CJ 720 Trauma & Crisis Intervention Blog

The Effectiveness of Prolonged Exposure Therapy

There are various ways to address the impact of trauma, and no single approach is universally the best option. The effectiveness of a method largely depends on the individual seeking therapy. One particularly effective therapeutic approach is Prolonged Exposure Therapy (PE). This evidence-based behavioral treatment is grounded in the principle that repeated exposure to trauma-related stimuli can help reduce a patient’s distress in response to thoughts, memories, visual reminders, smells, or other triggers associated with their trauma (Rousseau, 2025). The key components of PE include psychoeducation, breathing exercises, gradual real-world practice, and open discussions surrounding the traumatic event itself (Rousseau, 2025).

What I find compelling about this approach is its ability to help individuals confront and process aspects of their trauma that they have actively avoided since the event. By guiding clients through the journey of shifting their mindset from “I can’t” to “I can,” PE encourages them to prove to themselves that they can face their fears, all within a supportive and structured environment provided by a trained therapist (National Center for PTSD, 2025). While the thought of revisiting trauma can be daunting, many individuals find that, with time and practice, it becomes increasingly manageable. The process of recounting one’s experience can facilitate healthier expressions of emotions such as anger, guilt, and sadness. After several months of therapy, many clients report a significant decrease in their emotional distress, allowing them to talk about their trauma with less overwhelm (National Center for PTSD, 2025).

I can relate to this therapeutic approach and can attest to its effectiveness in my own life. Initially, I was hesitant to continue discussing my trauma with my therapist, but by breaking it down into smaller steps, I found it easier to engage with the memories and feelings associated with my experience. It’s crucial to understand, however, that while this type of therapy can be transformative, it does not erase the trauma itself. Instead, it enables individuals to manage their experiences in a way that allows them to reclaim their lives. PE is suitable for both men and women, does not require medication, and has demonstrated significant improvements in symptoms, with some individuals no longer meeting the criteria for PTSD after completing the therapy (National Center for PTSD, 2025).

Prolonged Exposure Therapy is firmly backed by research, illustrating its efficacy across various studies. However, it’s also essential to recognize that PE may not be suitable for everyone; for some individuals, confronting traumatic memories can exacerbate their symptoms rather than alleviate them (Rousseau, 2025). Throughout the therapy process, clients routinely provide feedback on their distress levels, which have consistently shown a reduction. Tuerk’s research (2015) emphasizes the value of making this process meaningful for each participant by incorporating objective physiological assessments delivered through wireless technology and mobile applications. By visually tracking physiological responses over time, therapists can demonstrate to clients how their discomfort diminishes with consistent treatment. This evidence often provides positive reinforcement and reinforces the therapeutic benefits of PE.

References:

National Center for PTSD. (2025). Prolonged Exposure. U.S. Department of Veterans Affairs. https://www.ptsd.va.gov/appvid/video/index.asp

Rousseau, D. (2025). Exposure Therapy. Boston University.

Tuerk, Peter. (2015). Return from Chaos: Treating PTSD. TEDxCharleston. https://www.youtube.com/watch?v=ORs3-tRokGU&t=3s

Book Review: “Reviving Ophelia” by M. Pipher & S. Pipher-Gilliam

In a semi-recent review posted on GoodReads, a user had this to say about the nonfiction book “Reviving Ophelia”: “Girls lose themselves in adolescence just as Ophelia in Hamlet strives to please by changing herself into what she thinks others want… [The key theme of this book is] true self versus false self, dichotomy, and the importance of girls finding and staying with their true self while ignoring pressure from the culture to become a false self” (GoodReads, user Brittany, 2024). Though the book explores various scenarios and themes, including how different types of traumatic events affect the adolescent brain, this quote attempts to explain the major argument that the book’s two authors repeat throughout the text. When someone is exposed to trauma as a child or adolescent, the effect is lifelong since the trauma changes the mental and emotional structure of the brain. This is especially present in girls affected by trauma, since they are also socialized in a manner that breeds insecurity, depression, and apathy to pain.

            Pipher and her co-author (who also happens to be her daughter) dedicate chapters to specific issues faced by many adolescent girls: eating disorders, social anxiety, substance abuse, family issues, among others. Each chapter explores the current psychological understanding of these issues, then transitions into interviews with several former and current patients of Pipher’s who have dealt with the specific issue in discussion. It’s the striking differences in the professional explanations and the interviews that make this book a worthwhile read; it becomes clear in the first few chapters that current psychological research still has much to learn on how demographic factors change the expression of traumatic symptoms. Adolescent girls deal with unique forms of trauma and cultural socialization that can cause extreme forms of disordered thinking, feeling, and identity (Pipher & Pipher-Gilliam, 2019).

