Executive Solution Overview
– ## MSW525MODULE82ndINSTRUCTIONS.docx – ## MSW525MODULE81stINSTRUCTIONS.docx – ## SampleFinalAssignment2MSW525MODULE8.pdf – TSTPRIORITYPROBLEMWORKSHEETMSW525MODULE8.png **## MSW525MODULE82ndINSTRUCTIONS.docx** **Trauma Treatment Plan** **READINGS:** Saxe, G., Ellis, B.H. & Brown, A. (2016). _Trauma…
Instant Solution Download
$6.99Immediate access to the full model answer, formatted citations, and rubric breakdown.
Need a Fresh Custom Paper?
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →Assignment Prompt & Instructions
– ## MSW525MODULE82ndINSTRUCTIONS.docx
– ## MSW525MODULE81stINSTRUCTIONS.docx
– ## SampleFinalAssignment2MSW525MODULE8.pdf
– TSTPRIORITYPROBLEMWORKSHEETMSW525MODULE8.png
**## MSW525MODULE82ndINSTRUCTIONS.docx**
**Trauma Treatment Plan**
**READINGS:**
Saxe, G., Ellis, B.H. & Brown, A. (2016).
_Trauma systems therapy for children and teens_. Guilford Press
·
**Chapter 10**: Treatment Planning: How to Use the Information You've Gathered to Plan What You Will Do
·
**Chapter 12**: Safety-Focused Treatment: Establishing and Maintaining Safe Environments for Children
·
**Chapter 13:** Regulation-Focused Treatment: How to Help Children Regulate Emotional States, or How Therapists Can Be Construction Workers on the Autobahn
**All parts of this assignment need to be based on the** **TRAUMA SYSTEM THERAPY treatment method****** IN THE BOOK**
1. Identify and prioritize problems to address with the client in treatment. This section needs to be developed according to the
**TST Priority Problem Worksheet tool. See Chapter 10 p.194.**
2.
**Identify potential players on the treatment team and assign roles.**
3. Use the trauma assessment tool to identify the appropriate phase of intervention to begin treatment. This section needs to be based on
**the TST Treatment Planning Grid tool. See Chapter 10 p. 204-205**
4. Identify potential solutions to the problem and articulate descriptions for solution planning. Based on the
**Phase of Intervention** for your client, your potential solutions will be based on either Safety-Focused Treatment, Regulation-Focused Treatment, or Beyond Trauma Treatment.
**See Chapters 12, 13, 14, respectively.**
5. Identify and address potential strengths and barriers to solutions
**. See Chapter 10 p.208 for identifying strengths and p. 209** for identifying potential challenges according to TST.
6. Identify potential traumatic reminders/stressors.
**Based on the Moment by Moment Assessment, Chapter 9 p. 153.**
A Trauma Systems Therapy (TST) priority problem worksheet is a tool used in a team-based treatment approach to help identify and address the core problems of a child who has experienced trauma. It works by linking the child's emotional and behavioral dysregulation directly to the environmental triggers that cause them, and then creating specific, actionable solutions for the treatment team to implement. This worksheet is a key part of the overall TST process, which assesses the child's environment and emotional regulation to place them in a treatment phase and develop a targeted treatment plan.
How the worksheet is used
·
**Team collaboration**: A TST treatment team, which includes a clinician, supervisor, home-based provider, and legal advocate, works together to complete the worksheet. The team also includes the child, caregivers, and school personnel.
·
**Linking trauma to problems**: The worksheet helps the team analyze the specific conditions that control the expression of the child's emotional states (like anxiety, sadness, or rage) and behaviors (like aggression or self-destruction). It connects these behaviors to triggers in the child's environment.
·
**Developing solutions**: Based on the analysis, the worksheet guides the team in creating specific solutions and a treatment plan to address the priority problem.
·
**Moving through treatment phases**: The problems identified on the worksheet are used to determine the child's starting phase in the TST model and guide the intervention within that phase. Treatment phases include safety-focused, regulation-focused, and beyond trauma.
·
**Monitoring progress**: Agencies that implement TST often use web-based assessment systems to help monitor both the youth's progress and organizational outcomes based on the priority problems identified.
Purpose and goal
·
**Stabilize the environment**: The ultimate goal is to stabilize the child's environment while simultaneously improving their ability to regulate emotions and behaviors.
·
**Address the core problem**: TST aims to directly address the core problem of traumatic stress—the dysregulation of emotional states when a stressor is encountered.
·
**Foster safety**: By neutralizing or reducing environmental triggers, the worksheet and the subsequent treatment plan help foster a sense of safety in the child. This allows them to eventually move on to processing the trauma itself.
