Trauma-focused cognitive behavioral therapy (TF-CBT) is an evidence-based treatment for children impacted by trauma. The document discusses implementing TF-CBT in Minnesota through learning collaboratives that train providers. It provides an overview of TF-CBT, defines trauma, and reviews the impact of trauma on children and parenting. Data is also presented on the number of Minnesota providers trained in TF-CBT and children screened for trauma.
Course Description (From www.PESI.com):
Attend this day of training and leave with a brand new toolkit of skills, interventions, and principles for rapid success with traumatized clients. Join Jamie Marich and learn the standard of care for treatment in the field of traumatic stress – and its key ingredients. Implement evidence-based treatment protocols and interventions for establishing safety, desensitizing and reprocessing trauma memories, metabolizing and resolving grief/loss and finally, assisting clients in reconnecting to lives full of hope, connection, and achievement.
Jamie is a certified EMDR Therapist and approved consultant through the EMDR International Association (EMDR). She is additionally a member of the American Academy of Experts in Traumatic Stress, the International Association of Trauma Professionals (IATP), and has earned Certification in Disaster Thanatology.
Jamie began her career in social services as a humanitarian aid worker in post-war Bosnia-Herzegovina opening her eyes to the widespread, horrific impact of traumatic stress and grief.
Objectives:
Describe the etiology and impact of traumatic stress on the client utilizing multiple assessment strategies.
Assess a client’s reaction to a traumatic event and make an appropriate diagnosis.
Explain how grief, bereavement, and mourning are accounted for in the new DSM-5®.
Implement interventions to assist a client in dealing with the biopsychosocial manifestations of trauma, PTSD, and traumatic grief/complicated mourning.
Utilize appropriate evidence-based interventions to assist a client in dealing with the biopsychosocial-spiritual manifestations of trauma.
Explain the effects of trauma on the structure and function of the brain.
Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA A single counseling CEU course is available at https://www.allceus.com/member/cart/index/product/id/392/c/ or the complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
Powerpoint accompanying workshop session from the Homeless and Housing Coalition of Kentucky's 2013 conference. Presented by Tim Welsh
Trauma is a common occurrence in the lives of homeless individuals and can have a significant impact on one’s
ability to function. This training will help participants identify signs of trauma and ways in which they can engage
in trauma-informed practice with clients
Trauma and PTSD of children - physiological implications. History of Trauma Focused Cognitive Behavioral Therapy, principles of practice and Case Presentation.
Course Description (From www.PESI.com):
Attend this day of training and leave with a brand new toolkit of skills, interventions, and principles for rapid success with traumatized clients. Join Jamie Marich and learn the standard of care for treatment in the field of traumatic stress – and its key ingredients. Implement evidence-based treatment protocols and interventions for establishing safety, desensitizing and reprocessing trauma memories, metabolizing and resolving grief/loss and finally, assisting clients in reconnecting to lives full of hope, connection, and achievement.
Jamie is a certified EMDR Therapist and approved consultant through the EMDR International Association (EMDR). She is additionally a member of the American Academy of Experts in Traumatic Stress, the International Association of Trauma Professionals (IATP), and has earned Certification in Disaster Thanatology.
Jamie began her career in social services as a humanitarian aid worker in post-war Bosnia-Herzegovina opening her eyes to the widespread, horrific impact of traumatic stress and grief.
Objectives:
Describe the etiology and impact of traumatic stress on the client utilizing multiple assessment strategies.
Assess a client’s reaction to a traumatic event and make an appropriate diagnosis.
Explain how grief, bereavement, and mourning are accounted for in the new DSM-5®.
Implement interventions to assist a client in dealing with the biopsychosocial manifestations of trauma, PTSD, and traumatic grief/complicated mourning.
Utilize appropriate evidence-based interventions to assist a client in dealing with the biopsychosocial-spiritual manifestations of trauma.
Explain the effects of trauma on the structure and function of the brain.
Based on TIP 57: Trauma-Informed Care in Behavioral Health Services|SAMHSA A single counseling CEU course is available at https://www.allceus.com/member/cart/index/product/id/392/c/ or the complete Trauma Informed Care Training Certificate are available at https://www.allceus.com/member
Powerpoint accompanying workshop session from the Homeless and Housing Coalition of Kentucky's 2013 conference. Presented by Tim Welsh
Trauma is a common occurrence in the lives of homeless individuals and can have a significant impact on one’s
ability to function. This training will help participants identify signs of trauma and ways in which they can engage
in trauma-informed practice with clients
Trauma and PTSD of children - physiological implications. History of Trauma Focused Cognitive Behavioral Therapy, principles of practice and Case Presentation.
Fostering connections: Responding to Reactive Attachment DisorderCynthia Langtiw
Presentation to Early Trauma Care, A volunteer group of parents, therapists, educators and other caregivers who have experienced the chaos and challenges associated with caring for individuals with Reactive Attachment Disorder (RAD)and Early Trauma and seek to share stories and helpful resources.
http://www.earlytraumacare.com/
Professor Sue Bailey President of the Royal College of Psychiatrists, consultant child psychiatrist and adolescent forensic psychiatrist. Speaking on childhood and adolescent trauma – impacts on development, and on individual health across the lifecourse
Speaking at Beyond Youth Custody's conference: Childhood trauma and young people in the criminal justice system, 19 November 2013.
This is lecture 1 of a 10 week Lecture series for Level 6 students Introducing them to Complex Trauma. This module is based on Courtis & Ford (2013) Treatment of Complex Trauma : A sequenced relationship based approach.London. Guildford Press.