It’s Mary Pipher’s experience as a trauma therapist that informs her writing, along with the mother-daughter relationship at the center between her and her co-author, specifically in how they regard discussing identity and growth in young people. When discussing child abuse and separation of the true self, the authors have this to say: “[The therapist] encouraged her patients to recognize, grieve for, and eventually accept what happened to them as young children. Only then could they become authentic adults” (Pipher & Pipher-Gilliam, 2019, pg. 30). Again, the authors are bringing up the experience of splitting that occurs directly because of a traumatic event. When someone cannot deal with what has occurred (i.e. a severe traumatic experience), they have to create a new false self that denies and/or represses the traumatic event. This is especially seen in adolescent girls who suffer from trauma due to the patriarchal socialization that also occurs at this age. In many of the sections, the authors also make the important point that this fracture is critically stark in children whose home lives are unsafe, tying the subject back to the parent-child relationship.

The core thesis of the book culminates in one quote: “Our culture is one that runs from pain and treats suffering – which is an inevitable part of life – as an avoidable problem. It still teaches girls the values of junk culture: shop, stay thin, and buy or consume when you feel pain” (Pipher and Pipher-Gilliam, 2019, pg. 300). The reason for my choosing this quote is because it hits closest to the crux of the issue at hand, and specifically why trauma affects adolescent girls in a unique manner. The more that our culture avoids pain, especially if it is pain caused by ongoing trauma, the more that it will harm the upcoming generation growing in this environment.

References

GoodReads. (2024). “Brittany’s Reviews: Reviving Ophelia.” GoodReads. https://www.goodreads.com/review/show/1301704659

Pipher, M. & Pipher-Gilliam, S. (2019). “Reviving Ophelia: Saving the Selves of Adolescent Girls (25^th Anniversary Edition).” Riverhead Books.

The Importance of Post-Critical Incident Debriefs for First Responders

First responders—police officers, firefighters, paramedics—face trauma as a routine part of their jobs. They witness tragedies, violence, and loss that most people cannot imagine. While a single traumatic event can be deeply impactful, what’s often overlooked is the cumulative effect of repeated exposures to critical incidents. Research shows that police officers experience PTSD rates up to three times higher than the general population, with estimates suggesting that as many as 30% of officers will suffer from PTSD symptoms during their careers (Maguen et al., 2009). This cumulative trauma can cause emotional exhaustion, burnout, and contribute to a host of mental health challenges if not properly addressed. That’s why post-critical incident debriefs are not just helpful—they’re essential.

Critical Incident Stress Debriefing (CISD) is a structured process designed to help first responders process their emotional responses to traumatic events soon after they occur. CISD typically involves seven phases, beginning with fact sharing, moving into emotional expression, and concluding with education about stress reactions and coping strategies. The goal is to create a safe environment where responders can openly discuss their experiences without fear of judgment or professional repercussions. This separation from investigatory or disciplinary proceedings is vital to building trust in the process.

The benefit of these debriefings is twofold. First, CISD helps to reduce acute stress reactions and prevents these early symptoms from developing into chronic conditions such as PTSD. Early intervention is critical because repeated unprocessed trauma compounds over time, increasing the risk of severe psychological distress. Second, these sessions foster team cohesion and social support—both protective factors shown to mitigate the effects of trauma. Sharing experiences with colleagues who understand the unique pressures of the job builds resilience and strengthens working relationships.

One of the most urgent reasons to implement post-incident debriefings is their potential to reduce the risk of suicide among first responders. Suicide rates for law enforcement and firefighters are alarmingly high—estimates suggest they are between 1.5 and 3 times greater than the general population (Violanti et al., 2018). Factors like cumulative trauma, stigma around mental health, and concerns about career consequences often prevent officers from seeking help until crises occur. Debriefing programs, combined with ongoing peer support and leadership advocacy, can reduce stigma by normalizing conversations about mental health and encouraging early help-seeking behaviors.

However, despite clear evidence supporting the benefits of CISD, many agencies struggle with consistent implementation. Barriers include insufficient training for debrief facilitators, cultural norms emphasizing toughness and self-reliance, confidentiality concerns, and limited organizational resources. Overcoming these challenges requires committed leadership, policy development, and education to promote mental health as a core aspect of officer wellness. Agencies can also enhance access by integrating debriefings into regular shift schedules and ensuring mental health professionals facilitate sessions.

Finally, it’s important to note that CISD is one part of a comprehensive approach to managing first responder mental health. Pre-crisis education, ongoing wellness programs, peer support networks, and access to confidential counseling services all contribute to reducing the cumulative burden of trauma. When combined, these efforts create a culture that values mental well-being as much as physical safety, ultimately benefiting both the responders and the communities they serve.

