Products and Resources Catalog

Product Type
Target Audience
Date Range
Presentation Slides
Session One: Understanding Trauma and Stress Trauma-Informed Learning for Early Childhood Educators Series May 7, 2020 This introductory session defined trauma and gives participants a foundational understanding of behaviors resulting from exposure to early childhood trauma. This session also addressed research on adverse childhood experiences (ACEs). Using this information, the trainers define a trauma-informed approach including what it means to be trauma-informed. Slide deck  Recording Trauma and Resilience Snapshot by Wilder Research   Learning objectives for this series: Learn evidence-based practices that teach children how to replace trauma-based coping strategies with resilience-based strategies. Understand and develop strategies to address trauma-based inequities in your systems and raise equity. Review and practice several evidence-based wellness and resilience practices. Early Childhood Educator Training Series Session two: Cultural Humility and Responsiveness Session three: Understanding Grief and Increasing Wellness
Published: May 7, 2020
On April 30th, Dr. Jason Lang described Connecticut’s approach to scaling outpatient and school-based EBTs over the past 12 years, including implementation strategies, outcomes, and lessons learned. After watching this webinar, Participants should be able to:   1. describe implementation strategies for and approaches to disseminating EBTs for children with mental health needs. 2. describe the benefits, including child-level outcomes, of disseminating EBTs across a statewide system. 3. describe implementation, policy, and resource challenges of EBT dissemination at the state and provider levels along with strategies to address these concerns.   To download the slides, click here. 
Published: May 1, 2020
School Compassionate Cultural Analytic Tool for Educators (S-CCATE) is a cutting edge, 21st Century social emotional learning tool that helps educators to vision, plan, and monitor progress toward the implementation of compassionate, trauma-informed practices in classrooms. The tool, a brief, validated assessment to be completed by teachers and other school personnel, is uniquely designed to guide teams of educators and whole school communities through the process of transformational change.     Additional S-CCATE Resources Updated Tutorial S-CCATE Validation Study and Manual S-CCATE Infographic S-CCATE National Flyer
Published: March 4, 2020
Print Media
Statistics show that up to 20 percent of women develop a perinatal mental health illness, such as depression or anxiety, either during pregnancy or within a year of giving birth. This fact sheet provides information about postpartum depression (PPD), and explains why women of color are more at risk for developing PPD.
Published: February 28, 2020
The Childhood-Trauma Learning Collaborative (C-TLC) released a resource guide to support educators who are looking to become more trauma-informed and improve their understanding of the neurobiology of trauma. The guide offers updates on the role of mental health in schools and the universality of trauma and toxic stress and shares a best practice model featuring the Comprehensive Behavioral Health Model (CBHM) being implemented in Boston Public Schools. Their guide is designed to help educators understand the need for and nature of becoming more trauma-sensitive and considerations for working with trauma and trauma-impacted youth.
Published: February 1, 2020
On September 26th, Lynda Gargan led a webinar on how family members are the most consistent adults in children’s lives and have important information to share with schools which may improve the behavioral health of their children. She also discussed ways to enhance the lives of students through effective family engagement strategies designed to improve the behavioral health of children. To download the slides, click here. 
Published: October 9, 2019
On September 19th, we kicked off the C-TLC Book Study. Based on CEI’s Heart Centered Learning® model, Mindfulness Practices explains, through research, the influential power mindfulness can have on reducing trauma and how this can positively affect a school’s climate and culture. This book study will provide educators with the opportunity to explore ways to uplift students through mindful breathing, yoga, meditation, and instruction in classrooms while building caring, kind, compassionate schools.   It was led by Christine Mason, Ph.D., Founder and Executive Director, Center for Educational Improvement (CEI) and C-TLC Project Director and Michele Rivers Murphy, Ed.D., Associate Director, Heart Centered Learning, Center for Educational Improvement. 
Published: September 26, 2019
On May 23rd, Center for Educational Improvement (CEI) in collaboration with New England -MHTTC, presented the second webinar of the Childhood-Trauma Learning Collaborative (C-TLC) Webinar Series on Parents and Compassion. This webinar explained how schools can be engaged with families that are steeped in trauma. They discussed how trauma can impact children and how the family can assist, and how to increase compassionate interactions between school and families. To download the slides, click here. 
Published: May 29, 2019
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. 
Published: May 24, 2019
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