Grief Informed & Trauma Informed Practices

Studies now show that nearly every school has children who have been exposed to overwhelming experiences, such as witnessing violence between their caretakers, being the direct targets of abuse, and other kinds of adversity that considerably impact learning. The landmark Adverse Childhood Experiences (ACE) study found higher levels of traumatic experiences in the general population than previously imagined.

Recent neurobiological, epigenetics and psychological studies have shown that traumatic experiences in childhood can diminish concentration, memory, and the organizational and language abilities children need to succeed in school. As students get older, exposure to traumatic experiences can also lead to the adoption of high-risk, self-medicating behaviors such as substance abuse, smoking, and overeating.

Schools serve as a critical system of support for children and adolescents who have experienced trauma. Schools can create trauma-informed environments that mitigate against the impacts of trauma and grief. Administrators, teachers, and school staff can help reduce the effects of trauma and grief on children by recognizing trauma responses, accommodating and responding to traumatized students within the classroom, and referring students to mental health professionals when necessary.

The list below may support implementing the following legislation and Texas Education Codes (TEC) for trauma and grief informed care: :

Staff Development Requirements | TEC 21.451 » H.B. 18, Sec. 1.05

How grief and trauma affect student learning and behavior and how evidence-based, grief-informed, and trauma-informed strategies support the academic success of students affected by grief and trauma.

Multi-hazard Emergency Operations Plan; Safety and Security Audit | TEC 37.108 » S.B. 11, Sec. 10

A school district shall now include in its multi-hazard emergency operations plan provisions for supporting the psychological safety of students, district personnel, and the community during the response and recovery phase following a disaster or emergency situation that (1) include strategies for ensuring any required professional development training for suicide prevention and grief-informed and trauma-informed care is provided to appropriate school personnel, and (2) include training on integrating psychological safety and suicide prevention strategies into the district’s plan.

Mental Health Promotion and Intervention, Substance Abuse Prevention and Intervention, and Suicide Prevention | TEC 38.351 » H.B. 18, Sec. 1.21 , Sec. 1.21

The best practice-based programs and research-based practices, provided and annually updated by the agency, must now include programs and practices regarding grief-informed and trauma-informed practices..

Below are approved grief-informed and trauma-informed trainings, frameworks, interventions, registries, and supplemental programs. Intended audiences and resource type definitions are also listed below.