**## MSW525MODULE81stINSTRUCTIONS.docx**
**RUBIC Guidelines**
**6-page T** reatment Plan of
**a Client from a Movie, Book, or Documentary film**
·
**Identify** and prioritize problems to address with the client in treatment.
·
**Identify** potential players on the treatment team and assign roles.
· Use the
**trauma assessment tool to identify the appropriate phase of intervention to begin treatment.**
·
**Identify** Potential Solutions to the Problem and Articulate Descriptions for Solution Planning.
·
**Identify** and address potential strengths and barriers to solutions.
·
**Identify** potential traumatic reminders/stressors
**Grading Criteria**
| | | |
| — | — | — |
| **Criteria** | | **Description** |
| **Identify and prioritize problems to address with the client in treatment.** | | The Student will identify and prioritize the most important problems to address in treatment with the traumatized youth. Students should prioritize at least <br>**4 problems** to address and provide a rationale for why they have chosen these problems. |
| **Identify potential players on the treatment team and assign roles.** | | The student will identify key individuals who will take part in the treatment plan. Students will assign roles to each "<br>**Player" on the team and provide a rationale explaining why they have chosen the individual to take part in the treatment team and why they have been assigned specific roles.** |
| **Use the trauma assessment tool to identify the appropriate phase of intervention to begin treatment.** | | Students will use the <br>**trauma assessment tool** to identify where they will begin their intervention with clients. Students will provide a rationale for the factors that they considered in making the determination. |
| **Identify potential solutions to the problem and articulate descriptions for solution planning.** | | Students will identify the solutions to the problems addressed in the treatment plan. Students will provide a thorough description of the solution and make strong connections explaining how each solution addresses the identified problem. |
| **Identify and address potential strengths and barriers to solutions.** | | Students will identify the key interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Students must provide a strong rationale for why they view these as strengths or barriers. |
| **Identify potential traumatic reminders/stressors.** | | Students will create a list of potential traumatic reminders/stressors and provide a strong rationale for why they have Identified Each Potential reminder/stressor. |
**## SampleFinalAssignment2MSW525MODULE8.pdf**
1
Trauma Treatment Plan: Eva Benitez
STUDENT NAME
Master of Social Work, Chamberlain University College of Health Professions
MSW 525 Trauma Treatment for Children and Adolescents
Dr. Jessica Benito
DATE
2
Trauma Treatment Plan: Eva Benitez
The focus of this treatment plan will be Eva Benitez from the movie Freedom Writers
(LaGravenese, 2007). Eva is a 14-year-old Latina teenager who grew up in a community filled
with racial tension, gangs, and violence (LaGravenese, 2007). She attended Woodrow Wilson
High School in Long Beach, California (LaGravenese, 2007). Eva is strong and caring, but due
to what she has experienced, she often appears angry or defensive. One of the hardest things she
experienced as a child was seeing a man get shot while she sat on her porch (LaGravenese,
2007). After that, the police arrested her father for the crime, even though she knew he was not
the one who did it (LaGravenese, 2007). This event caused Eva to lose trust in the police and
other authority figures and made her feel even more pressure to stay loyal to her family and
gang. Her father’s incarceration and the constant violence around her left Eva struggling with
who she is, where her loyalty should be, and what her future could look like. This paper will
focus on Eva’s trauma history, the problems she struggles with, and a treatment plan that uses the
Safety-Focused phase of Trauma Systems Therapy. It will also look at her strengths, barriers,
and potential solutions to help her move forward.
Treatment Plan: Priority Problems
Priority Problem 1: Exposure to Violence and Trauma
When Eva is exposed to reminders of violence or the fear of losing someone close, she
responds by becoming defensive and angry. She often goes into a fight-or-flight state, using
aggression or withdrawing to protect herself. This can be understood through her past
experiences of growing up surrounded by gang violence and witnessing a man get shot in front
of her father’s home, which led to her father’s arrest. These experiences taught her that survival
3
required staying tough and never showing weakness. This problem is a priority because her
unresolved trauma is closely tied to her anger, mistrust, and hypervigilance. Until she begins to
work through it, she will struggle to feel safe enough to fully engage in treatment.
Priority Problem 2: Conflict Between Family Loyalty and Personal Needs
When Eva is exposed to family expectations that go against her own needs, she usually
shuts down or acts out. She goes into a freeze or flight state where she feels stuck and conflicted.
This comes from her father going to prison and the strong influence he had on her, which
pressured her to stay loyal to her family and culture even when it wasn’t safe. She often felt like
she couldn’t make her own choices without letting her people down. This was clear when she felt
conflicted about testifying in court against her boyfriend, who killed a student from her school
(LaGravenese, 2007). Because of that choice, she ended up being disowned by her family and
gang friends. This problem needs to be addressed because her guilt and fear are holding her back.
If it isn’t worked through, Eva will stay stuck between her family’s expectations and her own
well-being.
Priority Problem 3: Distrust of Authority Figures
When Eva is exposed to authority figures, she often reacts with distrust and resistance.
She challenges adults quickly as a way of protecting herself from being hurt or ignored. This
comes from her past experiences with teachers, police, and others in power who judged her
community and dismissed her struggles. As a child, Eva witnessed a man being shot while she
was sitting on her porch (LaGravenese, 2007). Even though she knew who the shooter was, the
police broke into her home and arrested her father for the crime (LaGravenese, 2007). Watching
her father being taken away for something he didn’t do reinforced her belief that people in power
4
were not safe or trustworthy. Eva has also expressed that she hates white people because she
feels they hold all the power. This problem is a priority because without addressing her distrust,
Eva will struggle to accept help from support systems or therapeutic relationships. Building trust
with safe adults is necessary for her to make progress in treatment.
Priority Problem 4: Struggles With Identity and Hopelessness About the Future
When Eva is exposed to conversations about her future, she avoids the topic or says it
doesn’t matter. She shuts down and feels hopeless, unable to picture a life different from what
she knows. This comes from growing up around poverty and violence, where she saw people in
her community stuck in the same cycles. Because of this, she has low self-esteem and little belief
that her life could change. This is important to work on because without hope or a stronger sense
of self, Eva won’t be motivated to focus on her growth. Helping her build confidence and see
new possibilities is key to her healing.
Key Players in Eva’s Treatment Plan
The Child
Eva is the most important member of her treatment team. Including her in the plan gives
her a sense of control and keeps her motivated. She will join therapy to work on her trauma,
manage emotions, and set personal goals like staying in school and using coping skills.
Family Members
Eva’s mother is part of the plan to give family support and keep Eva tied to her culture,
even if their relationship is strained. Her father is included if it is safe, since his influence shaped
5
her views on loyalty and identity. Limited involvement from him can help Eva work through her
loyalty conflict and begin to heal from that pain.
Mentor
A mentor is included to give Eva guidance and provide a safe adult relationship outside
of family and peers. Since Eva struggles with trust, a consistent and supportive mentor can
slowly help her rebuild confidence in adults and show her healthier ways to make choices.
Teacher
Ms. Gruwell is included because school is such an important part of Eva’s life. She has
already built trust with Eva and showed her that not all authority figures are against her. Having
Ms. Gruwell on the team gives Eva encouragement to stay engaged in school and see education
as a way forward.
Therapist
The therapist’s role is to give Eva a safe and structured space to process her trauma, learn
coping skills, and work on her identity outside of gang ties. Therapy is essential for helping Eva
manage survival states and build healthier emotional regulation.
School Social Worker
A school social worker can help connect Eva to resources and check in on how she is
doing at school. They can also serve as another safe adult for her and help maintain open
communication between school and home, ensuring her needs are supported in both places.
6
Initial Phase of Intervention for Eva
Eva shows survival states like anger, shutting down when she feels conflicted, and
avoiding conversations about her future. Her environment is unsafe since she lives in a violent
community, faces gang pressure, and goes to a school where she does not always feel protected.
One of the most impactful experiences from her past was watching a man get shot in front of her
home and then seeing the police arrest her father for the crime, even though she knew he was
innocent. Experiences like this left her feeling unsafe and mistrustful. Eva’s intervention will
begin in the safety-focused phase, as this phase is needed when a child is showing survival states
and is also living in a harmful environment.
