Innovations in the trauma-informed care (TIC) field have promised to transform youth-serving institutions by asking practitioners to pay attention to the developmental needs of young people facing maltreatment. Despite notable TIC innovations, our knowledge about childhood trauma tends to be adult-centric, presenting youth as passive recipients of (rather than active agents responding to) harm. How 27 high school students made sense of childhood trauma emerged during an 11-year ethnographic study of students in a school-based counseling program in Oahu, Hawai‘i. To overcome hardships, the teens constructed what they believed to be strong, resilient, and respectable identities, although teens’ identity performances differed. Adolescents’ narratives highlight sociological understandings of trauma survival whereby youth creatively negotiated their sense of self and drew from ideologies embedded in larger institutional contexts.

创伤知情护理 (TIC) 领域的创新已承诺通过要求从业人员关注面临虐待的年轻人的发展需求来改造青年服务机构。尽管 TIC 有显着的创新，但我们对童年创伤的了解往往以成人为中心，将青年视为伤害的被动接受者（而不是主动应对）。在夏威夷瓦胡岛的一个校本咨询项目中，对学生进行了为期 11 年的民族志研究，研究了 27 名高中生如何理解童年创伤。为了克服困难，青少年建立了他们认为强大、有弹性和受人尊敬的身份，尽管青少年的身份表现有所不同。