Outlines the top ten things mental health professionals working in schools after a disaster should be doing.
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Includes information from providers and members of different Native Nations on how experiencing loss, especially the loss of elders, has impacted traditional ways of parenting in their communities.
Due to the particular developmental risks associated with young children's traumatic experiences, it is essential that vulnerable children be identified as early as possible after the trauma.
The US history of colonialism, genocide, slavery, and white supremacy continues to impact BIPOC (Black, Indigenous, and People of Color) children and families through covert and overt forms of racism...
NCCTS policy activities are guided by Ellen Gerrity, PhD, Diane Elmore Borbon, PhD, MPH, and Lauren Absher, MSW, in collaboration with the NCTSN Policy Task Force.
Wherever Healthcare Providers encounter children and families--whether in a clinic, hospital ER, school, or at a private outpatient practice--there are opportunities to integrate trauma-informed practices into the care families receive.
Depicts Maya, a 9-year-old girl, was referred for therapy due to numerous instances of domestic violence by her father toward her mother (some of which she witnessed), physical abuse by her father, and possible sexual abuse with no specific disclo
ABC is a parent/child treatment approach designed to help caregivers provide nurturing care and engage in synchronous interactions with their infants.
CBITS is a skills-based, child group intervention that is aimed at relieving symptoms of Posttraumatic Stress Disorder, depression, and general anxiety among children exposed to multiple forms of trauma.
Lists common reactions educators might see in the students with whom they work and suggestions on how they may help after community trauma.