In conclusion, given the high rates of PTSD and suicide among first responders, post-critical incident debriefings are a critical tool for early intervention and resilience building. By addressing trauma promptly, fostering social support, and reducing stigma, these programs help protect the mental health of those who put themselves on the line every day to keep others safe.

References:

Maguen, S., Metzler, T. J., Bosch, J., Marmar, C. R., & Neylan, T. C. (2009). Routine work environment stress and PTSD symptoms in police officers. Journal of Traumatic Stress, 22(6), 615–622. https://doi.org/10.1002/jts.20466

Violanti, J. M., Mnatsakanova, A., Andrew, M. E., & Burchfiel, C. M. (2018). Police stressors and health: A state-of-the-art review. Policing: An International Journal, 41(6), 642–656. https://doi.org/10.1108/PIJPSM-03-2018-0037

International Critical Incident Stress Foundation. (n.d.). Critical incident stress debriefing. https://icisf.org/critical-incident-stress-debriefing/

Supporting Mental Health in Law Enforcement

Police officers see and experience more trauma than most people can imagine. Despite the mental and physical toll that comes with the job, they don't seek help when they most need it. Why, you might ask.

It's because they're afraid.

They're afraid of being seen as weak, as incapable of doing their job. That they will be seen as unfit and get downgraded to a "safer" version of their position. Aside from the fear in terms of logistics, they're worried they'll be humiliated by colleagues in the same position as them who still view emotional pain as a character flaw.

What most do not realize is that not addressing trauma doesn't make it go away; it only buries it deeper until it resurfaces more assertively and aggressively.

Daily Reality - Trauma Not Just a One-Time Thing

Most often, we associate PTSD in police officers who go through huge traumatic events such as shooting or hostage situations. Research shows that routine police work can be equally as traumatizing, and at times could be even more traumatizing (Maguen et al., 2009).

Every day issues, such as the lack of leadership support, poor communication, overwhelming workload, and unclear roles, can increase PTSD symptoms significantly. These stressors within the organization accumulate quietly in the background, creating an environment where officers constantly feel on edge.

Why?

Let's delve a little deeper into the reason why officers don't seek help. When we look at police culture, it's a culture that rewards toughness. So the way the officer views it is they admit that they are struggling, then that equates to them being a failure.  They feel that they entire reputation within the department lies on their toughness.

Research completed by the International Critical Incident Stress Foundation (ICISF) outlines several common fears among officers. These include concerns about losing their job, having their license to carry a firearm revoked, being reassigned to a less desirable position, or becoming the target of ridicule and social isolation within the department. These fears, though rarely spoken out loud, are deeply embedded in the culture of law enforcement and act as major deterrents to seeking help.

So although resources like Critical Incident Stress Debriefing (CISD) may be present, and accessible to officers, they may still avoid them, afraid that if they participate, it could label them as unstable or unreliable (ICISF, n.d.).

Let's Reframe the Meaning of Strength 

What we've done is normalize this type of culture, but it doesn't have to be this. We can change the way law enforcement agencies handle mental health.

One critical change we can focus on is the strengthening of peer support programs, as well as Employee Assistance Programs also known as EAPs. The biggest emphasis that needs to be put on these programs is that they must fully and truly be confidential. Without that trust none of these programs will work, and it will only push officers away from using them.

Another equally important change is making sure to implement compassionate and clear policies, where officers feel reassured that accessing mental health support will not lead to any consequences. Seeking help should not automatically trigger reassignment, suspension, or removal of firearm privileges unless there is a clear and documented safety risk (Maguen et al., 2009).

And maybe for the most transformative role, leadership. When leadership, respected officer, and heads of departments share their own personal experiences and struggles it will encourage others to do the same. It will create a ripple effect due to them acknowledging their struggles. By modeling openness and self-care, they challenge the outdated notion that strength means silence.

Finally, emotional processing must be normalized. CISD and other debriefing programs should be routine following traumatic events, not as a sign of weakness, but as a standard part of officer care and team building (ICISF, n.d.).

A Take From Restorative Justice

The contemporary shift in police mental health aligns closely with principles articulated in restorative justice. Armour and Umbreit (n.d.) articulate forgiveness in The Paradox of Forgiveness as a process that involves facing pain, not avoiding it. This commitment is insufficiently captured by passivity; rather, it requires the courageous willingness to engage with the most difficult dimensions of our shared humanity.

