- The document outlines strategies for conducting trauma-informed telehealth sessions with children, including preparing caregivers and the environment.
- Suggestions are provided for communicating clearly with caregivers who may have low health literacy, enlisting their help in session setup, and getting informed consent.
- Tips include ensuring a private space, limiting distractions, preparing the child, and addressing potential technical or behavioral issues proactively.
Using WhatsApp to Inform and Engage Adolescents & Youth on their Sexual and R...YTH
"This session will present how valuable WhatsApp may be in motivating adolescents and youth in becoming interested in knowing about their SRHR and being informed on how to prevent unwanted and unplanned pregnancies. Ipas Bolivia will further share and discuss methods for monitoring and evaluating WhatsApp.")
Join Dr. Anthony Levinson and Kalpana Nair, PhD from McMaster University as they discuss the Early Years Check-In (EYCI) and its companion web-based resource, Play&Learn. Designed for parents of children 18 months to 6 years of age, the EYCI helps parents quickly identify any concerns they may have about their child’s development across four domains: social and emotional, language, movement, and thinking and learning. The EYCI can be used as a discussion aid to foster dialogue about early child development between parents and practitioners providing early years services, creating opportunities to build relationships as well as provide education and support to parents to foster their child’s development.
Using WhatsApp to Inform and Engage Adolescents & Youth on their Sexual and R...YTH
"This session will present how valuable WhatsApp may be in motivating adolescents and youth in becoming interested in knowing about their SRHR and being informed on how to prevent unwanted and unplanned pregnancies. Ipas Bolivia will further share and discuss methods for monitoring and evaluating WhatsApp.")
Join Dr. Anthony Levinson and Kalpana Nair, PhD from McMaster University as they discuss the Early Years Check-In (EYCI) and its companion web-based resource, Play&Learn. Designed for parents of children 18 months to 6 years of age, the EYCI helps parents quickly identify any concerns they may have about their child’s development across four domains: social and emotional, language, movement, and thinking and learning. The EYCI can be used as a discussion aid to foster dialogue about early child development between parents and practitioners providing early years services, creating opportunities to build relationships as well as provide education and support to parents to foster their child’s development.
This presentation was prepared as part of a group consultation assignment in the psychiatric mental-health nurse practitioner program at University of Tennessee Health Sciences Center.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
Supporting Abused and Neglected Children Through Early Care and PolicyHealthy City
Title: Supporting abused and neglected children through early care and policy
This webinar will make the case for supporting abused and neglected children through early care opportunities as well as describe how to use the healthycity.org site to research and identify policy solutions around foster youth and early childhood education issues.
Learning objectives:
1) Strengthen one’s understanding of populations that make up abused and neglected children
2) Learn how to identify data around abused and neglected children on healthycity.org
3) Understand policy opportunities to improve conditions for the youngest abused and neglected children
The vast majority of children experience the death of a close family member or friend by the time they complete high school. Whether involving a personal loss or one that affects the entire school or community, bereavement can have a profound and long-term impact on children’s psychological adjustment, academic achievement, and personal development. School professionals can play a vital role in helping students learn coping strategies that accelerate their adjustment and minimize their distress, maladaptive coping mechanisms, and behavioral difficulties. Yet most educators and other school professionals have had limited to no professional training on how to support grieving students.
Presented by David J. Schonfeld, MD, a nationally renowned expert on childhood bereavement and school crisis, this edWebinar provides the essential information you need to provide sensitive, appropriate support to grieving students of all ages. Learn how to:
– Initiate conversations with children and their families related to deaths of family members and friends
– Support students when feelings of guilt affect adjustment to a loss
– Provide practical advice on issues such as funeral attendance of children
– Appreciate the importance of long-term follow-up after a significant loss
In addition to providing practical information on supporting grieving students, Dr. Schonfeld also highlights a free, practitioner-oriented website, www.grievingstudents.org. Dr. Schonfeld introduces the site’s comprehensive materials on bereavement, developed for educators and other school professionals by the Coalition to Support Grieving Students.
