From Trauma-Informed to Trauma-Responsive: Concretizing Trauma-Informed Care with Clinical Skills of Co-Regulation
Bundle and Save! Purchase both Parts I and II to save $10 of full price admission.
Presented by Helena Vissing, PsyD
Recorded on Friday, August 18, 2023
Access provided upon registration on “My Courses” Page.
Trauma-informed care (TIC) is not optional. TIC care is built on awareness of how past trauma can impact clients in the present and active measures to prevent and mitigate traumatic stress reactions related to current life circumstances. TIC is also particularly important for clients from diverse and marginalized groups who are disproportionately affected by trauma and are less likely to receive treatment. But being informed about and aware of the role of trauma does not give providers the clinical skills and tools to effectively respond to their clients who are impacted by trauma. From a biopsychosocial and somatic psychology framework, trauma-responsive clinical skills include nervous system psychoeducation that empowers clients, the ability to establish therapeutic safety through co-regulation and attunement, and the clinician’s acknowledgement of own barriers to therapeutic safety.
This presentation will explain and concretize how principles of trauma-informed care translate into clinicians’ interactions with clients through a focus on nervous system co-regulation. Clinicians must develop awareness of how their personal biases manifest on a nervous system level. Clinicians are widely trained to develop cognitive awareness of their biases and countertransference reactions, but mental awareness is not enough if the reactions cause dysregulation in the provider’s nervous system that interferes with their ability to attune to the client. Through identification of the nervous system aspects of our bias reactions as providers, we can target our self-regulation and ensure the continued therapeutic safety that makes our care trauma-responsive.
Access provided upon registration on “My Courses” Page.
When attended in full, this program offers 2.0 CEs for Psychologists, 2.0 IL CEUs for Counselors and Social Workers, or 2.0 CA BBS CEUs for Counselors, Social Workers, and Marriage and Family Therapists.
Trauma-informed care (TIC) is not optional. TIC care is built on awareness of how past trauma can impact clients in the present and active measures to prevent and mitigate traumatic stress reactions related to current life circumstances. TIC is also particularly important forclients from diverse and marginalized groups who are disproportionately affected by trauma and are less likely to receive treatment. But being informed about and aware of the role of trauma does not give providers the clinical skills and tools to effectively respond to their clients who are impacted by trauma. From a biopsychosocial and somatic psychology framework, trauma-responsive clinical skills include nervous system psychoeducation that empowers clients, the ability to establish therapeutic safety through co-regulation and attunement, and the clinician’s acknowledgement of own barriers to therapeutic safety.
This presentation will explain and concretize how principles of trauma-informed care translate into clinicians’ interactions with clients through a focus on nervous system co-regulation. Clinicians must develop awareness of how their personal biases manifest on a nervous system level. Clinicians are widely trained to develop cognitive awareness of their biases and countertransference reactions, but mental awareness is not enough if the reactions cause dysregulation in the provider’s nervous system that interferes with their ability to attune to the client. Through identification of the nervous system aspects of our bias reactions as providers, we can target our self-regulation and ensure the continued therapeutic safety that makes our care trauma-responsive.
At the end of this advanced-level program, participants will be able to
- Explain how principles of trauma-informed care relate to affect regulation and the co-regulatory aspects of the therapeutic relationship.
- Describe and practice 4 clinical skills of nervous system tracking to establish co-regulation and therapeutic safety adapted for the clients’ needs.
- Identify 3 barriers to trauma-responsive care stemming from provider bias reactions that interfere with therapeutic safety.
This program meets APA’s continuing education Standard 1.3:
Program content focuses on topics related to psychological practice, education, or research other than application of psychological assessment and/or intervention methods that are supported by contemporary scholarship grounded in established research procedures.
This program meets APA’s continuing education Goal 1:
Program is relevant to psychological practice, education, and/or science.
General Admission: $30
The Chicago School Alumni/Faculty/Staff: $20*
Students: $15*
(*Please email [email protected] for coupon code)
Refund Policy: 100% of tuition is refundable up to 48 hours before the live program. Within 48 hours of the program, and at any point in Homestudy format, tuition is nonrefundable.