The same applies to officers confronting trauma. When an officer turns toward mental health resources, it should be seen as a bold and transformative act of courage. I believe it allows officers to process the things they have experienced, gives them time to reframe their emotions, and to just sit in it for a bit. This will allow them to move forward with a renewed sense of purpose and clarity,

It Doesn't Have to Be This Way

Law enforcement doesn’t have to be emotionally destructive. When the right support, leadership, and policies are implemented, a system where officers feel empowered to take care of themselves, and of their mental health will flourish.

References

Armour, M. P., & Umbreit, M. S. (n.d.). The paradox of forgiveness in restorative justice. In L. W. Everett (Ed.), Handbook of Forgiveness.

International Critical Incident Stress Foundation (ICISF). (n.d.). Critical Incident Stress Debriefing. In Training Manual, Chapter 4.

Maguen, S., Metzler, T., McCaslin, S., Inslicht, S., Henn-Haase, C., Neylan, T., & Marmar, C. (2009). Routine work environment stress and PTSD symptoms in police officers. Journal of Nervous & Mental Disease, 197(10), 754–760. https://doi.org/10.1097/NMD.0b013e3181b975f8

From Trauma to Testimony: The Psychology of Claude Lanzmann’s “Shoah”

(Trigger warning: Holocaust, genocide, death)

In the years following the Holocaust and World War II, first-person accounts of the genocide shocked the world. The Diary of Anne Frank and Elie Wiesel's Night are two of the most notable literary accounts of the Holocaust and are still being discussed 80 years after the end of the war. Night describes Wiesel's survival as a Jew in Auschwitz and the sights and sounds he would never forget. In his book he recalls the final separation of him and his mother and sisters, the physical decay and eventual death of his father, the burning pit of children, and the constant starvation (Wiesel, 2006). These events were not entirely unique to Wiesel, either. We have all read different accounts of the Holocaust from survivors, and many of them have similar stories and experiences. It is important to remember that large-scale events like the Holocaust result in a traumatized collective (Rousseau, 2025). People who once led vastly different lives are suddenly forever bonded by tragedy.

In 1985, filmmaker Claude Lanzmann released his epic, 9-hour documentary Shoah. Lanzmann conducted interviews with both survivors and perpetrators to get a fully-rounded perspective of the events of the Holocaust. For many of the survivor interviews, Lanzmann places them in an environment similar to that of which they experienced during the years of the genocide. Was this a stylistic choice by the filmmaker, or was there a psychological reasoning for this? Let's briefly explore the science behind traumatic memory and how it connects to Shoah.

How do our brains store traumatic memory? While we are experiencing trauma, the part of our brain responsible for reasoning virtually shuts off. Our amygdala, located in the limbic system of our brain, is activated, sending us into fight-or-flight. This mechanism is designed to help us survive, but makes it so we cannot transfer short-term memories to long-term storage. The part of our brain that is active during trauma, the limbic system, holds the memories as sensory stimuli (Rousseau, 2025). This explains why Elie Wiesel, in Night, remembers sights, smells, and sounds. Of course, Wiesel was able to give a narrative recounting of the events, but these sensory details are prominent in trauma survivors.

How does this connect to Shoah? One of the many testimonies delivered in the documentary was that of Abraham Bomba. Bomba was a Jewish barber who was deported to Treblinka, another death camp similar to Auschwitz. He was tasked with cutting people's hair before they entered the gas chamber, and through this occupation he was able to survive.

In the film, Lanzmann interviews Bomba in a barbershop. While Bomba cuts someone's hair, Lanzmann asks him about his time at Treblinka. What seems like a disturbing conversation in a mundane situation effectively draws out Bomba's memories. He described how it felt knowing he was many people's last stop before their death, watching them enter the gas chamber. He also recounted the experience of seeing his friend's family in the line to the gas chamber (Lanzmann, 1985). In his testimony, Bomba clearly became emotional as he recalled these horrible memories.

We can connect this back to the psychological explanation for traumatic memory. Lanzmann placed Bomba in an environment similar to that of his time at Treblinka. The sight and sounds of cutting hair likely brought his sensory memories to the surface, and thus, his memory of the events. Lanzmann does this for at least two other survivors in the film: Simon Srebnik and Henryk Gawkowski. Srebnik, who survived by singing to the Nazis as entertainment at Chelmno, rowed a boat along the river similar to what he did during his time at the camp. Gawkowski drove the trains to the concentration camps, and Lanzmann interviewed him in the presence of one of these "death trains" (Lanzmann, 1985).

Lanzmann, in the production of Shoah, utilized the psychology of traumatic memory to ensure the most compelling interviews and testimonies from his subjects. By placing the survivors in environments with sensory stimuli that reminded them of their traumatic experiences in the Holocaust, the memories were able to flow. Shoah is one of the most important documentaries of the 20th century, recording the lives of Holocaust survivors less than 40 years after the end of the war. As the number of living survivors dwindles, we can look to this documentary to give us crucial first-person accounts about the horrors of genocide.

