INTRODUCTION

The topic is introduced by defining some key terms which will be used. These terms originate
from the question itself. We deem it fitting that we first get acquainted with the clear meaning of
the terms used like trauma, intervention, and trauma intervention.

 Trauma

It is a response to deeply distressing or disturbing event that overwhelms an individual’s ability

to cope. It can be physical or emotional damage (Gillies D, et al., 2012).

According to Herman (1992), trauma results from an event that "violates the person’s most
fundamental beliefs about the self or the world and shatters the safety and security that the
person requires for healthy psychological functioning."

 Intervention

According to Oxford Advanced Learner’s Dictionary (2015), intervention is a noun originating

from the verb intervene which means, to become involved in a situation in order to improve or
help it. Intervention therefore, is an action taken to improve or help a situation. For example,
intervention to medical condition or illness, addiction to drugs or alcohol in order to help the
sufferer(s) to recover.

 Trauma intervention

It is a temporary care given to an individual who is traumatized (experiencing traumatic event)

so that he or she may return to the normal previous condition (Gillies D, et al., 2012).

"Trauma intervention can be understood as a multifaceted approach that encompasses various

therapeutic modalities for addressing the psychological, emotional, and physical consequences
of trauma. It involves creating a safe and supportive environment where individuals can explore
and process their traumatic experiences, while also developing coping mechanisms and
resilience. The goal of trauma intervention is to help survivors regain a sense of control, rebuild
their lives, and ultimately move towards post-traumatic growth and healing." (Hermann, 1992)

Some common traumatic events or Situations in workplace

1. Workplace accidents or injuries
2. Physical or verbal aggression or assault
3. Workplace bullying or harassment
4. Witnessing or being involved in a violent incident
5. Experiencing a natural disaster at the workplace
6. Occupational exposure to hazardous or toxic substances
7. Losing a coworker or witnessing a coworker's death
8. Experiencing a robbery or theft at the workplace
9. Work-related illnesses or diseases
10. Experiencing a major organizational change or restructuring
11. Discrimination or prejudice based on gender, race, or other factors at work
12. Workplace conflicts or disputes leading to emotional distress.

Some common traumatic events or Situations in schools;

1. School shootings or intentional acts of violence

2. Bullying and cyberbullying

3. Natural disasters such as earthquakes, hurricanes, or floods

4. Hazing rituals or initiation ceremonies

5. Physical or sexual abuse by teachers, staff, or other students

6. Peer pressure leading to harmful behaviors such as substance abuse

7. Serious accidents or injuries during sports or school activities

8. Suicides or suicide attempts by students

9. Bomb threats or lockdown situations

10. Sexual harassment or assault

11. Racial or ethnic discrimination and hate crimes

12. Teacher or staff misconduct or exploitation

The Importance of Trauma Intervention in Workplaces and at Schools

Promoting emotional well-being: Trauma intervention in workplaces and at schools is crucial for
promoting emotional well-being among employees and students. Traumatic experiences can
have a lasting impact on individuals, leading to increased stress, anxiety, depression, and other
mental health issues. By providing trauma intervention services, workplaces and schools can
create a safe environment where individuals can express their emotions, process their trauma,
and receive appropriate support and guidance.
Enhancing productivity and performance: Traumatic experiences can significantly affect an
individual's ability to concentrate, handle stress, and perform effectively at work or in school. By
addressing trauma and providing intervention, organizations can help individuals regain a sense
of control and stability, allowing them to focus on their tasks and responsibilities. This, in turn,
can lead to enhanced productivity, improved performance, and better overall outcomes for both
employees and students.
Preventing further harm: If not addressed appropriately, trauma can worsen over time and lead to
more severe mental health issues or even physical health problems. Providing trauma
intervention in workplaces and schools can help prevent further harm by offering timely support
and resources to individuals who have experienced trauma. Recognizing the signs of trauma and
providing appropriate intervention can contribute to early intervention and reduce the risk of
long-term negative effects.
Creating a supportive and inclusive environment: Trauma-informed workplaces and schools
prioritize creating a supportive and inclusive environment for individuals who have experienced
trauma. Implementing trauma intervention programs demonstrates a commitment to empathy,
compassion, and understanding, allowing individuals to feel safe and valued. This creates a
positive work or learning environment where individuals are more likely to thrive, feel connected
to their peers, and have higher levels of job satisfaction or educational achievement.

