Working Alongside People with Intellectual Disabilities Who Have Had Difficult Experiences: Reflections on Trauma-Informed Care within a Service Context

Autor/in	Goad, Elisabeth
Titel	Working Alongside People with Intellectual Disabilities Who Have Had Difficult Experiences: Reflections on Trauma-Informed Care within a Service Context
Quelle	In: Journal of Intellectual Disabilities, 26 (2022) 2, S.545-555 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goad, Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-6295
DOI	10.1177/1744629520987717
Schlagwörter	Intellectual Disability; Trauma; Child Abuse; Foreign Countries; Health Personnel; Staff Development; Language Usage; Attitude Change; Models; Consciousness Raising; Training; Access to Information; Well Being; Environmental Influences; United Kingdom + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Abuse of children; Abuse; Child; Children; Kindesmissbrauch; Missbrauch; Kind; Kinder; Ausland; Medizinisches Personal; Personnel development; Personalentwicklung; Sprachgebrauch; Attitudinal change; Einstellungsänderung; Analogiemodell; Bewusstseinsbildung; Ausbildung; Well-being; Wellness; Wohlbefinden; Environmental influence; Umwelteinfluss; Großbritannien
Abstract	People with intellectual disabilities are more likely to experience adverse childhood experiences than those in the general population. Additionally, the conceptualization of 'trauma' is far broader than traditionally understood in order to encompass the far reaching relational nature of people with intellectual disabilities traumatic experiences. This reflective account details the first steps one service took to embrace trauma-informed care as a whole systems approach. The paper is a response to calls following conference presentations about our work, to share the process of the beginning of this journey, it also aims to provide key learning points, practical considerations and questions for reflection in order to support other services to begin their own relationships with trauma-informed care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01