Pre-K through high school teachers, librarians, school and district leaders, and other school professionals interested in learning more about how to provide appropriate support to grieving students will benefit from watching this recorded edWebinar.
How to Have Difficult Conversations: Notes Nov 2015Dana Asbury
Slide notes from HFTN webinar "How to Have Difficult Conversations," complete with some additional context, talking points, and links to other resources.
Angela Hough-Maxwell, one of the speakers at the 2014 Psychology Festival of Learning, talks about the challenges of parenting today & how to overcome them.
Donor Data: The Key to Retention with Fundraising Success and CDS GlobalCDS Global, Inc.
Everyone knows it costs less to retain a donor than to acquire a new one. Knowing as much as you can about your donors can help you keep them involved with your organization and ease the way to donor retention. The right data can help you look beyond the numbers and figure out how and why donors connect — and stay — with you.
In this webinar, our experienced group of speakers discuss the best ways to break down silos of data to best understand your donors, and how to use this information to engage in meaning conversations with donors that promote life-long giving habits. This Fundraising Success webinar, sponsored by CDS Global, features speakers Kevin Schulman, CEO of DonorVoice; Leslie Monk, Director of Sponsor Care at ChildFund, and Jamey Heinze, CMO of CDS Global. More than 1,000 people registered and there was a lot of lively Q&A. Access the webinar below, and learn:
• What things besides numbers are important when it comes to knowing your donors
• How to determine donors’ interest in supporting your cause and what keeps them engaged
• How to pull together data from various sources to get a 360 degree view of your donor
• The value of collecting and acting upon donor feedback as a strategy for donor retention
*Watch the webinar: http://cds-global.com/resources/webinar-key-donor-retention/
Follow us on Twitter: @CDSGlobalNP & @FundraisingSuccess
#FSWebinar
How to Improve Public School Support for Transgender Studentssagedayschool
Our future depends on the children we lead today. Learn more about how your school can become better prepared in addressing issues surrounding transgender students. For more information please visit us at www.sageday.com
Presentation by Hunter Institute of Mental Health Projects Coordinator Ellen Newman for Thrive 2016, weaving wellness and wellbeing conference. This presentation is about mental health literacy and strategies for supporting children’s mental health and wellbeing.
This presentation was prepared as part of a group consultation assignment in the psychiatric mental-health nurse practitioner program at University of Tennessee Health Sciences Center.
Resources for families, building protective factors and how communities can prevent child maltreatment.
Presented by Jim McKay, State Coordinator, Prevent Child Abuse WV
Supporting Abused and Neglected Children Through Early Care and PolicyHealthy City
Title: Supporting abused and neglected children through early care and policy
This webinar will make the case for supporting abused and neglected children through early care opportunities as well as describe how to use the healthycity.org site to research and identify policy solutions around foster youth and early childhood education issues.
Learning objectives:
1) Strengthen one’s understanding of populations that make up abused and neglected children
2) Learn how to identify data around abused and neglected children on healthycity.org
3) Understand policy opportunities to improve conditions for the youngest abused and neglected children
The vast majority of children experience the death of a close family member or friend by the time they complete high school. Whether involving a personal loss or one that affects the entire school or community, bereavement can have a profound and long-term impact on children’s psychological adjustment, academic achievement, and personal development. School professionals can play a vital role in helping students learn coping strategies that accelerate their adjustment and minimize their distress, maladaptive coping mechanisms, and behavioral difficulties. Yet most educators and other school professionals have had limited to no professional training on how to support grieving students.
Presented by David J. Schonfeld, MD, a nationally renowned expert on childhood bereavement and school crisis, this edWebinar provides the essential information you need to provide sensitive, appropriate support to grieving students of all ages. Learn how to:
– Initiate conversations with children and their families related to deaths of family members and friends
– Support students when feelings of guilt affect adjustment to a loss
– Provide practical advice on issues such as funeral attendance of children
– Appreciate the importance of long-term follow-up after a significant loss
In addition to providing practical information on supporting grieving students, Dr. Schonfeld also highlights a free, practitioner-oriented website, www.grievingstudents.org. Dr. Schonfeld introduces the site’s comprehensive materials on bereavement, developed for educators and other school professionals by the Coalition to Support Grieving Students.