Program Name (in ABC order with website hyperlink)	Description	Type of Resource	Audience
Project Restore – Texas Education Agency	Trauma-informed training series 6 video modules 25-35 minutes in length include facilitator guide, transcription, quiz and opportunity to print certificate at end of each module. As a result of school closures and remote learning due to the COVID-19 pandemic, students have been at higher risk of exposure due to adverse childhood experiences and first hand exposure to the effects of COVID-19. Educators have themselves experienced a prolonged state of stress over the course of the pandemic and share many of the concerns regarding loss of safety, health and predictability as students upon the return to school. Module titles: Understanding Trauma & Its Impact Understanding Your Experiences & Building ResilienceUnderstanding Your Students' Experiences Building Secure Relationships Developing a Positive Classroom Culture Building Strong Partnerships with Students' Families	Training	Educator PSC SSS Administrator BHC SUPS
Bounce Back	School-based group intervention for elementary students exposed to stressful and traumatic events. Teaches students ways to cope with and recover from traumatic experiences, so they can get back to doing what they want to do and need to do. Based on the Cognitive Behavioral Intervention for Trauma in Schools (CBITS). Includes 10 group sessions, 1-3 group parent sessions, and 2-3 individual student sessions. Appropriate for children and families of diverse ethnic and social backgrounds. Can only be delivered by a qualified behavioral health provider.	Intervention	BHC
Blues Program	The Blues Program is a school-based prevention program for adolescents with depressive symptoms or adolescents who are at risk of onset of major depression. The program is delivered by 1 or 2 Facilitators who are familiar with cognitive behavioral methods of prevention and treating depression. The program is delivered to groups of 4-8 adolescents, in one-hour sessions over 6 weeks with home practice assignments included. Group sessions include: building group rapport, increasing participant involvement in pleasant activities, learning and practicing cognitive restricting techniques, and developing response plans in future life stressors. Please note, if a youth’s assessment reveals current major depression and/or serious suicidal ideation, he/she should be referred for appropriate treatment.	Intervention	BHC PSC
C.A.T. Project	A 16-session program for adolescents with anxiety. CORE COMPONENTS Psychoeducation Exposure tasks Somatic management Cognitive restructuring Problem solving Weekly 50-minute sessions with homework each week Optional "Parent Companion" which informs the parent of preferred/optimal ways to respond to the anxious teen Greater increases in number of children returning to within normal anxiety levels Reductions in severity of anxiety at post-treatment Greater likelihood of being in remission at follow up Fewer problems with substance abuse at long-term follow up Stronger therapeutic relationships predicted positive treatment outcome Intervention combined with medication resulted in strongest gains	Intervention	BHC
CBITS – Cognitive-Based Intervention for Trauma in Schools	School-based, group and individual intervention. Designed to reduce symptoms of post-traumatic stress disorder, depression, and behavioral problems, and to improve functioning, grades and attendance, peer and parent support, and coping skills. Can only be delivered by a qualified behavioral health provider - see Resource Type for more information.	Intervention	BHC
CBT for Suicide Prevention	Learn CBT techniques to identify risk factors and plan efficient and effective treatment for clients with suicide-related ideation and/or behaviors. This course will present an evidence-based framework for treating clients who are suicidal. You will learn how to conceptualize suicidal thinking and behavior in the context of the cognitive model, assess suicide risk, and apply CBT techniques specific to the treatment and prevention of suicide.	Intervention	BHC
Center for Optimal Brain Integration	The Center for Optimal Brain Integration® trains, coaches and consults internationally on trauma- responsive practices and strategies that build resilience. Training and Consultation for: Educators Pre-K to 12, Community Funders and Advocates, Parents and Caregivers, Foster and Resource Parents, First Responders, Administrators, Clinicians, Social Service Providers, Supervisor and Leaders	Training	Educators PSC SSS Administrators BHC SUPS
Change Makers	Changemakers utilizes free-standing lessons and teaching practices to promote social emotional learning in students. The Momentous Institute, whose mission is ‘working side by side with children, families, and communities to build and repair social emotional health,’ created Changemakers. The program offers differentiated curricula for grade Prek-2. Each grade level curricula contains 35-52 lessons (depending on the grade) organized into sub-units (or 2-5 relating to five overarching themes: Safe Relationships, Self-regulation, Awareness of Self, Understanding Others, and Changemakers Each lesson is designed to last 20-30 minutes and the program recommends doing at least one lesson per week. The curriculum’s overall aim is teaching kids the connection between their brains and their emotions, drawing from neuroscience, and utilizing a trauma-informed lens. Each unit contains 2-3 lessons. Each unit is prefaced with a Teacher Practices section, providing a deep dive into the topics covered and instructional strategies to employ. This section gives the teacher essential knowledge relating to the theory and purpose of a given unit. Additionally, each unit provides an ‘Equity Lens’ or ‘Trauma Lens,’ giving teachers insight into how to customize/adjust lessons (and their general instruction) to be responsive to students’ past experiences and unique identities. Each lesson divides itself into three sections: Present, Practice, and Process (wrapping up). Each lesson provides teacher scripts, activities for each section, and a list of needed materials.	Training Intervention	Educators PSCs SSS BHC Administrators
