New information has been added to the refugees and trauma webpages of NCTSN.org. These pages offer guidance for providers in schools, primary care, mental health, and those who work with immigrant, refugee, or migrant children. Resources on refugee rights, trauma experienced by refugees, core stressors refugees endure, and a link to the core stressor assessment tool can also be found here.
Now Available in Spanish!
Trinka and Sam and the Swirling Twirling Wind
The NCTSN Culture Consortium and the Early Trauma Treatment Network are proud to announce Trinka y Juan El Viento Que Giraba y Giraba is now available for download. This e-book is a story to help young children and their families begin to talk about feelings and worries they may experience after a tornado. In the story, Trinka and Sam, two small mice, react to a severe tornado that damages their community and how their parents help them feel safer. At the end of the story, you will find a parent guide suggesting ways parents can use this story to help their children.
New Sexual Abuse Resource for Educators
This three-page fact sheet gives educators and other school staff information on the challenges that occur when there is an allegation of educator abuse. It discusses the consequences of an inappropriate response to the allegations, the educator’s role following child sexual abuse allegations, how to respond to and support other students, ways to address media coverage of the allegation, and a list of helpful resources.
New Training Guidelines
The NCTSN Training and Implementation Program is pleased to announce another phase of NCTSN Training Guidelines including the following models: ARC, STAIR and Think Trauma. These documents complement the existing EBT Fact Sheets and are available now in PDF format. We have also created a guideline for the Think Trauma Toolkit, now available on the NCTSN Learning Center for Child and Adolescent Trauma.
Use the Training Guidelines Template to do the following:
- Provide treatment/practice developers and trainers an opportunity to respond to inquiries with accurate information about specific models, including the recommendations or requirements to provide, supervise, or train others in the model
- Clearly communicate information about interventions to assist agencies in making decisions about the training needs, selection, and implementation of a treatment/practice
- Disseminate consistent information of specific models, including requirements for pre-work, face-to-face training, consultation, case completion, maintenance, supervision, and certification or fostering
For STAIR or ARC>>
scroll to the Intervention Descriptions column on the far right of the table
For Think Trauma Toolkit Guidelines>> http://learn.nctsn.org/pluginfile.php/180958/mod_resource/content/2/ThinkTrauma_TrainingGuidelines.pdf
New Intervention Factsheets
Two new intervention factsheets have been posted to NCTSN.org!
Bounce Back – An Elementary School Intervention for Childhood Trauma: Bounce Back is a cognitive-behavioral, skills-based, group intervention aimed at relieving symptoms of child traumatic stress, anxiety, depression, and functional impairment among elementary school children (ages 5-11) who have been exposed to traumatic events. Bounce Back is used most commonly for children who have experienced or witnessed community, family, or school violence, or who have been involved in natural disasters, accidents, physical abuse, neglect, or traumatic separation from a loved one due to death, incarceration, deportation, or child welfare detainment. The clinician-led intervention includes 10 group sessions where children learn and practice feelings identification, relaxation, courage thoughts, problem solving and conflict resolution, and build positive activities and social support. It also includes 2-3 individual sessions in which children complete a trauma narrative to process their traumatic memory and grief and share it with a parent/caregiver. Between sessions, children practice the skills they have learned. Bounce Back also includes materials for parent education sessions.
SSET – Support for Students Exposed to Trauma: School Support for Children: is a cognitive-behavioral, skills-based, support group aimed at relieving symptoms of child traumatic stress, anxiety, depression, and functional impairment among middle school children (ages 10-16) who have been exposed to traumatic events. It is used most commonly for children who have experienced or witnessed community, family, or school violence, or who have been involved in natural disasters, accidents, physical abuse, or neglect. It includes 10 lessons in which children learn about common reactions to trauma, practice relaxation, identify maladaptive thinking and learn ways to challenge those thoughts, learn problem solving skills, build social support, and process the traumatic event. Between sessions, children practice the skills they have learned. Developed as an adaptation of the Cognitive-Behavioral Intervention for Trauma in Schools program (CBITS; Stein et al., 2003; Kataoka et al., 2003; Jaycox et al., 2010), SSET contains many of the same therapeutic elements but is designed to be implemented by school staff members without clinical training, with the back-up of a clinician who can help with clinical decision-making related to screening and intervention, provide emergency back-up, and advise on high-risk students. The SSET adaptation of CBITS does not include individual or group imaginal exposure to the traumatic event, and is designed to be more like a school lesson, written in lesson plan format.
Using the RPC with Military Connected Families
In this podcast, Melissa Hoffman, PhD, from University of Tennessee Health Science Center, The Tennessee Network of Trauma-Informed and Evidence-Based System (TN-TIES) interviews George (Tripp) Ake, PhD, from the Center for Child and Family Health (CCFH). Dr. Ake shares his experiences using the RPC with military connected families, as well as, the development of additional vignettes to enhance the learning opportunity for this population.
New Book in the Area of Dissociation
Frank Putnam, MD, Network Colleague, has authored a new book entitled The Way We Are: How States of Mind Influence Our Identities, Personality and Potential for Change. Drawing on scientific research from diverse disciplines, coupled with his ground breaking work with dissociative states of consciousness, Dr. Putnam describes the psychobiology of states of mind and traces their roles in normal and abnormal mental phenomena from newborns to meditating Zen monks. PTSD, drugs, addictions, thrill-seeking, multiple personality disorder, peak states, epiphanies, sex, and hypnosis provide further examples, as Dr. Putnam illuminates a “states-of-mind” perspective on behavior and human potential. A Professor of Psychiatry at the University of North Carolina and Emeritus Professor of Pediatrics, Dr. Putnam is the author/co-author of over 200 scientific publications on child maltreatment and maternal depression and two books on the dissociative disorders.
Secondary Traumatic Stress in Child Welfare Practice:
Trauma-Informed Guidelines for Organizations
This guide is designed to assist the leadership of child welfare agencies and other child- and family-serving organizations in supporting their workforce and providing concrete strategies for addressing secondary traumatic stress (STS). The guidelines highlight the organizational components to consider in regards to STS within distinct phases in the life of the child welfare workforce and describes how to evaluate those components through all phases: hiring, critical first three months, the cumulative effect, and critical incident debriefing.