Toward A More Individualized Approach: How Trauma Literacy Can Inform Behavioral Assessment and Treatment, Bolster Cultural Competence, and Benefit Clients, Communities and Clinicians is the kind of topic that looks straightforward until it collides with the speed, ambiguity, and competing demands of clinic sessions and day-to-day service delivery, community routines and natural environments. In Toward A More Individualized Approach: How Trauma Literacy Can Inform Behavioral Assessment and Treatment, Bolster Cultural Competence, and Benefit Clients, Communities and Clinicians, for this course, the practical stakes show up in better alignment between intervention and the family context in which it must survive, not in abstract discussion alone.
Provider: BehaviorLive — via Philippines Association for Behavior Analysis
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Join Free →Abstract: Should behavior analysts be expected to be trauma-literate? In this talk, we'll explore what that means, and why it should matter. We'll use the SAFE-T model to discuss how trauma-related events can affect our clients and how we can document and leverage this knowledge to improve experiences and outcomes for everyone. At the same time, our cultural competence is often lacking when we ignore a piece of what makes up the rich fabric of another's life and community. By acknowledging trauma and bringing this piece of experience into practice, we also acknowledge who we (and our clients) are and can be, and honor the ethics of behavior analysis. When we create new experiences to honor true needs and then move past trauma, how do we choose what to focus on? In order to answer that question, we'll talk about how needs after trauma can be met by selecting cusps for both clients and ourselves as clinicians. The term behavioral cusps can refer to changes we make- new skills we can learn- that end up being crucial to what happens next. When used in a constructional way, they have the power to transform our practices and our communities. 1. Select examples and non-examples of trauma-informed practice 2. State how to determine whether a procedure is counter-indicated for a client 3. State an example of a behavioral cusp for a client or a team member working with someone after trauma
| Certification Body | Credits | Type |
|---|---|---|
| BACB® | 1.5 | General |
| COA | 1.5 | — |
Dr. Camille Kolu is a behavioral scientist in Colorado and owns Cusp Emergence University. Kolu trained at University of North Texas and Rutgers University examining autism, social and olfactory contextual conditioning, and their neurobiology. She taught Ethics and more at universities for decades, and partners with families and individuals across the lifespan to engineer behavioral cusps in the context of experienced trauma, autism, foster care or adoption, and mental health needs. Kolu savors partnerships with health and human service agencies, mental hospitals, schools, and community organizations of all kinds. Dr. Kolu has published in peer-reviewed journals and serves on the advisory board of the Cambridge Center for Behavioral Studies. Her personal passions include enriching the lives of her children, cat and dog, chickens, dough, and soil, while her professional work on buffers reflects her interest in transforming everyday clinical work into a radically preventive application of the science of behavior.
Dig into the research behind this topic — plain-English summaries written for BCBAs.
280 research articles with practitioner takeaways
279 research articles with practitioner takeaways
256 research articles with practitioner takeaways
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All behavior-analytic intervention is individualized. The information on this page is for educational purposes and does not constitute clinical advice. Treatment decisions should be informed by the best available published research, individualized assessment, and obtained with the informed consent of the client or their legal guardian. Behavior analysts are responsible for practicing within the boundaries of their competence and adhering to the BACB Ethics Code for Behavior Analysts.