Intergenerational trauma is the transmission of historical oppression and its negative consequences across generations. There is evidence of the impact of intergenerational trauma on the health and well-‐being and on the health and social disparities facing Indigenous peoples in Canada and other countries.
Common Factors in The Treatment of Complex Trauma Jane Gilgun
Professor Gilgun draws upon research and theory on resilience, neurobiology, executive function, attachment, trauma, and self-regulation (NEATS) to present an integrated common factors model on work with families and children where the children have experienced complex trauma. Professor Gilgun will make use of case study material to illustrate the application of these important concepts.
Fostering connections: Responding to Reactive Attachment DisorderCynthia Langtiw
Presentation to Early Trauma Care, A volunteer group of parents, therapists, educators and other caregivers who have experienced the chaos and challenges associated with caring for individuals with Reactive Attachment Disorder (RAD)and Early Trauma and seek to share stories and helpful resources.
http://www.earlytraumacare.com/
Professor Sue Bailey President of the Royal College of Psychiatrists, consultant child psychiatrist and adolescent forensic psychiatrist. Speaking on childhood and adolescent trauma – impacts on development, and on individual health across the lifecourse
Speaking at Beyond Youth Custody's conference: Childhood trauma and young people in the criminal justice system, 19 November 2013.
This is lecture 1 of a 10 week Lecture series for Level 6 students Introducing them to Complex Trauma. This module is based on Courtis & Ford (2013) Treatment of Complex Trauma : A sequenced relationship based approach.London. Guildford Press.
Intergenerational trauma is the transmission of historical oppression and its negative consequences across generations. There is evidence of the impact of intergenerational trauma on the health and well-‐being and on the health and social disparities facing Indigenous peoples in Canada and other countries.
Common Factors in The Treatment of Complex Trauma Jane Gilgun
Professor Gilgun draws upon research and theory on resilience, neurobiology, executive function, attachment, trauma, and self-regulation (NEATS) to present an integrated common factors model on work with families and children where the children have experienced complex trauma. Professor Gilgun will make use of case study material to illustrate the application of these important concepts.
The National Institute of Mental Health (USA) defines childhood trauma as; “The experience of an event by a child that is emotionally painful or distressful, which often results in lasting mental and physical effects.” However with the right support it is possible to recover even from extreme early trauma.
Assignment InterventionsTreatment options for children and adol.docxbraycarissa250
Assignment: Interventions
Treatment options for children and adolescent trauma survivors can include cognitive behavioral therapy (CBT) and crisis management to reduce anxiety, worry, and fear of repeated trauma. Play therapy is an effective method often used with young children with posttraumatic stress disorder because they often have difficulty dealing with trauma directly. Cases in which a child or adolescent is acting out sexually in response to a sexual trauma or in which he or she may be using drugs or alcohol as a coping mechanism as a result of trauma often require additional treatment modalities.
For this Assignment, review the media program Trauma and consider the symptomology of PTSD and how trauma can affect children and adolescents. Then, select a different type of childhood or adolescent trauma from the one you selected for the Discussion. Consider the posttraumatic stress symptoms that are likely to occur and what type of treatment interventions you might use to treat the child or adolescent. Also, think about how you might support or educate parents or guardians as they attempt to support their child or adolescent.
The Assignment (2–3 pages):
· Describe a major trauma or event that may occur to children and/or adolescents.
· Describe three potential symptoms of posttraumatic stress disorder that may occur as a result of the major trauma or event, and explain why these symptoms may occur.
· Describe one intervention you might use in treating this type of trauma. Justify the selection of your intervention using the week’s resources and current literature.
· Explain two ways you might educate or support the parents/guardians as they help their child or adolescent through the trauma. Be specific.
Discussion - Week 6
Top of Form
A traumatic event I chose for this discussion is war. War has acute and lasting effects which often in refugee migration. According to the United Nations High Commission for Refugees (UNHCR, 2016b), there are close to 14 million refugees worldwide as the level of human displacement has increased by 50% since 2011. Like the case of the Syrian war, individuals across the board are prone to posttraumatic stress disorder. The article explores the mental health needs of refugees, with a focus on posttraumatic stress disorder (PTSD), finding that refugees appear especially susceptible to PTSD and PTSD symptoms, especially women and children (Ghumman, McCord, & Chang, 2016). They also assert that most agencies and organizations concentrate on providing necessities such as food, clothing and shelter to refugees with little attention paid on mental health.
Individuals including children and adolescents who this experience suffer from PTSD symptoms in each of the following areas: intrusion symptoms such as repetitive intrusive memories, nightmares or flashbacks; avoidance of people, places, emotions, or thoughts associated with the trauma; and alterations in arousal such as hypervigilance, irritability, and reck ...
Children and PTSD Diagnostic Criteria for ChildrenPTSD is n.docxmccormicknadine86
Children and PTSD
Diagnostic Criteria for Children
PTSD is not confined to adults. Children also experience PTSD and manifest symptoms that closely parallel those of adults, with the following notable differences.
The 4th edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM-IV) did not have specific criteria for diagnosing PTSD in children, and many of DSM-IV PTSD criteria were not age appropriate for children. As a result, it was difficult (if not impossible) to accurately diagnosis PTSD in children. However, the 5th edition of the Diagnostic and Statistical Manual for Mental Disorders (DSM-5) now includes specific guidelines for diagnosing PTSD in children under the age of 6.
A. Children under the age 6 have been exposed to an event involving real or threatened death, serious injury, or sexual violence in at least one of the following ways:
1. The child directly experiences the event.
2. The child witnessed the event (this does not include events that were seen on the television, in movies, or some other form of media).