The safety-focused phase is the most appropriate intervention to begin with because Eva
cannot begin to work on regulating her emotions or processing trauma until she feels secure in
her daily life. Saxe et al. (2016) explain that children need safety and stability before they can
move forward in treatment. For Eva, this means surrounding her with protective factors, such as
supportive adults like Ms. Gruwell, a mentor, and her therapist, as well as safe peer connections.
Starting here gives her the stability she needs to eventually engage in treatment, rebuild trust, and
begin to see hope for her future.
Solution Planning for Eva’s Treatment
Eva’s treatment starts in the Safety-Focused phase because she lives in a harmful
environment and her caregivers have not always been able to protect her when she shifts into
survival states. The goal here is to make her environment feel safer and to lower the chances she
will fall into survival states. Her exposure to violence and trauma, individual therapy will give
Eva a safe space to talk about what she has witnessed, like the shooting in front of her father’s
7
home, while also teaching coping skills for anger and fear. This solution helps her manage
survival states and slowly rebuild trust in her safety (Saxe et al., 2016). For her conflict between
family loyalty and her own needs, family therapy, parent education, and mentoring are key.
These supports improve communication with her mother, help both parents understand trauma,
and show Eva she can value her family while still making safe choices. Including her father,
even in a limited way, eases the pressure she feels to stay loyal at all costs.
For her distrust of authority, building steady relationships with safe adults such as her
therapist, Ms. Gruwell, and a mentor will replace negative experiences with positive ones. This
helps Eva learn that not all authority figures will harm or dismiss her. Furthermore, her struggles
with identity and hopelessness, school support, and a positive peer group give her safe daily
connections and reduce gang pressure. These solutions create a sense of belonging and show her
new possibilities for the future. Each solution links directly to the problems in Eva’s plan and
matches the Safety-Focused phase by stabilizing her environment and building protection around
her. Once these areas are more secure, Eva will be ready for the next stage of treatment.
Strengths and Barriers in Eva’s Treatment Plan
Strengths
Eva has some personal strengths that can help in her treatment. She has already shown
she can trust adults like Ms. Gruwell, which means she can open up when she feels respected.
She also demonstrates resilience by continuing to attend school despite the stress at home and in
her community. Her loyalty and strong sense of justice, while sometimes creating problems, can
also be redirected as positive values to support her growth and development. An important
environmental strength is the support she receives at school. With Ms. Gruwell and possibly a
school counselor, the school can become a safe base for her. Access to a mentor or youth
8
program is another strength, as it gives her safe peer connections and consistent adult support
outside of her neighborhood.
Barriers
Eva has a hard time trusting authority because of her past experiences with the police and
other adults who judged her community. She also struggles with choosing between being loyal to
her family and keeping herself safe, which leaves her feeling stuck. Another big barrier is that
she lives in a violent neighborhood where there is a lot of gang pressure. Poverty also limits her
options for safe activities and resources. Even at school, while she has supportive adults, there
may still be negative peer influences that can trigger her survival states.
These strengths and barriers guide the treatment plan because they show where protective
factors already exist and where risks need to be reduced. In line with the Safety-Focused phase,
the plan will use Eva’s existing supports at school and her ability to connect with trusted adults
while addressing harmful environments, family conflicts, and her mistrust of authority (Saxe et
al., 2016).
Triggers and Stressors in Eva’s Case
Using the Moment-by-Moment Assessment, Eva has different reminders and stressors
that can set off her survival states. One major reminder is police or law enforcement, since she
saw her father arrested for a crime he did not commit. This makes her connect the police with
fear and injustice. Another reminder is violence in her neighborhood, like gunshots, fights, or
seeing gang activity, which brings her back to the shooting she witnessed as a child. School can
also be a stressor when she feels judged by authority figures or compared to others, since she
already struggles with trust. Family conflict is another reminder, especially when her father
pressures her about loyalty or when she feels she is letting her family down. Even conversations
9
about her future can be a stressor, because she often feels hopeless and unable to imagine a life
outside of her current environment.
Conclusion
Eva’s treatment plan centers on the Safety-Focused phase of Trauma Systems Therapy to
make sure her environment feels more stable and supportive. The plan highlights both her
strengths and barriers while involving key people who can guide her progress, such as her
therapist, mentor, Ms. Gruwell, and her parents. Starting here will help Eva build trust, use
coping skills, and feel safer in her daily life. These supports give her a base to keep moving
forward in treatment and work toward healing over time.
10
Reference
LaGravenese, R. (Director). (2007). Freedom writers [Film]. Paramount Pictures.
Saxe, G., Ellis, B.H. & Brown, A. (2016). Trauma systems therapy for children and teens.
Guilford Press
**TSTPRIORITYPROBLEMWORKSHEETMSW525MODULE8.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/tstpriorityproblemworksheetmsw525module8-png)
**TSTPRIORITYPROBLEMWORKSHEETMSW525MODULE8.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/tstpriorityproblemworksheetmsw525module8-png)
**## MSW525MODULE82ndINSTRUCTIONS.docx**
**Trauma Treatment Plan**
**READINGS:**
Saxe, G., Ellis, B.H. & Brown, A. (2016).
_Trauma systems therapy for children and teens_. Guilford Press
·
**Chapter 10**: Treatment Planning: How to Use the Information You've Gathered to Plan What You Will Do
·
**Chapter 12**: Safety-Focused Treatment: Establishing and Maintaining Safe Environments for Children
·
**Chapter 13:** Regulation-Focused Treatment: How to Help Children Regulate Emotional States, or How Therapists Can Be Construction Workers on the Autobahn
**All parts of this assignment need to be based on the** **TRAUMA SYSTEM THERAPY treatment method****** IN THE BOOK**
1. Identify and prioritize problems to address with the client in treatment. This section needs to be developed according to the
**TST Priority Problem Worksheet tool. See Chapter 10 p.194.**
2.
**Identify potential players on the treatment team and assign roles.**
3. Use the trauma assessment tool to identify the appropriate phase of intervention to begin treatment. This section needs to be based on
**the TST Treatment Planning Grid tool. See Chapter 10 p. 204-205**
4. Identify potential solutions to the problem and articulate descriptions for solution planning. Based on the
**Phase of Intervention** for your client, your potential solutions will be based on either Safety-Focused Treatment, Regulation-Focused Treatment, or Beyond Trauma Treatment.
