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Trauma is an abnormal emotional response to specific situations and occurrences with long-lasting effects, which impair one’s ability to lead a healthy and happy life. A crisis can be defined as a period or point in time, which lacks stability and safety, rendering them dangerous to the affected communities or individuals (Van der Kolk, 2014). Trauma informed schools could be identified as one of the crisis intervention and suicide prevention frameworks designed to promote a higher degree of attentiveness and trauma awareness among key school or community figures, such as staff, teachers, administrators, and even parents.
The effects of crises, disasters, and other trauma causing events can manifest themselves differently on the basis of the overall setting. For example, highly impactful settings can promote and facilitate a more severe case of traumatic experience, whereas less impactful conditions result in milder consequences and complications. In other words, the impact of crises, disasters, and other trauma-causing events is substantial since the effects can be long-lasting and even permanent. For instance, children can be considered as the most impressionable, and thus, vulnerable groups, whose trauma can severely impair their development, making them prone to other problems, such as depression, drug abuse, or suicidality (Van der Kolk, 2014). The key principles of crisis interventions are victim stabilization, understanding facilitation, problem solving, and self-reliance promotion. Therefore, it is important to be quick at identifying the victims and stabilizing their reaction towards an event, which is followed by more informative principles of improving the general understanding of the situation. Thirdly, the focus needs to be put potential solutions to the issue at hand, where the last stage is the encouragement of self-reliance and autonomy.
References
Van der Kolk, B. A. (2014). The body keeps the score: Brain, Mind, and body in the healing of trauma. Viking Penguin.
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