3. The child learned about a traumatic event that happened to a caregiver.
B. The presence of at least one of the following intrusive symptoms that are associated with the traumatic event and began after the event occurred:
1. Recurring, spontaneous, and intrusive upset- ting memories of the traumatic event.
2. Recurring and upsetting dreams about the event.
3. Flashbacks or some other dissociative response where the child feels or acts as if the event were happening again.
4. Strong and long-lasting emotional distress after being reminded of the event or after encountering trauma-related cues.
5. Strong physical reactions (e.g., increased heart rate, sweating) to trauma-related remind.
C. The child exhibits at least one of the following avoidance symptoms or changes in his or her thoughts and mood. These symptoms must begin or worsen after the experience of the traumatic event. 1. Avoidance of or the attempted avoidance of activities, places, or reminders that bring up thoughts about the traumatic event. 2. Avoidance of or the attempted avoidance of people, conversations, or interpersonal situa- tions that serve as reminders of the traumatic event. 3. More frequent negative emotional states, such as fear, shame, or sadness. 4. Increased lack of interest in activities that used to be meaningful or pleasurable. 5. Social withdrawal. 6. Long-standing reduction in the expression of positive emotions. D. The child experiences at least one of the below changes in his or her arousal or reactivity, and these changes began or worsened after the trau- matic event: 1. Increased irritable behavior or angry outbursts. This may include extreme temper tantrums. 2. Hypervigilance. 3. Exaggerated startle response. 4. Difficulties concentrating. 5. Problems with sleeping. In addition to the above criteria, these symptoms need to have lasted at least 1 month and result in con- siderable distress or diffi ...
Community Care Live (May 2014) Presentation by Richard Cross and Linda Moss
Five Rivers Child Care attended Community Care and gave a talk on Trauma and Attachment informed practice for children in residential and foster care. It was felt to be so helpful that it was repeated in the afternoon and generated many queries from practitioners.
When a child has been abused and neglected they have often suffered physical trauma directly or by witnessing it with others and we now know that this impedes their physiological development and their brain capacity - they suffer emotional and physical developmental delays and have problems with learning.
Foster carers and residential staff at Five Rivers are being trained on an ongoing basis as research informs our practice, to help work with the traumatised child. In addition a child will often have problems with poor attachment, the two making each other worse. Our work helps us identify the types of help a child needs while they are in placement and gives us 'every day' ways of working - even by the non-professional therapist.
This being part of the professional therapeutic team is what helps Five Rivers get results for the children they care for. It is part of what makes our carers commit to above and beyond what many will do.
Five Rivers challenges the local authorities to make commitments to their children's placements to allow sufficient time to work with the children and make a real difference.
Where there are good partnership relationships this has really benefited the children in their residential and fostering placements. We have excellent successes in placements lasting well despite being sorely tested.
London iCAAD 2019 - Carlos Martinez -2 HOUR WORKSHOP: EXPERIENTIAL THERAPY: H...iCAADEvents
Many of the wounds people sustain in developmental trauma occur when the right brain is developing, which is tied to the autonomic nervous system and the polyvagal nervous system. While talk therapy can be helpful in recovery from trauma and addiction, many of the therapies we employ as practitioners can be improved upon by using techniques that access the right side of the brain, where the original traumas occurred.
Complex PTSD and Moral Injury - Lane Cook and Herb Piercy.pptxLaneCook2
Presented at the 25th annual Fall Psychiatric Symposium, Knoxville, TN - review of C-PTSD and Moral Injury, overlap. Reviews history, references, psychotherapy, medications. For therapists, psychiatrists and people working with veterans.
Presentation by Daniel Flannery, Ph.D. given at the 2010 RWJF LFP Annual Meeting in St. Paul, MN
This presentation will present recent research on the links between brain development and neurochemistry, mental health and violence. We will compare traditional treatment programs that focus separately on perpetrators, victims and witnesses with examples of specific, innovative, multi-systemic treatment models that providers have employed in an attempt to break the cycle of violence. Our discussion will revolve around several video vignettes and principles of Trauma-Informed care.
Participants will address the challenges of pilot-tested, “evidence-based practice” versus the “practice-based evidence” of community programs. Treatment challenges related to co-morbid functioning of high-risk individuals will be discussed including substance use, offending, mental health, family functioning and academic achievement. Examples of specific innovative treatment models and local and national data on multi-system involved youth and intervention outcomes will be provided. We will also consider the difficulties and benefits of working in collaborative, community-based coalitions to effect change and how this movement has been affected by policy, resources, and increased demands for accountability.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2. Overview
• Traumatic and stressful events
o Impact on children, adults, and parenting
• Trauma-informed practice
o Trauma-focused CBT
o Implementation of TFCBT in Minnesota
• What is a trauma-informed system?
3. Defining trauma
In its definition of posttraumatic stress disorder, the
Diagnostic and Statistical Manual uses this definition
of trauma:
An event or events the person experienced,
witnessed, or was confronted with that involved
actual or threatened death or serious injury, or a
threat to the physical integrity of self or others.
4. Trauma exposure is common
15 to 43% of girls and 14 to 43% of boys have
experienced at least one traumatic event in their lifetime.
5.
6. Violent Crime in the USA
• USA has the highest level of homicide of any
developed country in the world.
• Homicide is the third-leading cause of death for
children ages 5-14, the second-leading cause of death
for those aged 15-24, and has been the leading cause
of death for African-American youth from the early
1980s into the early twenty-first century.
