Trauma Informed & Grief Informed Practices

Trauma Informed & Grief 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 impacts 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.

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

Program Name

(in alphabetical order)

 

Website Link

 

Intended Audience

 

Resource Type

 

 

Description

Bounce Back

https://bouncebackprogram.org/

 

Professional School Counselors

 

Student Support Staff

Intervention

• 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 - see Resource Type for more information.

 

CBITS – Cognitive-Based Intervention for Trauma in Schools

https://cbitsprogram.org/

 

BHC

Intervention

• 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.

https://cbitsprogram.org/

Can only be delivered by a qualified behavioral health provider - see Resource Type for more information.

 

Collaborative & Proactive Solutions

http://cpsconnection.com/workshops-and-training

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

 

BHC

Training

• 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."

DFPS Trauma Informed Care Training

https://www.dfps.state.tx.us/training/trauma_informed_care/

 

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

Training

• Training to assist families, caregivers and other social service providers in fostering greater understanding of trauma-informed care and child traumatic stress.

http://www.dfps.state.tX.us/Training/Trauma_Informed_Care/default.asp

This training is specifically designed to educate about trauma-informed care.

Dialectical Behavior Therapy (DBT)

https://childmind.org/article/dbt-dialectical-behavior-therapy/

BHC

Training

 

Intervention

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

The Emotional Backpack Project

https://mhahouston.org/the-emotional-backpack-project/

 

Educators

 

Parents

 

Professional School Counselors

 

Student Support Staff

 

Administrators

 

Training

• 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.

https://mhahouston.org/the-emotional-backpack-project/

NOTE: MHA of Greater Houston offered a Trauma & Mindfulness TOT in the past that would be an approved trauma and grief training.

 

The Heart of Learning: Compassion, Resiliency and Academic Success

https://www.k12.wa.us/student-success/health-safety/mental-social-behavioral-health/compassionate-schools-learning-and/heart-learning-compassion-resiliency-and-academic-success

 

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

Framework

• 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.

https://www.k12.wa.us/student-success/health-safety/mental-social-behav…

This resource is specifically designed to educate about trauma-informed care.

Helping Traumatized Children Learn

https://traumasensitiveschools.org/

 

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

Framework

• 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.

• Both books can be downloaded at https://traumasensitiveschools.org/

This material is specifically designed to educate about trauma-informed care.

 

Kognito – Trauma Informed Practices

https://kognito.com/products/trauma-informed-practices-for-k12-schools

 

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

Training

• 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.

Midwest PBIS  - Trauma Informed Schools

http://www.midwestpbis.org/materials/special-topics/trauma

 

 

 

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

Training

• 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.

http://www.midwestpbis.org/materials/special-topics/trauma

 

National Child Traumatic Stress Network

https://www.nctsn.org/

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

Framework

• 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:

    o Understanding the Intersection between Cyberbullying and Trauma - https://tinyurl.com/yyvft9em

    o Psychological First Aid for Schools - https://tinyurl.com/y4qb6eyr 

    o Secondary Traumatic Stress for Educators - https://tinyurl.com/y3q5zrwa

    o Trauma-Informed IEPs: Differential Diagnosis and Trauma-informed Assessment in Schools - https://tinyurl.com/y2adbzu5 

    o Implementing EBP in School Interventions - https://tinyurl.com/yXnynhn2

    o Schools and Trauma - https://tinyurl.com/y3ltp7co

    o Sudden Death on a School Campus: Impact and Response - https://tinyurl.com/yyd8drha

    o Sticks and Stones Will Break my Bones and Words CAN Hurt Me - https://tinyurl.com/y53lcoXo

    o Engaging Schools: Developing School/Mental Health Partnerships - https://tinyurl.com/y5q47735

    o Schools and Grief: Helping Students Cope with Death - https://tinyurl.com/y4aycqfl

    o Response and Recovery after School Violence - https://tinyurl.com/y5bemjXz

    o Invisible Wounds: The Impact of Community Violence on Children and Youth in Schools - https://tinyurl.com/yXju8mph 

    o  To subscribe to the NCTSN e-Bulletin or IMPACT newsletter contact: help@nctsn.org

 

Psychological First Aid (PFA) for Schools – Field Operations Guide

https://www.nctsn.org/resources/psychological-first-aid-schools-pfa-s-field-operations-guide

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

 

BHC

Training

• 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.

Restorative Justice/Restorative Practices

https://www.texasgateway.org/resource/restorative-discipline-practices-texas

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

 

BHC

Training

 

• 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/ 

Road to Recovery: Supporting Children with Intellectual and Developmental Disabilities Who Have Experienced Trauma 

https://learn.nctsn.org/

 

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

Training – specific IDD

• 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.

• This training is specifically designed to educate about trauma-informed care and individuals with intellectual and developmental disabilities.

 

SAMHSA Programs

https://www.samhsa.gov/programs

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

 

BHC

Supplemental

• Offer information, training, and technical assistance to improve the quality and delivery of behavioral health services across the nation.

Starr Commonwealth Courses on Trauma

https://starr.org/programs/in-person-trainings/

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

 

BHC

Training

Trauma and Grief Component Therapy for Adolescents - TGCT-A

https://www.nctsn.org/audiences/school-personnel

 

 

BHC

Intervention

• 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.

 

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) 2.0

https://tfcbt2.musc.edu/

 

BHC

Training

 

Intervention

• 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.

 

Trauma Sensitive Schools

https://traumasensitiveschools.org/

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

 

(See chart below for a breakdown of each module and appropriate audiences)

 

 

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

Training

• 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 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.

Trust Based Relational Intervention (TBRI®) and Trauma-Informed Classrooms Training

https://child.tcu.edu/about-us/tbri/#sthash.J9KKhvOI.b7CiCYis.dpbs

 

 

Educators

 

Professional School Counselors

 

Student Support Staff

 

Administrators

Training

Intervention

• 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.

 

 

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

 

Educators

PSC

SSS

Administrators

BHC

 

Learn how the brain and body respond to stress and trauma

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

Training

 

Educators

PSC

SSS

Administrators

BHC

 

Apply trauma knowledge to your daily work

Training

 

Educators

PSC

SSS

Administrators

BHC

Building Trauma Sensitive Schools

Support staff development

Training

 

Framework

Educators

PSC

SSS

Administrators

BHC

 

Create a safe and supportive environment

Training

 

 

Educators

PSC

SSS

Administrators

BHC

 

Assess needs and provide support

Training

 

Educators

PSC

SSS

Administrators

BHC

 

Build social and emotional skills

Training

 

Framework

 

Educators

PSC

SSS

Administrators

BHC

 

Collaborate with students and families and

Training

 

Framework

Educators

PSC

SSS

Administrators

BHC

 

Adapt policies and procedures

Training

 

Framework

Educators

PSC

SSS

Administrators

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

Administrators

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.                            

PSC – Professional School Counselor – 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) 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.                                                           

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

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

Training- Online or In-person

Best Practice Proposal Process

The Texas Education Agency is seeking input for additional best-practices.

Please click this Qualtrics link to submit a proposal.

Please see the chart below for specific timelines.

Event

When

Form Posted on TEA Website and Link Emailed Out

May 2020

ESCs submit Form/Survey Online

May – June 2020

Committee Vettes Submissions

June – July 2020

Best Practice List Updated Online

August 2020

 

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 

 

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