Check and Connect	Check & Connect is an intervention used with K-12 students who show warning signs of disengagement with school and who are at risk of dropping out. At the core of Check & Connect is a trusting relationship between the student and a caring, trained mentor who both advocates for and challenges the student to keep education salient. Students are referred to Check & Connect when they show warning signs of disengaging from school, such as poor attendance, behavioral issues, and/or low grades. In Check & Connect, the "Check" component refers to the process where mentors systematically monitor student performance variables (e.g., absences, tardies, behavioral referrals, grades), while the "Connect" component refers to mentors providing personalized, timely interventions to help students solve problems, build skills, and enhance competence. Mentors work with caseloads of students and families for at least two years, functioning as liaisons between home and school and striving to build constructive family-school relationships. ”Check" component refers to the process where mentors systematically monitor student performance variables (e.g., absences, tardies, behavioral referrals, grades), while the "Connect" component refers to mentors providing personalized, timely interventions to help students solve problems, build skills, and enhance competence. Mentors work with caseloads of students and families for at least two years, functioning as liaisons between home and school and striving to build constructive family-school relationships., behavioral referrals, grades), while the "Connect" component refers to mentors providing personalized, timely interventions to help students solve problems, build skills, and enhance competence. Mentors work with caseloads of students and families for at least two years, functioning as liaisons between home and school and striving to build constructive family-school relationships. Check component refers to the process where mentors systematically monitor student performance variables (e.g., absences, tardies, behavioral referrals, grades), while the "Connect" component refers to mentors providing personalized, timely interventions to help students solve problems, build skills, and enhance competence. Mentors work with caseloads of students and families for at least two years, functioning as liaisons between home and school and striving to build constructive family-school relationships. Demonstrated outcomes of Check & Connect include: decrease in truancy, tardies, behavior referrals, and dropout rates; tardies, behavior referrals, and dropout rates; increase in attendance, persistence in school, credits accrued, and school completion; and impact on literacy.	Intervention	Educators PSC SSS Administrators BHC
Check In - Check Out	Improves student accountability Increases structure Improves student behavior and academics when other interventions have failed Provides feedback and adult support on a daily basis Improves and establishes daily home/school communication and collaboration Improves student organization, motivation, incentive, and reward Helps students to self-monitor and correct Internalizes success and accomplishment of goals Students get involved and excited about the program, enjoying the structure, support, and incentives of the intervention Leads to maintenance free responsible behaviors, habits, and effort	Intervention	Educators PSC SSS
Collaborative & Proactive Solutions	Non-punitive, non-adversarial, trauma-informed model of care that is based on the premise that challenging behavior occurs when the expectations being placed on a student exceed the student’s capacity to respond accordingly. Found to dramatically reduce discipline referrals, detentions, and suspensions in many schools. Technology for giving students practice at implementing problem solving skills. Strengths-based, structured, and collaboratively measures progress using youth voice in the intervention. According to the website, "There is no minimum educational requirement to become a provider. For a clinician or educator to become certified in the CPS model, they must participate in a 24-week CPS training program."	Supplemental	Educators PSC SSS Administrator BHC
Coping Cat	A cognitive-behavioral treatment for children in grades 2^nd through 8^thwith anxiety. The program incorporates 4 components: Recognizing and understanding emotional and physical reactions to anxiety Clarifying thoughts and feelings in anxious situations Developing plans for effective coping There is also a family (parents included) treatment section. Weekly 50-minute sessions 16 weeks with homework each week Can be done in groups of 4-5 Greater increases in number of children returning to within normal anxiety levels Reductions in severity of anxiety at post-treatment Greater likelihood of being in remission at follow up Fewer problems with substance abuse at long-term follow up Stronger therapeutic relationships predicted positive treatment outcome Intervention combined with medication resulted in strongest gains	Intervention	BHC PSC
Coping Power	For transition from 5^th to 6^th grade Targets students who are at risk for substance abuse Emphasizes social and emotional skills needed during the transition to middle school Designed to impact four variables: lack of social competence poor self-regulation and self-control poor bonding with school poor caregiver involvement with child Child component: 22 group sessions in 5^th grade 12 group sessions in 6^th grade 4 30-minute individual sessions once every two months Parent component: 11 group sessions during child’s 5thgrade year 5 group sessions during child’s 5thgrade year Reduced substance use Reduced delinquent behavior Reductions in aggressive behavior at home and at school Reductions in aggressive behavior at school South Southwest MHTTC (Region 6) Improved social competence Better Language Arts outcomes 2 years after completing the program (compared to children of similar risk status)	Intervention	PSC BHC SUPS
DFPS Trauma Informed Care Training	Training to assist families, caregivers and other social service providers in fostering greater understanding of trauma-informed care and child traumatic stress. This training is specifically designed to educate about trauma-informed care.	Training	Educators PSC SSS Administrator
Dialectical Behavior Therapy (DBT)	Systematic therapy that organizes treatment into stages and goals, or targets. Goals of the first stage of DBT focus on decreasing life-threatening behaviors, including addressing depression, suicidality, substance dependence, and PSTD. Skills taught in DBT groups by a mental health professional and focus on improving behavioral, emotional, and cognitive instability. DBT groups focus on the development of the following four skills: mindfulness meditation, interpersonal effectiveness, emotion regulation, and distress tolerance. Can only be delivered by a qualified behavioral health provider such as a LCSW, LPC, LMFT or a LMSW or LPC-i who are currently being supervised by a LCSW or LPC-S respectively who are currently being supervised by a LCSW or LPC-S respectively who are currently being supervised by a LCSW or LPC-S respectively who are currently being supervised by a LCSW or LPC-S respectively	Training Intervention	BHC
The Emotional Backpack Project	Education and awareness program led by the Center for School Behavioral Health at Mental Health America of Greater Houston. Teaches educators, children, and parents about protecting their mental health so that every child feels supported and able to come to school ready to learn. Training modules, lesson plans, and activities implemented by 2 Emotional Backpack Leaders selected by participating schools who participate in train-the-trainer learning sessions and implement modules on youth mental health signs and symptoms, trauma informed classrooms, advanced trauma-informed teaching practices, self-care and suicide prevention throughout school year. Emotional Backpack Leaders receive certification after completing the training allowing for continued implementation in subsequent years and providing a cost-effective way to train other campus personnel as Leaders. Emotional Backpack Leaders will receive technical support and coaching throughout the entire school year. Training modules fulfill TEA requirements for mental health and suicide prevention training. NOTE: MHA of Greater Houston offered a Trauma & Mindfulness TOT in the past that would be an approved trauma and grief training.	Training	Educator Parent PSC SSS Administrator