7. Domestic Violence
• 1.8 to 4 million American women are physically abused
each year.
• It is estimated that 7-14 million children witness family
violence each year (Edleson et al., 2007).
8. Child Abuse
• Maltreatment incidence is 12 per 1,000 children, with
899,454 substantiated or indicated cases in 2005.
• Approximately 5,400 children in Minnesota were
abused and neglected in 2008, and over 50% were
children of color (23% Black; 10% American Indian; 3%
Asian and Pacific Islanders; 17% Other). Most children
were the victims of multiple maltreatment types.
• Maltreatment rates for under 3s:16.5 per 1,000
compared with 6.2 per 1,000 for children ages 16 to
17.
9. The Cycle of Violence
• Both follow-up and follow-back studies have
consistently shown a direct link between exposure to
violence and subsequent perpetration of violence.
• For example, Widom (2001) reported that child victims
of violence and neglect were 59% more likely to be
arrested as juvenile, 28% more likely to be arrested in
adulthood, and 30% more likely to be arrested for a
violent crime.
10. Challenges in Identifying Traumatized Children
• No way to know about children‘s histories of traumatic
events
o Particularly complicated by the shame and stigma associated
with many types of trauma
• Identifying ‗invisible‘ witnesses
o E.g. emergency room visits
o E.g. police reports
• No national surveillance system
• Concerns about formal identification via official
statistics leading to government involvement (e.g.
CPS)
11. The Impact of Trauma on Children
Short Term Effects:
Acute Disruptions in Self Regulation
• Eating • Fearfulness
• Sleeping • Re-experiencing
• Toileting /Flashbacks
• Attention & • Aggression; Turning
Concentration passive into active
• Withdrawal • Relationships
• Avoidance • Partial memory loss
12. The Impact of Trauma on Children
Long Term Effects:
Chronic Developmental Adaptations
• Depression
• Anxiety
• PTSD
• Personality
• Substance abuse
• Perpetration of violence
13. Trauma and Developmental Psychopathology
Trauma & Cumulative Risk Overlap
• Risks ‗pile up‘ (Rutter, 1985)
• Secondary adversities during trauma events (Pynoos
et al., 1996)
• Multi-problem families risk for trauma (Widom, 1989;
1999)
• Other risks contribute to PTSD
14. Why be concerned with trauma and
posttraumatic stress in parents?
• Associations between adult trauma and:
o Child distress and child PTSD
o Parenting impairments
• How might parents respond differently to other adults
(e.g. service providers) when they are dealing with
traumatic stress?
• And most important, how might they deal differently with
their children?
15. Parents who are traumatized may be:
• Suffering from PTSD and related disorders (e.g.,
depression, anxiety)
• Using drugs to mask the pain
• Disempowered
• Parents of children who have become ―parentified‖ (i.e.
responsible beyond their years)
16. How might parents‘ trauma histories affect their
parenting?
A history of traumatic experiences may:
• Compromise parents‘ ability to make appropriate judgments
about their own and their child‘s safety and to appraise danger; in
some cases, parents may be overprotective and, in others, they
may not recognize situations that could be dangerous for the
child.
• Make it challenging for parents to form and maintain secure and
trusting relationships, leading to:
o Disruptions in relationships with infants, children, and adolescents,
and/or negative feelings about parenting; parents may personalize
their children‘s negative behavior, resulting in ineffective or
inappropriate discipline.
o Challenges in relationships with caseworkers, foster parents, and
service providers and difficulties supporting their child‘s therapy.
17. Trauma history can:
• Impair parents‘ capacity to regulate their emotions.
• Lead to poor self-esteem and the development of
maladaptive coping strategies, such as substance
abuse or abusive intimate relationships that parents
maintain because of a real or perceived lack of
alternatives.
• Result in trauma reminders—or ―triggers‖—when
parents have extreme reactions to situations that seem
benign to others.
• NCTSN, 2011: http://www.nctsn.org/products/birth-
parents-trauma-histories-and-child-welfare-system
18. Traumatized parents may…
• Find it hard to talk about their strengths (or those of their
children)
• Need support in managing children‘s behavior
• Have difficulty labeling their children‘s emotions, and
validating them
• Have difficulty managing their own emotions in family
communication
o When posttraumatic stress symptoms interfere with daily
interactions with children, parents should seek individual
treatment.
19. How does adult posttraumatic stress disorder
affect parenting?
Growth in fathers‘ PTSD is associated with self-reported
impairments in parenting one year after return from
combat.
Gewirtz, Polusny, DeGarmo, Khaylis, & Erbes, (2010), Journal of
Consulting and Clinical Psychology, 78, 5, 599-610
20. PTSD
Diagnostic criteria for PTSD include a history of exposure
to a traumatic event meeting two criteria and symptoms
from each of three symptom clusters: intrusive
recollections, avoidant/numbing symptoms, and hyper-
arousal symptoms. A fifth criterion concerns duration of
symptoms and a sixth assesses functioning.
21. Criterion A: stressor
The person has been exposed to a traumatic event in which
both of the following have been present:
• The person has experienced, witnessed, or been confronted with an event
or events that involve actual or threatened death or serious injury, or a
threat to the physical integrity of oneself or others.
• The person's response involved intense fear, helplessness, or horror.
Note: in children, it may be expressed instead by disorganized or agitated
behavior.
22. Criterion B: intrusive recollection
The traumatic event is persistently re-experienced in at least
one of the following ways:
• Recurrent and intrusive distressing recollections of the event, including
images, thoughts, or perceptions. Note: in young children, repetitive play
may occur in which themes or aspects of the trauma are expressed.
