TPN - Vol 16, Issue 2, Summer 2021

NEWS in this issue... Complex trauma, complex PTSD, and resiliency FEATURE ARTICLE BY: FABIANA FRANCO P. 6 Charles R. Figley, PhD WHO'S WHO, P. 10 Traumatic experiences of normal development FEATURED BOOK P. 25 COVER PHOTO: AN OCEAN VIEW BY: NICOLE MANTELLA SUMMER 2021 | VOL. 16, ISSUE 2 WWW.TRAUMAPSYCHNEWS.COM

CONTENTS Cover image: \"This is one tiny sea creature’s view from the beaches of Florida. The photo is meant to be a refreshing reminder that the same 3 | editorial note obstacle can be viewed from many different angles. Here, this baby jellyfish is surrounded by sand, but will ultimately make it back to the waiting ocean waters in an act of resilience and determination.\" -NM 4 | president's column 6 | feature COMPLEX TRAUMA, COMPLEX PTSD, AND RESILIENCY 10 | who's who CHARLES R FIGLEY 13 | international APA INTERNATIONAL STIPEND AWARDEES 14 | military & veterans COMMUNITY REINTEGRATION OF VETERANS IN A PANDEMIC ENVIRONMENT 17 | multicultural & diversity INSTITUTE FOR DISASTER MENTAL HEALTH 19 | students RACIAL TRAUMA: DEFINITION, IMPACT, AND CULTURALLY GROUNDED INTERVENTION 23 | early career professionals CALL FOR PAPERS 24 | fellows INITIAL FELLOWS APPLICATIONS DUE OCT 1 25 | book reviews, media, & more FEATURED BOOK: TRAUMATIC EXPERIENCES OF NORMAL DEVELOPMENT 26 | end matter Unless otherwise stated, all photos are Canva Pro stock images. Submit member cover art through TPN's online submission form. TRAUMA PSYCHOLOGY NEWS | 2 A PUBLICATION OF APA DIVISION 56

EDITORIAL NOTE Viann Nguyen-Feng Vera Békés Dear TPN friends, Nicole Mantella THE EDITORIAL TEAM & I WISH YOU THE WARMEST WELCOME to Trauma Psychology News' Summer 2021 issue. Halfway into 2021, we now sit in this liminal space between pandemic living and the \"new normal\" that awaits. May this issue remind us that this shifting space is shared. We each carry seemingly antagonistic sentiments, to varying degrees. Hope glimmers alongside the realization that last year—last month, last week—were not too long ago. And for many, the wonderment of reopening and reemergence occurs with fear; there is the anxiety of reentering a space in which we were unwelcome in the very first place. As we look forward, we must not forget the stories and histories laid before us. Turning to the articles of this TPN issue, we must learn from lessons encountered over decades of disaster mental health (p. 17) while acknowledging the longstanding and omnipresent impacts of trauma—racial, historical, and all its intersectional forms (p. 19). The universality of trauma is highlighted in this issue's featured book (p. 25), with our other core articles rightfully discuss resilience (p. 6), reintegration (p. 14), and, all the meanwhile, permission to grieve (p. 4). THANK YOU FOR READING THIS LETTER, for choosing to engage in these words at this time. I look forward to hearing your stories and sharing this TPN space with you all. VIANN N. NGUYEN-FENG Editorial Trio Editor-in-Chief Editor-in-Chief TRAUMA PSYCHOLOGY NEWS | 3 Viann Nguyen-Feng, PhD, MPH, LP Associate Editor Vera Békés, PhD, LP Chief Editorial Assistant Nicole Mantella, PhD A PUBLICATION OF APA DIVISION 56

PRESIDENT'S COLUMN Tyson Bailey, PsyD, ABPP TPN REFLECTIONS ON LOSS Reflecting on the past year brings up a:ecruos ;yeliaB nosyT conversation I have with my clients regularly, one that focuses on how terrible our culture is with grief and loss. I often state that we only allow people 37 seconds to grieve in an incredibly narrow set of circumstances. These expectations leave many of the clients who choose to share their stories with a profound sense of “brokenness” because they cannot “just get over” the pain and distress. It has been a consistently novel idea that they are and have been experiencing a persistently activated loss throughout a majority of their time on this planet. While validating, this conversation also brings with it a newly recognized experience of loss— one associated with how many important life events have been impacted by the pain, impaired self-development, and distress that is common in the wake of repeated trauma. Although many conversations are related to a client’s personal experiences of grief and loss, this year has brought a point of commonality into the therapy room. We have experienced the loss of a therapeutic space, the persistent stress of uncertainty in the beginning stages of the pandemic, and the desperate search for a sense of “usual” together. We have witnessed the news stories of the people who did not survive the virus, now 4 million and counting worldwide. Faced with these experiences, we had many conversations about recognizing the impact of these losses and figuring out how to maintain a sense of connection in a virtual world. I believe we are only beginning to scratch the surface of understanding the impact of these losses as a society and we must strive to give each other space, to challenge the cultural ideas about how we “should” feel or process our emotions. It is my hope that Division 56 can provide a place for these conversations to happen now and every day in the future. The place that we can connect as colleagues and friends to validate our lived experiences. For without these types of connections, the past year would have been a much darker place. As I wrote the first two paragraphs, I found myself reflecting on the other persistent losses and points of invalidation that have been part of our nation’s history. From the violence that has been perpetuated on Black bodies and minds; the attacks on Muslim individuals after 9/11; the hate and violence toward Asian American and Pacific Islander communities during WWII and through the current pandemic; anti-Semitism in all of its forms domestic and broad; to the genocide of our Indigenous cultures to make way for White settlers. Consistently reminding myself, as a privileged straight, White, male from an upper-middle class background, that for marginalized communities, that safety is not something that could be lost, because it was never established in the first place. This has been one of the most important lessons of my life as a trauma psychologist—true safety is most often a luxury of privilege and can only be lost if you had it in the first place. TRAUMA PSYCHOLOGY NEWS | 4 A PUBLICATION OF APA DIVISION 56

PRESIDENT'S COLUMN | TYSON BAILEY 2021 CONVENTION PROGRAMING We are honored to have 15 exciting and informative programs for this year’s virtual convention, many of which will explore these discussed above. Given the myriad impacts of COVID over the past year, about half of the presentations are focused on pandemic-related research findings. We are also thrilled to have several presentations focusing treatment and assessment of dissociation. Further, several sessions will discuss the impacts of trauma on marginalized groups, which is important given the continued disparities in treatment and health, as well as the persistent impact of institutionalized racism, heterosexism, and ableism. I also hope you will join me for a discussion of treatment for complex posttraumatic reactions during my Presidential Address. I will focus on the importance of understanding how and when exposure is present in this work and suggesting an expanded model for healing when clients have experienced persistent harm and disruption, particularly during early developmental stages. I hope this presentation continues throughout the remainder of the year, and I notice sadness that we do not get to interact in real time. CHANGE GRANT For the second year, Division 56 has sponsored individuals creating project focusing on Cultivating Healing, Advocacy, Nonviolence, Growth, and Equity (CHANGE). We would like to extend our deepest gratitude to Ayli Carrero Pinedo and Katy Lacefield for spearheading this exciting project over the past two years and supporting our early career and student members. We are thrilled to congratulate the winners of this year’s CHANGE grant and are excited to see how these projects develop. Please join me in celebrating the following winners: Dr. Candice Presseau (ECP) Aldo Barrita (Student) Mahogany Monette (Student) Ginette Sims (Student) Wendy Chu (Student) WE NEED YOU! Division 56 leadership is consistently search for passionate trauma psychologists to help ensure we are meeting the needs of our members. We are always looking people to join our committees and keep us moving forward. If you are passionate about trauma-informed care, research, or pedagogy, please reach out so we can get you connected. FINAL THOUGHTS In closing, I am grateful and humbled to be part of this amazing community of trauma psychologists. I am grateful to all of the humans who have shared their stories, lives, and guidance throughout my journey as a psychologist. Without these wonderful humans, there is no way I would be where I am today. I would like to extend special thanks to Laura Brown, who taught me the power of taking risks and reminded me to “not just do something, sit there.” As I was completing this article, this Permission to Mourn came across my Facebook feed. It seemed an appropriate end to these reflections and a reminder of the importance of authentically experiencing all that life has to offer, especially feelings we are typically encouraged to hide in our culture even if they fit the situation. I hope everyone is taking good care and your loved ones are safe and healthy. We are all looking forward to coming together as a group again in 2022 and continuing our journey of fostering a trauma-informed world. TRAUMA PSYCHOLOGY NEWS | 5 A PUBLICATION OF APA DIVISION 56

