Products and Resources Catalog

Recording of the event Black Youth Suicide: Exploring a Public Health Crisis and the Role of Racial Trauma, originally held on June 6, 2023. Slide presentation

ABOUT THIS RESOURCE Dr. Nelson will discuss how to diffuse acute emotional reactions in volatile situations to de-escalate potentially dangerous individuals in clinical settings using principles of rapid rapport building. Offered in collaboration with Dr. Lonnie Nelson, Partnerships for Native Health, WSU. ADDITIONAL RESOURCES Slides How to De-escalate Anyone with Dr. Christian Conte Find resources from all Technology Transfer Centers Free e-course: Violence Risk Assessment & Management in Community Mental Health Settings 988 Suicide and Crisis Lifeline Institute for Research and Education to Advance Community Health at Washington State University   FACILITATOR Lonnie Nelson, PhD, Clinical Psychologist, Associate Professor, Partnerships for Native Health, Eastern band Cherokee (AniKituwah)  Dr. Lonnie Nelson (descendant of the Eastern Band of Cherokee Indians) earned his PhD in Clinical Psychology from the University of Arizona and completed a postdoctoral fellowship in Rehabilitation Psychology at University of Washington's Harborview Medical Center. In 2012, he returned to the field of Native health disparities through the Patient Centered Outcomes Research Career Development Award (K12) at the University of Washington School of Public Health. Dr. Nelson joined the Washington State University College of Nursing in 2015. His work aims to address health disparities experienced by American Indian and Alaska Native communities through multiple avenues. His current research interests focus on the elimination of health disparities in urban dwelling and other Native populations through the application of culturally adapted evidence-based interventions and other patient centered approaches to changing health behaviors, such as indigenized motivational interviewing and harm reduction treatments. Outside of work, he enjoys making and using traditional Native archery gear and spending time with his 7-year-old daughter, Amelia.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

  Trauma-informed care is not just for the behavioral health professional, but rather a client-centered approach that should be used by all.  To access resources from this presentation, click DOWNLOAD above CLICK HERE to view the recording Event Description This webinar is geared toward providers who would like foundational information about trauma informed care and how to apply this approach with their interactions with people they serve, including the Indigenous population. Trauma informed care is not just for the behavioral health professional, but rather a client centered and compassionate approach that benefits the entire healthcare organization and the communities they serve. In this webinar we will cover the basic tenets of trauma informed care, understand the impact of trauma, recognize the signs and symptoms of trauma, as well as learn some strategies on to how to avoid re-traumatizing individuals. Trainer Cynthia Guzman Dr. Cynthia E. Guzmán is a licensed psychologist who has devoted her career to addressing health disparities in underserved communities, primarily in Indian Country for the past 12 years. She has experience with program design, development, and implementation of programs that address co-occurring disorders as well as primary care/mental health integration. Aside from clinical work and the supervision of other trainees, Dr. Guzmán considers herself a servant leader and enjoys developing community assessments, policy and procedure writing, as well as implementing culturally safe interventions at the community level. Dr. Guzmán is a proud member of the American Psychological Association, Society for Indian Psychologists and currently serves as the 2022 National Latinx Psychological Association Past President.

The one-hour Reclaiming Native Psychological Brilliance virtual series provides an opportunity for participants to: Gain skills on strength-based approaches in partnership with Native People to enhance Native behavioral health, and Discuss ways that Native brilliance is demonstrated and supports behavioral health, and Learn about Native brilliance examples to share with behavioral health and other health care staff, as well as with local Tribal Nation citizens The concept of Native psychological brilliance will be celebrated through Native music videos and Native spoken word performances as part of each session of the Reclaiming Native Psychological Brilliance series.   May's topic was "Healing Family Trauma Connected with Misuse of Drugs and Alcohol." View a recording of this 5/23/23 session here. 

The one-hour Reclaiming Native Psychological Brilliance virtual series provides an opportunity for participants to: Gain skills on strength-based approaches in partnership with Native People to enhance Native behavioral health, and Discuss ways that Native brilliance is demonstrated and supports behavioral health, and Learn about Native brilliance examples to share with behavioral health and other health care staff, as well as with local Tribal Nation citizens The concept of Native psychological brilliance will be celebrated through Native music videos and Native spoken word performances as part of each session of the Reclaiming Native Psychological Brilliance series.   April's topic was "Native Post-Traumatic Growth from Decolonized Perspective." View a recording of this 4/25/23 event here.

