Program Name (in ABC order with website hyperlink)
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Description
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Type of Resource
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Audience
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Project Restore – Texas Education Agency
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- 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
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Training
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Educator
PSC
SSS
Administrator
BHC
SUPS
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Bounce Back
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- 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.
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Intervention
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BHC
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Blues Program
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- 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.
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Intervention
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BHC
PSC
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C.A.T. Project
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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
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Intervention
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BHC
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CBITS – Cognitive-Based Intervention for Trauma in Schools
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- 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.
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Intervention
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BHC
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CBT for Suicide Prevention
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- 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.
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Intervention
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BHC
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Center for Optimal Brain Integration
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- 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
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Training
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Educators
PSC
SSS
Administrators BHC
SUPS
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Change Makers
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- 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.
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Training
Intervention
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Educators
PSCs
SSS
BHC
Administrators
|
Check and Connect
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- 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.
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Intervention
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Educators
PSC
SSS
Administrators BHC
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Check In - Check Out
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- 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
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Intervention
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Educators
PSC
SSS
|
Collaborative & Proactive Solutions
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- 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."
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Supplemental
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Educators
PSC
SSS
Administrator
BHC
|
Coping Cat
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A cognitive-behavioral treatment for children in grades 2nd through 8th with 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
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Intervention
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BHC
PSC
|
Coping Power
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For transition from 5th to 6th 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 5th grade
- 12 group sessions in 6th 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)
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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.
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Training
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Educators
PSC
SSS
Administrator
|
Dialectical Behavior Therapy (DBT)
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- 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
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Training
Intervention
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BHC
|
The Emotional Backpack Project
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- 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.
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Training
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Educator
Parent
PSC
SSS
Administrator
|
The Heart of Learning: Compassion, Resiliency and Academic Success
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- 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.
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Framework
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Educators
PSC
SSS
Administrator
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Helping Traumatized Children Learn Volume I: A report and Policy Agenda & Volume II: Creating and Advocating for Trauma Sensitive Schools
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- 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.
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Framework
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Educator
PSC
SSS
Administrator
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Journey of Hope
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- 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.
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Intervention
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Educator
PSC
SSS
BHE
|
Kognito – Trauma Informed Practices –
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- 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.
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Training
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Educator
PSC
SSS
Administrator
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Midwest PBIS - Trauma Informed Schools
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- 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.
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Training
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Educator
PSC
SSS
Administrator
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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:
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Supplemental
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Educator
PSC
SSS
Administrator
BHC
|
Preventing Adverse Childhood Experiences
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- 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
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Training
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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.
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Training
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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/
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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
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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.
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Training – specific IDD
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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
|
|
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.
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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.
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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.
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Intervention
|
BHC
|
Trauma-Informed Care – Birdville ISD
|
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.
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Training
|
Educator
PSC
SSS
Administrator
|
Trauma Informed Care – Megan Mooney
|
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.
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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.
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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.
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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.
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Intervention
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BHC
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