• Recurrent distressing dreams of the event. Note: in children, there may be
frightening dreams without recognizable content
• Acting or feeling as if the traumatic event were recurring (includes a sense
of reliving the experience, illusions, hallucinations, and dissociative
flashback episodes, including those that occur upon awakening or when
intoxicated). Note: in children, trauma-specific reenactment may occur.
• Intense psychological distress at exposure to internal or external cues that
symbolize or resemble an aspect of the traumatic event.
• Physiologic reactivity upon exposure to internal or external cues that
symbolize or resemble an aspect of the traumatic event
23. Criterion C: avoidant/numbing
Persistent avoidance of stimuli associated with the trauma and
numbing of general responsiveness (not present before the
trauma), as indicated by at least three of the following:
• Efforts to avoid thoughts, feelings, or conversations associated with the
trauma
• Efforts to avoid activities, places, or people that arouse recollections of the
trauma
• Inability to recall an important aspect of the trauma
• Markedly diminished interest or participation in significant activities
• Feeling of detachment or estrangement from others
• Restricted range of affect (e.g., unable to have loving feelings)
• Sense of foreshortened future (e.g., does not expect to have a career,
marriage, children, or a normal life span)
24. Criterion D: hyper-arousal
Persistent symptoms of increasing arousal (not present before
the trauma), indicated by at least two of the following:
• Difficulty falling or staying asleep
• Irritability or outbursts of anger
• Difficulty concentrating
• Hyper-vigilance
• Exaggerated startle response
25. Criterion E: duration
Duration of the disturbance (symptoms in B, C, and D) is more
than one month.
Criterion F: functional significance
The disturbance causes clinically significant distress or
impairment in social, occupational, or other important areas of
functioning.
26. Trauma Treatment
Trauma-Focused Cognitive Behavior Therapy
• Child trauma treatment with largest body of evidence for
its effectiveness
• Developed by Cohen, Mannarino, Deblinger, and tested
with various populations (child sexual abuse victims,
children exposed to domestic violence, child traumatic
grief, etc)
• Targets trauma-related symptoms, not PTSD alone
• Includes parent/caregiver throughout treatment, both
together with and separately from the child
27. Trauma-Focused Cognitive Behavior Therapy
• See http://tfcbt.musc.edu
• Validated for 3-18 year olds
• Essential components:
o Establishing and maintaining therapeutic relationship with child
and parent
o Psycho-education about childhood trauma and PTSD
o Emotional regulation skills
o Individualized stress management skills
28. TF-CBT cont.
• Connecting thoughts, feelings, and behaviors related to the
trauma
• Assisting the child in sharing a verbal, written, or artistic
narrative about the trauma(s) and related experiences
• Encouraging gradual in vivo exposure to trauma reminders
if appropriate
• Cognitive and affective processing of the trauma
experiences
• Education about healthy interpersonal relationships
• Parental treatment components including parenting skills
• Joint parent-child sessions to practice skills and enhance
trauma-related discussions
• Personal safety skills training
• Coping with future trauma reminders
29. Overview
• Defining trauma-informed care
• Care systems serving traumatized children
• Assessment
• Intervention
• Building trauma-informed systems
o A Minnesota example
30. Defining Trauma-Informed Care
• What is trauma?
• Trauma-informed care
o Practitioner knowledge about impact of traumatic events on
children, adults, and families
o Practitioner use of this knowledge in delivering care (skills)
• E.g. ‗what happened to you?‘ vs. ‗why did you do this?‘
o Agency and system use of knowledge in training staff and
implementing interventions
31. Practitioner Knowledge
• How did you learn about trauma?
• What did you learn?
• Examples of trauma curricula
o National Child Traumatic Stress Network Core Curriculum in
Child Trauma
o Example: Ibrahim
32. Practitioner Skills
• Trauma assessment
• Delivering
o Evidence-based trauma treatments
o Trauma-informed interventions
33. Notes on the Reporting of Trauma Exposure
and Symptoms
• By children
o Underreporting consistent with posttraumatic symptoms (i.e.
denial)
o Fear of disclosure; shame; stigma
• By their caregivers – underreporting well documented
o Guilt
o Denial
o Concern about child protection involvement
• Discrepancy between parent and child report of both
history and symptoms
34. Benefits of TF-CBT
• TF-CBT is a highly effective treatment for symptoms of
traumatic stress in children and youth.
• Over 80% of traumatized children show significant
improvement in 12 to 16 weeks.
• Family functioning is improved because TF-CBT
encourages the parent to be the primary agent of
change for the traumatized child.
35. Who is TF-CBT for?
• TF-CBT is suitable for many children who have
experienced trauma, including children with multiple or
compound traumas.
• TF-CBT has been successfully adapted to address the
unique needs of several special populations including
Latino, Native American, and hearing-impaired families.
• Children as young as three can be treated with TF-CBT.
