Helping Youth Overcome Traumatic Loss - Research Proposal Example

? Grant Proposal for Helping Youth Overcome Traumatic Loss Grant Proposal for Helping Youth Overcome Traumatic Loss Abstract This is a problem solving program with the main intention of seeking funding from Help the Young Foundation in order to help youth struggling with traumatic loss of their loved ones overcome by music therapy intervention. It is demoralizing for children to take up the responsibilities of primary care givers to their terminally ill loved ones and in the end run suffer traumatic loss as seen in the case of Lily Johnson a 19 year old girl. Lily forgoes her primary needs which entail withdrawing from the rest of the semester to be able to provide the care that her mother needs. Her mother is diagnosed with stage 4 Pancreatic Cancer news that leaves Lily, her father and siblings in total stress. Lily is indeed a strong girl with brevity of a kind for the reason that she accepts the role of taking care of her mother confidently. Lily together with her family members, her father, brother and sisters struggle to come into terms with the loss of Jill, Lily’s mother. Over and above, Lily, just like other youth of her age, who endure the same kind of predicament, requires support for instance respite and other interventions. These interventions will help provide these youth emotional and financial relief. The program aims to obtain funding from Help the Young Foundation in order to help them overcome traumatic loss by managing stress/depression, aggression and anxiety through music therapy. This program will help youth overcome traumatic loss by music therapeutic intervention that will enable them go above the devastations, have the courage to face the bitter truth and further develop hope in life. Finally, an evaluation program that will entail interviewing and follow up strategies on the selected youth will be conducted to ascertain that the project happened as expected. Introduction This project seeks to obtain funding from the Help the Young Foundation to curb the traumatic issues that many youth endure in their lives at one time. However, before individuals can understand the youth, their families and the interventions required to help them overcome trauma, there is need to understand what trauma is all about. A trauma is a physical or psychological problem to a young person which causes threats to his or her survival or safety of another person significant to a youth (Moroz, 2005). In the present day, many youths endure emotional pain and behavioral implications as a result of preventable traumatic experiences. Some experiences lead some youth particularly into burdened lifestyles that pose serious threats to their lives. It is indeed important to bring to an end this exposure and lift the youth from this untold suffering. Youth traumatic stress arises when children and adolescents are exposed to traumatic accounts or circumstances and this kind of exposure goes beyond their capacity to manage with what they have gone through (The National Child Traumatic Stress Network, 2006). Traumatic occasions can entail physical violence, sexual exploitation, domestic mistreatment, community neglect, and or disasters (Caporino, Murray, & Jensen, 2003). Despite the fact that the estimations differ, it is considered that the pervasiveness of trauma in youth in the entire population is significant. The National Center on Child Abuse and Neglect establishes that above 2% of all the youths are victims of mistreatment, 13% are victims of neglect and 11% percent are victims of bodily harm, sexual violence or emotional abuse (Caporino, et al., 2003). Studies report varying rates of Post-Traumatic Over and above youth who go through traumatic episodes show a wide range of signs which go beyond internal problems for instance stress/depression and anxiety but goes even beyond to external related problem like aggression and behavioral problems or defiant code of conduct (Caporino, et al., 2003). Even despite the fact that trauma does not directly lead to these problems, traumatic stress/depression, aggression and anxiety can lead to interference with the youths capacity to think and learn bringing about poor physical, emotional and intellectual growth (Ford, 2002). Ultimately, traumatic stress/depression, aggression and anxiety in youth is greater than before related with exposure to distressing events like terminal illness of loved ones resulting to total loss (The National Child Traumatic Stress Network, 2006). A case study in America exposes the life of a 19 year old college going girl Lily, who struggles to take care of her ailing mother irrespective of her primary goals, attending class in Sophomore in College. Lily’s mother, Jill is diagnosed with stage 4 Pancreatic Cancer news that leaves Lily’s father, her brothers and sisters in total devastation. As the treatment process of Jill went on Lily realized that she was the only one in her family who could abscond