The Heart of Learning: Compassion, Resiliency and Academic Success	Handbook for teachers written and compiled by the Office of Superintendent of Public Instruction and Western Washington University staff. Contains valuable information that will be helpful when working with students whose learning has been adversely impacted by trauma in their lives. This resource is specifically designed to educate about trauma-informed care.	Framework	Educators PSC SSS Administrator
Helping Traumatized Children Learn Volume I: A report and Policy Agenda & Volume II: Creating and Advocating for Trauma Sensitive Schools	Volume 1 describes the impact of trauma on learning and summarizes the research from psychology and neurobiology that documents the impact trauma from exposure to violence can have on children’s learning, behavior, and relationships in school. Report also introduces the Flexible Framework, a tool organized according to six core operational functions for schools that can help any school create a trauma-sensitive learning environment for all children. Volume 2 offers a guide to a process for creating trauma-sensitive schools. This material is specifically designed to educate about trauma-informed care. These volumes provide detailed information on trauma sensitive schools and teach how to implement a trauma sensitive school framework.	Framework	Educator PSC SSS Administrator
Journey of Hope	Save the Children developed JoH after Hurricane Katrina and has implemented in disaster and low resource settings across the United States and internationally since 2007. The program is designed to help normalize emotions and develop positive coping strategies through cooperative play, creative arts and literacy. There are four modules for children between 4-17 years old. JoH is organized into 8 one-hour sessions for groups of 8-10 children. Save the Children partners with school districts, childcare centers and community organizations to implement JoH with trained facilitators during the school term or in summer camps. In addition to the children's modules, there is a 3-hour workshop for caregivers to allow the time and space to process their experience, identify their coping mechanisms and develop community resources to increasing their capacity to support children. The learning objectives of the program are to: Support children in understanding and normalizing emotions associate with trauma or other difficult circumstances. Support children in developing positive coping strategies to deal with these emotions. Build on the innate strengths of children, their families, schools and communities to further develop positive coping mechanisms. Instill a sense of hope, empowering children to feel more in control. The interventions, activities, and methods within Journey of Hope help children address and overcome a traumatic event or adversity through building external and internal protective factors, such as: Promoting positive relationships with caring adults; Building problem solving skills; Promoting healthy peer relationships; Teaching self-regulation skills; Promoting self-efficacy.	Intervention	Educator PSC SSS BHE
Kognito – Trauma Informed Practices –	Interactive professional development program that uses virtual role-play to help school faculty, staff, and administrators learn common signs of psychological distress and how to approach an at-risk student for referral to the school counselor.	Training	Educator PSC SSS Administrator
Midwest PBIS - Trauma Informed Schools	Understanding how trauma impacts performance in the educational setting can change how we interact with our most vulnerable youth. Training will build participant’s fluency in defining trauma, describing how trauma may look in the classroom, discussing how trauma can affect student development and impact learning, and how to assess current school-wide and classroom systems with a trauma informed lens. Participants in this training should engage in the professional learning necessary to install and coach utilizing a trauma-informed lens in a systemic, efficient, and effective way. This will include: 1) providing professional development to school staff, 2) supporting assessment of school-wide and classroom systems and practices, and 3) supporting action planning for trauma-informed school and classroom data, systems and practices.	Training	Educator PSC SSS Administrator
National Child Traumatic Stress Network	Offers a number of resources for educators and other school personnel on child trauma. The Child Trauma Toolkit for Educators, developed in 2008, provides school administrators, teachers, staff, and concerned parents with basic information about working with traumatized children in the school system. Relevant webinars NTCSN offers on TIC: Understanding the Intersection between Cyberbullying and Trauma - https://tinyurl.com/yyvft9em Psychological First Aid for Schools - https://tinyurl.com/y4qb6eyr Secondary Traumatic Stress for Educators - https://tinyurl.com/y3q5zrwa Trauma-Informed IEPs: Differential Diagnosis and Trauma-informed Assessment in Schools - https://tinyurl.com/y2adbzu5 Implementing EBP in School Interventions - https://tinyurl.com/yXnynhn2 Schools and Trauma - https://tinyurl.com/y3ltp7co Sudden Death on a School Campus: Impact and Response - https://tinyurl.com/yyd8drha Sticks and Stones Will Break my Bones and Words CAN Hurt Me - https://tinyurl.com/y53lcoXo Engaging Schools: Developing School/Mental Health Partnerships - https://tinyurl.com/y5q47735 Schools and Grief: Helping Students Cope with Death - https://tinyurl.com/y4aycqfl Response and Recovery after School Violence - https://tinyurl.com/y5bemjXz Invisible Wounds: The Impact of Community Violence on Children and Youth in Schools - https://tinyurl.com/yXju8mph To subscribe to the NCTSN e-Bulletin or IMPACTnewslettercontact:help@nctsn.org	Supplemental	Educator PSC SSS Administrator BHC
Preventing Adverse Childhood Experiences	Online- 60-minute modules Courses put out by the CDC that addresses ACES and prevention/intervention strategies. I would like to see this listed as an option on TEA's Trauma Informed & Grief Informed Practices page. ACEs affect children and families in all communities. ACEs come in many forms and can have long-term impacts on health and well-being into adulthood. This accredited, online training can help you understand, recognize, and prevent them from occurring in the first place. This online training is designed to increase knowledge and change competency of professionals related to preventing ACEs	Training	Educator PSC SSS Administrator