References

Lanzmann, C. (1985). Shoah [Film].

Rousseau, D. (2025). Introduction [Lecture Notes]. Retrieved from https://learn.bu.edu/ultra/courses/_194375_1/outline/edit/document/_15526518_1?courseId=_194375_1&view=content&state=view

Rousseau, D. (2025). Limbic System [Lecture Notes]. Retrieved from https://learn.bu.edu/ultra/courses/_194375_1/outline/edit/document/_15526385_1?courseId=_194375_1&view=content&state=view

Wiesel, E. (2006). Night. Hill & Wang.

Healing from the Inside Out: How Yoga Can Support Trauma Recovery

There have been recent developments in the effectiveness of using body-based therapies like yoga as a treatment for trauma. Trauma occurs when an individual is exposed to a distressing event, threat, or what they perceive to be a threat, and often the individual feels overwhelmed and unable to cope with the event (Rousseau, 2025). In his book “The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma”, Bessel Van der Kolk (2014) explains that trauma is not only a distressing event itself, but also the lasting impact it can have on an individual. Trauma can have impacts on both the mind and the body, making treatment for trauma complex (Van der Kolk, 2014). Recent research points to trauma-informed therapy as being the most impactful. Van der Kolk (2014) states that traditional talk-therapy often falls short in terms of treatment, but rather self-awareness is “at the core of recovery”, citing that mindfulness is most important (p.210). One strategy for trauma-informed treatment gaining recent traction is yoga.

Van der Kolk (2014) asserts that yoga encourages mindfulness, breathing, and meditation in concert with physical movement, and this increases self-awareness. A growing body of research proves this to be true. Rousseau et al. (2024) conducted a study of the effectiveness of yoga programming in a carceral setting, and the results found that yoga supported posttraumatic resilience building among participants of the program. Furthermore, Klukan and Lunsford (2024) conducted a scoping review of the research and literature on the effectiveness of yoga for the treatment of trauma and post-traumatic stress disorder, and found positive impacts on client outcomes across the studies they reviewed.

Findings indicate that when yoga is practiced, there is a connection between the body and the brain that helps to develop and refine self-regulation skills, leading to the maintenance of "homeostasis", or the equilibrium between the brain and body (Klukan & Lunsford, 2024). West, Liang, and Spinazzola (2017) also found evidence supporting yoga as an effective treatment for trauma in their study that analyzed 31 women with PTSD from childhood trauma who completed a 10-week yoga course. They found that participants ended the yoga course with an increased sense of self-awareness and safety, as well as experienced personal growth (West, Liang, & Spinazzola, 2017). This is similar to the findings of the study conducted by Rousseau et al. (2024), who found incarcerated individuals benefited from yoga; their mood increased by 30%, stress decreased by 41%, and they even reported an increase in self-growth in terms of coping skills and resilience.

Although some of these studies do cite limitations, such as self-reported data, issues with selection biases or lack of randomization in the sample populations due to the carceral environment, or the lack of long-term data, the overall findings are positive in nature. More research is certainly needed to further support yoga’s positive impacts on trauma treatment. With the still-growing body of research on this treatment and with its growing popularity, more research developments are imminent. 

Trauma often causes individuals to disassociate with their sense of self, indicating that a treatment centered around regaining this sense of self-awareness is essential. Trauma-informed yoga accomplishes just this- it reinforces mindfulness and reestablishes self-awareness. Yoga allows for an alternative to traditional talk-based therapy, which can be more beneficial for individuals who might have trouble talking about their experiences or have issues remembering them. By focusing on reconnecting with themselves physically, participants of trauma-informed yoga can begin to heal mentally from their trauma. This gentle yet powerful approach to reestablishing a sense of self-autonomy and self-connection is a great approach being developed for trauma survivors. 

References:

Klukan, K., & Lunsford, D. (2024). Trauma-Informed Yoga: A Scoping Review. Occupational Therapy in Mental Health, 40(4), 430–454. https://doi.org/10.1080/0164212X.2023.2276148

Rousseau, D. (2025). Module 1: Introduction to Trauma. [Module Notes]. Blackboard, Boston University.

Rousseau, D., Bourgeois, J. W., Johnson, J., Ramirez, L., & Donahue, M. (2024). Embodied resilience: a quasi-experimental exploration of the effects of a trauma-informed yoga and mindfulness curriculum in carceral settings. International Journal of Yoga Therapy, 34(2024), Article-2.