classes and work to attend to her mother in the terrible times. Her father and siblings cannot manage to balance their other responsibilities to visit Jill during the treatment process for instance Lily’s father who works fulltime cannot manage to keep on taking off time at work. Her other siblings live in separate states further becoming difficult for them to manage taking care of their mother in and out of hospital. Over and above, they do not have financial support to enable them solicit a professional care giver. For this reason, Lily decides to take it upon herself to take her mother to the appointments, chemotherapy and providing care for her while at home subsequent to the treatments. This kind of situation subjects Lily to utmost suffering and pain of enduring her mother’s terminal illness and is made even worse after the chemotherapy which sometimes leaves her mother terribly weak for close to two or three days. The situations gets out of hand when her mother collapses one of the days and becomes critical and is further referred to the hospice. From this event, Jill requires fulltime care which Lily’s family cannot afford to hire a nurse and Lily remains the only preferable person to put her college needs secondary and taking care of her ailing mother primary. Lily has no choice than to drop out from the middle of her fall semester in sophomore year in College to provide her mother with the care needed. As a matter of fact, dropping out of college, quitting her job and watching her ailing mother deteriorate every day affect Lily greatly. She takes this responsibility bravely on behalf of her brothers who are unavailable and her mother is scared. Lily goes through a lot of stress/depression despite putting on a brave face. It is vivid that Lily is facing a lot of problems managing her aggression and anxiety as seen by the fact that she starts shutting out her close friends. This is for the reason that she is not aware of how to deal with her feelings. The thought that her mother may one day die is hard for her to withstand and finally her mother’s death leaves Lily particularly broken. This is owing to the pain and suffering she had to endure while caring for her mother in and out of hospital. The objective of this program is to help youths like Lily overcome trauma by managing stress/depression, aggression and anxiety through music therapy. This is because trauma steals the youth’s voice leading to the affected feeling oppressed and abandoned. If nothing is done in this regard these youths may be subjected to hard and unbearable life full of scapegoats. There is a significant need for the youth to go above the devastations, having the courage to face the bitter truth and further develop hope in life. This is possible by introducing their most preferred way of managing, loss, pain and suffering, which is by listening to music, a behavior that many youths engage in with ease. Evaluation programs that will entail interviewing and follow up strategies on the selected youth will be conducted to ascertain that the project happened as expected. Mary Williams (2013) indicates in her book The PTSD Workbook: Simple, Effective Techniques for Overcoming Traumatic Stress Symptoms that post-traumatic stress disorder is particularly an anxiety state that can happen subsequent to an exposure to terrific ordeals or events. Despite the fact that many people exposed to warzones experience this condition, youth enduring loss of loved ones, those who have gone through sexual molestation, natural calamities, crime, fire tragedies and road carnage are also affected. This is a condition that brings traumatic experiences flashbacks, memories, bad dreams and scary thoughts. In case, this condition is not treated, it can lead to stress or depression, anxiety and aggression. Over and above, many youths can even contemplate committing suicide (Williams, 2013). Lisa Schab (2008) argues in her book Beyond the Blues: A Workbook to Help Teens Overcome Depression that many individuals go through depression at one time in their lives. On the other hand, the youth have a lot of physical, emotional and cognitive transformations that take place in them which make them more venerable to stress/depression, aggression and anxiety. Lisa however, seems to target only teenagers between the ages of 13 to 15 with the list of activities she outlines in her book. Over and above, the author appears credible and trustworthy to the readers where she comes out clear and vivid on the subject of depression. She affirms that wherever depression comes from, there is a need for the youth to work on managing it in their daily lives and above all overcome its implications bravely. Sheri Van Dijk (2011) outlines in her book Don't Let Your Emotions Run Your Life for Teens that every youth and teenager has a reason to become angry, sad, depressed and stressed after a traumatizing ordeal. However, she is quick to point out that there are instances when anxiety can take over the life of