Products and Resources Catalog

A webcast event hosted by the South Southwest Mental Health Technology Transfer Center (a SAMHSA-funded initiative) at the Texas Institute for Excellence in Mental Health.

Sensory Strategies: Trauma-Informed Care and Practices Webinar Series This session was part two in a three-part webinar series on Trauma-Informed Care and Practices. In this session, participants learned more about sensory strategies. Dr. Tami DeCoteau, a national expert on trauma-informed care, offered insight to providers and educators interested in gaining a deeper understanding of trauma, including content on historical trauma and adverse childhood experiences. The science of trauma-informed care compels us to look more deeply into the human physiological process and understand how DNA provides evidence of intergenerational trauma. Recent research has shown that emotional trauma often affects the human nervous system long-term. Study of epigenetic DNA demonstrates that the substance use disorder need for self-regulation via alcohol or drugs is actually a physiological process and not a moral choice. Recording   Trauma-Informed Care and Practices Webinar Series Session one: Regulatory Strategies Session three: Correcting Behaviors

Prepared by Pamela Vona, MA, MPH, USC; Suzanne Dworak-Peck School of Social Work, Treatment and Services Adaptation Center for Resilience, Hope and Wellness in Schools, and University of Washington School Mental Health Assessment, Research & Training (SMART) Center In the United States, children and adolescents are exposed to violence and other traumatic events at alarming rates. Numerous studies have documented the short-and long-term consequences of exposure to violence and other traumatic events on children and adolescents. Despite these negative consequences, few children and adolescents receive appropriate care. This is particularly true for low-income, ethnic-minority youth. Schools have been shown to reduce barriers to mental health care. Given the high rates of trauma exposure and the central role schools can play enhancing access to care, it’s essential that school-based counselors and mental health providers receive training in evidence-based trauma interventions. This Practice Brief describes three of the most commonly used effective school-based interventions for trauma and the importance of creating a “trauma-informed” school community in order to optimize these interventions. Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our monthly newsletter for regular updates about events, trainings, and resources available to the Northwest region.

Regulatory Strategies: Trauma-Informed Care and Practices Webinar Series This session was part one in a three-part webinar series on Trauma-Informed Care and Practices. In this session, participants learned more about regulatory strategies.   Dr. Tami DeCoteau, a national expert on trauma-informed care, offered insight to providers and educators interested in gaining a deeper understanding of trauma, including content on historical trauma and adverse childhood experiences. The science of trauma-informed care compels us to look more deeply into the human physiological process and understand how DNA provides evidence of intergenerational trauma. Recent research has shown that emotional trauma often affects the human nervous system long-term. Study of epigenetic DNA demonstrates that the substance use disorder need for self-regulation via alcohol or drugs is actually a physiological process and not a moral choice. Recording   Trauma-Informed Care and Practices Webinar Series Session two: Sensory Strategies Session three: Correcting Behaviors

On July 10th, we held our fourth Evidence-Based Practices (EBP) Series webinar on "How to Implement Trauma-Informed Care". Katie Volk discussed the very practical ways individuals and programs can implement trauma-informed care. She also described a framework for understanding the implementation process, discussed key factors that support and inhibit organizational change, and described the process step-by-step.

On June 19th, we held our third Evidence-Based Practices (EBP) Series webinar on "Trauma-Informed Care in the Context of Recovery-Oriented Approaches". Rebecca Miller discussed the principles of trauma-informed care and those of a recovery orientation complement one another well. She also described both models, discussed the overlap between the two, and highlighted examples of how recovery-oriented, trauma-informed approaches look in programs/practice. 

