Date of Award

2026

Document Type

Scholarly Project

Degree Name

Doctor of Occupational Therapy (OTD)

Department

Occupational Therapy

First Advisor

Dr. Mandy Meyer

Abstract

Introduction: Trauma is ubiquitous and can negatively impact many life outcomes. Though trauma can occur across the lifespan, particular emphasis has been placed on the outcomes of experiences that occur in childhood. Adverse childhood experiences (ACEs), as coined by Felitti et al. (1998), pertain to traumatic events that occur before the age of 18, and the correlation between the number of ACEs and poor health outcomes is significant. Children can begin demonstrating unfavorable symptoms upon becoming exposed to trauma. Current literature has illustrated particular differences in sensory systems and social skills for young children. These challenges can lead to hardship with occupational performance in important areas including play, education, and social participation. Thus, this product was created to address these needs for children by providing trauma-informed education and sensory activities to staff members in an early education setting and at-home caregivers.

Methodology: A literature review was conducted and guided by the person-environment-occupation (PEO) model (Law et al., 1996). A needs assessment was then performed at the capstone site through informal interviews with the occupational therapists and other staff members. Observation of early education classrooms and early intervention sessions within the community contributed to the development of this product. Resources for trauma-informed care and regulation were also consulted to ensure the accuracy of the information presented in the guidebook. The resource was written according to appropriate literacy levels for both staff members and caregivers.

Results: Regulation Creations: A Trauma-Informed Resource Addressing Sensory and Socio-Emotional Childhood Challenges was created for the capstone site. Its contents address trauma-informed care, self-regulation for staff members and caregivers, co-regulation activities for children, and educational considerations and handouts for caregivers. It is anticipated that this resource will assist staff members in providing trauma-informed services to children who have encountered ACEs and other traumatic events.

Conclusion: Children with trauma experience difficulties or differences within their sensory processing systems and socio-emotional skills, thus impacting their ability to participate in important occupations. This guide was created to address these areas in hope of helping young children joyfully engage in their most desired occupations.

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