Psychological First Aid (PFA) for Schools – Field Operations Guide	Evidence-informed intervention model for assisting children, adolescents, adults, and families in the aftermath of a school crisis, disaster, or terrorism event. Designed to reduce the initial distress caused by emergencies, disasters and critical incidents (e.g. school violence), and to foster short- and long-term adaptive functioning and coping. Potential to mitigate the development of severe mental health problems or long-term difficulties in recovery by identifying individuals who may need additional services and linking them to such services as need. Free 6-hour online course (https://learn.nctsn.org/) is available as well as in person training opportunities. Contact your ESC or the School Safety Center to arrange for training.6-hour online course (https://learn.nctsn.org/) is available as well as in person training opportunities. Contact your ESC or the School Safety Center to arrange for training.	Training	Educator PSC SSS Administrator
Restorative Justice/Restorative Practices	Trauma-informed practice that fosters belonging over exclusion, social engagement over control, and meaningful accountability over punishment. Integrating Positive and Restorative Practices to Supporting Student Behavior, a training available at the 20 ESCs, has been designed to help schools develop Restorative Discipline practices within a Positive Behavior Interventions and Supports framework. Restorative Discipline Practices (RDP) in Texas began in the Fall of 2015. The Texas Education Agency partnered with the Institute for Restorative Justice and Restorative Dialogue at The University of Texas at Austin School of Social Work to participate in a statewide roll out. For more information, visit: http://tea.texas.gov/Restorative_Discipline/	Training	Educators PSC SSS Administrators BHC
Ripple Effects	Strengths-based assessment tools Digital planning tools Multi-tiered learner-directed skill building Data tracking tools embedded PK-12 Can be implemented by paraprofessionals Outcomes Reduced school suspensions Greater high school retention Greater attendance Improved GPA Reduced depression Greater empathy Improved problem solving	Intervention	Educators PSC SSS
Road to Recovery: Supporting Children with Intellectual and Developmental Disabilities Who Have Experienced Trauma	Training from NCTSN that provides an overview for providers on how to work with children and families who are living with intellectual and development disabilities (IDD) who have experienced trauma. Toolkit consists of a Facilitator Guide and a Participant Manual which are designed to teach basic knowledge, skills, and values about working with children with IDD who have had traumatic experiences, and how to use this knowledge to support children’s safety, well-being, happiness, and recovery through trauma-informed practice, happiness, and recovery through trauma-informed practice. This training is specifically designed to educate about trauma-informed care and individuals with intellectual and developmental disabilities.	Training – specific IDD	Educator PSC SSS Administrator
SAMHSA Programs	Offer information, training, and technical assistance to improve the quality and delivery of behavioral health services across the nation.	Supplemental	Educator PSC SSS Administrator BHC
Starr Commonwealth Courses on Trauma	Offers several trainings – both online and in-person – and resources for educators and clinicians on Trauma Informed Care and Resiliency in Schools. A number of trainings – both online and in-person – and resources for educators and clinicians on Trauma Informed Care and Resiliency in Schools. Trauma Informed Resilient Schools – https://starr.org/course/trauma-informed-resilient-schools/ Resetting for Resilience - https://starr.org/course/resetting-for-resilience/ Healing Trauma and Restoring Resilience in Schools - https://starr.org/course/healing-trauma-and-restoring-resilience-in-schools/	Training	Educator PSC SSS Administrator BHC
Support for Students Exposed to Trauma (SSET)	Support for Students Exposed to Trauma (SSET) is a school-based group intervention for students who have been exposed to traumatic events and are suffering from symptoms of post-traumatic stress disorder (PTSD). Designed specifically for use by teachers and school counselors, SSET is a non-clinical adaptation of the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) Program. SSET teaches many of the same cognitive and behavioral skills as CBITS, such as social problem solving, psychoeducation, and relaxation. SSET is delivered in an easy-to-use lesson plan format that is ideal for educators. In 10 group lessons, students who participate in SSET learn a wide variety of skill-building techniques to reduce current problems with: anxiety or nervousness withdrawal or isolation depressed mood acting out in school impulsive or risky behavior SSET also helps students deal with real-life problems and stressors and increase levels of peer and parent support. The SSET program has been evaluated for use with middle school students ages 10-14 but will likely work well with students in late elementary through early high school.	Intervention	Educator PSC SSS Administrator BHC
Trauma and Grief Component Therapy for Adolescents - TGCT-A	Program is suitable for either individual or group applications in clinical or school settings. Manual provides detailed descriptions of the sessions, focusing on trauma psychoeducation, activities to enhance emotional awareness, identification of personal trauma/grief symptoms and trauma/loss reminders, development of a personal set of coping skills, and how to access different types of support Can only be delivered by a qualified behavioral health provider - see Resource Type for more information.	Intervention	BHC
Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) 2.0	Online training course for mental health professionals learning Trauma-Focused Cognitive-Behavioral Therapy (TF-CBT). Developed in close collaboration with the TF-CBT developers and incorporates all the most recent developments in the model. Comprised of 11 learning modules, each with a pre- and post-test, that cover the foundations of TF-CBT and each of the treatment components. Each module has a concise explanation of the treatment component, video demonstrations of treatment procedures and techniques, and clinical materials and resources. Self-paced course with each module taking approximately one hour. All 11 modules and the final evaluation must be completed in order to access the certificate of completion. Initially the course must be completed sequentially; however, once a learner completes the course, s/he will continue to have access for the lifetime of the course. To find a TF-CBT therapist, search this national database: https://tfcbt.org/members/. Can only be delivered by a qualified behavioral health provider - see Resource Type for more information.	Intervention	BHC
Trauma-Informed Care – Birdville ISD	75-minute training *The purpose of this training is to provide an awareness and create a whole school approach in creating trauma sensitive schools.* Learn about trauma, secondary trauma and healing from trauma. Learn about adverse childhood experiences and long-term impacts. Understand how the brain develops and the importance trauma has on development. Be able to identify behaviors associated with trauma and implement trauma informed care practices. Learn about self-regulation, as well as strategies to promote calming and healthy self-regulation strategies. Understand the significance of relationships when associated with trauma. Take away strategies to use in a trauma informed classroom Evaluate and respond to your own trauma/secondary trauma to live a healthier life.	Training	Educator PSC SSS Administrator
