In human services settings, particularly those dealing with behavioral health, having an effective crisis prevention and de-escalation training program is crucial for both staff and patient safety. But how do you choose the right program for your organization?

One prominent children’s hospital in the U.S. successfully evaluated and selected an appropriate crisis prevention training program in 2018 in response to the shortcomings of their previous solution, with a focus on decreasing staff injuries and mitigating resistance to change in adopting a new training protocol. Takeaways from their systematic selection process are highlighted below to assist other organizations in effectively evaluating crisis training solutions.

Systematic Process for Crisis Training Program Evaluation & Selection

Step 1: Form an Interdisciplinary Team

The first step is assembling a diverse team representing all stakeholders who will be affected by the program. Your team should include:

Step 2: Gather Internal Feedback

Before evaluating crisis prevention training programs, understand your organization’s specific needs by:

Key questions to consider asking staff:

Step 3: Establish Evaluation Criteria

Create a comprehensive scoring system based on your organization’s needs. Essential criteria might include:

Step 4: Research Available Programs

Conduct thorough research to:

Step 5: Conduct Initial Program Assessment

For each potential training program:

Step 6: Deep Dive into Top Candidates

For your highest-scoring programs:

Key questions to ask references:

Step 7: Make the Final Selection

Consider all collected data to make your final decision:

Step 8: Plan for Implementation

Once you’ve selected a program:

Key Considerations for Success

Resistance to change can be a barrier to making a switch with any program, process, or training. Below are considerations for organizations to improve the adoption of and staff attitudes toward implementing new training programs.

  1. Transparency: Maintain clear communication throughout the selection process to reduce resistance to change.
  2. Documentation: Keep detailed records of your evaluation process to support your final decision.
  3. Long-term Vision: Consider not just immediate needs but long-term sustainability and scalability.
  4. Cost Analysis: Look beyond initial training costs to understand the full financial impact.
  5. Customization: Ensure the program can be adapted to your organization’s specific needs.

 

By following this systematic approach, you can select a crisis prevention training program that not only meets your current needs but also supports your organization’s long-term goals for staff and patient safety.

Conclusion

The success of any crisis prevention training program ultimately depends on the rigor of your evaluation process. A systematic approach, while time-intensive, provides several crucial advantages:

  1. Data-Driven Decision Making: By collecting and analyzing quantifiable data through scoring systems and cost analyses, you move beyond gut feelings to make objective decisions based on evidence.
  2. Stakeholder Buy-In: A systematic evaluation process naturally creates opportunities for stakeholder involvement at every level. When staff see their input being methodically considered and incorporated, they’re more likely to support and engage with the chosen program.
  3. Risk Mitigation: Thorough evaluation helps identify potential implementation challenges before they become problems. By understanding program limitations and requirements upfront, you can better prepare for and address obstacles.
  4. Return on Investment: The time invested in systematic evaluation often pays off through reduced staff injuries, lower turnover rates, and fewer crisis incidents. A well-chosen program that truly fits your organization’s needs can lead to significant long-term cost savings.
  5. Continuous Improvement: The documentation and metrics established during your evaluation process create a foundation for ongoing assessment and refinement of your crisis prevention strategies.

 

Remember, selecting a crisis prevention training program isn’t just about finding the most popular or least expensive option. It’s about finding the right fit for your unique organizational needs through careful, methodical evaluation.

References

Spears, S. & McNeely, H. (2018). A systematic process for selection of a crisis prevention/de-escalation training program in the hospital setting. Journal of the American Psychiatric Nurses Association, 25(4), 298-304. https://doi.org/10.1177/1078390318794281

When I think about the two hats I wear—BCBA and mom to an autistic child—I reflect on how beautifully complex and ever-evolving that experience is. These two roles are deeply connected, sometimes overlapping, sometimes at odds, but always informing each other in powerful ways.

Two Hats, One Heart

At work, I wear my BCBA hat. I think in terms of behavior functions, data collection, reinforcement systems, and evidence-based practices. I design programs meant to support learners in compassionate, thoughtful, and individualized ways. I love what I do and believe in the science behind it.

But when I come home, that hat comes off. I become “Mom.” In this role, everything feels more personal, more vulnerable. My child isn’t a behavior plan or a progress monitoring sheet—he’s my heart walking around outside my body. He has taught me more about behavior, learning, and neurodiversity than any textbook or training ever could.