Overall, trauma intervention in workplaces and schools is crucial for promoting emotional well-
being, enhancing productivity, preventing further harm, and creating a supportive and inclusive
environment. By recognizing the importance of trauma intervention and implementing effective
strategies, organizations can support their employees and students in healing from traumatic
experiences and ensuring their overall success and well-being.

Methods / Therapeutic ways of Trauma intervention

 Trauma Focused Cognitive Behavioral Therapy (TF-CBT)

It was first developed in the 1990s by the psychologist Judith Cohen and psychologist Esther
Deblinger and Anthony Mannarino, whose original intent was to better serve children and
adolescents who had experienced sexual abuse. But it has been expanded over the years to
include services for youths who have experienced many forms of severe trauma or abuse (Gillies
D, et al., 2012).

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is an evidence-based therapeutic

approach designed to help individuals, especially children and adolescents, heal from traumatic
experiences. TF-CBT integrates cognitive-behavioral techniques with trauma-focused
interventions and aims to address the cognitive, emotional, and behavioral aspects of trauma.
With its efficacy supported by research (Cohen et al., 2017), TF-CBT involves skill-building,
psychoeducation, relaxation techniques, and trauma narrative processing to reduce symptoms of
trauma and foster resilience in individuals affected by traumatic events.

Because the client is usually a child, TF-CBT often brings non-offending parents or care givers
into treatment and incorporates principles of family therapy. Core features of TF-CBT treatment
include:

1. Psychoeducation

This teaches the victim about the normal reactions to traumatic experiences. This can help them
reduce feelings of guilt or culpability for what happened (Ibid.,).

2. Coping skills

It includes relaxation exercises like deep breathing, mindfulness, acceptance, identifying and
redirecting thoughts and other methods.
 3. Gradual exposure

This involves gradually introducing the patient to memories of their traumatic experience, with
the goal of reconditioning their response to triggers and easing emotional distress.

4. Cognitive processing

This can include developing skills to decontextualize unhelpful feelings and thoughts and
regulate emotions .

5. Caregiver involvement

This may include rebuilding trusting adult relationships for the child and training the caregiver in
how to best be a resource for the children.

 Group therapy

Group therapy is a psychological intervention that involves a therapist leading a group of

individuals who share similar struggles or experiences. "Group therapy aims to create a safe and
supportive environment where members can openly share experiences, provide mutual support,
and learn from each other's insights and coping strategies" (APA, 2017). It is an effective
approach used in trauma intervention, both in schools and workplace settings.

Research has shown that group therapy can help reduce feelings of isolation, increase social
support, and improve overall well-being for individuals who have experienced trauma (Bryant et
al., 2008). By providing a space for individuals to connect with others who have had similar
experiences, group therapy promotes healing, resilience, and the development of healthy coping
mechanisms.

According to Lebow et al. (2019), some other examples of conditions a group may focus which
need group therapy to be applied may include:

 Generalized anxiety disorder

 Post-traumatic stress disorder

 Panic disorder

 Phobias
  Depression

 Attention deficit hyperactivity disorder

 Substance use disorder

 Grief

 Chronic pain or illness.

 Anger management

 Domestic violence

 Cultural trauma

Different types of group therapy

There are several different types of group therapy, and treatment models vary from group to
group. The following are common types trusted source of group therapy:

 Psychoeducational groups

Psychoeducational group therapy focuses on trusted source educating members about their
conditions and providing them with new coping strategies. These groups usually focus on a
specific condition, such as substance use disorder, anxiety, or phobias (Lebow J, et al. 2019).

 Skills development groups

Skills development groups focus on trusted source introducing and improving the skills that
members need to cope with certain mental health conditions. These groups may incorporate
aspects of psychoeducational groups. Still, the overall goal involves strengthening the members’
behavioral and cognitive resources to help them make positive choices and avoid harmful
situations (Lebow J, et al. 2019).