Van der Kolk, B. A. (2014). The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma. Viking.

West, J., Liang, B., & Spinazzola, J. (2017). Trauma Sensitive Yoga as a Complementary Treatment for Posttraumatic Stress Disorder: A Qualitative Descriptive Analysis. International Journal of Stress Management, 24(2), 173–195. https://doi.org/10.1037/str0000040

Trauma-Informed Practces for Coaches and Extracurricular Instructors

Trauma informed care and being trauma informed are growing in popularity as we continually increase our understanding of how we interact with individuals and the lived experiences they carry with them. Trauma-informed practices are closely related to clinical and academic settings. These are the two places that interact with people of all backgrounds and are associated with both stress and care. Trauma informed practices encourage people to see the entire individual as a manifestation of their lived experiences, good and bad, and that their behaviors, emotions, and overall well-being are shaped by the environment that surrounds them. While care facilities and academic settings are excellent candidates for trauma informed practices, these practices should be a universal truth and the way we interact with people in the systems we grow and develop.

Another setting many people experience in their lifetime is within the context of sports and other extracurricular activities, and the largest population involved in these activities is kids. According to an article by Yerís Mayol-García (2023), a writer and statistician in the Census Bureau’s Fertility and Family Statistics Branch, kids are more involved in extracurricular activities than in previous decades (Mayol-García, 2023). According to the Census Bureau, nearly 50% and 35% of girls are involved in sports; 30% of boys and 40% of girls are involved in other extracurriculars like music, dance, etc. (2023). This large percentage of the population is in contact with adults who have a great influence on their lives. Role models and mentors have a great influence on youth development, and this power is a formidable role to play in their growth. A study by Atif and their colleagues found that around 70% of children claimed to have a role model whom they look up to (Atif et al., 2022).

Coaches and other extracurricular instructors are some of these role models. When thinking of coaching traditionally. Many people have positive experiences with adults who nurtured and supported their development; however, there is a large population who were instructed by coaches who used a deficit model of coaching. This controlling model uses fear, anger, power dynamics, and judgment to motivate their students (Marcone, 2017). The best example of this is a coach who yells at players, belittles them, and constantly tells them their doing things wrong, asking “what’s wrong with you.” These coaches rely on extrinsic motivation techniques and punishment to push results instead of player growth and development (2017).

Adopting a trauma-informed lens into practice will not only work to get the best out of their pupils but can also lead to healing from past experiences of trauma within the same/similar settings. Trauma informed care recognizes 4 key assumptions coined as the 4 R’s: Realize– the widespread impact of trauma; Recognize– the signs and symptoms of trauma; Respond– by integrating this information into practice; and Resist– retraumatization (SAMHSA, 2014). These 4 assumptions fuel the 6 Principles of trauma informed practice: Safety, Trustworthiness and Transparency, Peer Support, Collaboration and Mutuality, Empowerment, and Cultural, Historical, and Gender Issues (2014).

These assumptions and principles can easily be applied in practice as a coach, teacher, or mentor. Firstly, one must create a trauma-informed environment. This space needs to be physically, mentally, and emotionally safe for students and instructors. This can be done by creating a transparent and predictable schedule with the use of daily routines, incremental goals, clear boundaries, and clear expectations. This environment should foster belongingness and team mentality.

Next, instructors should audit their communication styles. The use of clear and empathetic language makes individuals feel valued and safe. It empowers, ensures respect, and encourages a growth mindset. Using communication with a growth mindset inspires positive development and intrinsic motivation. Changing communication from “what you’re doing wrong” to “how can I help you.”

Coaches should then use techniques to empower their players. This gives the individual back their control, builds self-confidence and self-esteem, and promotes resilience. To do this, instructors should involve their pupils in decision making processes, highlight their strengths to work on growth areas, and respect their personal boundaries.

Reviewing self-care is a crucial step in the trauma informed practice process. Promoting and encouraging self-care for both players and coaches is essential to maintaining physical, mental, and emotional well-being. Encouraging players to rest, have healthy sleeping routines, hydrate, and apply stress management techniques is extremely important to their overall health and experience. Doing the same for coaches and support staff is vital. Coaches should replicate these processes, as well as prioritize their own mental health, set health work-life boundaries, and seek peer support when needed. Implementing self-care and mindfulness techniques into practice can also be beneficial. Body scans, belly/abdomen breathing, and 5-4-3-2-1 Sense methods are quickly and easily applied, and they foster positive team culture during down times.

Practicing cultural humility is an important piece in the trauma informed process. Understand that your players are a product of their environment and embrace diversity; come from a place of curiosity, not judgment.

