emotions (Giesbrecht et al., 2010). It is those misconceptions that pique my curiosity. Resources to Grow my Understanding I think the first place to start is with the right professionals. What better than to use mental health professionals as a resource. They have the knowledge and expertise to provide various resources to assist schools. For example, helping traumatized students have a voice in the classroom to learn; they can give presentations and trainings, do evaluations and testing, participate in consultants about individual children/adults, and they can consult with and provide clinical support directly to teachers (Kanno & Giddings, 2017). Knowledge to Help Others Teachers have a job to help students learn, which is why addressing their students with trauma is so important, but each child is different, and each situation is different. The same can be said for adults. Through research and inquiry, it is essential to be consistent, set expectations, be truthful, resp.

1. 2
Create a Reflection Document
Chandra Farmer
School of Education, Northcentral University
TRA-5100v1: Fundamentals of a Trauma-Informed Approach to
Education
Professor Jeff Noe
December 7th, 2022
Create a Reflection Document
Glass et al. (2020) proposes that trauma affects over two-
thirds of the American children population; and estimates that
one-third will experience numerous, often prolonged, traumas
such as child maltreatment (or domestic violence; child neglect;
emotional, physical, and sexual abuse. However, extensive
efforts to effectively treat and identify the potential negative
and long-term impacts of such experiences are lagging far
behind; research connecting the longitudinal effects of
childhood trauma to the later development of adult pathology
expands across multiple professional disciplines (Glass et al.,
2020). This raises the question of how these adverse health
outcomes are connected to adult behaviors.
More About Trauma
Trauma can affect students in some shape, form, or fashion who
experience it. However, most individuals that have not
experienced trauma do not process or comprehend that trauma

2. behavior plays a huge role in the life of an adult when it stems
from childhood. One misconception is that most childhood
trauma topics are viewed as being too sensitive to discuss and
should be left behind closed doors, so to speak (Giesbrecht et
al., 2010). For example, students who experience childhood
trauma are not directly affected; in all actuality, those same
students carry that baggage with them in adulthood (Giesbrecht
et al., 2010). Another misconception is that students who
experience trauma do not display negative behaviors, but that is
not the case when these same students as adults show signs of
complicated morality, such as cheating and lying; this is
because the trauma has been bottled up for so long and distracts
the student's now adult's brain and nervous systems; it affects
the day-to-day activities, thinking and emotions (Giesbrecht et
al., 2010). It is those misconceptions that pique my curiosity.
Resources to Grow my Understanding
I think the first place to start is with the right
professionals. What better than to use mental health
professionals as a resource. They have the knowledge and
expertise to provide various resources to assist schools. For
example, helping traumatized students have a voice in the
classroom to learn; they can give presentations and trainings, do
evaluations and testing, participate in consultants about
individual children/adults, and they can consult with and
provide clinical support directly to teachers (Kanno & Giddings,
2017).
Knowledge to Help Others
Teachers have a job to help students learn, which is why
addressing their students with trauma is so important, but each
child is different, and each situation is different. The same can
be said for adults. Through research and inquiry, it is essential
to be consistent, set expectations, be truthful, respond with
compassion, and know I will not have all the answers. My job is
to help my students achieve and grow, but they cannot do this
until they feel safe and learn to control their toxic stress and

3. behavior. There are already tools in place, such as being
consistent with expectations, compassion, self-care, and school-
wide resources. I cannot solve all the problems, but I need to
use my knowledge to get trained to assist in helping students
and possibly adults receive the help they need. Raising
awareness on the topic of trauma through workshops and what
signs to look for is something else I am considering.
Reflective Questions
· Can childhood trauma change a person's personality? If so,
how?
· What causes childhood trauma?
· Which intervention tools are mainly utilized regarding
childhood trauma?
· Which intervention tools are mainly utilized regarding for
adults experiencing trauma?
· Can students and adults fully recover from trauma?
· How can trauma from early childhood affect the student
throughout young adult life and beyond?
· What are the implications for the role of parents regarding
childhood trauma?
· What tools and interventions can school staff use without
being properly trained?
· What looking at childhood trauma, what is the first thing to
address?
· What other steps are necessary if a student does not recover
from childhood trauma?Conclusion
All students have a right to access their learning environment,
which can help them to keep their tempers in check so that they
can form positive relationships with others, learn how to solve
conflicts amicably, and become effective learners so that they
can grow up in our society take their rightful place as
productive citizens. Within a democratic society, no student or
group of students should be dismissed or disregarded just
because they have faced overwhelming terror or stress in their
lives. These same students need access to school resources to
assister-engaging with the environment around them.