FEATURE ARTICLE COMPLEX TRAUMA, COMPLEX PTSD, AND RESILIENCY Fabiana Franco Dr. Fabiana Franco is a clinical TRAUMAS DEVELOPED AND TRANSMITTED in the family psychologist in New York City. She is a have particularly profound effects when they involve a founding member and chair of the dependent infant or child (Isobel et al., 2019). Trauma Special Interest Group of the Understanding the pathways between childhood trauma and New York State Psychological negative mental health consequences in adulthood, as well Association Special Interest Group, and as the interplay between the early traumatic experiences co-chair of the Intergenerational and the family environment in childhood can help mental Transmission of Trauma Special Interest health professionals to provide effective trauma-informed Group of the International Association of care. Traumatic Stress Studies. She is a former Clinical Professor of Psychology at The George Washington University. Dr. Franco holds a Level II Certification in Complex Trauma from the International Association of Trauma Professionals and Diplomate Credential with the American Academy of Experts in Traumatic Stress and the National Center for Crisis Management. She serves as Co-Chair of the Intergenerational Transmission of Trauma and Resilience Group for the International Society for Traumatic Stress Studies. THE ROLE OF FAMILY AND EARLY CHILDHOOD IN C-PTSD PTSD is usually preceded by one or more traumatic events (such as rape, war, natural disaster, or a car accident). Complex PTSD (C-PTSD) is more strongly associated with prolonged and repeated exposure to different types of traumatic experiences in childhood (Ocean, 2020). For the person suffering from C-PTSD, the trauma (such as repeated incidents of domestic abuse or violence) is most often relational (Karatzias et al., 2017). Typically, C-PTSD in an adult is a result of traumatic interactions experienced during critical developmental stages and that occurred between the child and a parent or other caregiver. As a child grows, they develop coping skills for responding to danger by learning and adapting in a process with trusted family members. When the parent or caregiver, who should be a reliable source of affection and support, is the source of the danger, this developmental process is profoundly disrupted. TRAUMA PSYCHOLOGY NEWS | 6 A PUBLICATION OF APA DIVISION 56

FEATURE ARTICLE These traumatic interactions can interfere in the child’s development of the internal working model of self (Schore, 2003); the child may respond by internalizing that they are not deserving of love and care. While the exact mechanisms are not clear yet, it is also likely that a vulnerable child who cannot rely on primary caregivers for guidance and protection is less able to discover healthy ways to respond to dangerous or difficult situations later in life. The child can develop strategies for self-protection that, in adulthood, become maladaptive or even self-destructive. REPEATED ADVERSE CHILDHOOD EXPERIENCES HAVE MORE CONSEQUENCES THAN SINGLE OR ISOLATED EXPERIENCES Adverse childhood experiences (ACEs) are potentially traumatic events that occur in childhood. They can include physical, sexual, or emotional abuse by a parent or caregiver; neglect by them; witnessing domestic or community violence; witnessing suicide or attempted suicide by a family member; substance abuse; incarceration of a parent or separation from a parent. The effect of the ACEs is cumulative when several such events occur. For instance, analysis of the data from the Whitehall II study, a longitudinal British civil service-based cohort study (N = 7,870, 69.5% male), found that the risk of alcohol abuse in midlife increased substantially with exposure to adverse childhood experiences, and there was a clear dosage effect as the number of ACEs increased (Leung et al., 2016). Alcohol or drug abuse by the parent can also have long term impacts on children who might respond by assuming a parenting role. These children, who may seem exceedingly mature in their early years, risk developing significant psychological difficulties in adulthood (Tedgård et al., 2019). As they transition to adulthood and become parents themselves, they often need significant mental health support. Effective mental health care requires the therapist to be alert to the early childhood experiences and the impact of those experiences. CHILD ABUSE AFFECTS ADULT MENTAL HEALTH, BUT IT IS NOT THE ONLY DETERMINANT The psychological consequences of repeated childhood trauma may be moderated by certain environmental factors and especially by the presence or absence of a supportive interpersonal environment. The Canadian Community Health Survey: Mental Health (2012) assessed mental health in a sample of 23,395 adults. Participants were categorized with “good,” “moderate,” or “poor” mental health based on current functioning and wellbeing, mental disorders in the past 12 months, and suicidal ideation in the past 12 months. Nearly three-quarters (72.4%) of respondents without a history of child abuse reported good mental health compared to 56.3% of respondents with a child abuse history. While the results show the risk of negative adult outcomes after childhood abuse, they also show factors that may moderate these effects. These factors included formal education, income, physical activity, good coping skills, and “supportive relationships that foster attachment, guidance, reliable alliance, social integration, and reassurance of worth” (Afifi et al., 2016). While the mechanisms of how these factors may moderate the relationship between childhood abuse and adult outcomes are not fully understood, interventions can boost factors shown to be protective, such as coping skills and supportive relationships. TRAUMA PSYCHOLOGY NEWS | 7 A PUBLICATION OF APA DIVISION 56

FEATURE ARTICLE RESILIENCE FACTORS AFFECT THE EVOLUTION FROM CHILDHOOD TRAUMATIC EXPERIENCES TO C-PTSD Neurobiological findings show differences between adults who develop C-PTSD or other psychopathology after childhood maltreatment and those who do not, in the emotional brain regions that may contribute to resilient functioning (Moreno-López et al., 2020). The American Psychological Association (2012) defines resilience as “the process of adapting well in the face of adversity, trauma, tragedy, threats, or significant sources of stress.” Resilience can support profound personal growth through, for example, more balanced and realistic thinking, a consistently hopeful outlook, and a focus on the circumstances that one can alter rather than on circumstances that one cannot change. No single factor has been determined to predict resilient functioning in adults after childhood traumatic experiences. It seems that resilience is the result of multiple influences throughout development, ranging from polygenetic, “bottom-up” factors to supportive social networks, that is, \"top-down\" factors (Ioannidis et al., 2020). A study of 687 adults with a history of childhood sexual abuse found that early family environment characteristics distinguished resilient from non-resilient abuse survivors (Liem et al., 1997), specifically, children with supportive family relationships were more resilient. Individual characteristics and the physically coercive nature of the abuse experience were also important factors predictive of resilience or non-resilience. Another study of 1,130 adolescents found that the presence of resilience factors at age 14 were important indicators for distress at age 17. The three most important resilience factors identified were: 1. low brooding, 2. low negative self-esteem, and 3. high positive self-esteem (Fritz et al., 2020). There is room for discussion regarding the extent to which resilience factors and risk factors are opposing sides of the same coin. We know that childhood adversity is strongly associated with poorer resilience. We also know that strong resilience factors reduce mental health problems following traumatic experiences in childhood (Fritz et al., 2019). Granting the interplay of risk (i.e., traumatic abuse in childhood) and resilience factors, and the contribution of adverse childhood experiences to lower resilience factors (such as brooding and negative self-esteem), not all children who experience repeated trauma at the hands of parents and caregivers necessarily develop C-PTSD. BUILDING RESILIENCE IN ADULTS WHO HAVE C-PTSD AS A RESULT OF REPEATED ADVERSE CHILDHOOD EXPERIENCES Prevention of child abuse should always remain a societal priority. However, it is also imperative to develop and deliver evidence-based interventions that are effective in improving overall mental health in adults who experienced abuse as children. One avenue that should be explored by mental health professionals is that of treatment approaches that strengthen resilience. These may include development of coping skills and strengthening family relationships. The ability to handle stressors adaptively has a robust positive impact on mental health for adults who experienced abuse in childhood and have developed PTSD (Afifi et al., 2016). TRAUMA PSYCHOLOGY NEWS | 8 A PUBLICATION OF APA DIVISION 56

etisbew s'rohtua :ecruos ;ocnarF anaibaF FEATURE ARTICLE Resilience has also been shown to be important in mediating the effects of trauma in another area: transgenerational trauma (Lehrner & Yehuda, 2018). In a study of second- generation Holocaust survivors in Israel, ethnographic interviews revealed how emotional wounds can be mitigated by meaning and purpose to provide emotional strength and resilience. While still at greater risk for emotional challenges, by normalizing or even valorizing emotional wounds, those who experienced the downstream effects of intergenerational trauma were able to build resilience. Resilience and vulnerability may interact in ways that challenge expectations of binary concepts of wellbeing and distress/illness (Kidron et al.,2019). Understanding when, how, and if the therapist can help a client develop resilience after difficult early experiences and/or transgenerational trauma can be an important element of trauma-informed therapy. There is evidence that mindfulness, relaxation techniques, exercise, diverse cognitive strategies (including distraction, reframing, and cognitive flexibility), social support, embracing a moral compass, and forgiveness can be important for coping and building resilience following traumatic experiences. These factors are predictive of developing resilience and are targets for intervention in treatment (Southwick et al., 2014). RESILIENCE FACTORS THAT THERAPY FOR C-PTSD SHOULD CONSIDER AND SEEK TO PROMOTE Efforts are already underway to formalize therapeutic approaches that mitigate the negative effects of adverse childhood events on child health. These strategies seek to promote awareness, resilience, and safe, stable, nurturing relationships. All these factors are foundational to healthy child development and sustainable wellbeing (Bethell et al., 2017). More research is needed to determine the resilience factors that best promote recovery and reduction in the severity of C-PTSD in adults. Based on prior studies, therapists treating patients with C-PTSD should consider ways to boost factors such as friendship support, family support, family cohesion/climate, and positive self-esteem. In therapy, when deciding about areas to focus on to achieve sufficient gains, therapists should also consider how to reduce negative self-esteem, reflective rumination, and ruminative brooding. Citation: Franco, F. (2021). Complex trauma, complex PTSD, and resiliency. Trauma Psychology News, 16(2), 6-9. https://traumapsychnews.com TRAUMA PSYCHOLOGY NEWS | 9 A PUBLICATION OF APA DIVISION 56