Helena Vissing, PsyD
Dr. Vissing is a Licensed Psychologist and a Somatic Experiencing Practitioner specializing in trauma treatment and biopsychosocially informed traumainformed care. She also specializes in trauma treatment in the perinatal period.
Geller, S.M., & Porges, S.W. (2014). Therapeutic presence: Neurophysiological mechanisms mediating feeling safe in therapeutic relationships. Journal of Psychotherapy Integration, 24(3), 178–192. https://doi.org/10.1037/a0037511
Jokić, B., Purić, D., Grassmann, H., Walling, C.G., Nix, E.J., Porges, S.W., & Kolacz, J. (2022). Association of childhood maltreatment with adult body awareness and autonomic reactivity: The moderating effect of practicing body psychotherapy. Psychotherapy (Chicago, Ill.), 10.1037/pst0000463. Advance online publication. https://doi.org/10.1037/pst0000463
Kuhfuß, M., Maldei, T., Hetmanek, A., & Baumann, N. (2021). Somatic experiencing – effectiveness and key factors of a body-oriented trauma therapy: A scoping literature review. European Journal of Psychotraumatology, 12, 1929023. https://doi.org/10.1080/20008198.2021.1929023
Payne, P., Levine, P.A., & Crane-Godreau, M.A. (2015). Somatic experiencing: Using interoception and proprioception as core elements of trauma therapy. Frontiers in Psychology, 6, 93. https://doi.org/10.3389/fpsyg.2015.00093
Porges, S.W. (2022). Polyvagal theory: A science of safety. Frontiers in Integrative Neuroscience, 16, 871227. https://doi.org/10.3389/fnint.2022.871227
Schore, A.N. (2021). The interpersonal neurobiology of intersubjectivity. Frontiers in Psychology, 12, 648616. https://doi.org/10.3389/fpsyg.2021.648616
Substance Abuse and Mental Health Services Administration. (2014). SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884.
Target Audience: Mental health professionals and students
Psychologists. This program, when attended in its entirety, is available for 2.0 continuing education credits. The Chicago School of Professional Psychology is committed to accessibility and non-discrimination in its continuing education activities. The Chicago School of Professional Psychology is also committed to conducting all activities in conformity with the American Psychological Association’s Ethical Principles for Psychologists. Participants are asked to be aware of the need for privacy and confidentiality throughout the program. If program content becomes stressful, participants are encouraged to process these feelings during discussion periods.
Counselors/Clinical Counselors. This program, when attended in its entirety, is available 2.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for counselors and clinical counselors. License Number: 197.000159
Social Workers. This program, when attended in its entirety, is available for 2.0 hours of continuing education. The Chicago School of Professional Psychology is licensed by the Illinois Department of Financial and Professional Regulation (IDFPR) to provide continuing education programming for social workers. License Number: 159.001036
MFTs, LPCCs, and LCSWs. Course meets the qualifications for 2.0 hour of continuing education credit for MFTs, LPCCs, and/or LCSWs as required by the California Board of Behavioral Sciences. If you are licensed outside of California please check with your local licensing agency to to determine if they will accept these CEUs. The Chicago School of Professional Psychology is approved by the California Board of Behavioral Sciences (BBS) to offer continuing education programming for MFTs, LPCCs, LEPs, and/or LCSWs. The Chicago School of Professional Psychology is an accredited or approved postsecondary institution that meets the requirements set forth in Sections 4980.54(f)(1), 4989.34, 4996.22(d)(1), or 4999.76(d) of the Code.
Non Psychologists. Most licensing boards accept Continuing Education Credits sponsored by the American Psychological Association but non-psychologists are recommended to consult with their specific state-licensing board to ensure that APA-sponsored CE is acceptable.
*Participants must attend 100% of the program in order to obtain a Certificate of Attendance.
Disclaimer for all programs: If participants have special needs, we will attempt to accommodate them. Please address questions, concerns and any complaints to [email protected]. There is no commercial support for this program nor are there any relationships between the CE Sponsor, presenting organization, presenter, program content, research, grants, or other funding that could reasonably be construed as conflicts of interest.