Monday, 09 December 2019 11:18

Trauma Treatments [Webpage]

Published: 2019
Available from: National Child Traumatic Stress Network (NCTSN)
http://www.nctsn.org/external link(opens in new window)
University of California, Los Angeles
11150 W. Olympic Blvd.
Suite 650
Los Angeles, CA 90064
Document available online at: https://www.nctsn.org/treatments-and-practices/trauma-treatments external link(opens in new window)
Abstract: The National Child Traumatic Stress Network (NCTSN) and its various centers have developed and implemented a range of clinical treatments, mental health interventions, and other trauma-informed service approaches as a means of promoting the Network’s mission of raising the standard of care for traumatized youth and families This webpage provides links to fact sheets on the evidence-based and evidence-supported trauma-informed clinical interventions. The Intervention Fact Sheets include basic descriptive information about the intervention, the target population for which it was developed, essential components, and a summary of research evidence. For some interventions, additional fact sheets are also available, including: Culture-Specific Fact Sheets that describe how the intervention engages children and families from diverse populations and has been successfully modified for use with different groups, and Training Guidelines that describe minimum training requirements, including preparation and case completion requirements, as well as prerequisites needed to supervise or train on the intervention. In addition, information is provided on how to use the fact sheets and core components of trauma-focused interventions. (Author abstract modified) 

Published: 2019
Available from: National Center for Injury Prevention and Control
http://www.cdc.gov/ncipc
Mailstop K65
4770 Buford Highway NE
Atlanta, GA 30341
Printable version (PDF): https://www.cdc.gov/violenceprevention/pdf/preventingACES-508.pdf?deliveryName=USCDC_1104-DM9660
Abstract: This report describes Adverse Childhood Experiences (ACEs) as potentially traumatic events that occur in childhood (0-17 years) such as experiencing violence, abuse, or neglect; witnessing violence in the home; and having a family member attempt or die by suicide. It explains preventing ACEs is a priority for the Centers for Disease Control (CDC) and provides information on how ACEs influence health and opportunity. It then notes CDC has produced Technical Packages to help communities and States prioritize prevention activities with the greatest potential for impact, and highlights strategies across the CDC Technical Packages that can prevent ACEs from happening in the first place as well as strategies to mitigate the harms of ACEs. These strategies include: strengthening economic supports for families, promoting social norms that protect against violence and adversity, ensuring a strong start for children and paving the way for them to reach their full potential, teaching skills to help parents and youth handle stress, manage emotions, and tackle everyday challenges, connecting youth to caring adults and activities, and intervening to lessen immediate and long-term harms. The evidence base for each strategy is provided and the role of different public sectors in preventing ACEs is explained. The final section of the report reviews the need for monitoring and evaluation of the public health approach to prevention. 142 references. 

Author(s): Bartlett, Jessica Dym.;Steber, Kathryn.
Published: 2019
Available from: Child Trends
URL: https://www.childtrends.org/publications/how-to-implement-trauma-informed-care-to-build-resilience-to-childhood-trauma 

Children who are exposed to traumatic life events are at significant risk for developing serious and long-lasting problems across multiple areas of development.[1],[2],[3],[4] However, children are far more likely to exhibit resilience to childhood trauma when child-serving programs, institutions, and service systems understand the impact of childhood trauma, share common ways to talk and think about trauma, and thoroughly integrate effective practices and policies to address it—an approach often referred to as trauma-informed care (TIC).[5]

Author(s): Harper, Kristen.;Temkin, Deborah.
Published: 2019
Available from: Child Trends 

This brief introduces a Trauma-Informed Policy Framework to Create Supportive Learning Environments to help State officials create supportive learning environments that meet the needs of students with a history of traumatic experiences and ensure that all students succeed in school. It begins by explaining a supportive learning environment is a school that provides a safe and positive school culture and climate, and attends to the physical, mental, social, emotional, and academic needs of all students.

