Abstract: The purpose of this course is to bring awareness to the impact trauma can have on a child's communicative ability. By learning practical, compassionate trauma-sensitive strategies, clinicians can support their clients in many speech therapy settings. No specific descriptions of traumatic events will be included in this presentation.
Description: Counseling our clients and providing the necessary support is very specifically outlined in our ASHA ethics and preferred practices. In this ever-changing world, it is important to remind ourselves of the scope of our practices and to explore how to navigate issues such as trauma with our clients and their families. Additionally learning about current research about how communication is affected by traumatic experiences is very relevant to our evaluation and treatment processes. This presentation also includes trauma-sensitive practices, such as supporting agency, developing authentic relationships and creating "safe" environments for successful sessions. The SLP's are invited to explore how they might apply these to several common therapy situations. No specific details or descriptions of traumatic events will be included. It is very common for survivors of trauma to re-experience sensations, feelings or reactions related to their own trauma when details of trauma are shared without being asked or told what to expect.
Presentation Format & Methods: powerpoint for visual images, definitions and research, Mentimeter (https://www.mentimeter.com) for participant engagement (beginning, middle and end), at least three sample situations for participants to consider and create their own response to. Sharing can be anonymous through Padlet (https://padlet.com/features) and also in person, if a person wants to share.
Supporting Research: Reference 1: Souers, Kristin and Hall, Pete. Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom. Alexandria, VA. ASCD. 2016
Supporting Research: Reference 2: Kirke-Smith, M., Henry, L. A., & Messer, D. (2016). The effect of maltreatment type on adolescent executive functioning and inner speech. Infant and Child Development doi:10.1002/icd.1951
Supporting Research: Reference 3: Eigsti, Inge-Marie, Cicchetti, Dante 2004. "The impact of child maltreatment on expressive syntax at 60 months." DOI: 10.1111/j.1467-7687.2004.00325.x
Supporting Research: Reference 4: Peterson, Karen L. Helping Them Heal: How Teachers Can Support Young Children Who Experience Stress and Trauma. Lewisville, NC. Gryphon House 2014.
Supporting Research: Reference 5: Treleaven, David A. Trauma-Sensitive Mindfulness: Practices for Safe and Transformative Healing. New York. WW Norton &co. 2018
Learning Objectives:
As a result of this presentation, the participant will be able to list examples of how communication is impacted by traumatic stress.
As a result of this presentation the participant will be able to...explain the differences between trauma-sensitive language and language typically used
in speech therapy sessions.
As a result of this presentation, the participant will be able to apply relevant principles of trauma sensitivity to a speech therapy setting.