Trauma Informed Care – Megan Mooney	Six-hour training Content covers: Understanding of trauma Principles of trauma informed care Disaster related trauma Healing and recovery Teaming up to train on TIC Training developed for health care and mental health professionals	Training	PSC SSS BHC
Trauma Sensitive Schools	Whole-school approach to creating trauma sensitive schools. Seminal materials produced by Massachusetts Advocates for Children, including Helping Traumatized Children Learn, and Creating and Advocating for Trauma-Sensitive Schools, as well as the Compassionate Schools work carried out by the state of Washington are the foundation of this curriculum. Curricula, assessment tools, and models for implementing a trauma-informed approach for schools are provided. The South-Southwest Mental Health Technology Transfer Center trained state and regional educators to become facilitators of the Trauma Sensitive Schools curriculum and provides ongoing coaching. Continued opportunities for training on this curriculum will be offered as demand allows. For more information, contact: southsouthwest@mhttcnetwork.org This practice is specifically designed to educate about trauma-informed care. TSS is a resource that offers a policy training for administrators that meets the requirements in SB 11, Sec 11.252 (a)(10) and Sec 38.036, for district improvement plans having a Trauma Informed Care policy. the a resource that offers a policy training for administrators that meets the requirements in SB 11, Sec 11.252 (a)(10) and Sec 38.036, for district improvement plans having a Trauma Informed Care policy. Note: ESC teams will be trained to provide this training for LEAs for the 2020/2021 school year and beyond.	Training	Educator PSC SSS Administrator
Trust Based Relational Intervention (TBRI®) and Trauma-Informed Classrooms Training	An attachment-based, trauma-informed intervention that is designed to meet the complex needs of vulnerable children. Offers practical tools for parents, caregivers, teachers, or anyone who works with children, to see the “whole child” in their care and help that child reach their highest potential. Uses Empowering Principles to address physical needs, Connecting Principles for attachment needs, and Correcting Principles to disarm fear-based behaviors. While the intervention is based on years of attachment, sensory processing, and neuroscience research, the heartbeat of TBRI® is connection. TBRI® 101 is offered as an on-line self-paced learning option https://child.tcu.edu/about-us/tbri/#sthash.2wBr4o8i.FEKRZemf.dpbs This training is specifically designed to educate about trauma-informed care.	Training Intervention	Educator PSC SSS Administrator
UT Teen Health Trauma-Informed Approaches	The UT Teen Health Trauma-Informed Approaches training modules offer methods in which advocates can intervene for youth with mental health issues perpetrated by a history of trauma, promotes positive school or youth-serving organization climates, and supports positive behavior interventions. Trauma-Informed Approaches, Part I starts with the definition of trauma and outlines adverse childhood experiences, or ACEs; the effects or reactions to trauma, and developing a shift for working with youth with a history of trauma from the existing paradigm to a trauma-informed approach. Trauma-Informed Approaches, Part II reviews how individuals can respond to traumatized youth, manage disclosures of abuse, and covers mandatory reporting. It also describes how to refrain from e-traumatizing the youth they serve and provides tips for building resiliency in youth. Trauma-Informed Approaches, Part III outlines how a trauma-informed approach can easily be adopted by an organization, using six key principles. Trauma-Informed Approaches, Part IV provides an explanation of how individuals who work directly with youth with a history of trauma may experience vicarious trauma and provides self-care resources.	Training	Educator PSC SSS Administrator BHE
Wraparound Services - YES Waiver	The Youth Empowerment Services Waiver is a 1915(c) Medicaid program that helps children and youth with serious mental, emotional and behavioral difficulties. The YES Waiver provides intensive services delivered within a strengths-based team planning process called Wraparound. Wraparound builds on family and community support and utilizes YES services to help build your family’s natural support network and connection with your community. YES services are family-centered, coordinated and effective at preventing out-of-home placement and promoting lifelong independence and self-defined success. The program aims to: Reduce the amount of time children are out of their home and community because of a mental health need. Expand available mental health services and supports. Improve the lives of children and youth. A Wraparound facilitator will meet with youth and their family weekly to work on creating a Wraparound Plan. The Wraparound Plan is also developed with help from your Child and Family Team, which meets once a month. The team includes you, your child and people who are important in your child’s life. This may be professionals, family, friends, coaches or teachers who want to help your child meet their goals. Together, the team develops a plan of care to meet the specific needs and goals of your child and family using YES services, community resources and family strengths. YES services include: Specialized therapies: Nontraditional services that provide alternative and creative forms of therapy to help improve the youth’s health, welfare and functioning in their community. This includes: Animal-assisted therapy. Art therapy. Music therapy. Recreational therapy. Nutritional counseling. Community living supports: Help families adjust to special challenges related to the youth’s mental health needs by using proven practices and strategies. Family supports: Connect family members with others who can support them by sharing similar lived experiences. Employee assistance and supported employment: Help youth find a job and be successful in it. Paraprofessional services: Help with stressful situations through coaching and mentoring. Respite services: Allow families and caretakers to take a temporary break from caring for youth enrolled in YES. Nonmedical transportation: Take youth to YES Waiver services when no other transportation is available. Supportive family-based alternatives: Provide support and model healthy interactions for the whole family while the youth temporarily lives in a therapeutic home. Adaptive aids and supports: Supplement YES services with medically necessary supports to prevent out-of-home placement. Minor home modifications: Support the youth’s ability to function independently at home and in the community. Transition services: Help with the costs associated with a youth moving into their own home.	Intervention	BHC