a youth leading to awful experiences like aggression. Making matters worse these feelings can go a long way in interfering with classes, the way they socialize with family, friends and relatives altogether. This source is credible and trustworthy targeting both parents and teenagers struggling with traumatic issues. The author provides significant resources to help in managing depression, stress, aggression and anxiety in youths. Some of these interventions help the youths cope with their sentiments. Pat, Kekuni, Clare & Daniel (2006) in their broad, well structured book Trauma and the Body: A Sensorimotor Approach to Psychotherapy (Norton Series on Interpersonal Neurobiology) seeks interventions of trauma on a somatic method (body based). This is a unique source that targets the safest and the most efficient way of addressing trauma. This book is much more credible and trustworthy, targeting professional therapists and program intervention team. The authors have packaged the book clearly and precisely further appealing to the readers on the subject of trauma. For instance the first chapter of the book outlines a hypothetical comprehension of the term trauma founded on the modern scientific studies in neurobiology and attachment. The first chapter introduces the vital topics which include brain processing, nervous system, neuropsychology and defensive feedback in youths. Nancy, Boyd (2005). In her book Working with Traumatized Youth in Child Welfare (Social Work Practice with Children and Families) breaks down the way the program intervention teams, professional therapists can carry out the treatment process to youth struggling with trauma. This is a credible and trustworthy book targeting the youth in schools, studying mental health problems and any other related fields in providing them with the right information for providing care and treatment to the affected youth. The author take her valuable time to define the problems associated with youths welfare and their family under care, reviewing the implications of trauma on the youth’s brain and detail recovery intervention methods. This is a significant book founded on the impacts of trauma on growth and development of the youths. Kathleen Nader (2007) introduces the topic of trauma in children in her book Understanding and Assessing Trauma in Children and Adolescents: Measures, Methods, and Youth in Context which outlines how it can be managed in children and the youth. The author is Administrator at the Two Suns Childhood Trauma Program in Ceder Park, Texas, and a globally acclaimed professional on child trauma and posttraumatic stress. In her book, she compiles the detailed analysis of the intricate method of understanding youth and adolescent trauma. There are a lot of factors to be considered when analyzing children and youth and it is evident that depending on one way to solve this is always inappropriate. This book credibly covers the historical perspective of trauma in relation of the youth in the present day. Music Therapy Intervention Program Music therapy is an intervention way described by the American Music Therapy Association (2012) as a clinical and evidence based application of music interventions to achieve personalized objectives in a therapeutic intervention by a qualified professional who has finished a certified music therapy course. This is a planned application of music to help individuals of all age when in need to overcome traumatic times like when experiencing depression, stress or anxiety. A well chosen healthcare expert, music therapy applies keenly chosen music and music intervention programs to manage depressions, stress, anxiety and aggression. This is done with regard to the physical, sentimental, cognitive and social requirements (AMTA, 2012). Despite the fact that music therapy will not end or solve the problem formed by traumatic occasions, music therapy has the capacity to help young people and adults facing trauma apply positive management skills and articulate intricate feelings and sentiments. Due to the fact that music therapy is a strong and non persistent channel, distinctive results are likely. The adaptability of music therapy can as well permit the therapist to modify the intervention program around a specified demographic, for instance the youth, for the reason that it does not support one precise kind of music (AMTA, 2012). Music therapists can as well improve social diversity by applying music types which are easy to associate the youth with (Gonzalez &Hayes, 2009). Music therapists apply music and music therapy interventions, both instrumental and vocal, created to make transformation possible which is non musical in natural world. Music therapy interventions are founded on personal evaluation, therapy outlining, and continuing program assessment. The professionally trained music therapist makes use of personalized music understanding and interventions to reach out to, manage, and analyze patients. In many occasions performing as