Abstract
Type 2 diabetes and adverse childhood experiences (ACEs) can lead to negative health outcomes. Therefore, a trauma-informed approach in low socioeconomic communities is proposed as a solution to combat these concerns. This prevention program will be considered to be a secondary prevention public health focus and it aims to reduce the impact of ACEs as the potential cause for development of type 2 diabetes, especially in young African-American adolescents in low socioeconomic communities. Furthermore, this intervention will be led by a multi-disciplinary team as well as two members of the community. All staff members will be trained in trauma-informed approach and will be highly experienced in their respective fields. The Social Ecological Model will be addressed in this intervention and will be detrimental to the success of the program in terms of targeting relationships and community involvement. Lastly, the program aims to implement technique in which will have a lasting effect in the community even after program personnel have left. Thus, this program aims to prevent the onset of type 2 diabetes in low SES, African-American adolescents who have experienced traumas.
Trauma-Informed Principles Your Grant Will Utilize
SAMHSA’s Trauma-informed Principles will be implemented into this trauma-informed approach for the prevention of type II diabetes young adults with low socioeconomic status. Safety is crucial for the trauma-informed approach (Substance Abuse and Mental Health Services Administration, 2014). It is essential that participants feel safe at all times and that includes not having activities that cause stress and anxiety to the participants. In order to further ensure the safety of the participants, the staff members and project members must include peer support and mutual self-help by guiding the participants and having healthy conversations to combat the onset of traumas. In addition, building relationships among the participants by having group cooking classes, and group physical activities. The principle of empowerment, voice, and choice will provide the participants to make pertinent choices for the intervention that they are participants that they are a part or. For example, what exercises do they enjoy, or health foods that they like so that the intervention will be lasting. Trustworthiness and transparency will allow for open communication between staff members and participants. Participants will have the ability to give constructive criticism for what they do like and/or do not like about the program and what additions can be made to improve the program. Collaboration and mutuality are key so that program staff become more connected to the community and the needs of the community. Furthermore, meeting on common ground so that participants continue to feel comfortable versus meeting in an office or unfamiliar space. Lastly, SAMHSA’s principle of cultural, historical, and gender issues to certify that cultural sensitivity is applied to the program and that resources are afforded to the participants whenever necessary (Substance Abuse and Mental Health Services Administration, 2014).
Level(s) of the Social Ecological Model
The Social Ecological Model will be utilized. Although, all levels of the Social Ecological Model are important, this program will only focus on the individual, interpersonal, organizational, and community levels (McElroy, 1988). Beginning with the individual level or interpersonal level, project activities aim to help individuals develop health copying mechanisms. Also, at the individual level, this program aims to teach individuals how to eat and prepare healthier meals while also learning how to perform a variety of fun exercise. Secondly, on the interpersonal level the project activities will focus on the relationships of the individuals. Thus, including family members, friends and others closest to the individual in order to provide a strong support system. The peers of the individuals will be taught healthy copying mechanisms, healthier food options, and various forms of physical activity. At the organizational level, the intervention will target schools in which the young adults attend. We will provide funding to add healthy lunch options, after school exercise programs and physical activities, and counselors at the school to continue the support for the individuals not only at home, but at school as well. Next, at the organizational level, project activities will build relationships with the individual’s surrounding relationships. For instance, funding churches, community centers, and so on so that individuals have strong support systems within their communities. Lastly, the project policy will work towards creating a safe community for children to freely exercise within their communities, a place in which healthy foods will always be provided for them regardless of their family’s socioeconomic status, and requiring counselors be available to young adults who may have experienced a trauma.
Public Health Framework
This program will be considered to be the secondary stage of prevention in which this level of prevention states to “reduce the impact of disease, illness, or injury once it has already occurred” (Philanthropy Network Greater Philadelphia, 2016). Thus, in the case of this program, it aims to reduce the impact of ACEs/traumas on the potential development of pre-diabetes and worst-case scenario, diabetes in low socioeconomic, African-American adolescents (Philanthropy Network Greater Philadelphia, 2016). It is important to note that screening and early detection is crucial for the secondary level of prevention therefore, this intervention will screen the participants for pre-diabetes on a regular basis. However, if a participant’s diagnosis was to change from pre-diabetes to type 2 diabetes then the team will work to treat the condition and improve the quality of life for the participant, which is the tertiary level of prevention (Philanthropy Network Greater Philadelphia, 2016). Therefore, this will be a well-rounded approach or intervention in order to adapt to the needs of the participants.
References:
McLeroy, K. R., Steckler, A. and Bibeau, D. (Eds.) (1988). The social ecology of health promotion interventions. Health Education Quarterly, 15(4):351-377. Retrieved May 1, 2012, from http://tamhsc.academia.edu/Ken...h_Promotion_Programs.
Philanthropy Network Greater Philadelphia, Thomas Scattergood Behavioral Health Foundation and United Way of Greater Philadelphia and Southern New Jersey (2016). Trauma Informed Philanthropy: A Funder’s Resource Guide for Supporting Trauma-Informed Practice in the Delaware Valley. Retrieved from file:///Users/RebeccaCampbell/Downloads/FINAL_TraumaGUIDE-single.pdf
Substance Abuse and Mental Health Services Administration. SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach. HHS Publication No. (SMA) 14-4884. Rockville, MD: Substance Abuse and Mental Health Services Administration, 2014.
Comments (0)