Trauma Sensitive Schools Training Modules

https://safesupportivelearning.ed.gov/building-trauma-sensitive-schools

Topic

Objectives

Category

Audience

Understanding Trauma and Its Impact

Understand trauma in a broad and inclusive way

Training

Educator

PSC

SSS

Administrator

BHC

Learn how the brain and body respond to stress and trauma

Recognize the effects of trauma on students, staff, and schools

Training

Educator

PSC

SSS

Administrator

BHC

Apply trauma knowledge to your daily work

Training

Educator

PSC

SSS

Administrator

BHC

Building Trauma Sensitive Schools

Support staff development

Training

Framework

Educator

PSC

SSS

Administrator

BHC

Create a safe and supportive environment

Training

Educator

PSC

SSS

Administrator

BHC

Assess needs and provide support

Training

Educator

PSC

SSS

Administrator

BHC

Build social and emotional skills

Training

Framework

Educator

PSC

SSS

Administrator

BHC

Collaborate with students and families and

Training

Framework

Educator

PSC

SSS

Administrator

BHC

Adapt policies and procedures

Training

Framework

Educator

PSC

SSS

Administrator

BHC

Leading Trauma Sensitive Schools

This module helps to prepare to adopt a trauma-sensitive approach;

Envision their trauma-sensitive school;

Align trauma sensitivity with other approaches; and

Sustain trauma sensitivity.

