NCTSN position statements are developed collaboratively by members of the National Child Traumatic Stress Network in response to important issues in the field.
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The SDQ is a widely and internationally used brief behavioralscreening instrument assessing child positive and negative attributes across 5 scales: 1) Emotional Symptoms, 2) Conduct Problems, 3) Hyperactivity-Inattention, 4) Peer Problems, 5) Pros
The primary mission of schools is to support students in educational achievement. To reach this goal, children must feel safe, supported, and ready to learn. Children exposed to violence and trauma may not feel safe or ready to learn.
More than 80% of juvenile justice-involved youth report experiencing trauma, with many having experienced multiple, chronic, and pervasive interpersonal traumas.
Showcases the progress the NCTSN has made in the field of child trauma in the last ten years, the impact the Caring for Children Who Have Experienced Trauma: A Workshop for Resource Parents curriculum has had on parents, as well as other stories.
Describes treatments for traumatic stress that are based on cognitive-behavioral approaches, including learning relaxation and stress management techniques, correcting distorted thoughts, and developing a trauma narrative.
Discusses an integrated approach to recognizing and responding to child and family traumatic stress when a child has cancer.
Addresses the important role visitation plays for young foster children and their caregivers.
Reviews findings of the National Commission on Children and Disasters, an independent, bipartisan body established by Congress and the President to identify gaps in disaster preparedness, response, and recovery for children and to make recommendat
The Expectations Test is a child self-report measure developed to measure expectations for emotions, experiences, and efficacy for social situations in general and especially when there is a concern about sexual or physical abuse.