Being a mom to an autistic child has fundamentally changed the way I practice as a BCBA. It’s made me more flexible, more human. I’ve learned that sometimes, the textbook strategies need to be tossed aside in favor of what actually works for the child in front of me. I’ve learned to prioritize connection before correction. And I now ask myself one simple question when writing goals or coaching staff: Would I want this for my own child? That question has become my compass.

A Shift in Perspective

Over the years, my approach has shifted. I used to lean into the “medical model”—trying to help autistic individuals fit into the world around them. Now, I align more with the “social model,” which focuses on making the environment more accepting and comfortable for them. I live by the motto: compassion over compliance. That philosophy guides the way I train staff, work with families, and support every learner I meet.

Being a “warrior mom” to a child who is now an autistic young adult has opened my eyes to the challenges that so many families face—especially in school systems. When I sit at the IEP table, I know what it’s like to be on the other side. I know the fear, the hope, the questions, and the exhaustion. And because I’ve walked that road, I strive to be someone other parents can lean on. My goal is for every family I work with to feel heard, supported, and empowered.

I also recognize how fortunate I’ve been. I was already in this field when my son was diagnosed at age two. I knew what signs to look for, how to navigate the systems, and what to do during the hours we weren’t in therapy. That knowledge helped us get a jumpstart. And today, as I watch my son complete his first year at Penn State in the Schreyer Honors Program, majoring in Economics, I’m reminded of how far he’s come—and how far we’ve come together.

The Journey Continues

Of course, the journey continues. Social situations are still hard. Changes in routine throw him off. When things don’t go as expected, it can still feel overwhelming. But he’s becoming more reflective and open about his experience as an autistic person. He’s begun sharing what helped him—and what didn’t—when he was younger. I’m listening closely. I’m taking notes. I’m still learning. And I always will be.

I’ll close this blog with something I posted on World Autism Day—a message that captures the heart of this journey and the intersection of my two roles:

A Letter to My Teacher

Dear Aiden,

On this World Autism Day, I want to pause and tell you something important.

When I first became a mom, I had this picture in my head of what life would look like — me guiding you, teaching you how the world works, showing you how to speak politely, follow the rules, and blend in when necessary. I thought I would be your teacher.

But that’s not exactly how things unfolded.

Because you became the one teaching me — and I’ll never stop learning from you.

You’ve taught me what love really means. Not the easy kind — the deep, unconditional, soul-stretching kind. I would carry every hard moment for you if I could, but since I can’t, I’ll always be by your side — whether it’s celebrating your wins or supporting you when the world feels too loud, too fast, or just too much.

You’ve taught me patience — not just with you, but with myself, with others, and with life. When you were little, a sudden schedule change could throw your whole day off. I learned that preparation is more than planning; it’s an act of love. A five-minute warning, a visual schedule, a clear transition — they made all the difference. You helped me see that supporting someone isn’t about “fixing” anything. It’s about understanding what they need to thrive.

You’ve taught me how to listen. Really listen. Not just to words, but to the meaning behind them, to body language, to silence, to energy. You’ve always experienced the world in your own way — noticing patterns others miss, remembering details others forget, hearing every note in a song when I only noticed the lyrics. You’ve shown me that there’s beauty in a brain that works differently — and that “different” was never a deficit.

You’ve taught me how powerful it is to think outside the box. Your autism has never been something to “overcome” — it’s been a lens, a perspective, a truth. It’s shaped how you problem-solve, how you see the world, how you express yourself. Whether it’s your ability to recall nearly any historical fact, your fascination with languages, or your love of exploring world cultures, you bring passion and depth to everything you do. Your brain makes connections that most of us miss — and that is nothing short of extraordinary.

You’ve also taught me courage. You needed me to speak up — to advocate, to question, to push back against systems that didn’t always understand or include you. And now, watching you self-advocate, set boundaries, and live authentically as an autistic young adult — I am in awe.

I remember trying so hard to help you “fit in” when you were younger — to help you blend into a world that didn’t always know what to do with someone who flapped when excited, who didn’t want to play tag, who was more interested in ceiling fans than soccer balls. I thought I was helping. But now I know — you were never meant to blend in. You were meant to stand out.