members of an interdisciplinary team, music therapists put into practice programs with groups or people dealing with a vast range of results, which include managing of anxiety, depression, stress, communication, and emotional self-expression. As indicated primarily, a number of youths may find it hard to take part in the intervention that may make difficult the quantifiable resultant objectives. Particularly, the incapability to authentically link with the therapists or the evading of self revelation in the group background can end up being crucial factors in interrupting therapeutic resultant objectives (Olson-McBride & Page, 2012). Music therapy can lead to a basis of articulacy leading to development of safety and friendliness for clients permitting adolescents for instance the gang members to give in return their sentiments and feelings via the evaluation of a distinctive artist or music lyric. This will therefore, get rid of the painful helplessness present in the revelation of individual feelings and sentiments (Olson-McBride et al., 2012). Depression, stress, anxiety and aggression can all be managed via music therapy. MacFerran, O’Grady and Roberts (2010) established that youths that struggle with traumatic experiences tend to listen to a lot of music as compared to youths who do not have any form of traumatic experience. Case in point is when a young person in his or her teen age breaks up with a friend in a relationship will end up listening to songs revolving around relationship intricacies. Youths who have been brought up in hardship or violent lifestyle, he or she end up listening to heavy rap songs or hip hop. This is where the youth manages to release his or her energy through the song or rap or even associate with the song that has message on how he or she is feeling (McFerran et al., 2010). Issues relating to the codes of conduct for instance behavioral disorders can as well be managed by use of music therapy. Evans (2010) indicates that rap music was applied in therapy interventions with a 13 year old male child who had been diagnosed with behavioral disorder and was having negative home and school issues. While working with the client, the professional therapist made use of the writing and discussion of rap lyrics within 6 sessions over a 6 month period (Evans, 2010). Progress followed and it was established that the child had reduced taking part in negative circumstances while at home or at school. Long term goals were also reached subsequent to 18 months. The child’s caretaker suggested that the association with the child which was once troubled had turned out to be filled with more adoring emotions and less problematic codes of conduct (Evans, 2010). Music treatment has as well been established to help in developing of pro-social skills in a group (Skudrzyk et al., 2009). In groups music therapy can be applied for social building, releasing sentiments, motivating one another, shaping personalities, sensitizing, empathizing, managing depression and soothing (Skudrzyk et al., 2009). This group therapeutic method can help manage stress, depression, aggression and anxiety. By innovation, therapists can apply this means to provide information of the strengths, social backing, and resources. Davis (2010) illustrated how creativity in therapeutic interventions programs with putting emphasis in music, mixed with psychotherapy permitted therapists to work with children who had in the recent times gone through a devastating tornado. Primarily, the children were asked to express their sentiments in need of attention which included fear, confusion, anger and sadness. The therapists then had the children, together with their guardians make groups and come up with sentiments, ensemble with various tool and noise makers. After 20 minutes, the groups reconvened, played their ensemble and other groups had to come up with what feeling the group was presenting. Subsequent to completion of the group ensemble the therapist had all members develop one large feelings ensemble. After all the activities were finished the therapist undertook a procedure group in which questions were asked related to the ensemble and sentiments about the tornado. Davis gave details that this intervention program permitted the children and their parents to transform back into the school and permitted the children’s sentiments to be confirmed. Finally, music therapy has been proven to have a crucial impact on a person’s relaxation, respiration rate, self reported stress decline, and behaviorally seen and self reported anxiety intensity. A corresponding program of music and music therapy intervention in return to disaster or trauma, created and put into practice by a qualified music therapist, provides chances for: Non verbal channels for sentiments linked to traumatic exposure Anxiety and stress lessening Positive transformation in mood and sentimental states Active and positive participants involvement in therapy Advanced sentiments of control, confidence, and