**See Chapters 12, 13, 14, respectively.**
5. Identify and address potential strengths and barriers to solutions
**. See Chapter 10 p.208 for identifying strengths and p. 209** for identifying potential challenges according to TST.
6. Identify potential traumatic reminders/stressors.
**Based on the Moment by Moment Assessment, Chapter 9 p. 153.**
A Trauma Systems Therapy (TST) priority problem worksheet is a tool used in a team-based treatment approach to help identify and address the core problems of a child who has experienced trauma. It works by linking the child's emotional and behavioral dysregulation directly to the environmental triggers that cause them, and then creating specific, actionable solutions for the treatment team to implement. This worksheet is a key part of the overall TST process, which assesses the child's environment and emotional regulation to place them in a treatment phase and develop a targeted treatment plan.
How the worksheet is used
·
**Team collaboration**: A TST treatment team, which includes a clinician, supervisor, home-based provider, and legal advocate, works together to complete the worksheet. The team also includes the child, caregivers, and school personnel.
·
**Linking trauma to problems**: The worksheet helps the team analyze the specific conditions that control the expression of the child's emotional states (like anxiety, sadness, or rage) and behaviors (like aggression or self-destruction). It connects these behaviors to triggers in the child's environment.
·
**Developing solutions**: Based on the analysis, the worksheet guides the team in creating specific solutions and a treatment plan to address the priority problem.
·
**Moving through treatment phases**: The problems identified on the worksheet are used to determine the child's starting phase in the TST model and guide the intervention within that phase. Treatment phases include safety-focused, regulation-focused, and beyond trauma.
·
**Monitoring progress**: Agencies that implement TST often use web-based assessment systems to help monitor both the youth's progress and organizational outcomes based on the priority problems identified.
Purpose and goal
·
**Stabilize the environment**: The ultimate goal is to stabilize the child's environment while simultaneously improving their ability to regulate emotions and behaviors.
·
**Address the core problem**: TST aims to directly address the core problem of traumatic stress—the dysregulation of emotional states when a stressor is encountered.
·
**Foster safety**: By neutralizing or reducing environmental triggers, the worksheet and the subsequent treatment plan help foster a sense of safety in the child. This allows them to eventually move on to processing the trauma itself.
**## MSW525MODULE81stINSTRUCTIONS.docx**
**RUBIC Guidelines**
**6-page T** reatment Plan of
**a Client from a Movie, Book, or Documentary film**
·
**Identify** and prioritize problems to address with the client in treatment.
·
**Identify** potential players on the treatment team and assign roles.
· Use the
**trauma assessment tool to identify the appropriate phase of intervention to begin treatment.**
·
**Identify** Potential Solutions to the Problem and Articulate Descriptions for Solution Planning.
·
**Identify** and address potential strengths and barriers to solutions.
·
**Identify** potential traumatic reminders/stressors
**Grading Criteria**
| | | |
| — | — | — |
| **Criteria** | | **Description** |
| **Identify and prioritize problems to address with the client in treatment.** | | The Student will identify and prioritize the most important problems to address in treatment with the traumatized youth. Students should prioritize at least <br>**4 problems** to address and provide a rationale for why they have chosen these problems. |
| **Identify potential players on the treatment team and assign roles.** | | The student will identify key individuals who will take part in the treatment plan. Students will assign roles to each "<br>**Player" on the team and provide a rationale explaining why they have chosen the individual to take part in the treatment team and why they have been assigned specific roles.** |
| **Use the trauma assessment tool to identify the appropriate phase of intervention to begin treatment.** | | Students will use the <br>**trauma assessment tool** to identify where they will begin their intervention with clients. Students will provide a rationale for the factors that they considered in making the determination. |
| **Identify potential solutions to the problem and articulate descriptions for solution planning.** | | Students will identify the solutions to the problems addressed in the treatment plan. Students will provide a thorough description of the solution and make strong connections explaining how each solution addresses the identified problem. |
| **Identify and address potential strengths and barriers to solutions.** | | Students will identify the key interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Students must provide a strong rationale for why they view these as strengths or barriers. |
| **Identify potential traumatic reminders/stressors.** | | Students will create a list of potential traumatic reminders/stressors and provide a strong rationale for why they have Identified Each Potential reminder/stressor. |
**## SampleFinalAssignment2MSW525MODULE8.pdf**
1
Trauma Treatment Plan: Eva Benitez
STUDENT NAME
Master of Social Work, Chamberlain University College of Health Professions
MSW 525 Trauma Treatment for Children and Adolescents
Dr. Jessica Benito
DATE
2
Trauma Treatment Plan: Eva Benitez
The focus of this treatment plan will be Eva Benitez from the movie Freedom Writers
(LaGravenese, 2007). Eva is a 14-year-old Latina teenager who grew up in a community filled
with racial tension, gangs, and violence (LaGravenese, 2007). She attended Woodrow Wilson
High School in Long Beach, California (LaGravenese, 2007). Eva is strong and caring, but due
to what she has experienced, she often appears angry or defensive. One of the hardest things she
experienced as a child was seeing a man get shot while she sat on her porch (LaGravenese,
2007). After that, the police arrested her father for the crime, even though she knew he was not
the one who did it (LaGravenese, 2007). This event caused Eva to lose trust in the police and
other authority figures and made her feel even more pressure to stay loyal to her family and
gang. Her father’s incarceration and the constant violence around her left Eva struggling with
who she is, where her loyalty should be, and what her future could look like. This paper will
focus on Eva’s trauma history, the problems she struggles with, and a treatment plan that uses the
Safety-Focused phase of Trauma Systems Therapy. It will also look at her strengths, barriers,
and potential solutions to help her move forward.
Treatment Plan: Priority Problems
Priority Problem 1: Exposure to Violence and Trauma
When Eva is exposed to reminders of violence or the fear of losing someone close, she
responds by becoming defensive and angry. She often goes into a fight-or-flight state, using
aggression or withdrawing to protect herself. This can be understood through her past
experiences of growing up surrounded by gang violence and witnessing a man get shot in front
of her father’s home, which led to her father’s arrest. These experiences taught her that survival
3
required staying tough and never showing weakness. This problem is a priority because her
unresolved trauma is closely tied to her anger, mistrust, and hypervigilance. Until she begins to
work through it, she will struggle to feel safe enough to fully engage in treatment.