This 45-minute video interview presentation created by Mountain Plains Mental Health Technology Transfer Center (MHTTC), representing HHS Region VIII, is a professional learning tool to explore how Adverse Childhood Experiences (ACEs) affect the human population. Director of Mountain Plains MHTTC, Professor Thomasine Heitkamp, interviews a national expert on Adverse Childhood Experiences, Dr. Donald Warne, who offers insight to providers and educators interested in gaining a deeper understanding of ACEs, including content on historical trauma and addressing stigma. WHAT ARE ACEs? Adverse Childhood Experiences ACEs are experiences in childhood that are unhappy, unpleasant, and/or hurtful. They are sometimes referred to as toxic stress or childhood trauma. ACEs are categorized into three groups: abuse, neglect, and household challenges. Each category is further divided into multiple subcategories. The prevalence of ACEs is organized by category. All ACE questions refer to the respondent’s first 18 years of life. Abuse Emotional abuse: A parent, stepparent, or adult living in your home swore at you, insulted you, put you down, or acted in a way that made you afraid that you might be physically hurt. Physical abuse: A parent, stepparent, or adult living in your home pushed, grabbed, slapped, threw something at you, or hit you so hard that you had marks or were injured. Sexual abuse: An adult, relative, family friend, or stranger who was at least 5 years older than you ever touched or fondled your body in a sexual way, made you touch his/her body in a sexual way, attempted to have any type of sexual intercourse with you.   Household Challenges Mother is treated violently: Your mother or stepmother was pushed, grabbed, slapped, had something thrown at her, kicked, bitten, hit with a fist, hit with something hard, repeatedly hit for over at least a few minutes, or ever threatened or hurt by a knife or gun by your father (or stepfather) or mother’s boyfriend. Substance abuse in the household: A household member was a problem drinker or alcoholic or a household member used street drugs. Mental illness in the household: A household member was depressed or mentally ill or a household member attempted suicide. Parental separation or divorce: Your parents were ever separated or divorced. Incarcerated household member: A household member went to prison.   Neglect Emotional neglect: Someone in your family helped you feel important or special, you felt loved, people in your family looked out for each other and felt close to each other, and your family was a source of strength and support. Physical neglect: There was someone to take care of you, protect you, and take you to the doctor if you needed it, you didn’t have enough to eat, your parents were too drunk or too high to take care of you, and you had to wear dirty clothes.   Research Findings The Center for Disease Control-Kaiser Permanente Adverse Childhood Experiences (ACE) Study is one of the largest investigations of childhood abuse and neglect and household challenges and later-life health and well-being. The original ACE Study was conducted at Kaiser Permanente from 1995 to 1997 with two waves of data collection. More than 17,000 Health Maintenance Organization members from Southern California receiving physical exams completed confidential surveys regarding their childhood experiences and current health status and behaviors. The CDC-Kaiser Permanente ACE Study uncovered how ACEs are strongly related to development of risk factors for disease, and well-being throughout the life course. More detailed information about the study can be found in this article, “Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults External.”

On June 5th, we held our second Evidence-Based Practices (EBP) Series webinar on "What Is Trauma-Informed Care and Why Does It Matter?" Katie Volk discussed principles of trauma-informed care, ways to implement it in your organization, and how it aligns with and promotes recovery-oriented practice. To watch Nadine Burke Harris's TED Talk mentioned during the webinar, click here. 

On May 16th, Center for Educational Improvement (CEI) in collaboration with New England -MHTTC, presented the first webinar of the Childhood-Trauma Learning Collaborative (C-TLC) Webinar Series on Neurobiology and Executive Functioning. This webinar discussed the neurobiology of trauma and how trauma impacts cognition, judgment, and academic learning. To download the slides, click here. 

Want to figure out how to create and develop policies that contribute to trauma-informed school environments? Tasked with ensuring trauma-informed  work is sustainable and scalable at your school, district office, agency, department, or organization? During this session, we'll explore the four choice points leaders face; tips  for successful policy development and implementation; and examples of current policy at the local, district, state, and federal levels from which you can choose and use for your own work. Additional resources include: Creating Trauma-Informed Policies: A Practice Guide for School & Mental Health Leadership: Guide and Infographic.  

