Why is the relationship between caregivers, teachers, and traumatized children critical in helping to establish the appropriate environment for improving the traumatic conditions of the child? The above question is qualitative. It seeks more critical details about the relationship between the caregivers, teachers, and the traumatized child critical in helping establish the appropriate environment for improving the traumatic condition of a child. The question is open-ended, and the response will attempt to offer greater information and particulars about the reasoning behind the relationship established among the three. First, the question is difficult to analyze as it has no hard numbers and instead requires creativity and flexibility. The flexibility and creativity are critical in identifying the findings and trends of the aspects of the question. The question would help advance scientific knowledge especially in understanding the unique relationship between the three towards creating a fitting environment for both normal and traumatized children.
Holmes, Levy, Smith, Pinne, and Neese (2015) in “A model for creating a supportive trauma-informed culture for children in a preschool setting,” argue that children’s exposure to traumatic environments calls for the need for fitting interventions that address intricate, complex trauma. The authors designate Head Start Trauma Smart (HSTS), a partnership system established to enable and help traumatized children. Holmes et al. (2015) argue that the primary goal of such a system is to lower the stress levels in addition to creating a trauma-informed environment for the affected child.
Delegate your assignment to our experts and they will do the rest.
Graig (2015) in Trauma-Sensitive Schools” Learning Communities Transforming Children’s Lives, K5, observe that a child faced with trauma requires an environment with fitting systems that address their unique needs. The author maintains that the relationship between the teacher, caregivers, and the traumatized child is the first to uphold the necessary values of the required environment. In The three pillars of traumas care: Healing in the other 23 hours by Bath (2015) the authors argue that the three critical pillars to creating the appropriate environment between the teacher, caregiver, and traumatized child are coping, connections, and safety. The author maintains that “Healing starts with creating an atmosphere of safety; formal therapy is unlikely to be successful unless this critical element is in place Bath (2015).” The three articles further support the need to investigate the research question in detail.
References
Bath, H. (2015). The three pillars of traumawise care: Healing in the other 23 hours1. Reclaiming children and youth , 23 (4), 5.
Craig, S. E. (2015). Trauma-Sensitive Schools: Learning Communities Transforming Children's Lives, K 5 . Teachers College Press.
Holmes, C., Levy, M., Smith, A., Pinne, S., & Neese, P. (2015). A model for creating a supportive trauma-informed culture for children in preschool settings. Journal of child and family studies , 24 (6), 1650-1659. https://link.springer.com/article/10.1007/s10826-014-9968-6