This resource seeks to guide Brazilian families residing in Massachusetts on the importance of recognizing what trauma is, learning about the different forms of violence, understanding how recovery strategies help to promote resilience, discussing stigma, and providing information about the network of services available to the Brazilian community. The guide is a result of a series of technical assistance requests to develop webinars, community conversations, and presentations at conferences about mental health, trauma, and recovery. It represents 4 years of collaboration between New England MHTTC and Federation for Children with Special Needs.  

  Primary care can serve as a key entry point for children exposed to trauma to receive access to mental health services. This toolkit accompanies Screening and Assessing for Trauma in Primary Care.   Learn more about the series: Implementing Trauma-Informed Practices in Pediatric Integrated Primary Care    

About this Resource:  In this on-demand recording Dr. Sierra Carter provides an overview of the field of racism-related stress and trauma among Black Americans. Developmental considerations are discussed as well as challenges and clinical issues that arise with identifying racism-related stress or racial trauma symptoms. Methods to identify, process, and heal from racism-related stress and trauma are also explored.    To download presenter materials (pdf), please click here.     

ABOUT THIS RESOURCE Human beings are not only wired to survive, but we are also wired and have the innate capacity to heal from trauma and adversity. Despite deep wisdom across cultures and generations, many current efforts to increase sensitivity and support for people impacted by trauma (trauma-informed care) have focused almost exclusively on survival and stabilization, leaving out the promise and possibility of full healing and recovery for individuals and communities. In this presentation, Elaine will share lessons learned from her own healing and work and insights about engaging mental health practitioners, programs and systems to fully support and promote trauma healing. This session will provide information and strategies for behavioral health providers on incorporating an expanded perspective and new approaches to trauma healing into their work.     Offered in collaboration with Mental Health & Addiction Association of Oregon (MHAAO).    ADDITIONAL RESOURCES Presentation slides    FACILITATOR Elaine Walters, MS Elaine Walters is the founding Executive Director and lead trainer at the Trauma Healing Project, an organization that provides professional and community training and direct healing support for survivors. Prior to this position she coordinated the Sexual Assault Nurse Examiner Program for the Attorney General’s Sexual Assault Task Force in Oregon. For the last 25 years she has been a consultant, trainer and community organizer working to address and eliminate intimate violence. She has designed and facilitated workshops and trainings on many related topics and has provided direct services and support to youth and adults impacted by violence, abuse and other forms of trauma and oppression. She is involved in the effort to expand accessible trauma healing resources and to implement trauma-informed care practices regionally and state-wide.   Terms of use and Substance Abuse and Mental Health Services Administration (SAMHSA) disclosure statement

  This is a five-part workshop series that focuses on the implementation of trauma-informed approaches in a tribal school setting.  Event Description Session 1 Introduction to Trauma Informed in Schools April 17, 2023 This webinar is geared toward staff and teachers who would like foundational information about trauma informed care and how to apply this approach in the school and classroom. Trauma informed care is not just for the behavioral health professional, but rather a client centered and compassionate approach that benefits the entire school system. In this webinar we will cover the basic tenets of trauma informed care, understand the impact of trauma, recognize the signs and symptoms of trauma. This is part one of a series focused on trauma informed strategies in a tribal school setting.   Access resources from this session by clicking DOWNLOAD above CLICK HERE to view the recording   Session 2 Trauma-Informed Program Development April 20, 2023 This is the second webinar of a five-part workshop series that focuses on the implementation of trauma informed approaches in the tribal school setting. This webinar will cover how to incorporate trauma informed prevention and intervention strategies as you build a school counseling program. As counseling professionals develop their programs, it is important to identify ways in which their policies and procedures can address the socioemotional and educational needs of their students more effectively.  Access resources from this session by clicking DOWNLOAD above CLICK HERE to view the recording   Session 3 Becoming a Trauma Informed Administrator April 25, 2023 This is the third webinar of a five-part workshop series that focuses on the implementation of trauma informed approaches in the tribal school setting. This webinar will cover how administrators can be more trauma focused in their approaches with staff and students. Administrators have a unique role to mentor and provide the example of how to be compassionate and attentive to those who have experienced trauma. This webinar will assist participants in recognizing signs and symptoms of trauma and how to collaborate with staff and students in addressing their needs more effectively.   Access resources from this session by clicking DOWNLOAD above CLICK HERE to view the recording   Session 4 Becoming a Trauma Informed Teacher May 9, 2023 This is the fourth webinar of a five-part workshop series that focuses on the implementation of trauma informed approaches in the tribal school setting. This webinar will cover how trauma impacts learning and will propose more trauma sensitive teaching strategies with students. Teachers will also learn how to collaborate with other staff and counselors in the school.  Access resources from this session by clicking DOWNLOAD above CLICK HERE to view the recording   Session 5 Trauma Informed Approaches for Students May 16, 2023 This is the fifth and final webinar of a workshop series that focuses on the implementation of trauma informed approaches in the tribal school setting. This webinar will cover practical trauma sensitive approaches and interventions that may be utilized in assisting students from a culturally competent perspective. Access resources from this session by clicking DOWNLOAD above CLICK HERE to view the recording   Trainer Cynthia Guzmon Dr. Cynthia E. Guzmán is a licensed psychologist who has devoted her career to addressing health disparities in underserved communities, primarily in Indian Country for the past 12 years. She has experience with program design, development, and implementation of programs that address co-occurring disorders as well as primary care/mental health integration. Aside from clinical work and the supervision of other trainees, Dr. Guzmán considers herself a servant leader and enjoys developing community assessments, policy and procedure writing, as well as implementing culturally safe interventions at the community level. Dr. Guzmán is a proud member of the American Psychological Association, Society for Indian Psychologists and currently serves as the 2022 National Latinx Psychological Association Past President.