And today- (on your birthday), at 20 years old, as a college freshman at Schreyer Honors College at Penn State, you are doing just that. You are embracing your identity as an autistic young adult — not hiding it, not minimizing it — but showing the world how powerful, capable, and brilliant you are. You’re navigating friendships, academics, sensory overwhelm, routines, and independence with the self-awareness and strength that can only come from someone who knows himself deeply.

You are known by those around you as “the nicest person ever,” and I couldn’t agree more. Your kindness is quiet but powerful, steady and genuine. And your favorite times — the ones you spend with Jonathan and Christian — reflect the things you value most: connection, comfort, shared laughter, and love.

I am so proud of you — not for “overcoming” autism, but for owning it. For showing me that neurodiversity is not something to fear — it’s something to celebrate.

Thank you for being my best teacher.

Thank you for being you.

Love,
Mom

 

About the Author

Jennifer Gormley is a Board Certified Behavior Analyst providing services to students in the Upper Moreland Township School District in PA. Jenn received her undergraduate degree from Shippensburg University and her Masters degree in Education in the Foundations of Applied Behavior Analysis from the University of Cincinnati. She is a married mother of three with one child diagnosed autistic.

Rethinking ABA Through a Trauma-Informed Lens

Applied Behavior Analysis (ABA) has long been a go-to therapeutic approach for individuals with developmental disabilities, especially autism. At its best, it supports communication, daily living, independence, and safety. The field has excelled at disseminating in other areas as well, such as health, sports, fitness, and organizational behavioral management to name a few.

For many individuals, ABA has made a life-changing difference. But it’s time to be real: for others, ABA has been a source of distress…even trauma. This is not an attack on the science; in fact, I LOVE the science. It’s a critique of how it’s sometimes applied. More and more self-advocates, caregivers, and ethical professionals are speaking up about how outdated or rigid ABA practices (particularly when implemented without a trauma-informed, person-centered lens) can cause harm.

Let’s unpack five core areas where I believe ABA has historically contributed to trauma, then highlight how practitioners are reshaping the future of behavior support to prioritize dignity, autonomy, and emotional well-being.

Overemphasis on Compliance

Classic ABA models often center on compliance with adult demands: prompt-following, sitting still, hands quiet. But is blind compliance really the goal? Dr. Alfie Kohn (2005) warns that compliance training fosters power imbalances and strips people of agency. This is especially risky when individuals have limited communication skills, and their “noncompliance” might be their only way to say “no.”

Dr. Hanley’s approach flips this dynamic on its head. His PFA and SBT model (Practical Functional Assessment and Skills Based Treatment) begins with gaining assent and identifying contextual conditions that produce safe, happy, and engaged behavior, not just external compliance. If a person isn’t willingly participating, the session stops. Period. This isn’t just more ethical, it’s more effective. “Compliance shouldn’t come at the cost of consent.” – @NeurodivergentRebel

Suppression of Natural Behaviors

Behaviors like rocking, flapping, scripting, and pacing (often labeled as “disruptive” or “nonfunctional”) are frequently targeted for reduction. But many of these behaviors are self-regulatory, calming, and deeply personal. Suppressing them without truly understanding their function can spike anxiety and lead to escalation. Kapp et al. (2019) found that stimming supports emotional regulation and well-being. Yet older ABA protocols still treat it like a problem to put on extinction.

Ignoring Emotional Distress

Some legacy ABA strategies outright ignore visible distress, such as planned ignoring, escape extinction, and withholding preferred items while a child screams – teaching individuals to “tolerate” distress without addressing why it’s happening.

These methods can be non-supportive and don’t truly incorporate an individual’s feelings.

Kupferstein (2018) found links between these practices and PTSD-like symptoms in autistic adults. Practitioners should approach shaping toleration only after the person is calm, safe, and trusting, not while they’re upset and feel unsafe. Trauma-informed ABA means you respond to distress—not dismiss or ignore it.

Excessive Intensity

40-hour weeks, table time, mass trials…

For young children or individuals with complex trauma histories, this kind of intense treatment can be damaging, not developmental. The American Academy of Pediatrics recommends play, rest, and social-emotional learning, not just nonstop instruction. And frankly, burnout is real, for kids, families, and staff. ABA should focus on context over hours. Practitioners should build strong, safe relationships and naturally reinforcing skill use. Fewer hours, better outcomes!

