Trauma-Informed Practice Flashcards

Complex trauma, as distinguished from single-incident trauma, typically involves:

Answer: Repeated or prolonged exposure to traumatic events, often interpersonal in nature

Complex trauma involves repeated, chronic exposure to traumatic events (such as ongoing abuse or neglect), often within caregiving relationships, distinguishing it from single-incident PTSD.

The 'window of tolerance' in trauma-informed practice refers to:

Answer: The optimal zone of arousal in which a person can process experiences and function effectively

The window of tolerance is the zone of arousal where a person can process information and emotions without becoming overwhelmed (hyperarousal) or shutting down (hypoarousal).

Polyvagal Theory, which informs trauma-informed practice by explaining the nervous system's hierarchical responses to threat, was developed by:

Answer: Stephen Porges

Stephen Porges developed Polyvagal Theory, which explains how the autonomic nervous system regulates social engagement and responds hierarchically to perceived threat.

A student who witnessed a traumatic accident begins refusing to attend school. This avoidance is best understood as:

Answer: A trauma response aimed at avoiding trauma-related triggers in the environment

Avoidance is a core symptom of trauma responses; the student is likely avoiding the school environment because it triggers reminders of the traumatic event.

Secondary traumatic stress (STS) in school social workers is best described as:

Answer: Emotional distress resulting from indirect exposure to clients' traumatic experiences

Secondary traumatic stress (also called vicarious trauma) occurs when practitioners develop trauma-like symptoms from indirect exposure to clients' traumatic material.

CBITS (Cognitive Behavioral Intervention for Trauma in Schools) is specifically designed to:

Answer: Provide group-based cognitive behavioral treatment for trauma symptoms in school-aged children

CBITS is an evidence-based, school-based group intervention using cognitive behavioral techniques to reduce PTSD, depression, and behavioral problems in trauma-exposed youth.

A systems-level trauma-informed approach in schools primarily requires:

Answer: Training all staff on trauma's impact and creating universally safe, supportive environments

Trauma-informed schools require universal staff training and systemic changes to policies, practices, and environments — not just specialist-level individual student interventions.