                            https://www.childtrends.org/wp-content/uploads/2019/01/RespondingTraumaPolicyGuidance_ChildTrends_January2019.pdf

Published: 2019
Journal Name: Insights (California Child Welfare Co-Investment Partnership)
v. 17, Part 1, Summer 2019, p. 1-16
Available from: California Child Welfare Co-Investment Partnership
http://www.co-invest.org/external link(opens in new window)
925 L Street, Suite 340
Sacramento, CA 95814
Printable version (PDF): http://co-invest.org/wp-content/uploads/Insights_XVII_June2019_Final.pdf external link(opens in new window)
Abstract: This brief explains children and families coming into contact with the child welfare system are often those with the most acute, severe, and persistent adverse childhood experiences (ACEs). Many children and youth not only suffer from neglect and abuse in the home, but are also affected by racism, poverty, and the legacy of historical, multigenerational trauma

FRIENDS has released its first podcast: Historical Trauma Among African Americans, ACES, and Resilience

The traumatic history of African Americans, how Adverse Childhood Experiences (ACES) compound multi-generational trauma, and what hope looks like are considered in this podcast.

Three experts from the Centers for Disease Control and Prevention, the National Child Traumatic Stress Center, NC State University, and a local Head Start Program provide evidenced-based information on ACES, historical trauma and bias, and how hope and resilience play a role in mitigating these hardships in African American families. Listen to learn about adjustments practitioners can make to improve trust and inclusiveness in programs services.

Follow the link, to listen to the podcast and explore additional resources:  https://friendsnrc.org/collaboration/activities-that-support-collaboration/cultural-responsiveness/diverse-groups/racial-ethnic/historical-trauma-among-african-americans-aces-and-hope

We hope you enjoy listening and find it useful for your work and in other environments.

Thank you to Melissa Merrick at the Centers for Disease Control and Prevention; Isaiah Pickens at the UCLA National Child Trauma Stress Network, and Deric Boston with NC State University and Durham Head Start Programs for contributing.

Valerie Spiva Collins, Director

FRIENDS National Center for CBCAP

(919) 388-2266

Website:www.FRIENDSnrc.org

Like our Facebook page: www.facebook.com/friendsnrc

FRIENDS National Center is a service of the

Children’s Bureau in the

Administration for Children and Families

Resource Description

Discusses the importance of quality supervision that organizations can provide to staff members at risk for secondary traumatic stress (STS). This fact sheet identifies the core competencies for supervisors providing formal support to workers who are exposed to secondary trauma. It is intended to be a developmental assessment for supervisors, to help identify areas of need, and to guide the user to resources to strengthen those areas of competency.

Published in 2018
Published in Children's Justice Act
Wednesday, 18 July 2018 07:11

Complex Trauma Standardized Measures

Resource Description

Is a table of standardized measures that are appropriate for children and families dealing with complex trauma.

Published in 2018 - National Child Traumatic Stress Network
 
Published in Data & Technology

KEY POINTS: TRAUMATIC SEPARATION AND REFUGEE AND IMMIGRANT CHILDREN

Provides key points related to traumatic separation and immigrant and refugee children, adapted from the NCTSN fact sheet Children with Traumatic Separation: Information for Professionals.

2018 National Child Traumatic Stress Network

 

Click to access document

Published in Children's Justice Act

Resource Description

Provides tips for current caregivers and others to help address the needs of immigrant and refugee children who have experienced traumatic separation. The relationship with a parent is critical to a child’s sense of self, safety, and trust. Separations from parents and siblings— especially under sudden, chaotic, or unpredictable circumstances such as those related to war, refugee, immigration, or detention experiences—may lead children to develop depression, anxiety, or separation-related traumatic stress symptoms. This tip sheet outlines what children of different ages might be experiencing and how caregivers and others can help.

Published in 2018 - National Child Traumatic Stress Network
 
 
Published in Children's Justice Act
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