etisbew s'rohtua :ecruos ;yelgiF selrahC WHO'S WHAT IS YOUR CURRENT OCCUPATION? WHO Tulane University hosted my appointment ceremony when I became the first CHARLES R. FIGLEY, PhD Distinguished Chair` and Professor of Disaster Mental Health in 2008. Since that time, I have directed the Tulane Traumatology Institute in the School of INTRODUCTORY NOTE Social Work. This led to my serving as co-founder and member of the Disaster Resilience Leadership Academy faculty. I am also the founding member and \"I am honored by this Division 56 spotlight on my initial program director of the City, Culture, and Community PhD Program. career. Trauma Psychology is my home APA division. The Division-inspired Interdivisional Task Force on the I will now loosen up my tie, and savor the comfort of my home office from which Pandemic is now hitting it’s stride, co-sponsored by I’ve “Zoomed” since the start of the Covid-19 pandemic last year. more than a dozen divisions. Late in March of 2020, Division 56 President Carolyn B. Allard asked me to `Henry Kurzweg, MD Distinguished Chair in Disaster Mental Health granted by head up a new Interdivisional Task Force on the the Tulane University faculty. Pandemic. It was a full-time job initially. But quickly we were joined by nearly a hundred colleagues who WHERE WERE YOU EDUCATED? formed working groups centered on a critical element of what we started doing: Enabling support for You might think that I was a serious high school student based on my career practitioners and others who work with clients on their accomplishments, but that is not the case. Mostly I played sports and did not mental health challengers. Our work will be featured in think about much else. I was headed to college after high school, like most of the upcoming APA Conference in August and we will my friends; instead I joined the US Marine Corps. Military service provided many be presenting our 2-hour program online, since the opportunities for lots of life lessons to be learned during my tour in Viet Nam and conference was forced to once again hold their annual after. I have written about these experiences elsewhere (e.g., autobiographical conference virtually. The Task Force has a year to write chapter in my book, Mapping Trauma and its Wake) but I can say with great a book for Oxford University Press on our experiences confidence that it was an education during those four years. in developing and nurturing a dozen work groups focusing on human services during the pandemic.\" After military service I returned to Hawaii, where I finished my undergraduate degree at the Manoa campus of the University of Hawaii. In 1970, I returned to -CRF the mainland to enter Penn State’s graduate program. I had received a federal fellowship to support starting a career in Academe. I learned about the field of TRAUMA PSYCHOLOGY NEWS | 10 human development but there was considerable overlap with psychology. I was recruited by Penn State’s College of Human Development with a federal fellowship focusing on human sexuality led by Carlfred Broderick, a specialist (and a very popular professor) in human sexuality. Penn State’s programs at all levels of graduate education provided state of the arts programs focusing on helping children, families, and parents manage life challenges. This included video conferencing, direct and group supervision and training practitioners. It was a great graduate education. I received my PhD in November 1974. WHAT LED YOU TO THIS CAREER PATH? When I was in high school, I expected I would go to college and study human behavior and sociology. Serving as a US Marine early in the Viet Nam war (1965-1966) provided me with a realistic and useful perspective and considerable clarity about life and choices through the 60s and 70s. War certainly put me on my career path as an academic and scholar-practitioner. I think that (for me at least) being in war provided an important source of information exposures to war, death, and their impact on me as a human being and being an American. This led to my eventual opposition to the war and participation in the Vietnam Veterans Against the War demonstration in April 1972. This is when we all threw our military medals onto the US Capitol. I began to pay more attention to how Vietnam vets were being treated by anti-war groups, after they survived a bad war that I also fought. Out of the Marines, as an undergraduate at the University of Hawaii, I went from a combat vet who was proud of his services to joining his fellow-students in opposing the war. A PUBLICATION OF APA DIVISION 56

WHO'S WHO | CHARLES R. FIGLEY WHY DID YOU CHOOSE THIS FIELD? \"Dr. Charles Figley is known to Div. 56 and around the world not only for his I probably was impaired by the war but did not know it until I started interviewing Vietnam veterans soon after completing my master of science degree. I was a new groundbreaking work on secondary member of the Bowling Green State University faculty and started a veterans trauma and burnout, not only for his support group to discuss their adjustments. The more I learned, the more I was compassionate training with generations repelled by the atrocities of war and the lack of services for veterans after their return of scholar/practitioners who work with home. My choice of the field is partly because we still know so little about trauma, trauma, not only for his service to the and its sub-specialities – e.g., interpersonal and intergenerational trauma, and division and his profession, but especially collective trauma becoming linked indirectly to stressors and their consequences. now for his innovative work in setting up I think I chose this field because it is among the most challenging in defining and and sustaining the APA Interdivisional measuring the things we see and sense. But debating theories and different clinical Task Force on the Pandemic with over 100 perspectives is not battling. There are only kind and respectful battles. We all need to members and support from 14 divisions of be united in understanding the principles of psychological trauma. So, my work APA.\" -Nomination from Ilene Serlin encourages researchers and practitioners to be a little obsessed with understanding the immediate and long-term psychosocial consequences of stressful events and the lasting experiences. Regardless of the unit of analysis (individual, dyadic, group/family, organization, region, state, nation), these sub-specialities generate lots of research, articles, chapters, presentations, books, and public interviews for me and my colleagues. WHAT IS MOST REWARDING ABOUT THIS WORK? THERE IS NO DOUBT THAT THE LIFE OF AN At heart, I am a researcher, writer, and collaborator. Somebody who happens to read my work and ask for a copy is among the highest compliments for this scholar. ACADEMIC CAN MEAN Working on teams with colleagues on research projects, reports, publications, LOTS OF WORK, STRESS, presentations bring a deep sense of professional satisfaction. Working with young AND DISAPPOINTMENTS. scholars eager to learn from me (especially scholars just starting out) makes me feel BUT… TO SEE A STUDENT proud of them and eager to help where I can. I admire their progress and cheer their BREAK OUT INTO A SMILE achievements. Each academic year is filled with these varied experiences, and that (EVEN OVER ZOOM) WITH motivates me to continue my work. Serving the larger trauma community has paralleled my academic career. I co-established the International Society for RELIEF, JOY, AND Traumatic Stress Studies, two divisions within APA (Division 43, Family and DELIGHT WARMS AND Division 56, Psychological Trauma), the Green Cross Academy humanitarian REWARDS MY HEART. organization, and the Consortium on Veteran Studies. There is no doubt that the life of an academic can mean lots of work, stress, and disappointments. But… to see a student break out into a smile (even over Zoom) with relief, joy, and delight warms and rewards my heart. Finally, I feel a great sense of satisfaction from the feedback I get from students, faculty, and practitioners about my work. Whatever it is, I am impressed that the feedback is genuine. WHAT IS MOST FRUSTRATING ABOUT THIS WORK? I must admit that frustrations of my work diminished with the unfolding pandemic. Requests for reprints of my chapters and journal articles increased significantly. Work-related strains evaporated, as did the workplace, since, beyond the Medical School, the Tulane University campuses were closed. I ended up reading a lot about the nature and consequences of a pandemic, and mass medical emergencies, and other events with similar size and scope. So, the most frustrating part was my job evaporates when I read about how my work has helped others and sometimes leads to long-time collaborations. Therefore, as with precious life challenges, there is no part of my job now that is frustrating for long. TRAUMA PSYCHOLOGY NEWS | 11 A PUBLICATION OF APA DIVISION 56