Pre-K through high school teachers, librarians, school and district leaders, and other school professionals interested in learning more about how to provide appropriate support to grieving students will benefit from watching this recorded edWebinar.
How to Have Difficult Conversations: Notes Nov 2015Dana Asbury
Slide notes from HFTN webinar "How to Have Difficult Conversations," complete with some additional context, talking points, and links to other resources.
Angela Hough-Maxwell, one of the speakers at the 2014 Psychology Festival of Learning, talks about the challenges of parenting today & how to overcome them.
Donor Data: The Key to Retention with Fundraising Success and CDS GlobalCDS Global, Inc.
Everyone knows it costs less to retain a donor than to acquire a new one. Knowing as much as you can about your donors can help you keep them involved with your organization and ease the way to donor retention. The right data can help you look beyond the numbers and figure out how and why donors connect — and stay — with you.
In this webinar, our experienced group of speakers discuss the best ways to break down silos of data to best understand your donors, and how to use this information to engage in meaning conversations with donors that promote life-long giving habits. This Fundraising Success webinar, sponsored by CDS Global, features speakers Kevin Schulman, CEO of DonorVoice; Leslie Monk, Director of Sponsor Care at ChildFund, and Jamey Heinze, CMO of CDS Global. More than 1,000 people registered and there was a lot of lively Q&A. Access the webinar below, and learn:
• What things besides numbers are important when it comes to knowing your donors
• How to determine donors’ interest in supporting your cause and what keeps them engaged
• How to pull together data from various sources to get a 360 degree view of your donor
• The value of collecting and acting upon donor feedback as a strategy for donor retention
*Watch the webinar: http://cds-global.com/resources/webinar-key-donor-retention/
Follow us on Twitter: @CDSGlobalNP & @FundraisingSuccess
#FSWebinar
How to Improve Public School Support for Transgender Studentssagedayschool
Our future depends on the children we lead today. Learn more about how your school can become better prepared in addressing issues surrounding transgender students. For more information please visit us at www.sageday.com
Presentation by Hunter Institute of Mental Health Projects Coordinator Ellen Newman for Thrive 2016, weaving wellness and wellbeing conference. This presentation is about mental health literacy and strategies for supporting children’s mental health and wellbeing.
Similar to Trauma-Informed Child & Pediatric Telehealth Training 12.8.22 FINAL-FINAL 8-10 PM.pptx (20)
7 Tips for Educating Patients/ Clients for Telehealth & Teletherapy Best Prac...Marlene Maheu
This professional training will give concise suggestions for optimally approaching 7 key issues related to client/patient education for safe, effective clinical interventions.
Need CME(s), CNE(s), or CE(s)?
Register for full CME, CNE, or CE credit(s) for multi-modal, 100% online, on-demand telehealth professional training programs. Registration gives you access to slides, handouts, course materials, and course completion certificates for your licensing board: http://telehealth.org/course-catalog.
Read our 700+ no-cost blog posts at https://blog.telehealth.org, and register for one of our 55+ no-cost telehealth newsletters at https://telehealth.org/signup. If you are seeking telehealth-specific vendors to provide technology, visit https://guide.telehealth.org.
For a full-service telehealth training segment associated with this topic, see https://telehealth.org/legally-ethically-marketing-your-telehealth-services/
Need CME(s), CNE(s), or CE(s)?
Register for full CME, CNE, or CE credit(s) for multi-modal, 100% online, on-demand telehealth professional training programs. Registration gives you access to slides, handouts, course materials, and course completion certificates for your licensing board: http://telehealth.org/course-catalog.
Read our 700+ no-cost blog posts at https://blog.telehealth.org, and register for one of our 55+ no-cost telehealth newsletters at https://telehealth.org/signup. If you are seeking telehealth-specific vendors to provide technology, visit https://guide.telehealth.org.
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Biological screening of herbal drugs: Introduction and Need for
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Antifertility, Toxicity studies as per OECD guidelines
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Marlene M. Maheu, PhD
Telehealth pioneer for three
decades.
