Research into Practice. Building Knowledge and Understanding of How Trauma Affects Children

Trauma. Statistics centered on the pervasiveness of children affected by childhood trauma are staggering. Trauma is defined as "an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and has lasting adverse effects on the individual's functioning that includes, their mental, physical, social, emotional, or spiritual well-being" (SAMSHA 2014, p. 7). This is experienced by more than half of American children and nearly a third of teenagers between the ages of 12 and 17 have experienced two or more traumatic experiences (Stevens 2013).

The frequency of traumatic incidences among the nation's children is alarming. Long-term effects of childhood trauma are even more troubling. Incidents of trauma directly impact adult quality of life, specifically the presence of mental illness, chronic disease, and violence. Longitudinal research conducted by the Centers for Disease Control has shown direct correlation between childhood trauma, addiction, mental illness, substance abuse, and suicide (2019). The World Health Organization suggests these issues are global concerns.

• Around the world, 10-20% of children and adolescents suffer from mental disorders, and over half of mental disorders begin by age 14.
• Depression is the third leading cause of illness and disability among adolescents, and suicide is the third leading cause of death in adolescents aged 15 to 19 ("Child and Adolescent Mental Health" 2019).

Instituting a trauma-informed library program begins with knowledge and understanding of how trauma affects children, which subsequently allows for the implementation of a trauma-informed approach as a foundation for the library program. According to the Substance Abuse and Mental Health Services Administration becoming trauma informed involves

• Realizing the prevalence of trauma;
• Recognizing how it affects all individuals involved with the program, organization, or system, including its own workforce;
• Putting this knowledge into practice; and
• Resisting retraumatization." (SAMHSA 2014)

School librarians can begin by visiting the website, Helping Traumatized Children Learn, from the Trauma and Learning Policy Initiative (https://traumasensitiveschools.org/) as a first step in understanding how trauma affects students and how schools can support students who have been affected by trauma. Recognizing the signs of trauma is key to implementing trauma-informed library services, which can include library instruction, programming, collection development, facility design, and the implementation of management practices, including policies and procedures that consider the needs of students holistically.

Librarians, as well as other school stakeholders, can support students and promote good mental health and resiliency with thoughtful, deliberate, planned, and intentional interactions that demonstrate mindful communication, such as active listening. School librarians can and do make a difference in the lived experiences of students in schools. Compelling evidence suggests that children can become more resilient and with support can overcome trauma. Consider the following hopeful research findings reported by the Child Trends organization (https://www.childtrends.org/):

1. Students who have a formal or informal mentor are less likely to have external behavior problems such as bullying and internal problems like depression.
2. Students who are engaged in school are thirty times more likely to experience academic success.
3. Students who report at least one teacher who cares about them, makes them excited for their future, or helps them build their strengths are more likely to overcome trauma (Murphey et al. 2013).

School librarians have unique opportunities to provide experiences for students to foster hope, well-being, and resiliency, in addition to supporting student academic success. Librarians can serve as leaders in developing school-wide approaches to trauma-informed services.

Works Cited

Centers for Disease Control and Prevention. "About the CDC-Kaiser Adverse Childhood Experiences (ACE) Study." Centers for Disease Control and Prevention. https://www.cdc.gov/violenceprevention/childabuseandneglect/acestudy/about.html. Accessed 2019.

"Child and Adolescent Mental Health." World Health Organization. https://www.who.int/mental_health/maternal-child/child_adolescent/en/ Accessed 2019.

Murphey, D. Tawana B. Schmitz, H. Moore, K. (2013). Caring Adults: Important for Positive Child Well-Being. https://www.childtrends.org/wp-content/uploads/2013/12/2013-54CaringAdults.pdf

National Association of Counsel for Children. https://www.naccchildlaw.org/. Accessed 2019.

SAMSHA. "SAMHSA's Concept of Trauma and Guidance for a Trauma-Informed Approach." Substance Abuse and Mental Health Services Administration, 2014. https://store.samhsa.gov/system/files/sma14-4884.pdf

Stevens, Jane Ellen. "Nearly 35 Million U.S. Children Have Experienced One or More Types of Childhood Trauma." Aces Too High News (May 13, 2013). https://acestoohigh.com/2013/05/13/nearly-35-million-u-s-children-have-experienced-one-or-more-types-of-childhood-trauma/.