Priority Problem 2: Conflict Between Family Loyalty and Personal Needs
When Eva is exposed to family expectations that go against her own needs, she usually
shuts down or acts out. She goes into a freeze or flight state where she feels stuck and conflicted.
This comes from her father going to prison and the strong influence he had on her, which
pressured her to stay loyal to her family and culture even when it wasn’t safe. She often felt like
she couldn’t make her own choices without letting her people down. This was clear when she felt
conflicted about testifying in court against her boyfriend, who killed a student from her school
(LaGravenese, 2007). Because of that choice, she ended up being disowned by her family and
gang friends. This problem needs to be addressed because her guilt and fear are holding her back.
If it isn’t worked through, Eva will stay stuck between her family’s expectations and her own
well-being.
Priority Problem 3: Distrust of Authority Figures
When Eva is exposed to authority figures, she often reacts with distrust and resistance.
She challenges adults quickly as a way of protecting herself from being hurt or ignored. This
comes from her past experiences with teachers, police, and others in power who judged her
community and dismissed her struggles. As a child, Eva witnessed a man being shot while she
was sitting on her porch (LaGravenese, 2007). Even though she knew who the shooter was, the
police broke into her home and arrested her father for the crime (LaGravenese, 2007). Watching
her father being taken away for something he didn’t do reinforced her belief that people in power
4
were not safe or trustworthy. Eva has also expressed that she hates white people because she
feels they hold all the power. This problem is a priority because without addressing her distrust,
Eva will struggle to accept help from support systems or therapeutic relationships. Building trust
with safe adults is necessary for her to make progress in treatment.
Priority Problem 4: Struggles With Identity and Hopelessness About the Future
When Eva is exposed to conversations about her future, she avoids the topic or says it
doesn’t matter. She shuts down and feels hopeless, unable to picture a life different from what
she knows. This comes from growing up around poverty and violence, where she saw people in
her community stuck in the same cycles. Because of this, she has low self-esteem and little belief
that her life could change. This is important to work on because without hope or a stronger sense
of self, Eva won’t be motivated to focus on her growth. Helping her build confidence and see
new possibilities is key to her healing.
Key Players in Eva’s Treatment Plan
The Child
Eva is the most important member of her treatment team. Including her in the plan gives
her a sense of control and keeps her motivated. She will join therapy to work on her trauma,
manage emotions, and set personal goals like staying in school and using coping skills.
Family Members
Eva’s mother is part of the plan to give family support and keep Eva tied to her culture,
even if their relationship is strained. Her father is included if it is safe, since his influence shaped
5
her views on loyalty and identity. Limited involvement from him can help Eva work through her
loyalty conflict and begin to heal from that pain.
Mentor
A mentor is included to give Eva guidance and provide a safe adult relationship outside
of family and peers. Since Eva struggles with trust, a consistent and supportive mentor can
slowly help her rebuild confidence in adults and show her healthier ways to make choices.
Teacher
Ms. Gruwell is included because school is such an important part of Eva’s life. She has
already built trust with Eva and showed her that not all authority figures are against her. Having
Ms. Gruwell on the team gives Eva encouragement to stay engaged in school and see education
as a way forward.
Therapist
The therapist’s role is to give Eva a safe and structured space to process her trauma, learn
coping skills, and work on her identity outside of gang ties. Therapy is essential for helping Eva
manage survival states and build healthier emotional regulation.
School Social Worker
A school social worker can help connect Eva to resources and check in on how she is
doing at school. They can also serve as another safe adult for her and help maintain open
communication between school and home, ensuring her needs are supported in both places.
6
Initial Phase of Intervention for Eva
Eva shows survival states like anger, shutting down when she feels conflicted, and
avoiding conversations about her future. Her environment is unsafe since she lives in a violent
community, faces gang pressure, and goes to a school where she does not always feel protected.
One of the most impactful experiences from her past was watching a man get shot in front of her
home and then seeing the police arrest her father for the crime, even though she knew he was
innocent. Experiences like this left her feeling unsafe and mistrustful. Eva’s intervention will
begin in the safety-focused phase, as this phase is needed when a child is showing survival states
and is also living in a harmful environment.
The safety-focused phase is the most appropriate intervention to begin with because Eva
cannot begin to work on regulating her emotions or processing trauma until she feels secure in
her daily life. Saxe et al. (2016) explain that children need safety and stability before they can
move forward in treatment. For Eva, this means surrounding her with protective factors, such as
supportive adults like Ms. Gruwell, a mentor, and her therapist, as well as safe peer connections.
Starting here gives her the stability she needs to eventually engage in treatment, rebuild trust, and
begin to see hope for her future.
Solution Planning for Eva’s Treatment
Eva’s treatment starts in the Safety-Focused phase because she lives in a harmful
environment and her caregivers have not always been able to protect her when she shifts into
survival states. The goal here is to make her environment feel safer and to lower the chances she
will fall into survival states. Her exposure to violence and trauma, individual therapy will give
Eva a safe space to talk about what she has witnessed, like the shooting in front of her father’s
7
home, while also teaching coping skills for anger and fear. This solution helps her manage
survival states and slowly rebuild trust in her safety (Saxe et al., 2016). For her conflict between
family loyalty and her own needs, family therapy, parent education, and mentoring are key.
These supports improve communication with her mother, help both parents understand trauma,
and show Eva she can value her family while still making safe choices. Including her father,
even in a limited way, eases the pressure she feels to stay loyal at all costs.
For her distrust of authority, building steady relationships with safe adults such as her
therapist, Ms. Gruwell, and a mentor will replace negative experiences with positive ones. This
helps Eva learn that not all authority figures will harm or dismiss her. Furthermore, her struggles
with identity and hopelessness, school support, and a positive peer group give her safe daily
connections and reduce gang pressure. These solutions create a sense of belonging and show her
new possibilities for the future. Each solution links directly to the problems in Eva’s plan and
matches the Safety-Focused phase by stabilizing her environment and building protection around
her. Once these areas are more secure, Eva will be ready for the next stage of treatment.
Strengths and Barriers in Eva’s Treatment Plan
Strengths
Eva has some personal strengths that can help in her treatment. She has already shown
she can trust adults like Ms. Gruwell, which means she can open up when she feels respected.
She also demonstrates resilience by continuing to attend school despite the stress at home and in
her community. Her loyalty and strong sense of justice, while sometimes creating problems, can
also be redirected as positive values to support her growth and development. An important
environmental strength is the support she receives at school. With Ms. Gruwell and possibly a
school counselor, the school can become a safe base for her. Access to a mentor or youth
8
program is another strength, as it gives her safe peer connections and consistent adult support
outside of her neighborhood.
