The NCTSN Video Series on Implementation was created by members of the National Child Traumatic Stress Network (NCTSN) to share lessons learned as organizations seek to implement trauma-informed practices or system change efforts.
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Mimi Choy-Brown and Laura Soltani from the University of Minnesota highlight key lessons from the CIRCLE Project, emphasizing the importance of intentionally addressing trust and power when implementing multi-level interventions to support resilience among refugee and immigrant youth across community, school, and mental health settings.
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Ingrid Mürrle of the National Center for Child Traumatic Stress introduces a set of five implementation tools that agencies can use when bringing in a new practice. These tools inform feasibility, alignment, and sustainability as agencies consider the new practice’s fit, readiness, and context.
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Soul Survivors of Chicago founder Rafiah Maxie-Cole highlights the importance of organizations partnering with communities when selecting and implementing interventions.
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Sue Kerns of The Kempe Center at the University of Colorado highlights the critical importance of pre-implementation readiness in supporting evidence-based practices to take root and sustain over time.
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Dr. Cameo Stanick seeks to answer the question: “How do we keep our evidence-based practice investment sustainable in the long term even when our funding runs out or changes?”
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NCTSN Affiliate Dr. Ginny Sprang from the University of Kentucky and National Center Co-Director Dr. Lisa Amaya-Jackson discuss Secondary Traumatic Stress (STS).
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National Center Co-Director Dr. Lisa Amaya-Jackson and Center member Dr. Mia Tankersley discuss trauma, emotional dysregulation, and outbursts.
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The 12 Core Concepts: Concepts for Understanding Traumatic Stress Responses in Children and Families
Outlines and describes The 12 Core Concepts: Concepts for Understanding Traumatic Stress Responses in Children and Families.
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Is a more accessible version of the 12 Core Concepts, written with simplified language to support understanding across a range of literacy levels and learning needs.
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