• Consult, train and write
• Five textbooks, 50 book
chapters & journal articles
• Founder and CEO of
Telehealth.org
• Founder CEO of the Coalition
for Technology in Behavioral
Science (CTiBS)
• Founder of the Journal for
Technology in Behavioral
Science (JTiBS)
• Blog.Telehealth.org
• 55 Telehealth Newsletters
3. Preventing
Interruptions
Maximize your learning by:
• Make a to-do list
• Turning on your camera &
join the conversation
throughput this activity
• Muting your phone
• Asking family and friends to
stay away
4. Audio-On Mode
• Please raise your hand and wait
for me to acknowledge you.
• Telehealth.org assistants are
here to help you with
administrative issues, such as
not hearing me.
• Please text your messages as
they occur to you rather than
waiting.
• Want to have a discussion with
you throughout the event as
much as possible.
• Help us stay on track.
15. Assumptions &
Limitations
• Impossible to find images for every
situation with children, youth or adults
• Training is dependent on your
involvement
• Ask all your questions
• Your privacy is assured
• Comment freely
• Your images and messages will not be
included in the video recording.
21. Clear Health
Communication by
Using Plain
Language
• Health literacy
• Joint Commission
considers clear health
communication is an
issue of safety
22. Clear Communication
to Support Health
Literacy in Clinical
Settings
• 3/10 people in rural communities
don’t have a smartphone
• More than half of low income
families don’t have Internet at home
• Only 12/100 of adults in US has
proficient health literacy to be able
to find, read, understand and use
health information
23. Agency for
Healthcare Research
and Quality (AHRQ)
https://www.ahrq.gov/health-
literacy/publications/ten-
attributes.html
10 Attributes of a Health Literate
Healthcare Organization Leadership
• Policy that support understanding
• All policies are written in plain language
• Kitchen talk that most of us would use with our
grandparents. Common, everyday language.
• Teachback. Pause and ask patient to feed
instructions back to you so ”I can make sure I did
a good job explaining that to you.”
• If not actionable, caregivers may not be able to
do the best possible for the child.
• Also there are programs to help patient build
skills.
24. To answer the
question of what we
can say to a family, it
would depend on the
technology they have
and their skills for
using that
technology.
General Suggestions
• Keep it simple
• Give them resources
• Walk them through the resources and give
them print outs
• An admin can help do this basic patient
education
• Or you can make a video and send it them if
they have the right technology
25. How to Work With
Caregivers to Enlist
Their Aid (When
Possible)
Ask caregivers to take the time to help set up the
session and be available during the meeting:
• Explain optimal multi-camera setups if they
have more than one digital device
• Help find resources for funding if they do not
have resources needed:
https://raisingchildren.net.au/disability/service
s-support/services/telehealth-therapy-tips-
children-disability-autism-additional-needs
26. How to Work With
Parents or
Caregivers to Enlist
Their Aid (When
Possible)
Caregivers should consider helping with the
transition into session by accompanying the
child at the start of the session by:
• Introducing or reminding the child of who
you are and your role
• Describing any recent milestones,
achievements, or setbacks
• Reporting how the child’s mood was just
before the start of a session
• Have them text these answers or any
other concerns to you ahead of time (use
HIPAA-compliant technology).
28. How to Work With
Parents or
Caregivers to Enlist
Their Aid (When
Possible)
Room Preparation
• Create distraction-free space
• Just a few toys – not too many
• What are names of toys so you can refer to
them?
• Private room? Are other people in earshot?
Can they be asked to step and stay away?
• Ambient music if people are home and walls
are thin
29. Tasks for
Caregiver to
Prepare for a
Video Session
• Private, quiet room
• Closed door
• Give the child earbuds or a headset
• Comfortable seat for child
• No distractions
• Give the child a computer that is
charged
• Make sure household members stay
away
• Can any interruptions be anticipated?
30. How to Work With
Parents or Older
Household
Members to Enlist
Their Aid (When
Possible)
• Plan for distractions and make
agreements ahead of time with parents
• Will child or parent need to be
mobile at any time during session?
• Has child gone to restroom?