Barriers
Eva has a hard time trusting authority because of her past experiences with the police and
other adults who judged her community. She also struggles with choosing between being loyal to
her family and keeping herself safe, which leaves her feeling stuck. Another big barrier is that
she lives in a violent neighborhood where there is a lot of gang pressure. Poverty also limits her
options for safe activities and resources. Even at school, while she has supportive adults, there
may still be negative peer influences that can trigger her survival states.
These strengths and barriers guide the treatment plan because they show where protective
factors already exist and where risks need to be reduced. In line with the Safety-Focused phase,
the plan will use Eva’s existing supports at school and her ability to connect with trusted adults
while addressing harmful environments, family conflicts, and her mistrust of authority (Saxe et
al., 2016).
Triggers and Stressors in Eva’s Case
Using the Moment-by-Moment Assessment, Eva has different reminders and stressors
that can set off her survival states. One major reminder is police or law enforcement, since she
saw her father arrested for a crime he did not commit. This makes her connect the police with
fear and injustice. Another reminder is violence in her neighborhood, like gunshots, fights, or
seeing gang activity, which brings her back to the shooting she witnessed as a child. School can
also be a stressor when she feels judged by authority figures or compared to others, since she
already struggles with trust. Family conflict is another reminder, especially when her father
pressures her about loyalty or when she feels she is letting her family down. Even conversations
9
about her future can be a stressor, because she often feels hopeless and unable to imagine a life
outside of her current environment.
Conclusion
Eva’s treatment plan centers on the Safety-Focused phase of Trauma Systems Therapy to
make sure her environment feels more stable and supportive. The plan highlights both her
strengths and barriers while involving key people who can guide her progress, such as her
therapist, mentor, Ms. Gruwell, and her parents. Starting here will help Eva build trust, use
coping skills, and feel safer in her daily life. These supports give her a base to keep moving
forward in treatment and work toward healing over time.
10
Reference
LaGravenese, R. (Director). (2007). Freedom writers [Film]. Paramount Pictures.
Saxe, G., Ellis, B.H. & Brown, A. (2016). Trauma systems therapy for children and teens.
Guilford Press
**TSTPRIORITYPROBLEMWORKSHEETMSW525MODULE8.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/tstpriorityproblemworksheetmsw525module8-png)
**## MSW525MODULE82ndINSTRUCTIONS.docx**
**Trauma Treatment Plan**
**READINGS:**
Saxe, G., Ellis, B.H. & Brown, A. (2016).
_Trauma systems therapy for children and teens_. Guilford Press
·
**Chapter 10**: Treatment Planning: How to Use the Information You've Gathered to Plan What You Will Do
·
**Chapter 12**: Safety-Focused Treatment: Establishing and Maintaining Safe Environments for Children
·
**Chapter 13:** Regulation-Focused Treatment: How to Help Children Regulate Emotional States, or How Therapists Can Be Construction Workers on the Autobahn
**All parts of this assignment need to be based on the** **TRAUMA SYSTEM THERAPY treatment method****** IN THE BOOK**
1. Identify and prioritize problems to address with the client in treatment. This section needs to be developed according to the
**TST Priority Problem Worksheet tool. See Chapter 10 p.194.**
2.
**Identify potential players on the treatment team and assign roles.**
3. Use the trauma assessment tool to identify the appropriate phase of intervention to begin treatment. This section needs to be based on
**the TST Treatment Planning Grid tool. See Chapter 10 p. 204-205**
4. Identify potential solutions to the problem and articulate descriptions for solution planning. Based on the
**Phase of Intervention** for your client, your potential solutions will be based on either Safety-Focused Treatment, Regulation-Focused Treatment, or Beyond Trauma Treatment.
**See Chapters 12, 13, 14, respectively.**
5. Identify and address potential strengths and barriers to solutions
**. See Chapter 10 p.208 for identifying strengths and p. 209** for identifying potential challenges according to TST.
6. Identify potential traumatic reminders/stressors.
**Based on the Moment by Moment Assessment, Chapter 9 p. 153.**
A Trauma Systems Therapy (TST) priority problem worksheet is a tool used in a team-based treatment approach to help identify and address the core problems of a child who has experienced trauma. It works by linking the child's emotional and behavioral dysregulation directly to the environmental triggers that cause them, and then creating specific, actionable solutions for the treatment team to implement. This worksheet is a key part of the overall TST process, which assesses the child's environment and emotional regulation to place them in a treatment phase and develop a targeted treatment plan.
How the worksheet is used
·
**Team collaboration**: A TST treatment team, which includes a clinician, supervisor, home-based provider, and legal advocate, works together to complete the worksheet. The team also includes the child, caregivers, and school personnel.
·
**Linking trauma to problems**: The worksheet helps the team analyze the specific conditions that control the expression of the child's emotional states (like anxiety, sadness, or rage) and behaviors (like aggression or self-destruction). It connects these behaviors to triggers in the child's environment.
·
**Developing solutions**: Based on the analysis, the worksheet guides the team in creating specific solutions and a treatment plan to address the priority problem.
·
**Moving through treatment phases**: The problems identified on the worksheet are used to determine the child's starting phase in the TST model and guide the intervention within that phase. Treatment phases include safety-focused, regulation-focused, and beyond trauma.
·
**Monitoring progress**: Agencies that implement TST often use web-based assessment systems to help monitor both the youth's progress and organizational outcomes based on the priority problems identified.
Purpose and goal
·
**Stabilize the environment**: The ultimate goal is to stabilize the child's environment while simultaneously improving their ability to regulate emotions and behaviors.
·
**Address the core problem**: TST aims to directly address the core problem of traumatic stress—the dysregulation of emotional states when a stressor is encountered.
·
**Foster safety**: By neutralizing or reducing environmental triggers, the worksheet and the subsequent treatment plan help foster a sense of safety in the child. This allows them to eventually move on to processing the trauma itself.