WHEN MY COLLEAGUES WHO'S WHO | CHARLES R. FIGLEY THINK OF ME AND THOSE I HAVE WORKED WITH ON HOW DO YOU KEEP BALANCE IN YOUR LIFE? A WIDE VARIETY OF Working in the trauma field requires that I model good practices myself. I laugh and TOPICS, I HOPE THEY smile regularly. I naturally take deep breaths. In addition to exercising, I write and WILL REMEMBER THE WAY write; take a break by walking around my yard, then go back to work and write more. I WE ALL COLLABORATED love languages, storytelling, explaining complex things, irony, serious silliness, and WITH OUR HEART AND making faces that reflect what I am thinking/musing. SOUL AS WELL AS OUR My family is an important resource in maintaining my balance. My Mom was my MIND TO ADVANCE biggest cheerleader, supporting and encouraging me every step of the way until her TRAUMA PSYCHOLOGY passing in 2004. Kathy Regan Figley, my life partner and wife, has collaborated with me for more than 20 years, and she understands me and my work. My sister reminds AS A FIELD AND me of the boy from Ohio who teased her as a child, thus keeping me humble. My PRACTICE. daughters and their families make my eyes sparkle with delight. I am a blessed man. Submit a Who's Who nomination on HOW DO YOU AVOID COMPASSION FATIGUE? TPN's online submission form When I started my career, I made a decision to allow myself to be exposed to the TRAUMA PSYCHOLOGY NEWS | 12 most difficult traumas humans can experience, and to empathize with the pain. Burnout, compassion fatigue, and vicarious trauma are a constant concern for those of us who work with the traumatized. Therefore we are publishing, presenting, critiquing, teaching, consulting about these and related matters. On a personal level, I experienced compassion fatigue more than once. This was the impetus for my Compassion Fatigue (1995) book. I practice what I teach. Currently, I exercise in the morning 55 minutes daily, walk around my yard 3x a day, get good sleep nightly, and am physically fit. My relationships are healthy and a source of joy. When I’m out of sorts due to exposure to traumatic material, my wife notices the change in my attitude and gently (usually) invites me to consider restoration of work balance. Before the Covid-19 pandemic shut down, my wife and I enjoyed frequent travel – sometimes together, sometimes separately. Now that we have had 466 nights in a row together, we savor being home and prefer not to be apart. WHAT ARE YOUR FUTURE PLANS AND GOALS? Much like they are now. I will continue to study and support the treatment of trauma and the traumatized (especially combat war veterans), seek to understand the essence of human resilience and especially the resilience of human service practitioners, military mental health providers, and the preservation and understanding of Native Americans and their families. My Tulane colleague, Dr. Catherine McKinley is the PI for a five-year NIH study of ours, the Chukka Auchaffi’ Natana (Weaving Healthy Families) Program. It is focused on supporting native people and their families in healthy choices and traditions consistent with tribal traditions. My Tulane colleague, Dr. Reggie Ferreira (Director, Disaster Resilience Leadership Academy) will lead our research team focusing on disaster management. Dr. Mark Vanlandingham is leading our Katrina@10 research team now toward the end of our 5-year NICHD grant focusing on the experiences and consequences of the decade following Hurricane Katrina. And, finally, as noted earlier, the Division 56 and the Interdivisional Task Force on the Pandemic will do its work, I would expect, long after I have moved on. Retirement is in my future. When my colleagues think of me and those I have worked with on a wide variety of topics, I hope they will remember the way we all collaborated with our heart and soul as well as our mind to advance trauma psychology as a field and practice. A PUBLICATION OF APA DIVISION 56

INTERNATIONAL SECTION APA INTERNATIONAL STIPEND AWARDEES Elizabeth Carll Section Editor; Founder and Chair of the Refugee Mental Health Resource Network :ecruos ;llraC htebazilE TPN INTERNATIONAL COMMITTEE UPDATE Division 56 provides an annual $1,000 travel stipend for international students who are citizens of developing countries to attend the APA Convention. The award is a project of the International Committee with a subcommittee determining a recipient who is (a) enrolled in a graduate psychology program and (b) has a trauma-related poster / paper accepted or is a panel / symposium participant at the convention. The convention is virtual this year and travel will not take place, yet support for international students from developing countries engaged in trauma-related research and activities is important to continue, especially given the challenges resulting from the pandemic. Therefore, it was decided that the stipend will be awarded for the virtual presentation at the 2021 APA Convention. As the stipend was not awarded last year due to the pandemic, the funds were rolled over to this year, resulting in two stipends being awarded for 2021. The recipients are: Janet Surum, a citizen of Kenya Rita Rivera, a citizen of Honduras The students will be recognized at the DIV56 virtual social hour to take place on Saturday, August 14. The social hour time will be posted. More information on the recipients will be in the Fall issue of TPN. REFUGEE MENTAL HEALTH RESOURCE NETWORK UPDATE: AN APA INTERDIVISIONAL PROJECT The Refugee Mental Health Resource Network (RMHRN) webinar series continues to expand with the 21st free webinar in July 2021. This recent webinar, Addressing the Mental Health of Venezuelan Migrant Children and Adolescents in Colombia, was unique as it focused on aspects of refugees and migrant children and adolescents not previously addressed, who travel each day from their home country to another country to attend school, a route that is often fraught with danger. Imagine having to live in two worlds during upheaval and conflict. These youth are referred to as pendular migrants. This phenomenon is unfamiliar to many, resulting in multiple contextual, political, and economic challenges that affect their mental health. The presenters, Dr. Leonidas Castro-Camacho, Carolina Parada, and Julian Moreno, did an excellent job in describing the difficulties and issues faced by pendular migrants and their research with this population. We will hear more in the future. Previous webinars are available on the DIV56 website with APA Continuing Education as an option for a nominal fee. The RMHRN received a second APA (CODAPAR) grant for 2021, subsidizing the upgrade and increased security of the RMHRN website to assist in locating appropriately skilled volunteers for various activities (e.g., asylum evaluations, mental health support, training) and expanding international reach and volunteers. This grant was sponsored by Division 52 with Divisions 56, 7, 35, 38 as cosponsors. An initial 2016 CODAPAR grant helped launch the RMHRN and was sponsored by Division 56 and cosponsored by Divisions 52, 35, 55. Please contact [email protected] with any suggestions. TRAUMA PSYCHOLOGY NEWS | 13 A PUBLICATION OF APA DIVISION 56

MILITARY & VETERANS SECTION COMMUNITY REINTEGRATION OF VETERANS IN A PANDEMIC ENVIRONMENT Teresa Ann Grenawalt & Emre Umucu (Section Editor) TRANSITIONING FROM THE STRUCTURED MILITARY SERVICE to a less regimented civilian lifestyle may cause psychosocial readjustment issues for service members and veterans (Sayer et al., 2014). While survivorship rates have increased compared to earlier conflicts, this is not without physical and psychological consequences (Tanielian et al., 2016) that undoubtedly affect reintegration into their communities. The combination of improved body armor and advancements in medical care in combat, many surviving veterans seek disability benefits for physical injuries and the “invisible’ wounds of war” (Resnik et al., 2012, p. 2). For instance, traumatic brain injury (TBI) and posttraumatic stress disorder (PTSD) are common military service-related health concerns (US Department of Veteran Affairs [VA], 2021). As wounded warriors separate from the military, they are faced with the challenges of processing their combat experiences, psychosocial adjustment to disability, and entering community life. Community reintegration is defined as the adjustment process to life at home and in the community, and considers participation in life roles (e.g., family or social roles), employment or other meaningful activities, and the ability to live independently (Resnik et al., 2009). Challenges to community reintegration are common in recently separated veterans. More than 70% of veterans returning from combat in Iraq experienced at least one readjustment stressor (Interian et al., 2012). A variety of life domains are affected by adjustment issues, including employment challenges, unstable housing, legal problems, and strained interpersonal and family relationships (Sayer et al., 2014). A national survey of veterans receiving VA healthcare found that 25% to more than 50% experienced reintegration difficulties in several of domains such as participation in: community activities (49%), maintaining non-military friendships (45%), intimate partner relationships (42%), completing work or school activities (35%), or relationships with children (29%; Sayer et al., 2010). Similarly, research suggests community reintegration is further complicated for veterans that acquire disability. Among inpatient veterans (N = 154) in the VA’s TBI Model Systems program, moderate to severe TBI was associated with lower levels of community participation, independent driving, and employability (McGarity et al., 2017). Among those with mild TBI, PTSD and depressive symptoms were associated with lower levels of community reintegration. In a qualitative study of community-dwelling injured veterans, a lack of social support, low self-efficacy, a lack of motivation to reintegrate, challenges in the work environment, and access to services and benefits were reported as barriers to community reintegration (Hawkins et al., 2015). Social support and personal factors (e.g., self-efficacy, personal motivation) were the primary means for high levels of community reintegration. Barriers and facilitators of community reintegration were also qualitatively investigated among injured female veterans (Hawkins & Crowe, 2018), which similarly found inadequate services, a lack of access to services, poor social support, difficulty trusting others, non-supportive personal beliefs, and injury factors as barriers. Facilitators of community reintegration included strong social support, impactful programs, and protective personal beliefs. TRAUMA PSYCHOLOGY NEWS | 14 A PUBLICATION OF APA DIVISION 56