Training

Framework

PSC

SSS

Administrator

BHC

Intended Audiences:

Educators - A person who works in a classroom setting who is responsible for teaching or a person who supports classroom teachers by directly advancing the integrated social, emotional and behavioral health of students within their specific role. A program, practice, training, or resource in this category may also be applicable to other multi-disciplinary school personnel, such as nurses, behavior coordinators, coaches, classroom aides, behavior specialists, bus drivers, lunch personnel, etc.      

Professional School Counselor (PSC) – A person, who holds a school counselor certificate in the state of Texas who has successfully complete a school counselor preparation program that meets the requirements of §239.10 of this title (relating to Preparation Program Requirements) and §239.15 of this title (relating to Standards Required for the School Counselor Certificate), successfully complete the examination based on the standards identified in §239.15 of this title; holds, at a minimum, a 48-hour master's degree in counseling from an accredited institution of higher education that at the time was accredited or otherwise approved by an accrediting organization recognized by the Texas Higher Education Coordinating Board; and has two creditable years of teaching experience as a classroom teacher, as defined in Chapter 153, Subchapter CC, of this title (relating to Commissioner's Rules on Creditable Years of Service) and the Texas Education Code, §5.001(2)."        

Student Support Staff (SSS) - A person working to provide supports for student mental and behavioral health needs. Personnel who work in this category can include LSSPs, Social Workers, School Nurses, Behavior Specialists, Behavior Specialists, Behavior Coaches, Case Managers, and Behavior Health Clinicians.

Administrators- A person, in an educational leadership position, who oversees daily operations of a school or school district, and who serves as an important link between students, teachers, parents, and local communities. These people may include, a principal, associate principal assistant principal, dean, superintendent, assistant superintendent, district director, and others who participate in strategic planning, curriculum design, organizing professional development, and evaluating system outcomes.

Behavioral Health Clinician (BHC) – A person who holds a valid Texas clinical license in a behavioral health field of study - Licensed Clinical Social Worker (LCSW), Licensed Professional Counselor (LPC), Licensed Marriage and Family Therapists (LMFT), Licensed Specialist in School Psychology (LSSP), and Advance Practice Psychiatric Nurses and Clinical Psychologists are considered Non-Physician Mental Health Professionals in Texas Statute. These credentials are also examples of Behavioral Health Clinicians and may be authorized for 3rd party payments such as Medicaid reimbursement for services. All clinical license holders must practice under the scope of their licensure board. If a BHC is the only Audience listed for a program, practice, training or resource it should ONLY be provided by a BHC.

Substance Use Prevention Specialist (SUPS) - A person working to prevent substance use and misuse through the delivery of evidence-based prevention strategies developed by the Center for Substance Abuse Prevention (CSAP). People working in this capacity for state-funded organizations either hold or are working toward an Associate Prevention Specialist (APS) designation, or Certified Prevention Specialist (CPS) or Advanced Certified Prevention Specialist (ACPS) certifications. If a SUPS is the only Audience listed for a program, practice, training, or resource, it can ONLY be provided by a SUPS.

Resource Type:

Framework - Comprehensive school-wide or district-wide approach to implementing strategies or procedures, that is evidence-based and acknowledges the unique needs of your school or district

Intervention -a tool, practice or process put into place to support student needs

Registry – a resource that describes and outlines multiple frameworks, interventions, trainings and practices

Supplemental - Comprehensive school-wide or district-wide approach to implementing strategies or procedures, that is evidence-based and acknowledges the unique needs of your school or district that could include information, training, lessons, interventions, literature, and technical assistance to improve the quality and delivery of behavioral health services across the nation

Training - Online or In-person

Texas Youth Hotline

Life Can Hurt, We Can Help. Contact the Texas Youth Hotline any time, day or night to discuss your problem. It's free and we're here to help!

http://www.dfps.state.tx.us/Youth_Hotline/

Call 1-800-989-6884

Text 512-872-5777

Chat With Us Online www.TexasYouth.org

Updated 12.8.20

Contact Information

Julie Wayman, Mental/Behavioral Health Coordinator

julie.wayman@tea.texas.gov

Natalie Fikac, Ed. D, AWARE Texas State Coordinator

natalie.fikac@tea.texas.gov

Office of Special Populations and Monitoring

Mental and Behavioral Health Team

512-463-9414