**## MSW525MODULE81stINSTRUCTIONS.docx**
**RUBIC Guidelines**
**6-page T** reatment Plan of
**a Client from a Movie, Book, or Documentary film**
·
**Identify** and prioritize problems to address with the client in treatment.
·
**Identify** potential players on the treatment team and assign roles.
· Use the
**trauma assessment tool to identify the appropriate phase of intervention to begin treatment.**
·
**Identify** Potential Solutions to the Problem and Articulate Descriptions for Solution Planning.
·
**Identify** and address potential strengths and barriers to solutions.
·
**Identify** potential traumatic reminders/stressors
**Grading Criteria**
| | | |
| — | — | — |
| **Criteria** | | **Description** |
| **Identify and prioritize problems to address with the client in treatment.** | | The Student will identify and prioritize the most important problems to address in treatment with the traumatized youth. Students should prioritize at least <br>**4 problems** to address and provide a rationale for why they have chosen these problems. |
| **Identify potential players on the treatment team and assign roles.** | | The student will identify key individuals who will take part in the treatment plan. Students will assign roles to each "<br>**Player" on the team and provide a rationale explaining why they have chosen the individual to take part in the treatment team and why they have been assigned specific roles.** |
| **Use the trauma assessment tool to identify the appropriate phase of intervention to begin treatment.** | | Students will use the <br>**trauma assessment tool** to identify where they will begin their intervention with clients. Students will provide a rationale for the factors that they considered in making the determination. |
| **Identify potential solutions to the problem and articulate descriptions for solution planning.** | | Students will identify the solutions to the problems addressed in the treatment plan. Students will provide a thorough description of the solution and make strong connections explaining how each solution addresses the identified problem. |
| **Identify and address potential strengths and barriers to solutions.** | | Students will identify the key interpersonal and environmental strengths and barriers that will be incorporated into the treatment plan. Students must provide a strong rationale for why they view these as strengths or barriers. |
| **Identify potential traumatic reminders/stressors.** | | Students will create a list of potential traumatic reminders/stressors and provide a strong rationale for why they have Identified Each Potential reminder/stressor. |
**## SampleFinalAssignment2MSW525MODULE8.pdf**
1
Trauma Treatment Plan: Eva Benitez
STUDENT NAME
Master of Social Work, Chamberlain University College of Health Professions
MSW 525 Trauma Treatment for Children and Adolescents
Dr. Jessica Benito
DATE
2
Trauma Treatment Plan: Eva Benitez
The focus of this treatment plan will be Eva Benitez from the movie Freedom Writers
(LaGravenese, 2007). Eva is a 14-year-old Latina teenager who grew up in a community filled
with racial tension, gangs, and violence (LaGravenese, 2007). She attended Woodrow Wilson
High School in Long Beach, California (LaGravenese, 2007). Eva is strong and caring, but due
to what she has experienced, she often appears angry or defensive. One of the hardest things she
experienced as a child was seeing a man get shot while she sat on her porch (LaGravenese,
2007). After that, the police arrested her father for the crime, even though she knew he was not
the one who did it (LaGravenese, 2007). This event caused Eva to lose trust in the police and
other authority figures and made her feel even more pressure to stay loyal to her family and
gang. Her father’s incarceration and the constant violence around her left Eva struggling with
who she is, where her loyalty should be, and what her future could look like. This paper will
focus on Eva’s trauma history, the problems she struggles with, and a treatment plan that uses the
Safety-Focused phase of Trauma Systems Therapy. It will also look at her strengths, barriers,
and potential solutions to help her move forward.
Treatment Plan: Priority Problems
Priority Problem 1: Exposure to Violence and Trauma
When Eva is exposed to reminders of violence or the fear of losing someone close, she
responds by becoming defensive and angry. She often goes into a fight-or-flight state, using
aggression or withdrawing to protect herself. This can be understood through her past
experiences of growing up surrounded by gang violence and witnessing a man get shot in front
of her father’s home, which led to her father’s arrest. These experiences taught her that survival
3
required staying tough and never showing weakness. This problem is a priority because her
unresolved trauma is closely tied to her anger, mistrust, and hypervigilance. Until she begins to
work through it, she will struggle to feel safe enough to fully engage in treatment.
Priority Problem 2: Conflict Between Family Loyalty and Personal Needs
When Eva is exposed to family expectations that go against her own needs, she usually
shuts down or acts out. She goes into a freeze or flight state where she feels stuck and conflicted.
This comes from her father going to prison and the strong influence he had on her, which
pressured her to stay loyal to her family and culture even when it wasn’t safe. She often felt like
she couldn’t make her own choices without letting her people down. This was clear when she felt
conflicted about testifying in court against her boyfriend, who killed a student from her school
(LaGravenese, 2007). Because of that choice, she ended up being disowned by her family and
gang friends. This problem needs to be addressed because her guilt and fear are holding her back.
If it isn’t worked through, Eva will stay stuck between her family’s expectations and her own
well-being.
Priority Problem 3: Distrust of Authority Figures
When Eva is exposed to authority figures, she often reacts with distrust and resistance.
She challenges adults quickly as a way of protecting herself from being hurt or ignored. This
comes from her past experiences with teachers, police, and others in power who judged her
community and dismissed her struggles. As a child, Eva witnessed a man being shot while she
was sitting on her porch (LaGravenese, 2007). Even though she knew who the shooter was, the
police broke into her home and arrested her father for the crime (LaGravenese, 2007). Watching
her father being taken away for something he didn’t do reinforced her belief that people in power
4
were not safe or trustworthy. Eva has also expressed that she hates white people because she
feels they hold all the power. This problem is a priority because without addressing her distrust,
Eva will struggle to accept help from support systems or therapeutic relationships. Building trust
with safe adults is necessary for her to make progress in treatment.
Priority Problem 4: Struggles With Identity and Hopelessness About the Future
When Eva is exposed to conversations about her future, she avoids the topic or says it
doesn’t matter. She shuts down and feels hopeless, unable to picture a life different from what
she knows. This comes from growing up around poverty and violence, where she saw people in
her community stuck in the same cycles. Because of this, she has low self-esteem and little belief
that her life could change. This is important to work on because without hope or a stronger sense
of self, Eva won’t be motivated to focus on her growth. Helping her build confidence and see
new possibilities is key to her healing.
Key Players in Eva’s Treatment Plan
The Child
Eva is the most important member of her treatment team. Including her in the plan gives
her a sense of control and keeps her motivated. She will join therapy to work on her trauma,
manage emotions, and set personal goals like staying in school and using coping skills.
Family Members
Eva’s mother is part of the plan to give family support and keep Eva tied to her culture,
even if their relationship is strained. Her father is included if it is safe, since his influence shaped
5
her views on loyalty and identity. Limited involvement from him can help Eva work through her
loyalty conflict and begin to heal from that pain.