MILITARY & VETERANS SECTION As we navigate the waters of society returning to normal as the novel coronavirus (COVID-19) pandemic begins to dissipate, we must consider how veterans were impacted by COVID-19 and the best ways to support their reintegration into community life. Little is known about the effect of the pandemic on community reintegration, but we posit that the mitigation measures of social distancing, job losses, and COVID-19-related stress will disrupt veterans’ reintegration efforts; and perhaps prevented reintegration of veterans who separated from the military in 2020-2021. Ramchand et al. (2020) projected veterans would experience negative economic, social, and mental health impacts from the COVID-19 pandemic. 1.First, they predicted a large number of veterans would become unemployed as a result of the pandemic. In fact, the veteran unemployment rate drastically increased from 3.1% in 2019 to 11.7% in 2020, prompting the reintroduction of the Veterans Economic Recovery Act (US Senate Committee on Veterans' Affairs, 2021). The risk of financial problems may not only hinder veterans’ ability to participate in reintegration activities, but also increase stress which in turn can strain interpersonal relationships. 2.Second, developing and maintaining positive interpersonal relationships with others, a key domain of community reintegration (Resnik et al., 2009), is an area that is impacted by the pandemic due to social distancing and self-quarantining mandates (Leigh-Hunt et al., 2017; Ramchand et al., 2020). Social isolation and loneliness were pervasive among veterans before the pandemic with 43% of injured post- 9/11 veterans reporting feelings of isolation from others (Hornbostel et al., 2019). 3.A final area projected to significantly and negatively impact veterans due to the COVID-19 pandemic is mental health, especially for those with pre-existing mental health conditions (Ramchand et al., 2020). Mental health treatment, along with many other non-emergency medical services, transitioned to telehealth service delivery modes. For instance, by June 2020, 58% of VA care was provided virtually compared to only 14% prior to the pandemic (Ferguson et al., 2021). However, there were disparities in service delivery to those likely to be more vulnerable to isolation and poor community reintegration, including older veterans and those residing rural areas or were homeless (Ferguson et al., 2021). The identification and resolution of barriers to community reintegration of veterans is an important public health need (Resnik et al., 2009). To prevent the longterm consequences of poor community reintegration, especially its exacerbation during the pandemic, it is critical to identify interventions that effectively facilitate community reintegration. While the ultimate goal of rehabilitative efforts is to help veterans regain function while promoting adjustment to life at home and in the community, the ability to obtain and maintain employment has been recognized as essential to successful reintegration into civilian life (Wewiorski et al., 2018). Obtaining employment provides veterans with a sense of purpose, self-concept, income, social connection, and other benefits (Davis et al., 2020). TRAUMA PSYCHOLOGY NEWS | 15 A PUBLICATION OF APA DIVISION 56

MILITARY & VETERANS SECTION Many veterans need and want services that specifically target reintegration and functional recovery. A promising approach to ameliorate community reintegration problems is through vocational rehabilitation services (Wewiorski et al., 2018) such as the VA’s Compensated Work Therapy. Vocational rehabilitation is inclusive of evidence-based practices (Davis et al., 2018) that improves employment participation, mental health symptoms, and quality of life. As the economy begins to bounce back from the pandemic- related recession, these services will be critical in supporting veterans to return to work and reap the benefits of reintegrating in their communities post-pandemic. Other factors that have been reported to facilitate community reintegration include recreation programs (e.g., adapted sports); social programs (e.g., coffee socials); rehabilitation programs; education, employment or volunteering; and organizations or services that aid in developing social supports and personal factors (Hawkins et al., 2015). Additionally, family-centered programs (Gil-Rivas et al., 2017) and those founded on positive psychology such as supporting resilience (Smith-Osborne, 2012) have been found to facilitate successful community reintegration among veterans. Future research should continue to identify barriers and facilitators of community reintegration among veterans as gaps in our knowledge still exist. Additionally, research should assess the effects of the pandemic on veterans’ community reintegration and appropriate interventions. The state of the science on evidence-based practices that effectively facilitate community reintegration is still emerging. Researchers are encouraged to pursue this area among the veteran population which can lead to positive quality of life and psychosocial outcomes. TERESA ANN GRENAWALT, PhD, CRC is an Assistant Professor in the Department of Educational Studies in Psychology, Research Methodology, and Counseling at the University of Alabama; and has a research appointment at the Tuscaloosa Veterans Affairs Medical Center. Dr. Grenawalt’s research focuses on rohtua :ecruos ;tlawanerG nnA asereT evidence-based practices to promote wellbeing, community reintegration, and participation in meaningful life activities among individuals and veterans with disabilities and chronic illnesses. She specializes in cognitive disabilities. EMRE UMUCU, PhD is an Assistant Professor in the Department of Rehabilitation Sciences at the University of Texas at El Paso. His research focuses on understanding modifiable protective and risk factors in psychosocial adjustment and well-being in individuals with disabilities, including Veterans with disabilities. Dr. Umucu directs the Veterans Well-Being Lab. Author Note Correspondence concerning this article should be addressed to Teresa Ann Grenawalt, 230A Graves Hall, Box 870231, Tuscaloosa, AL 35487. Email: [email protected], https://orcid.org/0000-0002- 3461-0339 eliforp ytlucaF :ecruos ;ucumU ermE Citation: Grenawalt, T. A., & Umucu, E. (2021). Community reintegration of veterans in a pandemic environment. Trauma Psychology News, 16(2), 14-16. https://traumapsychnews.com TRAUMA PSYCHOLOGY NEWS | 16 A PUBLICATION OF APA DIVISION 56

MULTICULTURAL & DIVERSITY SECTION INSTITUTE FOR DISASTER MENTAL HEALTH LESSONS FROM 20 YEARS OF DISASTER MENTAL HEALTH Amy Nitza & Andrew O'Meara Section Editor: Claire J. Starrs srohtua :ecruos THE INSTITUTE FOR DISASTER MENTAL HEALTH (IDMH) provides lessons from two decades of disaster response. IDMH was founded shortly after the events of September 11, 2001, at the State University of New York (SUNY) at New Paltz to support the ongoing mental health and disaster response needs of the World Trade Center attacks. Through seeking to address the diversity of disaster mental health demands in the region, state, nation, and the global community, all those impacted by disaster and trauma may have access to the mental health support they need. To accomplish this goal, leadership advances the field of disaster mental health and trauma response through training, research, consultation, and service. By working to establish and disseminate best practices, we can ensure that disaster mental health services are evidence- supported and culturally sensitive. IDMH supports a disaster studies minor, which focuses on events of natural, technological, and human- induced origin and how they affect individuals, communities, organizations, and the nation. Recognizing the multidisciplinary nature of disaster studies, courses highlight scholarship and practice related to disaster and trauma mitigation and prevention, response, support, recovery, treatment, and policy formulation and planning, as well as the implications of these events across various levels. The American Red Cross deems those completing the minor as certified responders. The minor's capstone course places students at local disaster response agencies, allowing students to complete their field work requirement by responding to an acute disaster. These travel courses have taken students to the southern United States and the Caribbean, including trips to Puerto Rico following Hurricane Maria in 2017, in collaboration with the Governor’s Office of the State of New York (see image in upper-right). With the focus on Puerto Rico’s ongoing recovery efforts post-Maria, followed by a series of earthquakes that struck the island in 2020, and then the COVID-19 pandemic, IDMH has become more involved in providing professional trainings and intervention plans to mental health professionals and educators. UNICEF USA, the National Center for Disaster Preparedness at Columbia University, the Puerto Rico Department of Education, and the Boys and Girls Club of Puerto Rico, and IDMH have been involved in a multitude of response interventions on the island over the last two years. Included in these interventions was the development of the Creating a Trauma-Informed Environment for Students curriculum. This curriculum was developed in English and Spanish, included a manual for educators, and a train-the- trainer manual to equip mental health professionals to provide training to educators. Trainers were encouraged to add culturally relevant information and examples to the training curriculum and allowed the trainers to deliver the final training to educators directly in Spanish. The conclusion of this project saw all 25,000 public school teachers across Puerto Rico trained in the curriculum. This allowed for broad implementation of early interventions for youth at risk for developing serious mental health disorders following the multiple disasters that the island had experienced. TRAUMA PSYCHOLOGY NEWS | 17 A PUBLICATION OF APA DIVISION 56