• Send a written list sent to parents for
how to prepare the children for a
video session
• Set limits & have backup plans for
possible interruptions, distractions,
connection breakdowns
32. Permission &
Informed Consent
Agreement
• Clearly outline your responsibilities and
what they can expect from you
• Emailing summaries, testing
reminders,
• Get free or paid online templates
(JotForms.com)
• Will session be recorded? By whom?
• Outline their responsibilities
• Setup room, being available during
session
• Privacy rules
53. Your Free Copy of: An Interprofessional Framework for
Telebehavioral Health Competencies
https://telehealth.org/telebehavioral-health-competency-
framework/
55. Telehealth Used
the Most by
Behavioral
Health Pediatric
Subspecialists
March 31, 2022
Findings The study included 549,306
patients, representing a total of 1.8 million
visits from eight pediatric medical groups
from the Children’s Specialty Care
Coalition (CSCC).
• 65% of patients were served via
telehealth
Uscher-Pines, L., McCullough, C., Dworsky, M. S.,
Sousa, J., Predmore, Z., Ray, K., ... & Schulson, L.
(2022). Use of Telehealth Across Pediatric
Subspecialties Before and During the COVID-19
Pandemic. JAMA Network Open, 5(3), e224759-
e224759.
70. 2. Pediatric
telehealth in
the COVID-19
pandemic era
and beyond.
2021 American
Academy of
Pediatrics Review
Suggested that telehealth may be well
suited for behavioral health concerns,
chronic condition management,
presurgical visits, and follow-up visits
after hospitalizations and emergency
department visits
Curfman, A., McSwain, S. D., Chuo, J., Yeager-
McSwain, B., Schinasi, D. A., Marcin, J., ... & Olson,
C. A. (2021). Pediatric telehealth in the COVID-19
pandemic era and beyond. Pediatrics, 148(3).
71. 3. Supporting
survivors of child
sexual abuse during
the COVID-19
pandemic: An
ecosystems
approach to
mobilizing trauma-
informed telemental
healthcare.
(Open Source, 2022)
a) Proposed an ecological systems
framework to telemental health for child
sexual abuse
b) Described their administrative and clinical
processes
c) Shared their clinical observations
Azzopardi, C., Shih, C. S.-Y., Burke, A. M., Kirkland-
Burke, M., Moddejonge, J. M., Smith, T. D., & Eliav, J.
(2022). Supporting survivors of child sexual abuse
during the COVID-19 pandemic: An ecosystems
approach to mobilizing trauma-informed telemental
healthcare. Canadian Psychology/Psychologie
canadienne, 63(1), 43–55.
https://doi.org/10.1037/cap0000298
72. Supporting survivors of
child sexual abuse
during the COVID-19
pandemic: An
ecosystems approach to
mobilizing trauma-
informed telemental
healthcare.
Conclusions
a) Some barriers to healthcare access
and social isolation have seemingly been
reduced, and therapeutic alliance and
treatment completion have not been
significantly compromised.
b) We have been able to maintain a high
standard of clinical care while physically
distancing and remotely connecting in
meaningful ways.
c) Grounded in our virtual practice
observations, our reflections are anecdotal
73. 4. Promotion of Maternal–
Infant Mental Health and
Trauma-Informed Care
During the COVID-19
Pandemic
(Open Source 2020)
In this commentary, we present
recommendations for practice, research,
and policy related to mental health in the
perinatal period.
These recommendations include the use
of a trauma-informed framework to
promote social support and infant
attachment, use of technology and
telehealth, and assessment for mental
health needs and experiences of violence.
Choi, K. R., Records, K., Low, L. K., Alhusen, J. L.,
Kenner, C., Bloch, J. R., ... & Logsdon, M. C.
(2020). Promotion of maternal–infant mental health
and trauma-informed care during the COVID-19
pandemic. Journal of Obstetric, Gynecologic &
Neonatal Nursing, 49(5), 409-415.