Mentor
A mentor is included to give Eva guidance and provide a safe adult relationship outside
of family and peers. Since Eva struggles with trust, a consistent and supportive mentor can
slowly help her rebuild confidence in adults and show her healthier ways to make choices.
Teacher
Ms. Gruwell is included because school is such an important part of Eva’s life. She has
already built trust with Eva and showed her that not all authority figures are against her. Having
Ms. Gruwell on the team gives Eva encouragement to stay engaged in school and see education
as a way forward.
Therapist
The therapist’s role is to give Eva a safe and structured space to process her trauma, learn
coping skills, and work on her identity outside of gang ties. Therapy is essential for helping Eva
manage survival states and build healthier emotional regulation.
School Social Worker
A school social worker can help connect Eva to resources and check in on how she is
doing at school. They can also serve as another safe adult for her and help maintain open
communication between school and home, ensuring her needs are supported in both places.
6
Initial Phase of Intervention for Eva
Eva shows survival states like anger, shutting down when she feels conflicted, and
avoiding conversations about her future. Her environment is unsafe since she lives in a violent
community, faces gang pressure, and goes to a school where she does not always feel protected.
One of the most impactful experiences from her past was watching a man get shot in front of her
home and then seeing the police arrest her father for the crime, even though she knew he was
innocent. Experiences like this left her feeling unsafe and mistrustful. Eva’s intervention will
begin in the safety-focused phase, as this phase is needed when a child is showing survival states
and is also living in a harmful environment.
The safety-focused phase is the most appropriate intervention to begin with because Eva
cannot begin to work on regulating her emotions or processing trauma until she feels secure in
her daily life. Saxe et al. (2016) explain that children need safety and stability before they can
move forward in treatment. For Eva, this means surrounding her with protective factors, such as
supportive adults like Ms. Gruwell, a mentor, and her therapist, as well as safe peer connections.
Starting here gives her the stability she needs to eventually engage in treatment, rebuild trust, and
begin to see hope for her future.
Solution Planning for Eva’s Treatment
Eva’s treatment starts in the Safety-Focused phase because she lives in a harmful
environment and her caregivers have not always been able to protect her when she shifts into
survival states. The goal here is to make her environment feel safer and to lower the chances she
will fall into survival states. Her exposure to violence and trauma, individual therapy will give
Eva a safe space to talk about what she has witnessed, like the shooting in front of her father’s
7
home, while also teaching coping skills for anger and fear. This solution helps her manage
survival states and slowly rebuild trust in her safety (Saxe et al., 2016). For her conflict between
family loyalty and her own needs, family therapy, parent education, and mentoring are key.
These supports improve communication with her mother, help both parents understand trauma,
and show Eva she can value her family while still making safe choices. Including her father,
even in a limited way, eases the pressure she feels to stay loyal at all costs.
For her distrust of authority, building steady relationships with safe adults such as her
therapist, Ms. Gruwell, and a mentor will replace negative experiences with positive ones. This
helps Eva learn that not all authority figures will harm or dismiss her. Furthermore, her struggles
with identity and hopelessness, school support, and a positive peer group give her safe daily
connections and reduce gang pressure. These solutions create a sense of belonging and show her
new possibilities for the future. Each solution links directly to the problems in Eva’s plan and
matches the Safety-Focused phase by stabilizing her environment and building protection around
her. Once these areas are more secure, Eva will be ready for the next stage of treatment.
Strengths and Barriers in Eva’s Treatment Plan
Strengths
Eva has some personal strengths that can help in her treatment. She has already shown
she can trust adults like Ms. Gruwell, which means she can open up when she feels respected.
She also demonstrates resilience by continuing to attend school despite the stress at home and in
her community. Her loyalty and strong sense of justice, while sometimes creating problems, can
also be redirected as positive values to support her growth and development. An important
environmental strength is the support she receives at school. With Ms. Gruwell and possibly a
school counselor, the school can become a safe base for her. Access to a mentor or youth
8
program is another strength, as it gives her safe peer connections and consistent adult support
outside of her neighborhood.
Barriers
Eva has a hard time trusting authority because of her past experiences with the police and
other adults who judged her community. She also struggles with choosing between being loyal to
her family and keeping herself safe, which leaves her feeling stuck. Another big barrier is that
she lives in a violent neighborhood where there is a lot of gang pressure. Poverty also limits her
options for safe activities and resources. Even at school, while she has supportive adults, there
may still be negative peer influences that can trigger her survival states.
These strengths and barriers guide the treatment plan because they show where protective
factors already exist and where risks need to be reduced. In line with the Safety-Focused phase,
the plan will use Eva’s existing supports at school and her ability to connect with trusted adults
while addressing harmful environments, family conflicts, and her mistrust of authority (Saxe et
al., 2016).
Triggers and Stressors in Eva’s Case
Using the Moment-by-Moment Assessment, Eva has different reminders and stressors
that can set off her survival states. One major reminder is police or law enforcement, since she
saw her father arrested for a crime he did not commit. This makes her connect the police with
fear and injustice. Another reminder is violence in her neighborhood, like gunshots, fights, or
seeing gang activity, which brings her back to the shooting she witnessed as a child. School can
also be a stressor when she feels judged by authority figures or compared to others, since she
already struggles with trust. Family conflict is another reminder, especially when her father
pressures her about loyalty or when she feels she is letting her family down. Even conversations
9
about her future can be a stressor, because she often feels hopeless and unable to imagine a life
outside of her current environment.
Conclusion
Eva’s treatment plan centers on the Safety-Focused phase of Trauma Systems Therapy to
make sure her environment feels more stable and supportive. The plan highlights both her
strengths and barriers while involving key people who can guide her progress, such as her
therapist, mentor, Ms. Gruwell, and her parents. Starting here will help Eva build trust, use
coping skills, and feel safer in her daily life. These supports give her a base to keep moving
forward in treatment and work toward healing over time.
10
Reference
LaGravenese, R. (Director). (2007). Freedom writers [Film]. Paramount Pictures.
Saxe, G., Ellis, B.H. & Brown, A. (2016). Trauma systems therapy for children and teens.
Guilford Press
**TSTPRIORITYPROBLEMWORKSHEETMSW525MODULE8.png**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/tstpriorityproblemworksheetmsw525module8-png)
– 1
– 2
– 3
– 4