 Cognitive behavioral groups

Cognitive behavioral group therapy attempts to restructure the beliefs a person has that lead to
negative or harmful behaviors. For example, cognitive behavioral groups that focus on substance
use disorder begin by identifying situations and environments that trigger addictive behavior.
With this understanding, members can develop the management strategies that will support to
reduce the substance use (Ibid.,).

 Support groups

Support groups are the groups of people experiencing similar difficulties who helps each other as
the trusted source and member to cope with significant life changes, such as the loss of a loved
one, loss of job and demotion just to mention a few. In support groups, members give and
receive unconditional acceptance. The group also encourages its members to reflect on their
personal beliefs and behaviors (Ibid.,).

 Interpersonal process groups

The interpersonal process group model uses the psychodynamic approach to promote positive
change. Psychodynamics is a school of psychology that views a person’s early life experiences
and subconscious beliefs and feelings as the foundation of their personality and behaviors
(Ibid.,).

Benefits of group therapy

It is undeniable truth that, trauma in workplaces and in schools affect individual. However, it is
also true that, the effects of the trauma are mostly experienced by a number of people who work
as a group or who study as a group. For that matter then, we find that, Group Therapy is of
paramount importance. It seems to be more beneficiary than personal therapy depending on the
nature of the trauma. The following are some examples of the benefits of group therapy.

1. Mutual support.

2. Sharing and learning from others.

3. Increased self-awareness.

4. Development of interpersonal skills.

5. Enhanced empathy and understanding

6. Validation and normalization of experience.

  Cognitive Processing Therapy (CPT)
Cognitive Processing Therapy is a specific type of cognitive behavioural therapy that helps
patients learn how to modify and challenge unhelpful beliefs related to the trauma. CPT is a
therapy that has been effective in reducing symptoms of PTSD that have developed after
experiencing a variety of traumatic events including child abuse, combat, rape and natural
disasters. CPT typically lasts for three (3) months and takes place over the course of 12 sessions
(Colom F, & Vieta E. 2006).

The treatment by using CPT has 4 main phases:

1. Assessment phase
During the first session, the therapist will assess whether the patient is appropriate for CPT. If he
or she appears to be, they’ll write an impact statement that outlines their understanding of why
the traumatic event happened and its impact on themselves, other people, and the way they view
the world (Colom F, & Vieta E. 2006).

2. Psychoeducation phase
The therapist will provide information about the patient’s symptoms. The former will also
explain the theoretical orientation of cognitive behavioural theory and all facets of the patient’s
treatment and recovery.

3. Processing phase
The therapist and patient will work as a team to help the latter identify negative automatic
thoughts that may be maintaining their symptoms. The patients formally process their trauma.
The therapist uses Socratic questioning and other techniques to help the patient evaluate
unhelpful thoughts such as self-blaming and gradually disrupt their pre-existing beliefs.

4. Review
Once the patient develops skills to identify and address negative thinking and adaptive strategies,
the therapist will review their therapeutic journey. They will also create a plan for relapse
prevention. A follow-up session is also recommended for 30 days after completing the treatment.
  CPT may be conducted one-on-one or in structured group sessions. Patients will also be
given assignments such as out-of-session practice.
 CPT is not just for people with PTSD.
 CPT can also help address other trauma-related symptoms such as; sleep disturbance,
anger, psychological distress, anxiety, depression, coping problems, cognitive distortions,
dissociation, hopelessness and guilt.

 Cognitive restructuring
Cognitive restructuring is a technique aimed at modifying negative thoughts or beliefs by
identifying and challenging them. It involves evaluating the evidence for negative thoughts and
generating alternative, positive thoughts.

According to Beck and Emery (1985), cognitive restructuring helps individuals examine the
validity of their negative thoughts and replace them with more realistic and positive ones. This
process can result in improved mental well-being and reduced distress (Beck & Emery, 1985).

It involves reframing negative thoughts and reinforcing the alternative thoughts to create a
healthier mindset. The technique involves first identifying a situation that leads to stress and the
thoughts and feelings that arise in that situation. Then you examine the thoughts by determining
what is true about them and what is not true about them. Finally, you develop an alternative and
more balanced thought and determine how you will feel (outcome) when you adopt this new way
of thinking (Gillies D, et al., 2012).

