176
Posters Advancing Comprehensive Early Childhood Intervention
Session 3
HEALTH Topic - Trauma-Informed Care
p3.32 The System of Psychological Support for Early Intervention Specialists in Wartime in Ukraine Presenting Author: Anna Kukuruza (Ukraine) Affiliation: Ukraine Co-Authors: Olena Blyznyuk, Oleksandra Khvorostenko, Olena Kovalenko
The system of psychological support for ECI specialists and teams in the dynamics of three years of war in Ukraine and the effectiveness of team discussions, supervisions, trainings, psychological support groups will be presented. It will be shown that dynamics of personal, psycho-emotional, and professional characteristics of ECI specialists demonstrate their ability to integrate trauma-informed approach into their professional activities and use them for self-care, to promote well-being, restore control of life, and expand their own capabilities. It will also be discussed that the transdisciplinary model creates a space of partnership, mutual support, continuous professional development, internal unity of the community, and has the potential for healing. It has been proven that psychological support is one of the tools of professional community healing and contributes to increasing the level of psychological resilience and effective performance of professional tasks by ECI specialists in Ukraine.
p3.33 Trauma-Informed Care in Early Intervention: Practices, Barriers, and Needs Presenting Author: Crystal Williams (USA) Affiliation: University of Illinois Urbana-Champagne Co-Authors: Mia Chudzik, Emily Holden
p3.34 Using the Facilitating Attuned Interaction Model to Support Trauma-Informed Early Intervention Services Presenting Author: Peggy MacLean (USA) Affiliation: University of New Mexico, Center for Development and Disability This presentation will discuss implementing the Facilitating Attuned Interaction (FAN) Model within the early childhood intervention and home visiting system in New Mexico. The FAN Model is a trauma-informed conceptual and practical tool for building relationships and reflective practice within early childhood services (Cosgrove, Gilkerson, Leviton, Mueller, Norris-Shortle, & Gouvea, 2019). The presentation will discuss training initiatives in implementing FAN training across the New Mexico early childhood professional systems, including early intervention and home-visiting. Outcomes regarding the impact of FAN training on reflective practice, professional burnout, and relational engagement practices will be discussed. Evaluation initiatives of FAN training initiatives will also be discussed. Previous researchers indicated the need for trauma-informed early intervention (EI) service delivery (Munger et al., 2023). However, EI providers face a variety of barriers when using trauma-informed care (Corr et al., 2019; Spence et al., 2023). The purpose of this study was to explore how EI providers in one U.S. state used trauma-informed care, as well as the factors that impacted their use of trauma-informed care. We conducted semi-structured interviews with 14 EI providers in a variety of roles (e.g., developmental therapist, speech-language pathologist, social worker) from Illinois. We found that participants used a variety of trauma-informed practices, mainly centering around individualization and being intentional. They also faced a variety of barriers, including issues in the EI system, a lack of shared understanding, insufficient training, gatekeeping, family-provider dynamics, and provider well-being. Providers shared needs, such as enhanced training and systemic support to implement trauma-informed care.
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