MULTICULTURAL & DIVERSITY SECTIONrohtua :ecruos ;aztiN ymA Beyond direct intervention in disaster settings, IDMH seeks to fulfill its mission by hosting an annualrohtua :ecruos ;araeM'O werdnA conference for mental health professionals, healthcare workers, first responders, emergency managers, teachers, and others. The conference brings together professionals for an interdisciplinary exchange of insights into recent developments in the response field. The need for this cross-disciplinary approach to training and planning, which fosters a coordinated response across the fields of disaster management and mental health, has never been clearer than during the COVID-19 pandemic. Given the global stress and anxiety surrounding the pandemic and other ongoing disasters, its essential now to revisit the lessons that have been learned during the past 20 years and to further disseminate insights from previous disasters, such as 9/11, various natural disasters, and escalating mass shootings, as well as the broader issues around racial inequities and social justice. WE INVITE YOU TO LEARN LESSONS FROM TWO DECADES OF DISASTER RESPONSE The 17th Annual IDMH Conference, From 9/11 to COVID-19: Lessons from Two Decades of Disaster Response, will examine where the field must go in the future to improve competence in working with diverse survivors. To accommodate the cross-disciplinary audience, this year’s conference will offer breakout sessions designed for both clinicians and those in positions of leadership in first responder organizations, each focusing on trauma-informed practice with multicultural populations: The keynote speaker will be Craig Fugate, former FEMA Administrator under President Barak Obama from 2009-2017. Nationally renowned mental health clinicians will tackle such topics as complex grief, supporting children and families through crises, treating trauma in ethnic populations, and addressing vicarious trauma among responders. For mental health clinicians, breakout presentations with CE credits available, will include Coping with Public Tragedy: How Clinicians Can Help with Dr. Ken Doka, Professor Emeritus of the College of New Rochelle. The closing session for Day 2, The Future of Race and Mental Health in the United States with Dr. Aziza Belcher Platt may also be of interest to mental health professionals. Dr. Belcher Platt is a licensed clinical psychologist in Atlanta, Georgia who specializes in racial-cultural issues, trauma, and grief. AMY NITZA, PhD, LMHC is the Director of the Institute for Disaster Mental Health at SUNY New Paltz. She is a psychologist who specializes in providing mental health training in academic and non-academic settings both nationally and internationally, with an emphasis on disaster mental health and trauma recovery. She is a Fellow of the Association for Specialists in Group Work and serves on the Executive Board of the Society for Group Psychology and Group Psychotherapy (Division 49) of the American Psychological Association. ANDREW O’MEARA is the Project Coordinator at the Institute for Disaster Mental Health at SUNY New Paltz, where he assists the Institute with various regional, national, and international grant programs and supervises the Disaster Practicum students. He is a Clinical Mental Health Counselor who currently serves as the Practicum and Internship Coordinator & Lecturer in the Counselor Education Graduate Program at SUNY New Paltz. Citation: Nitza, A., & O'Meara, A. (2021). Institute of disaster mental health: Lessons from 20 years of disaster mental health. Trauma Psychology News, 16(2), 17-18. https://traumapsychnews.com TRAUMA PSYCHOLOGY NEWS | 18 A PUBLICATION OF APA DIVISION 56

STUDENTS SECTION RACIAL TRAUMA: DEFINITION, IMPACT, AND CULTURALLY GROUNDED INTERVENTION John Samuels, MA Section Editors: Jack Lennon & Emily Rooney RACIAL TRAUMA REFERS TO the stressful reactions of Black, Indigenous, or People of Color (BIPOC) individuals to dangerous experiences of racial discrimination (Comas-Díaz et al., 2019). Racial trauma can be defined in emotional, physical, interpersonal, and institutional terms, reflecting the multiple contexts wherein racism manifests, and the myriad harms it engenders (Bryant-Davis, 2007). A number of researchers have investigated the deleterious effects of racial trauma on mental and physical wellbeing, even developing specialized trauma screens (Geller et al., 2014; Williams et al., 2018). Clinical interventions targeting racial trauma have also been developed, but research on these interventions is limited (Comas-Díaz et al., 2019). This article will discuss several types of racial trauma and review literature on their psychological impact, concluding with a discussion of extant interventions for racial trauma that demonstrate the importance of cultural responsivity to efficacious service delivery. RACIAL TRAUMA Racial trauma is characterized by its capacity to: cause emotional injury through fear or hate, overwhelm a person’s coping resources, cause bodily harm or threaten a person’s life, or constitute an interpersonal or institutional source of fear, helplessness, or horror (Bryant-Davis, 2007). It is important to note that although a substantial amount of research on racial trauma connects experiences of racial discrimination to posttraumatic stress disorder (PTSD) symptoms, racial trauma is different from traditional traumatic events as they are not solely defined by the threat of death or serious injury, as delineated by the Diagnostic and Statistical Manual of Mental Disorders (DSM-5; American Psychiatric Association, 2013). Emotional injury, institutional fear or helplessness, and shared distress among ingroup members are defining aspects of racial trauma (Carter, 2007). Racial trauma can be caused by a variety of life and historical events, and by acute or chronic exposure. Three types of racial trauma will be defined and explored here: 1.acute discriminatory events, 2.chronic racism-related stress, and 3.historical trauma. TRAUMA PSYCHOLOGY NEWS | 19 A PUBLICATION OF APA DIVISION 56

STUDENTS SECTION ACUTE DISCRIMINATORY EVENTS are discrete, typically severe forms of racial trauma that engender stress reactions even after a single exposure (Carter, 2007). Hate crimes against BIPOC individuals are an overt interpersonal example, as they are motivated by racism and result in harm to the target’s physical and/or mental well-being (Lockwood & Cuevas, 2020). The US Department of Justice (2019) reported 7,103 hate crimes in 2019, 57.6% of which were motivated by race/ethnicity/ancestry/bias. Another example that is both interpersonal and institutional is the New York Police Department’s (NYPD) Stop-and- Frisk Policy. During 2011, at the height of this policy, the NYPD stopped 700,000 individuals, 90% of whom were Black or Latinx, suggesting a racial motivation for many of these stops (Bandes et al., 2019). Terry stops, nicknamed for the 1968 Supreme Court case that uphold their constitutionality, are associated with physical harms such as intrusive and forcible touching, as well as psychological harms such as anxiety and PTSD symptoms (Geller et al., 2014). Perceived fairness of treatment during police stops contributed to trauma-related symptomatology (Bandes et al., 2019). These harms can be even more pronounced in individuals with pre-existing mental health conditions or a history of trauma. Moreover, although police encounters can be considered acute events, Terry stops in particular may not be a one-time event; for example, in predominantly Black neighborhoods in Baltimore, 410 people were reportedly stopped 10 or more times in five years, with one Black man stopped 30 times in four years without ever being charged with a crime (Scheindlin, 2017). Again, motivations for these stops, though under the auspices of mitigating crime, tend to be racialized. In this way, acute discriminatory events can precipitate chronic racism-related stress. CHRONIC RACISM-RELATED STRESS encapsulates both overt and obvious discrimination and subtle, everyday slights (Sue et al., 2007). The term microaggressions was coined to describe covert offensive statements or behaviors directed at a specific demographic group (Pierce, 1970). Unlike acute discriminatory events, microaggressions are often ambiguous and unintentional, making them hard to detect and quantify (Sue et al., 2007). This can make them insidious and pernicious; both the target and perpetrator of a microaggression may doubt intent or resultant harm, which can enable gaslighting (manipulating someone by engendering self-doubt) and discourage reflection and accountability. Research on microaggressions prevalence among college student samples estimates 2-week prevalence rates as high as 78% and 12-month prevalence rates as high as 96% (Donovan et al., 2013; Ong et al., 2013). The literature on racial microaggressions has grown in recent years, leading to detailed taxonomies (Sue et al., 2007), the development of specialized assessment tools to measure microaggression frequency and resultant stress (Nadal, 2011), and instructive interventions for targets, bystanders, and allies (Sue et al., 2019). Research on racial microaggressions has demonstrated associations with depressive symptoms, anxiety, and PTSD symptoms, and suggested that there is a cumulative effect of repeated exposure (Auguste et al., 2021; Sellers et al., 2006; Wong et al., 2014). HISTORICAL TRAUMA refers to emotional and psychological harm perpetuated across one’s lifespan as well as across generations (Brave Heart et al., 2011). Prominent examples featured in psychology literature include the genocide of Indigenous peoples and compulsory boarding schools, the Holocaust and anti- Semitism, Japanese internment camps, and Maafa, the term for the racial trauma resulting from the Transatlantic Slave Trade and chattel slavery. Historical trauma is often framed as intergenerational to convey how the effects of such trauma and stress spread to loved ones, ancestors, and descendants as well. For example, studies on prenatal stress have demonstrated that racial discrimination can increase salivary cortisol levels in both pregnant mothers and in their infant children post-pregnancy (Thayer & Kuzawa, 2015). Other literature has drawn from epigenetics and attachment theory to formulate how stress across the lifespan can transmit traumatic stress through unempathetic parenting and insecure attachment (Graff, 2014). Research focusing on historical trauma response has identified unresolved grief, PTSD symptoms, and substance use as common outcomes (Brave Heart et al., 2011; Comas-Díaz et al., 2019). Building community support systems and participating in cultural traditions demonstrates restorative effects (Brave Heart et al., 2011; McCormack, 2020). TRAUMA PSYCHOLOGY NEWS | 20 A PUBLICATION OF APA DIVISION 56