Example

Situation: Some friends are going out to dinner this weekend and I am not invited.

Thoughts: My friends don't like me. They think I am boring. I will end up having no friends.

Feelings: Sadness, disliked, loneliness hence stressed.

Evidence that supports the thought: I do get moody every now and then.
Evidence that doesn't support the thought: My friends have told me several times that, they
think I am fun and that I make them laugh. Other friends have not been invited to other activities.
I do get invited to most things.

Alternative/balanced thought: My friends like me, but that doesn't mean that they have to
invite me to everything.

Outcome: I feel happier. I no longer feel stressed about this.

 Exposure therapy

Exposure therapy is a psychological treatment that was developed to help people confront their
fears. When people are fearful of something, they tend to avoid the feared objects, activities or
situations. Although this avoidance might help reduce feelings of fear in the short term, over the
long term it can make the fear become even worse (Lebow J, et al. 2019).

Exposure therapy is useful therapy in solving traumatic experiences for individuals and groups
affected, this is because, in many traumatic cases, many found themselves exposed to anxiety
due to traumatic experiences, in both school and work places, after experiencing traumatic event,
many develops fear and begin to avoid certain settings, people, activities and places, helping
them to cope, exposure therapy in inevitable (Lebow J, et al. 2019).

Exposure therapy has been scientifically demonstrated to be a helpful treatment or treatment

component for a range of problems, including:

 Obsessive-compulsive disorder

 Posttraumatic stress disorder

 Phobias

 Panic disorder

 Social anxiety disorder

 Generalized anxiety disorder

Techniques or strategies of Exposure Therapy

The therapy involves a number of techniques or strategies, some of which are given here bellow:

1. In vivo exposure: directly facing a feared object, situation or activity in real life. For
example, someone with social anxiety might be instructed to give a speech in front of an
audience (Lebow J, et al. 2019).

2. Imaginal exposure: vividly imagining the feared object, situation or activity. For example,
someone with posttraumatic stress disorder might be asked to recall and describe his or her
traumatic experience in order to reduce feelings of fear (Ibid.,)

3. Virtual reality exposure: in some cases, virtual reality technology can be used when in vivo
exposure is not practical. For example, someone with a fear of flying might take a virtual
flight in the psychologist's office, using equipment that provides the sights, sounds and
smells of an airplane (Ibid.,).

4. Interoceptive exposure: deliberately bringing on physical sensations that are harmless, yet
feared. For example, someone with panic disorder might be instructed to run in place in order
to make his or her heart speed up, and therefore learn that this sensation is not dangerous
(Ibid.,).

Exposure therapy can also be paced in different ways, like:

 Graded exposure: the psychologist helps the client construct an exposure fear hierarchy, in
which feared objects, activities or situations are ranked according to difficulty. They begin
with mildly or moderately difficult exposures, then progress to harder ones (Ibid.,).

 Flooding: using the exposure fear hierarchy to begin exposure with the most difficult tasks
(Ibid.,).

 Systematic desensitization: in some cases, exposure can be combined with relaxation

exercises to make them feel more manageable and to associate the feared objects, activities
or situations with relaxation (Ibid.,).

 Normalization
Normalization can be defined as an action or process of making the situation to be normal. This
normalization is very helpful for anyone who is struggling with trauma because it helps a person
to agree with the real situation so that a person accepts that situation, will not be able to continue
feeling bad. Normalization in a school system involves the efforts of school members to create a
normal school life that are integrated with the outcome which is positive or negative from the
management efforts (Gillies D, et al., 2012).

How school trauma intervention can be done with normalization therapy?

 By installing hope to the victims suffering from traumatic experiences.

 By emphasizing them to escape the related events

 Psychoeducation therapy

Psychoeducation therapy is a crucial component of trauma intervention in school and

workplace settings. It involves providing education and information to individuals affected by
trauma, helping them understand the nature of trauma, its impact on mental health, and
available coping strategies.