Finally, collaboration is fundamental, especially when working with youth. Working with parents, teachers, and other collateral contacts while understanding and respecting your students’ boundaries will build a network of support for the individuals you work with. Knowing your pupils in different contexts and receiving further information on their lives will help you better understand their actions, emotions, and mentality. Collaboration creates an open communication culture and encourages players to share their thoughts and feelings while ensuring confidentiality and respect.

In conclusion, trauma-informed care is a transformative approach that universally fosters understanding, empathy, and growth. By prioritizing the 6 principles and understanding the 4 key assumptions of care, you can create an environment that nurtures resilience, healing, and a growth mindset. Embracing this approach across all systems promotes a culture of care that benefits individuals and communities alike.

Trauma Informed Guide for Coaches

Sources:

Atif, H., Peck, L., Connolly, M., Endres, K., Musser, L., Shalaby, M., Lehman, M., & Olympia, P. (2022). The Impact of Role Models, Mentors, and Heroes on Academic and Social Outcomes in Adolescents. Cureus, 14(7), e27349. https://doi.org/10.7759/cureus.27349

Marcone, M. (2017). The Impact of Coaching Styles on the Motivation and Performance of Athlete. Kinesiology, Sport Studies, and Physical Education Synthesis Projects. 21. https://digitalcommons.brockport.edu/pes_synthesis/21

Mayol-García, Y. (2023). Girls take lessons, join clubs more often than boys but boys play more sports. Census.gov. https://www.census.gov/library/stories/2022/07/children-continue-to-be-involved-in-extracurricular-activities.html

Substance Abuse and Mental Health Services Administration (SAMHSA). (2014). SAMHSA’s concept of trauma and guidance for a trauma-informed approach (HHS Publication No. SMA14-4884). U.S. Department of Health and Human Services. https://ncsacw.samhsa.gov/userfiles/files/SAMHSA_Trauma.pdf

Lifting Weights: A Path to Healing from Trauma

Trauma lives in both the mind and body. “ To people who are reliving a trauma, nothing makes sense; they are trapped in a life-or-death situation, a state of paralyzing fear or blind rage. Mind and body are constantly aroused, as if they are in imminent danger”(Van der Kolk, 2014, p.197). While traditional approaches to healing include therapies and medication, weightlifting is yet another avenue for trauma recovery that is overlooked. 

Similar to activities such as yoga and mindfulness, weightlifting offers some of the same benefits. “Activities such as yoga and mindfulness can help to redirect the firing of neurons, or even create new neurons through two processes, called neuroplasticity and neurogenesis”(Rousseau, 2024, p.9). Lifting weights has been shown to affect similar pathways as yoga, mindfulness, and meditation. In addition the act of lifting weights has been shown to be “ an effective adjunct intervention in the treatment of psychological trauma and trauma-related disorders. Weight lifting has been associated with improvements in symptoms of PTSD (Whitworth et al., 2017, 2019), reductions in substance use (Unhjem et al., 2016), improved self-efficacy (O'Connor et al., 2010), increased social connection, and the formation of empowering self-identity in the aftermath of trauma (Nowakowski-Sims et al., 2023)”(Vigue et al., 2023, p.1). It is also worth noting that engaging in regular exercise “is associated with lower sympathetic nervous system and hypothalamic-pituitary-adrenal (HPA) axis reactivity”(Anderson and Shivakumar, 2013, p.1). This system that is positively affected controls the release of cortisol and adrenaline. Both of these hormones are often dysregulated in those with a history of trauma. Much research also points to the fact that weight lifting causes the release of endorphins and serotonin which helps with mood stabilization and emotional resilience.  

Weightlifting as a path to healing from trauma provides many benefits. These include leaving individuals feeling empowered, body awareness and connection, structure and routine, and helps to get out pent up energy and aggression. All of these benefits are helpful in successfully healing from trauma. Another benefit is that weightlifting is more accessible than other forms of healing such as therapies and medications prescribed by doctors. 

While weightlifting has many benefits in healing from trauma it is important to note that healing is a journey that needs a combination of trauma-informed practices. Weightlifting combined with other methods such as therapies and medications can be more powerful in healing than just the use of one intervention. Overall weightlifting represents a powerful method for trauma healing. Through weightlifting individuals can be empowered and  reconnect with their mind and bodies leading to a sense of control. 

References:

Anderson, E., & Shivakumar, G. (2013). Effects of exercise and physical activity on anxiety. Frontiers in psychiatry, 4, 27. https://doi.org/10.3389/fpsyt.2013.00027

Eva Nowakowski-Sims, Mariah Rooney, Dana Vigue, Savannah Woods,

Eva Nowakowski-Sims, Mariah Rooney, Dana Vigue, Savannah Woods,

A grounded theory of weight lifting as a healing strategy for trauma,Mental Health and Physical Activity,Volume 25,2023,100521,ISSN 1755-2966, https://doi.org/10.1016/j.mhpa.2023.100521.

