The Impact and Influence that Protective Factors and Trauma-Informed Care have on Building Resilience Among Those That Have Endured Adverse Childhood Experiences: A School Functioning and Adult Mental Health Review

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Hague, Christopher
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This paper outlines and describes the implications that ACEs have on student functioning as well as the impacts ACEs have on one in later life. Research indicates that one's mental health as well as ones physical and social life are inhibited greatly because of ACEs. The ramifications of ACEs are also intergenerational and as such the impact that ACEs have on one family member have a strong likelihood of impacting the wellbeing of the next generation. Nevertheless, this paper also aims to highlight and bring hope to those that aim to support children who have endured ACEs. Research indicates that protective factors, specifically a person who aims to support one who has experienced ACEs when conducted from a TraumaInformed lens, can change the trajectory of a child's life. Trauma Informed Practice if done effectively can allow students to experience their trauma safely and can create neurological changes that can disrupt patterns of behavior that have been hurtful for the student's development. Essentially Trauma-Informed Care and Practice have the potential to create a lasting impact on the student's life and can help that student build resilience despite the harmful impacts of ACEs. Therefore, I recommend that Trauma-Informed Programs be placed in schools to address the diverse needs of students impacted by ACEs to improve their resilience capacity as students which will then impact their resilience capacity in later life.
adverse childhood experience (ACEs) , protective factors , trauma-informed care , trauma-informed practice , resilience , dialectical behavior therapy , countertransference , person-centered therapy
Attribution-NonCommercial-NoDerivs 3.0 United States , openAccess