Rigid, One-Size-Fits-All Protocols

When ABA becomes a checklist of programs and targets, it misses the point. Real support should meet the individual’s communication style, culture, trauma history, and goals. Too many people still experience ABA as a tool to make them appear “normal”, not to help them thrive as themselves.

Programs like Dr. Hanley’s PFA/SBT model approach is built on personalization. It starts with an open-ended interview to understand what makes the person feel safe, happy, and engaged. Only then are skills introduced at a pace and in a manner that builds trust, not tension.

Curriculums like QBS’s Safety-Care focus on supporting individuals rather than controlling them. This person-centered approach ensures that support is tailored and responsive to the emotional, environmental, and contextual factors that influence behavior.

Lets talk about how we can move toward trauma-informed ABA!

The field is changing. We’re seeing a real shift away from power-and-control models toward trauma-informed, neurodiversity-affirming, and person-centered ABA.

Key principles include:

 

Why do I mention Safety-Care and continue to be passionate about this curriculum and company? Because it is a model of respectful, trauma-informed support. QBS’s mission and the Safety-Care curriculum is aligned with this evolution. It teaches staff and families to:

 

Safety-Care shares philosophical DNA with Hanley’s work: no coercion, less control, more connection.

My Last Two Cents…

ABA isn’t inherently traumatic. But it can be when misapplied…when it centers control over consent, or compliance over connection.

People are not a set of behaviors to “fix.” They’re humans with histories, needs, and preferences. Every part of their care, including behavior support, must reflect that. One of my favorite sentences in Safety-Care’s core curriculum is “It is our job to support, not to control.” Dr. Greg Hanley’s PFA/SBT model, QBS’s Safety-Care training, and trauma-informed guidelines from organizations like CASP and BHCOE are proof that ABA can evolve. That it is evolving.

Let’s be clear: none of this dismisses the dedication of practitioners who’ve helped countless individuals. But the future of ABA must prioritize dignity, emotional safety, and autonomy.

If your behavior plan doesn’t reflect those values, it’s time to change it. Therapy should never be about forcing someone to fit in. It should be about helping them flourish.

 

References

Council of Autism Service Providers (CASP). (2021). Organizational Guidelines for the Practice of Applied Behavior Analysis. Retrieved from https://casproviders.org/

Hanley, G. P., Jin, C. S., Vanselow, N. R., & Hanratty, L. A. (2014). Producing meaningful improvements in problem behavior of children with autism via synthesized analyses and treatments. Journal of Applied Behavior Analysis, 47(1), 16–36. https://doi.org/10.1002/jaba.106

Hanley, G. P., Vanselow, N. R., & Iwata, B. A. (2022). Practical functional assessment and skill-based treatment: A compassionate and trauma-assumed approach to problem behavior. Behavior Analysis in Practice, 15, 489–501. https://doi.org/10.1007/s40617-021-00635-y

Hirsh-Pasek, K., Golinkoff, R. M., Berk, L. E., & Singer, D. G. (2009). A Mandate for Playful Learning in Preschool: Applying the Scientific Evidence. Oxford University Press.

Kapp, S. K., Steward, R., Crane, L., Elliott, D., Elphick, C., Pellicano, E., & Russell, G. (2019). “People should be allowed to do what they like”: Autistic adults’ views and experiences of stimming. Autism, 23(7), 1782–1792. https://doi.org/10.1177/1362361319829628

Kohn, A. (2005). Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason. Atria Books.

Kupferstein, H. (2018). Evidence of increased PTSD symptoms in autistics exposed to applied behavior analysis. Advances in Autism, 4(1), 19–29. https://doi.org/10.1108/AIA-08-2017-0016

QBS, Inc. (n.d.). Safety-Care® Behavioral Safety Training. Retrieved from https://qbs.com/

Sequenzia, A. (2015). Autistic, Non-Speaking and Proud. Retrieved from https://autisticsspeakingday.blogspot.com/2015/11/autistic-non-speaking-and-proud.html

Behavioral Health Center of Excellence (BHCOE). (n.d.). Accreditation Standards and Resources. Retrieved from https://www.bhcoe.org/

 

About the Author

Jessica Arriaga is a Board Certified and Licensed Behavior Analyst with over 15 years of experience in applied behavior analysis, speech pathology, and education. She received her undergraduate degree at Northern Illinois University and her graduate degree at Aurora University. She has worked in schools, clinics, homes, residential facilities, developmental training centers, and job sites providing behavior analytic services to individuals on the autism spectrum. She has been a Master Trainer with QBS since 2021.