STUDENTS SECTION EXTANT INTERVENTIONS As previously articulated, racial trauma has substantial, but not total overlap with the DSM-5 definition of traumatic events. Nevertheless, existing PTSD treatments can be appropriate for racial trauma. Cultural adaptations for prolonged exposure (PE+CA) infuse the main treatment elements (imaginal exposure, in vivo exposure, and processing of the exposure experience) with three major culturally salient considerations: 1.building the therapeutic alliance, 2.assessing racial issues in trauma, and 3.addressing racial themes during treatment (Williams et al., 2014). PE+CA prescribes that clinicians educate themselves on their client’s cultural background prior to working with them, and refrain from doubting racism-related elements of their client’s experiences (Williams et al., 2014). Doing so prepares clinicians to move beyond their subjective experiences when working with clients, and makes space for clients to discuss racism-related content and racial trauma without having to educate clinicians about their cultural context in addition to sharing their personal history. As opposed to colorblind approaches that ignore racial dynamics, such culturally sensitive, multiculturally oriented approaches enhance client-rated therapeutic alliance and even treatment outcomes (Owen et al., 2011). Regarding imaginal exposure, PE+CA prescribes that therapists make a safe space in sessions for clients to speak about their trauma and racial issues. Regarding in vivo exposure and exposure processing, when traumatic experiences are discrete and historical, it is easier for the client to understand through PE that the world is not as dangerous as the trauma suggests. Experiences of racism, however, are often chronic and ongoing; racial trauma is not discrete but diffuse, not confined to the past but re-enacting itself in the present. Therefore, addressing racial issues requires a dialectical balance between accepting the real dangers of racism and changing negative perceptions and trauma reactions to reduce distress. Although there is scant research on the efficacy of culturally adapted trauma interventions, case studies on Black female clients noted marked reductions in symptoms (hypervigilance, reactivity, cognitive distortions) in response to PE+CA (Williams et al., 2014). OTHER EXTANT INTERVENTIONS have been specifically designed to address different types of racial trauma. Microinterventions are everyday actions aimed to disarm microaggressions through validation, support, and disrupting the perpetrator (Sue et al., 2019). To this end, microinterventions pursue strategic goals: Make the “Invisible” Visible (e.g., challenging a stereotype, monitoring trends on institutional recruitment, hiring, retention, promotion), Disarm the Microaggression/Macroaggression (express disagreement, boycott or protest an institution), Educate the Offender (appeal to their values, institute mandated training on diversity, cultural sensitivity), or Seek External Intervention (alert authorities, seek therapy, report inequitable practices, create networking/mentoring opportunities). Although microinterventions per se have not been quantitatively researched, other interventions targeting microaggressions such as the Racial Harmony Workshop use similar goals (challenging stereotypes, educating on cultural sensitivity) resulting in decreased likelihood of committing microaggressions among White participants (Williams et al., 2020). INTERVENTIONS FOR HISTORICAL TRAUMA draw on cultural practices and communal gathering to heal from and make meaning of shared pain and grief. The Return to the Sacred Path Intervention helps parents process their historical trauma, allowing them to be present for their children and reconnect with their culture. Such interventions are associated with increases in parenting competency, quality of family relationships, use of traditional language, and valuation of tribal culture (Brave Heart et al., 2011). The Association of Black Psychologists hosts Sawubona Healing Circles, which utilize Afrocentric practices, proverbs, and principles to process pain and promote healing. Ritual performances like Maafa New Orleans use art to raise consciousness about historical trauma, while also reframing it in a positive, empowering context, allowing it to be encoded differently (McCormack, 2020). Whereas in some interventions, cultural considerations serve to adapt Eurocentric interventions to non-Eurocentric individuals, for these interventions, cultural considerations are mechanisms of change, reframing of traumatic content, engaging community supports, and grounding individuals spiritually through traditional practices. TRAUMA PSYCHOLOGY NEWS | 21 A PUBLICATION OF APA DIVISION 56

STUDENTS SECTION CONCLUSION Racial trauma takes many forms, impacts various aspects of physical and mental health, and is fortunately treatable in multiple ways. As a product of history and institutional inequity, it is a problem larger than psychology. In our attempts to intervene and treat, we must also recognize the larger sociopolitical forces at play, and advocate for systemic changes to disrupt the perpetuation and propagation of racial trauma. Unless we treat racial trauma as the public health issue that it is and address it on interpersonal and institutional levels, any headway we make with clients on an individual basis will continue to be stymied by group and systems-level dehumanization, marginalization, and retraumatization. In their efforts to address racial trauma, mental health professionals should: 1.seek continuing education that promotes cultural competency, intersectionality, and antiracist practice, 2.use positionality statements in presentations and publications to acknowledge how background, privilege, and marginalization influence our perspectives and professional work, 3.generate and promote research on culturally grounded assessment tools and clinical interventions, particularly from BIPOC professionals, 4.expand the scope of trauma research and intervention from an individual-level deficit-based model to include systems-level risk, resilience, and reform opportunities, 5.disseminate information outside of traditional academic journals to reach a broader audience, 6.utilize empirically supported policy recommendations to advocate for systemic change, and 7.partner with cultural and/or community organizations when working on large scale projects involving marginalized groups and/or culturally grounded approaches to ensure fidelity of implementation and self-determination of involved parties. rohtua :ecruos ;sleumaS nhoJ @jamuels9 TRAUMA PSYCHOLOGY NEWS | 22 JOHN (JAKE) SAMUELS, MA is a Black, multiracial incoming 4th year Clinical Psychology Doctoral Candidate at Fordham University GSAS pursuing the Forensic major area of study. John was born and raised in Harlem and attended the Dalton School through high school, completing his undergraduate education at Amherst College majoring in Psychology and Music. John’s graduate work is interested in individual, group, and systems level antiracist approaches to social justice and preventing justice system involvement. John believes in upstream, comprehensive interventions, and that treating the individual is a stopgap without addressing broader environmental risk factors and institutional inequity. Citation: Samuels, J. (2021). Racial trauma: Definition, impact, and culturally grounded intervention. Trauma Psychology News, 16(2), 19-22. https://traumapsychnews.com A PUBLICATION OF APA DIVISION 56

EARLY CAREER PSYCHOLOGISTS SECTION CALL FOR PAPERS Are you interested in submitting a Trauma Psychology News (TPN) is thrilled to extend the invitation for papers paper to Trauma Psychology within our Early Career Psychologists (ECP) Section. The editorial team News? welcomes papers that are focused on information relevant to ECPs, and of course, that are aligned with the mission of TPN. We encourage submissions Do you want to share information that are from ECPs, or other colleagues who are writing about topics that are that would be helpful to early especially relevant to ECPs. career psychologists? Topics of interest may include, but are not limited to: Then this call is for you! Culturally grounded interventions for working with trauma survivors. Best approaches to starting a trauma practice. Innovative interventions for trauma group therapy. Building a telehealth practice. Becoming a supervisor in the age of technology. Growing a trauma research portfolio. Tips for teaching your first trauma class. Integrating a trauma focus into your academic department. Continuing Education opportunities for developing trauma experts. Shavonne Moore-Lobban, Section Editor [email protected] Question from interested authors are welcome, and can be submitted to the ECP Section Editor. Article submissions can also be sent directly to Dr. Moore-Lobban. eliforp ytlucaf :ecruos ;nabboL-erooM ennovahS TRAUMA PSYCHOLOGY NEWS | 23 A PUBLICATION OF APA DIVISION 56

