Displaying items by tag: TraumaInformed - CLARO

This issue brief discusses the importance of cultivating a child welfare system that recognizes and responds appropriately to trauma. After providing a brief overview of trauma and its effects, the brief explores steps that are involved in transitioning to a trauma-informed system and features examples from State and local programs incorporating trauma-informed practice. The brief concludes by highlighting how cross-system collaborations can help promote trauma-informed child welfare practice. Child Welfare Information Gateway. CLICK HERE

TRUST-­BASED RELATIONAL INTERVENTION®
SUMMARY OF OUTCOMES
 
This report is a listing of research that has been compiled about TBRI as developed by the TCU Institute of Child Development. It is a review of the literature that they have compiled.
 
Published in Data & Technology

Posttraumatic Stress Disorder (PTSD) in Children and Adolescents
National Center for PTSD, U.S. Department of Veterans Affairs
Provides information on events that may cause PTSD, how many children are affected, risk factors, symptoms, and treatment.

SAMHSA's Concept of Trauma and Guidance for a Trauma-Informed Approach (PDF - 454 KB)
Presents a working concept of trauma and a trauma-informed approach that is acceptable and appropriate across an array of service systems. This paper utilizes research, practice and survivor knowledge to generate a framework for improving the capacity of multiple service systems and public institutions to better address the trauma-related issues of their communities.

Published in Service Providers
The Neurosequential Model of Therapeutics (NMT) is a developmentally sensitive, neurobiology-informed approach to clinical problem solving. NMT is not a specific therapeutic technique or intervention. It is an approach that integrates core principles of neurodevelopment and traumatology to inform work with children, families and the communities in which they live. The Neurosequential Approach has three key components – training/capacity building, assessment and then, the specific recommendations for the selection and sequencing of therapeutic, educational and enrichment activities that match the needs and strengths of the individual.
 
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Published in Service Providers