37. Why train providers in TF-CBT?
Training
Children with Trauma-
Providers in
Trauma, Informed
Trauma-
Traumatic EBPs for
Informed
Stress Children
EBPs
38. How do you train providers?
Different types of training models available
• Didactic training models: workshops, written
materials, presentations, web-based learning
• Competency training models: Role-playing,
demonstrations, ongoing consultation, case
consultation
• Most successful: Combination
• Most used: Didactic
39. Training Providers
• Limitations of didactic training
o Effective for increasing knowledge
o Doesn‘t support change in practice
• In order to change and sustain practice, need to utilize
models that support this
o Combination training
40. Learning Collaborative (LC)
• Quality improvement model
o Change and sustain new practice to improve the delivery of care
in health care setting
• Avoid ―project mentality‖
• Evidence-base for the LC
• NCTSI adaptation
41. Key Elements of the LC
PDSA
Cycles
Action
Topic Selection Periods
Faculty Recruitment Learning
Sessions
Innovation Teams
Measurement and Evaluation
42. History of TF-CBT Training
• 2007-2008
o First TF-CBT Learning Collaborative
o First Request For Proposals
• 2009 -2010
o 2 Outpatient Treatment Groups
o 1 Residential Treatment Group
• 2011-2012
o 3 Outpatient Treatment Groups
43. Funding for Providers
Grants pay hourly Medicaid rate for ―lost time‖
• 10 hours for online training
• 32 hours for classroom training
• 18 hours for consultation calls
• 18 hours for internal supervision
• 36 hours for assessment/fidelity
• 16 hours for follow-up training days
• Travel/lodging costs
44. Ambit Network‘s TF-CBT LC
Follow-up and Practicum Period
Consultation Calls
T1 T2 T3
Follow-up and Practicum Period
45. In-Person Trainings
• Training 1
o Trauma 101, Trauma-informed assessments, ―PRAC‖
• Training 2
o ―TICE‖, Developing trauma-narrative, Gradual exposure
• Training 3
o Case presentations, Sustainability after the LC
• Additional topics in Trainings 2 and 3
46. Consultation Calls
• 18 bimonthly cohort calls
o Case presentations
• 9 monthly supervisor calls
• Phone conference with web-based component
• Collaboration across agencies and providers
o ―This is how I did it‖
47.
48. Follow-up and Technical Assistance
• ―Practicum period‖ – throughout the LC
o Scoring clinical assessments
o Fidelity monitoring
o Tracking follow-up interviews, assessments
• Purpose of technical assistance
o Support trainee learning
o Monitoring implementation
58. Age of Children Screened for Trauma
1% 3%
28% 26%
0-4
5-9
10-14
15-17
18+
42%
59. Race, Ethnicity of Children Screened for
Trauma
Race Number Percent
American Indian/Alaskan Native 100 6.4%
Black/African American 153 9.8%
White 771 49.6%
Asian 7 .5%
Native Hawaiian/Pacific Islander 5 .3%
Multi-racial 121 7.8%
Unknown 398 25.6%
Ethnicity Number Percent
Hispanic/Latino 117 7.5%
Not Hispanic/Latino 990 63.7%
Unknown 448 28.8%
60. Number of Clients Screened, Per Year
600
500
400
300
200
100
0
2007 2008 2009 2010 2011 2012*
61. Top 10 Behavior Problems Reported
Somewhat/Very Total N % Total Reporting
Attachment Problems 472 673 70.1%
Behavior
470 674 69.7%
Problems, Home/Community
Academic Problems 451 673 67.0%
Behavior Problems,
385 672 57.3%
School/Daycare
Other Self-Injurious Behaviors 186 673 31.1%
Dev’tally Inapp. Sexual Behaviors 161 674 23.9%
Problems Skipping School/Daycare
144 673 21.4%
Other medical problems,
105 674 15.6%
Disabilities
Criminal Activity 102 674 15.1%
67. The Next Four Years
• Improve access to trauma-informed practices and
treatment for traumatized children and families
• Implement and sustain evidence-based trauma
treatment models in the Upper Midwest and in particular
throughout four targeted regions
• Build and maintain consensus for child trauma
68. The Next Four Years
Learning Collaboratives
• Recently completed a LC in Northwest MN
• Completing a LC Southeast MN
• Initiate two cultural providers LC‘s in the metro
• Initiate a second LC for residential treatment center
providers
• Initiate a second LC in Central MN
• Initiate a LC in Southwest MN
69. The Next Four Years
Evaluation and Reporting
• Continue tracking and data collection for LC sites
• Provide evaluation reports for completed cohorts
• Conduct exploratory analysis on fidelity
• Provide TF-CBT booster trainings
• Manage TF-CBT certification process in MN
70. Systems Integration
• Many child and family serving agencies touch
lives following traumatic experiences.
• The way these organizations work together is
critically important.
• They can reduce the harmful impact of traumatic
experiences OR …
71. Systems Integration
• Literature on integrating systems around trauma
expertise and responses is scant to nonexistent.
• Survey conducted in 2005 by NCTSN assessed
o Ways agencies gather, assess, and share trauma-related
information
o Child trauma training that staffs receive
Taylor, Siegfried, NCTSN Systems Integration Working Group, 2005.
72. Systems Integration
• Findings from the survey across all child serving
agencies included:
o Trauma history rarely follows the child.
o Many agencies do not conduct standardized trauma
screening or assessment.
o More information is gathered on behavior and problems
than duration of abuse, # of episodes, and internalizing
symptom.
o Less than half receive training on trauma treatments and
where to refer.