In our latest in the Safety-Care Trainer Spotlight series, we had the pleasure of speaking with Jennifer Gormley, an experienced Safety-Care trainer and Board Certified Behavior Analyst (BCBA) serving students in Upper Moreland School District in Pennsylvania. Jenn has been training Safety-Care with educators for several years and shares her insights on what makes Safety-Care such an effective crisis prevention program.

When asked about the most beneficial aspects of Safety-Care for schools or organizations considering a crisis prevention program, Jennifer was enthusiastic about the entire approach. She particularly highlighted the first day of training, which she describes as “rich with information” even for professionals who might not need to use the physical management components included in the curriculum.

Jennifer emphasized several key elements of the Safety-Care program:

A People-Centered Approach

Jennifer passionately advocates for Safety-Care as the gold standard in crisis prevention programs, stating she would “challenge anybody to tell me that Safety-Care is not the way to go.”

According to Jennifer, the program excels because it is:

She particularly values the program’s inclusivity, noting that it includes components for learners who use wheelchairs, AAC devices, or sign language. “There is nothing that is left out of this program,” Jennifer emphasized.

Transparent Communication with Parents

During the interview, Jennifer also discussed the importance of transparency with parents when interventions are necessary. She explained that her team always shows parents what procedures were used and why they were necessary, emphasizing that such interventions only occur when there is “imminent risk” and “no other way to safely prevent harm.”

Advice for New Safety-Care Trainers

For newly certified Safety-Care trainers, Jennifer offered several valuable pieces of advice:

  1. “Love it and live it” – fully embrace the program’s philosophy
  2. Connect with fellow trainers – trainees in your session are valuable for ongoing support and idea-sharing as you start to train your staff
  3. Be available – implement monthly check-ins where staff can drop in with questions about Safety-Care implementation
  4. Practice and role-play regularly – especially in environments where the skills aren’t used frequently

 

Jennifer concluded by saying that with each training experience, “you’re just gonna fall more and more and more in love with it.”

________________________________________
This interview with Jennifer Gormley is part of our ongoing Trainer Spotlight series highlighting the experiences of Safety-Care trainers across different settings.

A Personal Journey into ABA

In 2017, I began working in a clinic/school that utilized Applied Behavior Analysis (ABA), which involved stepping into a field that I had not planned for but quickly grew passionate about. ABA offered me a framework to turn my observational nature into something meaningful. ABA made sense to me, and working with individuals with varying abilities and diagnoses quickly became something I loved.

Just a year later, I enrolled in a master’s program and began the journey to becoming a BCBA, earning my certification in 2020. Since then, I’ve worked in homes, schools, and clinics with clients across the spectrum: verbal, nonverbal, and those with complex diagnoses. Each setting taught me something new about the importance of individualized care, consent, assent, and, most importantly, trust.

Learning from Experience: Lessons from the Floor

My understanding of autism changed entirely when I first began as a Registered Behavior Technician (RBT). The training I received was adequate enough to understand what ABA was, however, my role as a practitioner fundamentally changed when I worked with a young nonverbal child during my early days as an RBT. I saw firsthand how behavior, sometimes extremely challenging, was often a result of being unable to communicate.

This child taught me the importance of following a client’s lead. I remember getting on the floor drawing and singing with her. That small act of joining her world, at a level she allowed, changed everything in our sessions together. She began to trust me, and from there, she began to communicate. I immediately saw the difference between my approach with her versus that of others. That experience showed me what happens when you build a relationship before trying to “teach.”

In ABA, we often talk about assent and consent as ethical obligations, which while they absolutely are, also hold the key to meaningful progress. Assent isn’t just a checkbox; it’s a continuous process of listening, observing, and respecting boundaries. As Taylor, LeBlanc, and Nosik (2019) note, ethical ABA is grounded in client dignity and autonomy. That means honoring nonverbal cues, giving clients choices, and understanding that “no” means “no.”

