The Trauma Assessment and Intervention for Children and Youth (TAICY, Gil) is most relevant for children whose trauma has been identified and as questions persist about how children are functioning post-trauma. In cases of known complex trauma, specific domains of impairment are explored to inform child and family recommendations for recovery.
Statement of the Problem
Young children and youth may experience Type 1 or Type 2 traumas. Type 1 traumas are acute and can include external events such as natural catastrophes, accidents (e.g., car accidents, fires, natural disasters, and school shootings), single or isolated physical or sexual assaults, or other unexpected, short-term events. Type 2 traumas tend to be chronic, interpersonal, and repetitive and can include acute or chronic incidents of physical abuse, sexual assault, or neglect.
Gil Institute clinicians provide assessment and treatment services for both types of trauma, as long as traumatic events have been documented and/or substantiated in an objective manner. Otherwise, we have other services that might be more suitable for children and youth whose childhood traumas, losses, and past experiences are not well known. In cases of known complex trauma, specific domains of impairment are explored. Our services will be modified and adjusted for children ages 2 to 17 years. The TAICY is most relevant for children whose trauma has been identified and as questions persist about how children are functioning post-trauma.
Clinicians conduct a comprehensive assessment to include: interviews with referring agencies; meeting with current caregivers to obtain social/developmental history; review of collateral information from school, daycare, prior psychologists or mental health professionals, medical personnel, etc. Clinicians will meet with children and youth to engage them in a process of becoming increasingly comfortable with the setting and clinician.
An integrated, trauma-focused approach is offered to children and they are invited to participate in a wide range of directive and nondirective strategies which are designed to help clinicians understand children’s perceptions of self and important others. In addition, attention will be focused on established target areas for childhood trauma through a combination of direct observation of children, data analysis of their expressive work, and opportunities to understand their functioning with peers, adult caretakers, and significant attachment figures. Depending on the age of the child, paper and pencil assessment instruments might be obtained from them directly, or from caretakers and school personnel.