73. Systems Integration
Recommendations from NCTSN:
• Identify common interests across systems
• Evaluate the benefits of systems integration
• Introduce core training for every child and family
serving agency
• Provide trauma-informed interventions early and
strategically
• Emphasize interdisciplinary collaboration and
relationships
Brymer, Layne, 2008
74. The Next Four Years
Systems Integration
• Convene Advisory and Families Committees
• Convene a 2-day launch in each region
o Conduct a community needs/readiness assessment
o Facilitate stakeholder dialog
• Convene parents and providers to deliver a NAMI/parent-
led training on working with traumatized families
• Deliver training on trauma-informed practice (i.e. NCTSN
Toolkit for child welfare providers, and the NCTSN Toolkit
for juvenile justice providers)
• Convene quarterly meetings to develop trauma-informed
practices (i.e. universal screening protocols, case
management and collaboration protocols
75. The Next Four Years
Systems Integration
• Convene military stakeholders in parallel launch
process
• Two LCs in PTC/ADAPT targeting providers
serving military and refugee families
• Year four: further diffuse trauma-informed
practice by training school social workers who will
then participate in the regional hubs
• Work with each region throughout the grant
period on sustainability
76. The Next Four Years
Number Served
• 400 practitioners trained in EBP Toolkits
• 240 families in parent led trainings
• 115 providers trained in TF-CBT
• 40 providers trained in PTC
• 2450 children screened and assessed
• 1280 children receiving TF-CBT
77. Contact Information
Abigail Gewirtz, Ph.D, L.P. Program Director
Heidi Flessert, M.P.H. Evaluator
Chris Bray, Ph.D, L.P. Associate Director
Ambit Network, University of Minnesota
612-624-8063
ambit@umn.edu
Ambitnetwork.org
Editor's Notes
Chris and Heidi – please weigh in on order – should systems or practice go first??
i.e. events outside the range of normal human experience. Does not include television or media violence
These include both violent and non-violent (e.g. accident, natural disaster, etc) events). In 2006, Minnesota ranked second in the nation for the highest number of refugees (11.8% of the national total), and third in 2007, receiving 6.6% of the total refugees entering the US [2, 3]. Refugees from Liberia, Ethiopia, Somalia, Vietnam, Laos, and other countries have made their homes primarily in the Twin Cities Metro Area. Similar to national trends, the Latino population is the largest immigrant group in the state. However, it is expected that 1,200 refugees from Ethiopia, Somalia and other war torn areas will arrive in Minnesota this year.Immigrant/refugee trauma is significant in the Metro region, requiring culturally responsive, trauma-informed treatment services. The largest groups of refugee populations in the Metro region come from East African nations. Current estimates put these populations close to 70,000[12], however, exact numbers are not known due to relocation tracking difficulties. Community members estimate that the number of Somalis is alone close to 70,000, making Minnesota home to the largest Somali population outside Africa [13].Findings from national and local studies indicate very high levels of PTSD among refugees; one in four men and 50% women report rape and/or torture histories[14]. Based on national estimates of torture among African refugees and the number of refugees in Minnesota, it is likely that over 30,000 torture survivors currently live in Minnesota, primarily in the Metro region [15]. Research conducted in Minnesota indicate that prevalence of torture ranges from 25-69% among Somali and Ethiopian (Oromo) refugees [16]. Children of refugee families also experience high rates of PTSD and related disorders - as high as 75% in community samples [17, 18]. Local data suggest similar needs among Minnesota’s refugee youth. The Center for Victims of Torture, an Ambit Network partner, conducted a pilot study in two Metro Area suburbs, revealing high rates of trauma: 35% witnessed someone hurt or killed, 83% reported being separated from family due to war, and 23% reported their parents taken/arrested by authorities. The number of traumatic events was significantly related to PTSD and depression [19].
Approximately 5,400 children in the state were abused and neglected in 2008, and over 50%were children of color (23% Black; 10% American Indian; 3% Asian and Pacific Islanders; 17% Other). Most children were the victims of multiple maltreatment types.
Particularly difficult to identify young children – because they can’t tell the storyGive example of 2 yo who had witnessed shooting of father in restaurant – attacked police officer; guns in home, etc
Ghosts in the nurseryGive examples of traumatized parentse.g. dad who exploded when his kids dropped their backpacks on the floorFather who wouldn’t let his kids in the yard because of the fire antsMother whose (low) windows were wide open in hot summer with no screens and 4 toddlers running around
So that’s a bit of data- but what do traumatized parents look like? Particularly those exposed to chronic trauma….
Add citation: NCTSN parent trauma fact sheet
Distinguish between them
Going back to the original problem and question…We have children who have experienced trauma and are experiencing child traumatic stress2. Trauma-informed EBPs for children available, but children are not receiving these treatments. 3. We have a tool to bridge the two (training), but it's not being bridged because we are not provide the type of training needed to bridge4. Bring it back to the original question: why train providers in TF-CBT? 5. Reason to provide training: bridge the gap, and increase access to care for children who have experienced trauma
Training providers has been identified as one of the more challenging strategies to implement EBPs into the community because of the different types of models availableWhile didactic & competency trainings are the most successful, they are typically not used because they require investments of time, money, and effort that most community MH agencies don’t have.