Rousseau, D. (2024). Module 3: Neurobiology of Trauma Boston University

Van der Kolk, B. A., & Pratt, S. (2021). The body keeps the score: Brain, mind, and body in the healing of trauma. Penguin Random House Audio. 

Vigue, D., Rooney, M., Nowakowski-Sims, E., & Woods, S. (2023). Trauma informed weight lifting: considerations for coaches, trainers and gym environments. Frontiers in psychology, 14, 1224594. https://doi.org/10.3389/fpsyg.2023.1224594

Surviving the Storm: PTSD and The Impacts of Natural Disasters on Communities

Natural disasters impact communities in more ways than are represented. In the media, it is common to see the destruction of small business stores, homes, and public places like libraries, schools, and churches, however,r this is just the physical aftermath of disasters such as hurricanes, tornadoes, earthquakes, and other devastating events. There are times that we will hear about the emotional and psychological responses of members of communities after a natural disaster. Still, there is insufficient focus on the long-term consequences of these events on some individuals. Post Traumatic Stress Disorder (PTSD) is a disorder where people relive the traumatic events they endured through recurring and unwanted memories, flashbacks, and nightmares (Rousseau, 2024). There can also be physiological responses from the body such as intense and excessive sweating, difficulty sleeping, and losing interest in hobbies and normal day activities. PTSD is a serious disorder that individuals can develop after experiencing and living through a natural disaster. 

There are two examples of natural disasters that are important in understanding the development of PTSD and other trauma-related responses to traumatic events. The tsunami that devastated Sri Lanka in 2004 and the constant struggles with natural disasters for Haitians are just two instances where fear, resilience, and restoration all take place. The tsunami that hit Sri Lanka in 2004 was a shock for those living in the community, but the realization of what had happened did not come until later. Watters (2011) mentions that not even days after the disaster, children were more eager to get back to school and the classrooms than they were to process their emotions about what had just happened to them. Sri Lankans also tried to abandon their refugee camps days after the disaster and preferred to go back to the ruins of their villages than to depend on family, friends, or others for any help. This is a sign of avoidance and being "in denial" as Watters (2011) calls it. There were a few responses to the natural disaster that were quite noteworthy. Opposite to common Western responses, Sri Lankans were more likely to experience physical symptoms after devastating events such as headaches, joint or muscle issues, or pains in the chest. In addition to this, Sri Lankans saw the negative consequences of natural disasters in terms of the damage done to social relationships, rather than pathological reactions (anxiety, fear, numbing, etc.) as Western culture does (Watters, 2011). These differences in responses and reactions to traumatic events call for more resources oriented toward resilience and building back what has been lost. Possible strategies could include group therapy, mindful practices, and more education on how to cope with physical, emotional, and psychological reactions to natural disasters and devastating events such as the tsunami in Sri Lanka. 

In Haiti, it is common to hear of hurricanes, tsunamis, and earthquakes that destroy the country and leave them with unfortunate impacts on the community and its members. The impacts of a hurricane are often associated with economic factors such as poverty, inequalities, and housing crises (Nicolas et al., 2010). Haiti is a country that is vulnerable to natural disasters where a lack of resources and lack of preparedness is not in favor of the inhabitants. However, Nicolas and colleagues (2010) emphasize that family, religion, community, and unique cultural practices are what help with their resilience to the negative consequences of natural disasters. Rousseau (2013) promotes resilience through the practice of yoga for Haitians during the post-earthquake period. This trauma-informed integrative mindfulness program (TIMBo) seeks to alleviate the symptoms of trauma and to offer strategies for prevention. By encouraging these practices, coping with and managing emotional, physical, and psychological reactions to traumatic events may offer preventative strategies.

References

Nicolas, G., Schwartz, B., & Pierre, E. (2010). Weathering the storm like bamboo: The strengths of Haitians in coping with natural disasters. In International handbook of emotional healing: Ritual and practices for resilience after mass trauma. Greenwood Publishing Group, Inc.

Rousseau, D. (2024) Module 1 and 4: Introduction to trauma, pathways to recovery - understanding approaches to trauma treatment. Blackboard. BU.edu. 

Rousseau. D, & Jackson, D. (2013). Promoting resilience through yoga: Profiling the implementation of trauma-informed integrative mindfulness programming in post-earthquake Haiti. Journal of Yoga Service. 

Watters, E. (2011). The wave that brought PTSD to Sri Lanka. In Crazy Like Us. Robinson.