4. References
Giesbrecht, T., Lynn, S. J., Lilienfeld, S. O., & Merckelbach, H.
(2010). Cognitive processes, trauma, and dissociation—
Misconceptions and misrepresentations: Reply to Bremner
(2010).
Psychological Bulletin, 136(1), 7–11.
https://doi.org/10.1037/a0018068
Glass, N. E., Riccardi, J., Farber, N. I., Bonne, S. L., &
Livingston, D. H. (2020). Disproportionally low funding for
trauma research by the National Institutes of Health: A call for
a National Institute of Trauma.
Journal of Trauma and Acute Care Surgery, 88(1), 25-
32. doi: 10.1097/TA.0000000000002461
Kanno, H., & Giddings, M. M. (2017). Hidden trauma victims:
Understanding and preventing traumatic stress in mental health
professionals. Social Work in Mental Health, 15(3), 331-353.
https://doi.org/10.1080/15332985.2016.1220442
Initial Substantive Posts: Your initial post should be substantive
(approximately 200-300 words in length for each discussion). In
your substantive post you are encouraged to use references (you
may use your textbook); show evidence of critical thinking as it
applies to the concepts. At least One reference on each
discussion.
1.

5. Personal Philosophy in the Context of Nursing
Top of Form
How does your personal philosophy fit with the context of
nursing? Does it fit? How do nursing, person, environment, and
health fit into your philosophy?
2.
Reflections on Troubling Clinical Experiences
Think about a clinical experience that was troubling to you.
Reflect on what bothered you about the experience. What could
you have done differently? What were the reasons behind your
actions? Try to create and clarify meaning or a new
understanding of the particular situation.
·
Below is an example of a substantive discussion post
(This content is not from this course):
Neutropenia is a decrease in circulating neutrophils in the
nonmarginal pool, which constitutes 4-5% of total body
neutrophil stores (Braden, 2016). Something that should be
investigated is the underlying cause for the neutropenia.
Knowing what would point myself as the nurse in the direction
to educate the patient and would help the physician in treating
the condition. The likelihood of having complication from
neutropenia are very high as usually the reason for neutropenia
is overwhelming infection.
Common presenting symptoms of neutropenia include the
following: (Braden, 2016)
· Low-grade fever
· Sore mouth
· Odynophagia
· Gingival pain and swelling
· Skin abscesses
· Recurrent sinusitis and otitis
· Symptoms of pneumonia (eg, cough, dyspnea)
· Perirectal pain and irritation
Diagnosing neutropenis is realatively easy as the doctor would

6. need to order a complete blood cell count, differencial white
blood cell count, and a peripheral smear that is to be reviewed
by a pathologist. Other causes of neutropenia, in the absence of
overwhelming infection, may be (1) decreased neutrophil
production or ineffective granulopoiesis, (2) reduced neutrophil
survival, and (3) abnormal neutrophil distribution and
sequestration. Hematologic disorders that cause ineffective or
decreased production include hypoplastic or aplastic anemia,
megaloblastic anemias, leukemia, or drug-/toxin-induced
neutropenia (Huether, 2012). Educating patient on the way to
care for ones self at home is very important. Making sure that
the patient takes all of their antibiotics and committing to
keeping their follow up appointment is very important to her
recovery.
General measures to be taken in patients with neutropenia
include the following: (Braden, 2016)
· Remove any offending drugs or agents in cases involving drug
exposure: If the identity of the causative agent is not known,
stop administration of all drugs until the etiology is established
· Use careful oral hygiene to prevent infections of the mucosa
and teeth
· Avoid rectal temperature measurements and rectal
examinations
· Administer stool softeners for constipation
· Use good skin care for wounds and abrasions: Skin infections
should be managed by someone with experience in the treatment
of infection in neutropenic patients
Braden, C. (2016, February 26).
Neutropenia. Retrieved from MedScape:
http://emedicine.medscape.com/article/204821-overview
Huether, S., & McCance, K. (2012).
Understanding Pathophysiology (5th ed.).
[https://bookshelf.vitalsource.com/#/books/978-0-323-07891-
7/cfi/0!/4/2/4/[email protected]:65.4]. Retrieved from
https://bookshelf.vitalsource.com/#/books

7. Bottom of Form