The Community Resiliency Model (CRM) as a Self-Care Practice to Reduce Burnout and Promote Resiliency in Schools (March 2024)
The Community Resiliency Model (CRM) is a skill-based wellness and prevention program that provides a biological, non-stigmatizing perspective on normal human reactions to stress and trauma. In this webinar we will apply CRM to schools by teaching skills for educators, administrators, and the school mental health workforce to reduce burnout and promote staff retention. Attendees will gain knowledge of concepts to understand stress responses in themselves and others as well as learn skills to help regain emotional balance after experiencing strong negative emotions. The knowledge and skills gained will help attendees avoid burn-out and promote cultures of resiliency in schools to better support student mental health.
The Community Resiliency Model (CRM) for Schools (December 2022)
The Community Resiliency Model (CRM)® is a skills-based wellness and prevention program that provides a biological, non-stigmatizing perspective on normal human reactions to stress and trauma. The primary focus of this stabilization program is to learn to reset the natural balance of the nervous system. CRM skills help people understand their nervous system and learn to track sensations connected to their own wellbeing. CRM, developed at the Trauma Resource Institute by Elaine Miller-Karas is both restorative and preventive (Miller-Karas, 2015). CRM is a low-intensity intervention which teaches easy-to-learn skills to manage the agitation, anxiety, numbness, sadness, and despair of emotional dysregulation, which can be brought on by stressful personal or professional situations. CRM is trauma-informed and resiliency-focused. CRM skills are useful for self-care. They can be taught as a peer-to-peer program in a variety of contexts. School workers, healthcare providers, educators, and other frontline helpers can apply CRM skills in any setting: schools, medical/counseling centers, pre-school settings, home visits, faith communities, and crisis situations in the field. The skills can help prevent burnout. CRM is a valuable resource for individuals coping with chronic stressors such as physical pain, addiction, and grief and loss. A range of persons that suffer the effects of cumulative trauma (e.g., violence, poverty, racism, homophobia) benefit from these tools.
Promoting School Preparedness, Community Resilience, and Recovery in the Face of Adversity (6-Part Series) (June – November 2022)
Schools play an important role in supporting student resilience and wellbeing following community-wide trauma and adversity, but the road from preparedness to recovery begins long before a crisis event occurs, and the response lasts well after the event is over. This six-part series focuses on the role of schools and school mental health providers throughout crisis planning and response and offers a framework for planning that is part of a larger trauma-informed and healing-centered approach to education and school mental health. Presenters will highlight crisis planning efforts and examples across the Southeast region and nationally to promote collaborative learning.
Part I: Essentials (June 2022)
The first session will provide foundational information about collective trauma, how it affects members of a school community, the role of schools in crisis planning and response, and best practices in school crisis responses (including healing-centered school programming).
Part II: Improving Readiness (July 2022)
With natural and man-made crisis events increasing in frequency, schools and school mental health providers are being called upon to meet both the physical safety and social-emotional needs of students following exposure to a crisis event. Part of that readiness is a well-developed crisis plan combined with healing-centered and resilience-promoting policies and programming. This training will review best practices for planning and highlight resources that will help school mental health providers build their toolboxes for crisis readiness and response.
Part III: Response (July 2022)
This session will provide practical information about responsive practices and supportive resources to promote collective resilience during episodes of hardship and trauma. We will discuss the responsibility we have to our students, our colleagues, and ourselves when faced with urgent or ongoing stressors. Our focus will be on culturally responsive approaches, opportunities for iterative learning and improvement, and feature local and state examples in the Southeast and nationally.
Part IV: Recovery and Maintenance (July 2022)
This session will provide practical information about best practices and key resources to promote family-school-community collaboration for collective resilience during the long-term recovery and maintenance phase of an experience with collective trauma. We will share trauma training resources for school professionals and community members, explain strategies and complementary resources for data-driven, iterative learning and planning, and feature local and state examples in the Southeast and nationally.
Part V: The fourth “R” in our School Mental Health Crisis Continuum of Care: Renewal (October 2022)
After readiness, through response and beyond recovery, renewal work asks us to focus on structural changes and procedures, coordinating policy, processes, and practices that center regeneration and healing. Together, we explore the seven elements foundational to trauma-informed school crisis recovery and renewal, including meaning-making (Neimeyer, 2001), building and fostering resilience (Ungar, 2011), post-traumatic growth theory (Calhoun & Tedeschi, 2006), and organizational change after crisis and healing-centered school approaches.
Part VI: Leading Ourselves & School Communities Through and After Crisis Towards Healing (November 2022)
School crises can be interrupters or the norm, depending on the school and its community context. Whether the crisis is acute, chronic, or complex, there are shared leadership practices, policies, and paradigm shifts that can support all stakeholders’ efforts to successfully navigate a crisis. Leading school communities through crisis recovery and renewal while responding is hard and complex. We don’t need to hold this work alone (even though…we often do!). In this webinar, we explore these essential questions: What makes our leadership trauma informed- always, in the wake of, and in the aftermath of crisis? How might we continue our trauma-informed leadership during and after a crisis has ended (e.g., COVID 19, a student death, hurricane) to strengthen our school climate?
The Community Resiliency Model (CRM) in Schools (May 2022)
The Community Resiliency Model (CRM)® is a skills-based wellness and prevention program that provides a biological, non-stigmatizing perspective on normal human reactions to stress and trauma. The primary focus of this stabilization program is to learn to reset the natural balance of the nervous system. CRM skills help people understand their nervous system and learn to track sensations connected to their own wellbeing. CRM, developed at the Trauma Resource Institute by Elaine Miller-Karas is both restorative and preventive (Miller-Karas, 2015).
CRM is a low-intensity intervention which teaches easy-to-learn skills to manage the agitation, anxiety, numbness, sadness, and despair of emotional dysregulation, which can be brought on by stressful personal or professional situations. CRM is trauma-informed and resiliency-focused.
CRM skills are useful for self-care. They can be taught as a peer-to-peer program in a variety of contexts. School workers, healthcare providers, educators, and other frontline helpers can apply CRM skills in any setting: schools, medical/counseling centers, pre-school settings, home visits, faith communities, and crisis situations in the field. The skills can help prevent burnout. CRM is a valuable resource for individuals coping with chronic stressors such as physical pain, addiction, and grief and loss. A range of persons that suffer the effects of cumulative trauma (e.g., violence, poverty, racism, homophobia) benefit from these tools.
Trauma-Informed Schools Webinar Series (October 2019)
Part I: Trauma Awareness & Key Considerations (October 2019)
Part II: Trauma Sensitive Practices (October 2019)
This webinar series defines adverse childhood experiences and child trauma, describes how they impact student health, learning, and behavior, and discusses how schools can respond by becoming trauma informed.
Trauma Awareness & Key Considerations (February 2020)
This fact sheet defines and explores adverse childhood experiences and trauma in the Southeast, the impact trauma has on development and learning, and the key elements of using a trauma-informed approach in schools.
Trauma Sensitive Practices (February 2020)
This fact sheet describes practices that support trauma-informed schools and promotes self-care among educators.
The Southeast MHTTC created a comprehensive product catalogue of the resources and information they have published. Click here to view the full product catalogue. Additionally, these products are presented on the following pages of our website:
Key Resources
Comprehensive School Mental Health Systems: Foundations
Mental Health Services and Supports in Schools
Funding, Sustainability, and Impact
Diverse Populations, Equity, and Inclusion
