SAMHSA-based framework of trauma-informed approaches: four assumptions, six key principles, and three core domains¶

Theory · All theories
Evidence · no claims cited

Description¶

The review defines a trauma-informed approach, drawing on SAMHSA and NCTSN, as a program, organization, or system that "realizes the impact of trauma, recognizes the symptoms of trauma, responds by integrating knowledge about trauma policies and practices, and seeks to reduce retraumatization." It is a framework infused across an organization rather than a standalone intervention, incorporating "key trauma principles into the organizational culture." Hanson and Lang's three core domains—workforce/professional development, organizational changes, and practice changes—operationalize it for the review's inclusion criteria.

Design Implications¶

Context¶

Requirements¶

• At least two of the three key elements must be present: workforce development, trauma-focused services, and organizational environment and practices

Constraints¶

• The review notes there is no consensus on terminology such as trauma-informed care, trauma-sensitive, and trauma-informed system, which makes implementation and study challenging

Target Learners¶

• PreK-12 students in school settings

Target Learning Objectives¶

• Reducing impact of trauma on academic, behavioral, and socioemotional functioning

Claims¶

Related Theories¶

• Integration of decolonial, socioecological, translingual, trauma-informed, and community-engaged praxis across the handbook

Examples¶

• Three-tier trauma-informed consultation model implemented in Appalachian Head Start programs
• HEARTS whole-school trauma-informed program in San Francisco elementary schools
• Proceed with caution in adopting trauma-informed approaches and begin evaluating them, including descriptive and qualitative research on implementation
• Initiate trauma-informed planning before the start of the school year

Key Sources¶

• Maynard BR, Farina A, Dell NA, Kelly MS. (2019). Effects of trauma‐informed approaches in schools: A systematic review. Campbell Systematic Reviews. https://doi.org/10.1002/cl2.1018