Context Matters: Settings and the Meaning of Consent

Working across different settings showed me how the context changes not only what we focus on, but what is meaningful to the individual in that moment. In schools, we might focus on social interaction, following group instruction, and peer inclusion. At home, daily living and communication is often the focus, and in clinics, it’s about skill-building and generalization. No matter the setting, consent and assent guide every step. Assent is more than compliance; it means the individual is willing, engaged, and participating. The setting might change what’s meaningful to the individual, which is another important factor to understand when utilizing ABA. Assent is dynamic, requiring us to continuously observe, listen, and adapt.

It wasn’t until I learned about trauma-informed care that I really began to understand why some clients took longer to warm up. Rajaraman, Hanley, and Copeland (2022) discuss how trauma can shape how individuals respond to interventions. What’s also important to recognize is we may not always be aware of a person’s trauma history, especially when it comes to individuals who cannot always communicate verbally. If we rush the process or ignore signals of discomfort, we risk re-traumatizing the people we’re trying to support. Ford and Courtois (2020) emphasize that trauma-informed care requires us to ask the question “What happened to you?” Instead of seeing resistance as noncompliance, it’s important to see it as communication. Instead of pushing through a program, pause to ask whether the client is really on board. That pause can often make all the difference.

As behavior analysts, we have evidenced-based interventions ready to utilize but with that comes responsibility. Bottema-Beutel and Crowley (2021) caution us about the ethical pitfalls of rigid, one-size-fits-all treatments. Instead, we must be flexible, honest, and guided by respect. McGill and Poynter (2012) highlight the ethical complexity of our work and remind us that doing the right thing isn’t always clear-cut, but it starts with empathy.

Conclusion

Autism acceptance, for me, means recognizing the full humanity of the individuals we work with. It means seeing behaviors as expressions, not problems. It means understanding the daily struggles caregivers face and supporting them, too. The focus should always be on helping support individuals to be as independent as possible, whatever that means for them. That includes respecting their consent and assent.

I wish for more professionals to understand how slow and deliberate trust-building can be. ABA doesn’t always look like the textbook at first. Once you lay that foundation, rapport building with consent, assent, and trauma-informed care, it helps us, as providers, do our best work. Challenging behaviors may still occur, but our response should always begin with compassion and empathy.

References

Bottema-Beutel, K., & Crowley, S. (2021). Pseudoscience and deception in autism intervention: Recommendations for ethical practice. Behavior Analysis in Practice, 14(4), 893–901. https://doi.org/10.1007/s40617-021-00602-y

Ford, J. D., & Courtois, C. A. (2020). The essential components of trauma-informed care. American Journal of Orthopsychiatry, 90(1), 5–15. https://doi.org/10.1037/ort0000435

LeBlanc, L. A., Taylor, B. A., & Marchese, N. V. (2020). Building and sustaining meaningful and effective relationships as a supervisor and mentor. Behavior Analysis in Practice, 13(1), 88–98. https://doi.org/10.1007/s40617-019-00377-

McGill, P., & Poynter, J. (2012). ‘I just want to do the right thing’ – Ethical challenges in the conduct of applied behavior analysis for people with intellectual disabilities. Behavioral Interventions, 27(3), 171–182. https://doi.org/10.1002/bin.1343

Rajaraman, A., Hanley, G. P., & Copeland, D. (2022). Toward trauma-assumed behavior analysis: Considerations for the ethical and effective treatment of escape-maintained problem behavior. Behavior Analysis in Practice, 15(1), 141–157. https://doi.org/10.1007/s40617-021-00594-9

Taylor, B. A., LeBlanc, L. A., & Nosik, M. R. (2019). Ethical considerations for applied behavior analysis practitioners. Behavior Analysis in Practice, 12(1), 119–126. https://doi.org/10.1007/s40617-018-00275-0

 

About the Author

Amanda Iglesias is a Board Certified Behavior Analyst (BCBA) and Master Trainer with a passion for ethical and compassionate care. She began her career in the field of Applied Behavior Analysis in 2017 after earning her Bachelor of Science in Psychology. Inspired by the science and its impact, Amanda discovered her passion and went on to complete her Master of Science in Behavior Analysis. Amanda’s goals are to make positive changes and promote acceptance for all in the community.