empowerment Positive physiological transformation, such as lower blood pressure, reduced heart rate, and relaxed muscle tension In addition, music therapy may allow for: Emotional familiarity with peers, families, caregivers Entertainment for family groups or other community and peer groups Significant time enjoyed together in a positive, innovative means. This program puts together all the information necessary in trying to help youth struggling with traumatic issues brought about by loss of their loved ones. It is evident that in the present day, many youths go through depressing and stressful times while trying to take care of their loved ones, in war, among peers, in relationships and in school. In case nothing is done to help them overcome depression, stress, anxiety and aggression, this feeling can lead to suicide, feeling of rejection and abandonment. This program focuses on how music therapy can be used to help the youth going through depressing situations overcome easily. This program further outlines the effectiveness of the music therapy with a list of examples of documented cases where it has worked to children and youth. Evidence directs to the adolescents who used the technique of lyrical analysis to curb the traumatic experience to attain successful results. Studies show that adolescent and teenage is a distinctive stage in life of an individual’s life that needs specified intervention programs to involve the youth in the intervention. In consideration of the fact that music is a significant part of the life of an adolescent and teenager, lyrical evaluations indicates the value of music in the life of a youth in traumatic events. It is evident that youths can make use different genres of music and its lyrics in order to overcome traumatic events. In conclusion, it is imperative for the Help the Young Foundation to help in funding this program in order for the affected youth to manage to overcome the traumatic events easily. It is clear that there is a need to support these youth in various ways like hiring professional therapists to help them overcome their predicament whereas support those that need financial aids to assist for instance their terminally ill loved ones manage the illness. References American Music Therapy Association. (2012). Music Therapy in Response to Crisis and Trauma. Retrieved from http://www.musictherapy.org Caporino, N., Murray, L., & Jensen, P. (2003). The Impact of Different Traumatic Experiences in Childhood and Adolescence. Emot Beh Disord Youth, (Summer):63-64, 73-76 Evans, D. (2010). The challenge of treating conduct disorder in low-resourced settings: rap music to the rescue. Journal of Child and Adolescent Health, 22(2),145-152. Ford, J.D. (2002). Traumatic Victimization in Childhood and Persistent Problems with Oppositional-defiance. J Trauma, Maltreatment, and Aggression, 11,25-58. Gonzalez, T., & Hayes, B. (2009). Rap music in school counseling based on Don Elligan’s rap therapy. Journal o f Creativity in Mental Health, 4(2),161-172. doi: 10.1080/15401380902945293 Kathleen Nader. (September 26, 2007). Understanding and Assessing Trauma in Children and Adolescents: Measures, Methods, and Youth in Context (Routledge Psychosocial Stress Series) Routledge; 1 edition Lisa, M. Schab. (May 1, 2008). Beyond the Blues: A Workbook to Help Teens Overcome Depression. Instant Help; 1 edition McFerran, K., Roberts, M., & O’Grady, L. (2010). Music therapy with bereaved teenagers: A mixed methods perspective. Death Studies, 34(6),541-565. doi: 10.1080/07481181003765428 Moroz, K. J. (2005). The Effects of Psychological Trauma on Children and Adolescents. Waterbury, VT: Vermont Agency of Human Services. Nancy, Boyd (October 28, 2005). Working with Traumatized Youth in Child Welfare (Social Work Practice with Children and Families). The Guilford Press; 1 edition Olson-McBride, L., & Page, T. F. (2012). Song to self: Promoting a therapeutic dialogue with high-risk youths through poetry and popular music. Social Work with Groups, 35(2),124- 137. doi: 10.1080/01609513.2011.603117 Pat, O., Kekuni M., Clare P., Daniel. (October 13, 2006) Trauma and the Body: A Sensorimotor Approach to Psychotherapy (Norton Series on Interpersonal Neurobiology). W. W. Norton & Company; 1 edition Sheri Van Dijk (March 1, 2011). Don't Let Your Emotions Run Your Life for Teens. Instant Help; 1 edition Skudrzyk, B., Zera, D., McMahon, G., Schmidt, R., Boyne, J., & Spannaus, R. L. (2009). Learning to relate: Interweaving creative approaches in group counseling with adolescents. Journal o f Creativity in Mental Health, 4(3),249-261. doi: 10.1080/154013 80903192762 The National Child Traumatic Stress Network. (2006). Defining Trauma and Child Traumatic Stress. Retrieved November 20, 2013, from www.nctsn.org/nccts/nav.do?pid=faq_def Williams, M. B. (April 1, 2013). The PTSD Workbook: Simple, Effective Techniques for Overcoming Traumatic Stress Symptoms. New Harbinger Publications; Second Edition, Revised edition Read More