In schools, psychoeducation sessions enable students to develop a better understanding of

trauma symptoms and learn effective self-regulation skills. It also helps create a supportive
environment that promotes empathy and reduces stigma. In the workplace, psychoeducation
equips employees and managers with knowledge on trauma-related issues, facilitating early
identification and appropriate support for affected individuals.

Research by Berger et al. (2012) highlights the significance of psychoeducation in enhancing

trauma-informed care and promoting resilience and recovery among trauma survivors in school
and workplace settings.

How to give psychoeducation to the client

Offering psychoeducation to the client typically comprises four components:

 Giving a client information about their illness or problem.

  Developing problem-solving skills.
 Developing communication skills.
 Assertiveness training

 Eye Movement Desensitization and Reprocessing (EMDR) Therapy

Eye Movement Desensitization and Reprocessing (EMDR) therapy is a psychotherapy developed

by Dr. Francine Shapiro in the late 1980s. It is used to treat individuals with traumatic
experiences or symptoms of PTSD. EMDR involves bilateral stimulation, such as eye
movements, while the client focuses on distressing memories. This stimulation helps reprocess
traumatic memories, reducing negative emotions and promoting adaptive information
processing.

According to Bisson et al. (2013), EMDR is effective in reducing PTSD symptoms compared to
other treatments. The therapy facilitates changes in how the brain processes traumatic memories,
allowing individuals to gain new insights and perspectives on the event. EMDR can be used as a
standalone treatment or in combination with other therapies. Overall, EMDR is an evidence-
based and valuable treatment option for individuals with traumatic experiences or PTSD, aiding
in processing and overcoming emotional distress.

EMDR therapy uses a structured eight-phase approach that includes.

Phase 1: History-taking

Phase 2: Preparing the client

Phase 3: Assessing the target memory

Phases 4-7: Processing the memory to adaptive resolution

Phase 8: Evaluating treatment results

During EMDR sessions, the client and therapist together work through specific memories,
negative beliefs, and emotional focus while engaging in sets of bilateral stimulation such as eye
movements or repeated gentle taps
  Psychological First Aid (PFA)

Psychological first aid is an evidence informed approach that is built on the concept of human
resilience (recovery). Psychological First Aid aims to reduce stress symptoms and assist in a
healthy recovery following a traumatic event, natural disaster, public health emergency, or even
a personal crisis. It is used when there is an immediate aftermath of disaster and terrorism
(Everly G. S., & Lating J. M., 2011),

Goals of Psychological First Aid

According to Everly and Lating (2011), Psychological First Aid has a number of goals which
aim to create and sustain an environment of:

a. sense of safety,
b. Calming and comfort
c. sense of self-empowerment
d. Connectedness, and
e. hope.

When providing PFA it is important to keep each of these principles in mind (Ibid.,)

1. Approach the person in need of the help.

2. Introduce your self
3. Pay attention and listen actively
4. Understand the other person’s feelings
5. Calm the person in crisis
6. Ask about their needs and concerns
7. Help the person in crisis with their immediate needs and try to solve their issue(s).

Conclusion

In conclusion, trauma intervention in schools and workplaces plays a crucial role in promoting
healing and well-being for individuals affected by trauma. Therapies like Eye Movement
Desensitization and Reprocessing (EMDR) provide effective, evidence-based approaches to
address traumatic experiences. By implementing trauma-informed practices in these settings,
such as creating safe environments and providing support systems, individuals can experience
recovery and resilience. It is essential for schools and workplaces to prioritize trauma
intervention, integrating these approaches into their policies and practices. Through
collaboration with mental health professionals and ongoing support, individuals can receive the
necessary care and assistance to navigate the effects of trauma, fostering a culture of
understanding and compassion.

References

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disorder

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Everly G. S., & Lating J. M., (2011), The Johns Hopkins Guide to Psychological First Aid.

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Colom F, & Vieta E. (2006), Psychoeducation Manual for Bipolar Disorder. Cambridge:

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Hornby A. S et. Al (eds.), (2015), Oxford Advanced Learner’s Dictionary of Current English

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Herman, J. (1992). Trauma and recovery: The aftermath of violence - from domestic abuse to
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Bisson, J., Roberts, N. P., Andrew, M., Cooper, R., & Lewis, C. (2013). Psychological therapies for
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