 

In the complex landscape of trauma recovery, power dynamics present unique challenges that can either facilitate healing or inadvertently retraumatize individuals. As professionals working with trauma survivors, understanding how power struggles impact those with trauma histories is essential to providing effective support. This blog explores trauma responses during power struggles and offers evidence-based strategies for navigating these dynamics successfully.

Trauma Responses During Power Struggles

Power struggles can impact individuals with trauma histories in profound ways. When individuals with trauma histories encounter situations involving power imbalances, their nervous systems often respond as if they’re facing the original threat. This biological response is not a conscious choice but rather an automatic protective mechanism developed during traumatic experiences.
Research shows that power struggles can trigger:

Neurobiological Effects

The body’s response to perceived threats during power struggles isn’t merely psychological but deeply physiological:

Psychological Effects

Beyond the neurobiological impact, power struggles can have significant psychological consequences:

 

Recognizing Trauma Responses in Behavior

Understanding how trauma manifests behaviorally for each person during power struggles is important in determining effective intervention in these situations. Behaviors may occur as a means for the individual to manage overwhelming emotions, establish safety, or protect oneself.

Fight Responses

Some individuals respond to perceived power threats with behaviors associated with the fight response:

Flight Responses

Others may engage in behaviors associated with avoiding the perceived threat:

Freeze Responses

Some trauma survivors may display freeze responses:

Fawn Responses

The fawn response represents a survival strategy involving appeasing the perceived threat:

Interpersonal Patterns

Beyond these specific responses, trauma can manifest in broader interpersonal patterns:

Physical Manifestations

Trauma responses also frequently manifest physically:

Strategies for Professionals to Avoid Power Struggles

Given these complex responses and the negative impact power struggles have on individuals and our rapport with them, how can professionals work effectively with trauma survivors and avoid situations that lead to power struggles? Safety-Care provides several recommendations for avoiding power struggle situations and focus on support, rather than control.

Monitor Your Own Behavior

Staff behavior has an effect on the behavior of the individuals we support. By becoming self-aware, we can monitor our own behavior in stressful situations:

Create Transparent Processes

Transparent processes help build and maintain rapport and provide a structured, supportive environment:

Prioritize Collaboration

Collaboration allows the individual to be actively involved in and take ownership of their own learning and outcomes:

 

Respond Effectively to Trauma Reactions

If power struggles do occur, it helps to understand behaviors as trauma responses to intervene appropriately and effectively in context. Staff should remain calm and continue using a low tone and moderate volume if speaking to the individual, and do not take things personally.

Build Safety and Trust

Creating safety is foundational to all trauma work:

Practice Self-Awareness

Practicing self-awareness in the moment helps us as professionals to avoid escalating the situation.

Safety-Care recommends the following strategies:

Conclusion

Power struggles with trauma survivors aren’t simply interpersonal conflicts but complex interactions involving neurobiological, psychological, and relational factors. By understanding trauma responses during power struggles and implementing trauma-informed approaches, professionals can create environments that minimize harmful power dynamics and support healing.
Remember that the behaviors exhibited during power struggles often represent adaptations that once helped the person survive traumatic circumstances. Approaching these behaviors with empathy rather than judgment opens the door to deeper understanding and more effective interventions.

 

References

Dedovic, K., Duchesne, A., Andrews, J., Engert, V., Pruessner, J.C. (2009). The brain and the stress axis: the neural correlates of cortisol regulation in response to stress. NeuroImage, 47(3), 864-871. DOI:10.1016/j.neuroimage.2009.05.074

Huckshorn, K. A. (2004). Reducing seclusion & restraint use in mental health settings: Core strategies for prevention. Journal of Psychosocial Nursing and Mental Health Services, 42(9), 22-33.
Knight, C. (2018). Trauma-informed supervision: Historical antecedents, current practice, and future directions. The Clinical Supervisor, 37(1), 7-37.

Shi, L.M., Rauch, S.L., & Pitman, R.K. (2006). Amygdala, medial prefrontal cortex, and hippocampal function in PTSD. Annals of the New York Academy of Sciences, 1071, 67-79. DOI:10.1196/annals.1364.007

Taft, C.T., Creech, S.K., Kachadourian, L.K. (2012). Assessment and treatment of posttraumatic anger and aggression: a review. Journal of Rehabilitation Research and Development, 49(5), 777-788. DOI:10.1682/JRRD.2011.09.0156

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