Mental Health and Student Learning Outcomes Webinar Series #2 Join nationally recognized suicide prevention advocates Leah Harris and Kelechi Ubozoh in exploring what a trauma-informed suicide prevention approach for educators might look like. This webinar begins with the perspective of a young person with lived experience of suicidal thoughts. Presenters identify common myths and misconceptions about students and suicide, and explore the vital importance of including students as partners in suicide prevention efforts. Examples of promising student-led initiatives, including peer-to-peer programs and school awareness campaigns, are provided.   Learning Objectives: Identify several myths or stereotypes about suicide and students Explore a framework for understanding suicide prevention through a trauma-informed and healing-centered lens Understand the links between trauma, toxic stress, and suicide and the latest findings in neuroscience that cite connectedness as a vital protective factor Describe the central values of trauma-informed practice and how to apply them to suicide prevention efforts in educational settings Name examples of model student-led suicide prevention programs and campaigns    

This resource, developed by a workgroup across the MHTTC Network, is designed to help schools better support students and families in the aftermath of violence and trauma. It provides strategies to assist schools with readiness, response, and recovery to help a school community support resilience in the event of a tragedy. It offers places to turn for more resources and discusses terminology and concepts related to suicide and grief. Finally, it highlights the importance of providing culturally responsive services, with example cultural considerations for schools to help Hispanic/Latino students struggling with grief and trauma.

Access for resources and learning sessions about how to navigate the intersections of school violence, trauma, and suicide.

The National American Indian and Alaska Native Mental Health Technology Transfer Center's first newsletter is entitled, "Our Youth and their Trauma". You will find examples of trauma programs for Native youth, common elements across youth trauma programs and practices, and additional resources to address Native youth trauma.

These resources support those seeking care on their own behalf and those providing care to others.  There are culturally specific resources for Muslim communities and broader resources for all those who are impacted by these events.  There are resources for educators, parents, youth and young adults, and healthcare providers.  Several resources can be used to support the students in our schools. Those seeking additional support for trauma and bereavement are invited to contact us. We can provide direct assistance and linkages with other regional centers.

Check out the accompanying infographic as a quick go-to as you develop and implement your trauma-informed policy. This one-page graphic offers a refresher on the four choice points and guiding questions. The infographic is designed to be used along with the full guide to boost your planning and practice.

Creating compassionate policies is a cornerstone strategy of educational leadership. This guide provides a deep dive into developing, implementing, and evaluating trauma-informed and compassionate school policies. It highlights four "choice points" for education and mental health leadership:   Choice Point 1: Names & Definitions Choice Point 2: Platforms & Levers Choice Point 3: Approach Choice Point 4: Match Process to Product   This guide is designed to be hands-on! Each choice point comes with examples, guiding questions for leadership, and practice suggestions to help policy come alive. Also, see the accompanying infographic.   The guide is written especially for Pacific Southwest states and islands, featuring extensive examples of policy and practice from the region.

Trauma and Post-Traumatic Stress Disorder: Manifestations and Consequences for Persons with Psychosis or Other Serious and Persistent Mental Illness   About this resource:   This pre-recorded webinar will teach clinicians about the important links among trauma, PTSD, and Serious Mental Illness (SMI) diagnoses. Clinicians will learn about the specific manifestations of trauma in this population, as well as the clinical, functional, and psychotherapeutic consequences of untreated PTSD among individuals with SMI. Finally, clinicians will learn about screening instruments and methods for assessing trauma exposure and PTSD among individuals with SMI.  About the Trainer:  Jennifer Gottlieb, Ph.D., is a Diplomate in the Academy of Cognitive Therapy and a licensed clinical psychologist whose research and clinical work is dedicated to the development and implementation of effective psychotherapeutic interventions for psychosis, schizophrenia, and other severe psychiatric conditions. She earned her doctoral degree in Clinical Psychology from the University of Montana, completed her clinical internship at the University of California/San Diego VA, and has been on the faculty at Massachusetts General Hospital/Harvard Medical School Department of Psychiatry Schizophrenia Program, Dartmouth Medical School, and Boston University. 

The Trauma-Informed and Resiliency-Oriented Schools Professional Development Opportunities addendum lists organizations and agencies that provide trauma-informed, resilience-oriented training and professional development for schools and school communities. We provide these referrals to help school leadership select the right partner to support what evidence-based program to implement, as well as how and why to do so.