Hartinger-Saunders Robin M, Jones Annette Semanchin, Rittner Barbara
1School of Social Work, Andrew Young School of Policy Studies, Georgia State University, 1269 Urban life, 140 Decatur Street, Atlanta, GA 30303 USA.
2School of Social Work, University at Buffalo, The State University of New York, Buffalo, NY USA.
J Child Adolesc Trauma. 2016 May 31;12(1):119-130. doi: 10.1007/s40653-016-0104-1. eCollection 2019 Mar.
Foster and adopted children often experience multiple traumatic and adverse experiences. A growing body of literature indicates the negative impact of trauma on developmental milestones and brain development, which supports the need to address complex trauma among this vulnerable population of foster and adopted youth. This paper presents an overview of the unique needs of children adopted from the foster care system from the perspective of adverse childhood experiences (ACEs), complex trauma, and developmental trauma disorder (DTD). There is an increasing number of evidence-based trauma-focused services and interventions for children and youth. However, many adoptive parents have limited trauma-informed training and limited access to trauma-informed and adoption-competent professionals, particularly long-term supports across developmental stages, making them ill-prepared to meet the needs of children in their care. This paper contributes to the understanding of how access to these trauma-focused services can be increased through new technologies, to better prepare and empower adoptive parents to deal effectively with difficult adoption issues when they arise and to improve outcomes for children and youth adopted from the public child welfare system. Several innovative approaches toward this end include harnessing technology to: (1) improve access to suitable adoption resources, (2) improve mechanisms to track critical events, behaviors, emotions, functional abilities, strengths, etc., in order to determine timely, on-demand contextual services, and (3) extend professional, supportive environments beyond the adoptive family context by proposing the use of technology to build interdisciplinary, virtual community partners.
寄养儿童和领养儿童常常经历多重创伤性和不良经历。越来越多的文献表明创伤对发育里程碑和大脑发育具有负面影响，这支持了有必要解决寄养和领养青少年这一弱势群体中的复杂创伤问题。本文从童年不良经历（ACEs）、复杂创伤和发育性创伤障碍（DTD）的角度，概述了从寄养系统领养儿童的独特需求。针对儿童和青少年的循证创伤聚焦服务和干预措施越来越多。然而，许多养父母接受的创伤知情培训有限，且难以接触到具备创伤知情和领养专业能力的专业人员，尤其是跨发育阶段的长期支持，这使得他们在满足所照料儿童的需求方面准备不足。本文有助于理解如何通过新技术增加获得这些创伤聚焦服务的机会，以便更好地让养父母做好准备并赋予他们权力，在困难的领养问题出现时有效应对，并改善从公共儿童福利系统领养的儿童和青少年的结局。为此，有几种创新方法包括利用技术来：（1）改善获得合适领养资源的机会，（2）改进跟踪关键事件、行为、情绪、功能能力、优势等的机制，以便确定及时的按需情境服务，以及（3）通过提议利用技术建立跨学科的虚拟社区伙伴关系，将专业的支持环境扩展到领养家庭环境之外。