74. 5. A trauma-
informed
approach to the
pediatric
COVID-19
response
By employing the “CARES” framework,
pediatric providers can openly discuss the
pandemic with patients and families,
collaborate to build resiliency, and
encourage engagement in activities and
resources that are protective. This
approach could potentially prevent both
the short- and long-term health
consequences resulting from the toxic
stress and traumatic exposure of COVID-
19
Chokshi, B., Pletcher, B. A., & Strait, J. S. (2021). A
trauma-informed approach to the pediatric COVID-
19 response. Current problems in pediatric and
adolescent health care, 51(2), 100970.
75. A trauma-
informed
approach to the
pediatric COVID-
19 response.
(Open Source 2021)
A trauma-informed response to
COVID-19
The central tenet of trauma-informed care is
to consider what happened to a person,
instead of what is wrong with a person.
Cares Framework
1. Consider the context
2. Ask about COVID-19 effects
3. Resiliency & Resources
4. Educate about trauma, stress & health
5. Self-care
76. 6. Telemental health for child
trauma treatment during
and post-COVID-19:
Limitations and
considerations.
(Open Source, 2020)
This article discusses both the benefits
and barriers to telemental health in a
child maltreatment population and offers
considerations for child trauma service
provision, program development,
and policy during and post the COVID-
19 pandemic.
Racine, N., Hartwick, C., Collin-Vézina, D., &
Madigan, S. (2020). Telemental health for child
trauma treatment during and post-COVID-19:
Limitations and considerations. Child Abuse &
Neglect, 110, 104698.
77. Telemental health for child
trauma treatment during and
post-COVID-19: Limitations
and considerations.
(Open Source, 2020)
While the benefits of telemental health
have been identified, including reduced
barriers to access, increased cost
effectiveness, and broad availability of
services, there are unique limitations to
its implementation within a child
maltreatment population, such as:
• challenges with attention and
emotion regulation skills,
• difficulties identifying dissociative
symptoms,
• and increased time with
perpetrators of abuse due to shelter
in place orders.
78. Telemental health for child
trauma treatment during and
post-COVID-19: Limitations
and considerations.
(Open Source, 2020)
These limitations are exacerbated for
children and families who are most
marginalized and facing the highest levels
of social and economic barriers.
Lack of access to reliable technology,
lack of a private or confidential space
for sessions, and reluctance to process
trauma in the absence of a safe
environment, are all barriers to
conducting effective trauma treatment over
telemental health.
79. 7. ‘When it comes to
relational trauma, you
need people at the table’
Therapist experiences of
online therapy for
families with a prior
disclosure of sibling
sexual abuse during
Covid‐19 pandemic
lockdowns.
(Open Source, 2022)
This study aims to contribute to the
evaluation of online therapy during Covid-19
pandemic lockdowns, by exploring family
therapists’ experiences of therapy for
twelve Sibling Sexual Abuse (SSA)
families in the Netherlands.
Simons, A., Noordegraaf, M., & Van
Regenmortel, T. (2022). ‘When it comes to
relational trauma, you need people at the
table’ Therapist experiences of online
therapy for families with a prior disclosure of
sibling sexual abuse during Covid‐19
pandemic lockdowns. Journal of Family
Therapy.
80. ‘When it comes to
relational trauma, you
need people at the table’
Therapist experiences of
online therapy for
families with a prior
disclosure of sibling
sexual abuse during
Covid‐19 pandemic
lockdowns.
(Open Source, 2022)
First, the Dutch therapists reported no
acute worries about their clients’ sexual
safety during the pandemic lockdowns.
Nonetheless, the switch to online
therapy for the SSA families created
concern regarding victim safety in
speaking out freely at home.
Second, while the sudden switch to
online therapy enabled SSA therapists
to stay connected with their SSA
families, therapists experienced a
decline in therapy quality and in their
own well-being.
81. Resource:
National Child Traumatic
Stress Network
(NCTSN)
TRAUMA-INFORMED SCHOOL
STRATEGIES DURING COVID-
19
Reach out to trauma-informed mental
health agencies, including NCTSN
members, to learn about services
available to families, such as both
telehealth services and in-clinic
services.
HTTPS://WWW.NCTSN.ORG/RESOUR
CES/TRAUMA-INFORMED-SCHOOL-
STRATEGIES-DURING-COVID-19