Didactic training only doesn’t prepare individuals to change their practiceReceive information, but no clear direction on how to move forwardSo more often than not, nothing changesThe problem with didactic trainings is that it doesn't support a change in practice. You get talked to for a half-day, full-day, then you go back to your office, you have all this work to do, and no support to try to implement what you learned.Like a college course: you go to class, you have homework, you develop competencies so that at the end, you're able to use what you learned
One model that uses a combination of didactic and competency training is the learning collaborative modelIHI, BSLCQuality improvement model for trainingLong-term training model, designed to be 6-15 months in lengthKey to change: work of improvement is part of normal daily activities of participantsAvoid “project” mentality – work is limited to the collaborativeIncorporates individuals at all levels of the system – agency administration and frontline providers – to ensure change occurs at all levelsIHI model: QI in medical settings; LCs have been done for:Treatment of asthmaEnd of life careEfficiency in health care settingsA few studies have been done in mental health care settingsNCTSI adaptation (National Child Traumatic Stress Initiative)QI: trauma-informed servicesTraining in EBP like TF-CBT
Topic selection: area needing improvement in which knowledge exists but not widely usedAmbit: Child Traumatic Stress, TF-CBTFaculty recruitment: Experts in the area to develop training content and deliver training, consultation, and coachingAmbit: Ambit Network, MN-DHS, Certified TF-CBT TrainersInnovation teams: Teams of 3-4 individuals to learn the new practice, implement on small scale, and then implement across the agency post-LC.Ambit: Recruit through RFPsLearning Sessions: Face to face meetings during the LC. Learn from experts, exchange ideas and learn from each other.Action Periods: Time between learning sessions to test and implement strategies; time for consultation and additional coaching.PDSA Cycles: Really part of the Action periods – steps for making sustainable changeWhat are we trying to accomplish?How will we know that a change is an improvement? What changes can we make that will result in an improvement?Measurement and Evaluation: Methods to monitor implementation and measure changeWhile each agency should develop a system, Ambit provides support during the LCProvides support while agencies develop their own measurement and evaluation planAre they continuing to implementing TF-CBT?Are they maintaining fidelity to the model?Are kids symptoms improving?How are they measuring and monitoring these types of indicators?
Total length of “training” activities: About 12 months Follow-up and practicum period: Indefinite for Ambit LC Trainees
3 Trainings over the course of the year: Training 1 --- 3 months --- Training 2 --- 6-9 months --- Training 3Additional topics include:Childhood traumatic griefDevelopmental trauma disorderAvoidance as a clinical issueCompassion fatigue in providers
Cohort consultation callsProvide 18 calls to ensure individuals meet the minimum 12-call requirement for certificationBegins about 1 month after training 1Case presentations begin in Month 2 or 3Usually about 2 case presentations per callSupervisor callsClinical questions for supervisorsSupervision questions from supervisorsSupervision topics and sustainability issues with supervisorsEarly adopters/late adoptersWorking with agency administration to support the modelSustaining TF-CBT after the LC endsConsultation calls is where we see a lot of collaboration and learning across providersDuring case presentations, are asked to bring a clinical questionThis is where although our trainer provides feedback, most of the time other trainees are providing feedback for how they did the issue as well
Web-based componentAllows Ambit to pull up clinical assessment, fidelity dashboards, trauma narratives during case presentationsAllows trainer to provide clinical feedback to trainee providing the casePlatform for discussion with all trainees on the call“One person has a question, everyone else has that same question”Additional supervision for trainees
Technical assistance from Ambit: provide scoring and tracking of clients over the course of the learning collaborativeThis technical assistance offers trainees an opportunity to focus on learning the TF-CBT model, implementing with their clients, without having to focus on the logistics of scoring assessments, keeping track of when follow-up assessments are dueAlso provides a system for monitoring the implementation of TF-CBT in MinnesotaClinical assessments: baseline, 3-month follow-ups, end of treatment – monitor client symptoms over course of treatmentSubmission to AmbitFidelity dashboards: provide immediate info on delivery of TF-CBT to cliniciansWhich components were delivered in each session, number of minutes spent on each componentInformation available for trainees, trainer, and Ambit staff to ensure adherence to the modelTracking interviews and assessments – email reminders for upcoming follow-ups for all active LC participantsUse two database: one for clinical data (Previously NICON, now Ambit is building our own database) and one for implementation (Access database)
31 of the 87 counties are listed as having at least 1 TF-CBT therapist
Types of problems and experiences child might have experienced within the past month/30 daysRange: 672 – 675Average: 674% of Screened Sample (average/total sample): 43%% Total Reporting is the number that reported somewhat/very divided by the TOTAL N that reported.
Range: 639-666Average: 654% of total sample reporting (using average): 42%
domestic violence713impaired caregiver688Emotional Abuse/Psychological Maltreatment647traumatic loss or bereavement576Physical maltreatment/abuse539Neglect385Sexual maltreatment/abuse329Sexual assault/rape302Physical assault275serious injury/accident221
From August 2012
From August 2012
On being lastSAVE THE BEST FOR LAST Last but not least Losers come in lastDownside and upsideGetting the last wordWhose in the roomSummarizeAbi – trauma and trauma-informed: knowledge building; screening/assessment; case planning, trauma treatments, collaborationHeidi – efforts in MN to date
Completed a total of 6 LC’s training over 214 therapists throughout MN
Talk about the positive impact of system integration and possible negative impact when system actions may worsen the traumatic experience for children and familiesMore attention paid to agencies ie law enforcement and CW that get involved with a child immediately following a TE, less attention paid to agencies that become involved later ie guardians ad litem, juvenile justice
Child serving agencies included family and dependency court, CW agencies, Foster care agencies, Mental health agencies, JJ agencies, Schools
Common interests include grades, recidivism, school attendance, service utilization, cost effectivenessGenerally SI means re-writing policy, employee education; supervisor educationGive an example – WE and the 3 counties – first exampleNow – benefits of evaluation
Family and Advisory committees help to establish representation, process and consensus on project goalsLaunch will facilitate stakeholder dialog, strategically plan, conduct community readiness assessmentPDSA Plan Do Study Act = some flexibility
PARENTING THROUGH CHANGEAFTER DEPLOYMENT: ADAPTIVE PARENTING TOOLSSustainability:providing further pathways from identification to screening and treatment.
Ambit network – navigating research and practice in child traumaNot a rudderless ship