FELLOWS SECTION INITIAL FELLOWS rohtua :ecruos ;drofsliarB-ssaD allicsirP APPLICATIONS DUE OCTOBER 1, 2021 Priscilla Dass-Brailsford, Section Editor [email protected] | +1 (202) 706 5078 CURRENT FELLOWS: If you are a current Fellow in another APA division, we ask that you write a letter describing how your work meets the above Division 56 Fellow criteria. We also ask for one (1) letter of recommendation from a current Division 56 Fellow (listed on our website; and a CV. Please submit these materials directly by email. We accept these applications on a rolling basis throughout the year. We encourage all who are interested and qualified to apply! Although self-nominations are welcome, if you know of someone who qualifies for Fellow status please encourage them to apply. If you have any questions or need assistance with the application process please feel free to contact me directly. There are two types of Fellows 1.Being a pioneer in the recognition and application of trauma psychology Applications: Initial Fellows & 2.Making important contributions to the scholarly literature in the field of Current Fellows trauma psychology INITIAL FELLOWS: APA members 3.Producing consistently outstanding instructional or training programs who are not Fellows of any APA division must meet APA Initial Fellow that educate the next generation of trauma psychologists or developing criteria, apply for Fellow Status important innovations in teaching or education in the field. according to APA procedures, and 4.Demonstrating consistently outstanding clinical work with the complete forms via the APA traumatized as recognized by international or national groups through application portal. citations, awards, and other methods of recognition. 5.Demonstrating consistently outstanding public service relevant to In addition to meeting APA Fellow trauma psychology over many years that might include (a) leadership criteria, applicants must meet two or within Division 56; (b) testimony about trauma psychology before courts more of the specific Division 56 and Congressional committees or government commissions; (c) service Fellow criteria, listed to the right. on review panels (e.g., NIH, NSF); or (d) public education/advocacy. 6.Demonstrating leadership in the area of trauma psychology across TRAUMA PSYCHOLOGY NEWS | 24 science, education, policy, and practice internationally and/or nationally. Division 56 requires that all new Fellow application materials (including three letters of recommendation from APA Fellows, at least one of whom must be a Division 56 Fellow) be submitted through the APA portal by October 1. This timeframe allows the Fellows committee to review all materials, make a recommendation, and forward completed application materials to APA in time to meet their deadline. A PUBLICATION OF APA DIVISION 56

BOOK REVIEWS, MEDIA, & MORE Serena Wadhwa & Omewha Beaton, Section Editors Featured Book Carl H. Shubs | Traumatic Experiences of Normal Development: An Intersubjective, Object Relations Listening Perspective on Self, Attachment, Trauma, and Reality rohtua morf otohp ;tra revoc koob See Routledge for more information TRAUMA PSYCHOLOGY NEWS | 25 A PUBLICATION OF APA DIVISION 56

END MATTER | DIVISION COUNCIL ROSTER 2021 COMMITTEE CHAIRS PSYCHOLOGICAL TRAUMA: Yo Jackson, PhD, ABPP ELECTED OFFICERS Theory, Research, Practice & Policy Tyson D. Bailey, PsyD, ABPP Awards Kathleen Kendall-Tackett, PhD Editor-in-Chief President Jessica Punzo, PsyD Convention Program Sylvia Marotta-Walters, PhD Carolyn B. Allard, PhD Associate Editor Past-President Melissa Brymer, PhD, PsyD Disaster Relief Sandra Mattar, PsyD Lisa Rocchio, PhD Associate Editor President-Elect Bethany Brand | Janna Henning Education & Training Zhen Cong, PhD Loren M. Post, PhD Associate Editor for Statistics Secretary George Rhoades, PhD Webinar & Continuing Education Diane Elmore Borbon, PhD, MPH Barbara L. Niles, PhD Associate Editor Treasurer Priscilla Dass-Brailsford, EdD Fellows Tyson D. Bailey, PsyD, ABPP ELECTED POSITIONS Associate Editor Constance Dalenberg, PhD Elizabeth Carll, PhD APA Council Representative International | APA Refugee Mental Health Paul Frewen, PhD Associate Editor Katharine Lacefield, PhD Resource Network Task Force ECP Representative Jack Tsai, PhD Jack Tsai, PhD Associate Editor Carlos Cuevas, PhD Liaison | Publications Member-at-Large Oyenike Balogun-Mwangi Irene Powch, PhD Editorial Fellow Robyn Gobin, PhD Membership Member-at-Large Ian Stanley Carolyn B. Allard, PhD Editorial Fellow Jack Tsai, PhD Nominations & Elections Member-at-Large PRESIDENTIAL APPOINTMENTS Diane Elmore Borbon, PhD, MPH Julia Seng, PhD Policy Rachel Wamser-Nanney, PhD Professional Affiliate Rep Listserv Manager Paul Frewen, PhD Ayli Carrero Pinedo, MA Practice Viann Nguyen-Feng, PhD, MPH Student Representative Trauma Psychology News Editor Constance Dalenberg | Lisa DeMarni Cromer Science Ken Thompson | Steven Thorp Web Editors Julian D. Ford | Carla Stover Child Trauma Task Force TRAUMA PSYCHOLOGY NEWS | 26 A PUBLICATION OF APA DIVISION 56

END MATTER | DIVISION GENERAL INFO DIVISION 56 was founded to keep trauma and its effects at the forefront of the conversation within the American Psychological Association. We are focused on bringing together clinicians, researchers, educators, and policymakers to ensure this goal is met across all domains of practice. Join us and contribute to this conversation by submitting to one of our publications, posting on social media, participating in one of our committees, or running for a leadership position. @APADiv56 email us JOIN US join our listservs You can become a part of the general Division of Trauma Psychology today child trauma early career by registering on APA's website. students APA membership not required to join. visit us MEMBERSHIP OPTIONS apatraumadivision.org APA Associate/Member/Fellow Professional Affiliate* Early Career Psychologist Student (with journal) Student (without journal)—free *Professional Affiliate Membership is offered to individuals who are not members of APA. Applicants must submit a description of professional training in trauma psychology or a related field, a CV, and the name of a current member willing to provide a brief statement of endorsement. These materials should be emailed to the Membership Chair. TRAUMA PSYCHOLOGY NEWS | 27 A PUBLICATION OF APA DIVISION 56

END MATTER | TRAUMA PSYCH NEWS GENERAL INFO Trauma Psychology News (TPN) is the official membership publication of the American Psychological Association's Division of Trauma Psychology (Division 56). TPN is produced three times a year and provides a forum for sharing news and advances in practice, policy, and research as well as information about professional activities and opportunities within the field of trauma psychology. EDITORIAL TEAM TPN is distributed to the complete membership of Division 56 and includes academics, clinicians, students, and affiliates who Topher Collier, PsyD share a common interest in trauma psychology. Unless otherwise Founding Editor stated, opinions expressed by authors, contributors, and advertisers are their own and not necessarily those of APA, EDITORIAL TRIO Division 56, the editorial staff, or any member of the editorial advisory board. Viann N. Nguyen-Feng, PhD, MPH Vera Békés, PhD PUBLICATION SCHEDULE University of Minnesota, Duluth Yeshiva University Issue & publication dates, with rolling submissions: Editor-in-Chief Associate Editor Spring — Late April Summer — Late July Nicole Mantella, PhD Fall — Late October Nova Southeastern University ACCURACY OF CONTENT & COPY INFORMATION Chief Editorial Assistant In an effort to minimize the publication of erroneous information, each advisory editor of a section is responsible for factual SECTION EDITORS information on anything related to their content. The Editorial Trio and Web Editors will only accept materials coming from Elizabeth Carll, PhD Section Editors. Anything else will be sent to the Section Editor International in question for fact checking. Authors of independent articles and submissions are responsible for their own fact checking; this Emre Umucu, PhD will not be the responsibility of the editorial staff. Military & Veterans ADVERTISING POLICY, RATES, & QUERIES The appearance of advertisements and announcements in TPN Claire Starrs, PhD is not an endorsement or approval of the products or services Multicultural & Diversity advertised. Division 56 reserves the right to reject, edit, omit, or cancel announcements or advertising for any reason, including Irene Powch, PhD but not limited to legal, professional, ethical, and social Members concerns. Ad size & rate: Jack Lennon, MA | Emily Rooney, MA Students Inside Back Cover (full page) $700 Full page $500 Shavonne Moore-Lobban, PhD Half page $300 Early Career Professionals Quarter page $200 15% discount for multiple insertions, per publication year, of Priscilla Dass-Brailsford, EdD, MPH single ad that are committed and paid in full with initial Fellows submission. Inquiries about advertising rates, guidelines, and/or submissions should be emailed directly to the Editor. Serena Wadhwa, PsyD | Omewha Beaton, PhD Book Reviews, Media, & More DIVISION 56 LOGO INFORMATION Requests for permission to use the Division Logo and COPY EDITORS information should be obtained from the Editor. Credit for logo design should be given to Janet Perr whenever the Division logo Romy Felsen-Parsons | Betsy Galicia | Kayleigh Watters is used. | Indy Wickramasinghe | Linda Zheng © 2021 Division 56 of the American Psychological Association. TRAUMA PSYCHOLOGY NEWS | 28 All rights reserved. Current and past issues of TPN are available as PDF files via the TPN website. Send your submission ideas directly to a Section Editor or via the submission form on the TPN website. A PUBLICATION OF APA DIVISION 56

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