  LEARNING SUMMARY Session 2: Mitigating Distress & Maximizing Supports for Refugees from War   In June of 2022, MHTTC's Region 9 convened leaders in the school and mental health workforce to share strategies for responding to clients and students who are refugees from current and previous wars. Highlights from the panelists and group discussion, along with resources shared, are presented in this document. 

The aim of Think Trauma: A Training for Working with Justice Involved Youth is to make creating trauma-informed juvenile justice systems easier to implement. Many youth in the juvenile justice system have survived horrific traumatic experiences including chronic exposure to violence that has profoundly shaped how they think, behave, and respond. Direct care professionals working with youth in juvenile justice-related facilities have very challenging and emotionally draining roles; they are responsible for preserving their safety and the safety of others and serve as parent, counselor, mentor, role model, disciplinarian, and advocate. Goals of the training: To educate juvenile justice professionals about the impact of trauma on the development and behavior of youth in the juvenile justice system. To provide juvenile justice professionals with the knowledge and skills needed to: Respond appropriately to the behavioral and emotional challenges of traumatized youth Help traumatized youth develop the ability to recognize trauma or loss reminders Help traumatized youth recognize and develop their strengths Help traumatized youth recognize survival coping strategies and develop positive coping strategies needed to grow into healthy, productive, and functional adults  Take care of themselves and seek support from others To learn strategies for supporting youth reintegration into the community Understand the role of intergenerational, historical, and system-induced trauma on youth behavior Develop strategies for adjusting agency practices and procedures to more effectively address the impact of trauma on youth, their families, and staff Review the role of youth cultural experiences for building resilience among traumatized youth   Day one's theme was "Trauma and Justice Involvement."   View a recording of this 4/11/23 session here. 

The aim of Think Trauma: A Training for Working with Justice Involved Youth is to make creating trauma-informed juvenile justice systems easier to implement. Many youth in the juvenile justice system have survived horrific traumatic experiences including chronic exposure to violence that has profoundly shaped how they think, behave, and respond. Direct care professionals working with youth in juvenile justice-related facilities have very challenging and emotionally draining roles; they are responsible for preserving their safety and the safety of others and serve as parent, counselor, mentor, role model, disciplinarian, and advocate. Goals of the training: To educate juvenile justice professionals about the impact of trauma on the development and behavior of youth in the juvenile justice system. To provide juvenile justice professionals with the knowledge and skills needed to: Respond appropriately to the behavioral and emotional challenges of traumatized youth Help traumatized youth develop the ability to recognize trauma or loss reminders Help traumatized youth recognize and develop their strengths Help traumatized youth recognize survival coping strategies and develop positive coping strategies needed to grow into healthy, productive, and functional adults  Take care of themselves and seek support from others To learn strategies for supporting youth reintegration into the community Understand the role of intergenerational, historical, and system-induced trauma on youth behavior Develop strategies for adjusting agency practices and procedures to more effectively address the impact of trauma on youth, their families, and staff Review the role of youth cultural experiences for building resilience among traumatized youth   Day two's theme was "Understanding Trauma's Impact on Development."   View a recording of this 4/13/23 session here. 

The aim of Think Trauma: A Training for Working with Justice Involved Youth is to make creating trauma-informed juvenile justice systems easier to implement. Many youth in the juvenile justice system have survived horrific traumatic experiences including chronic exposure to violence that has profoundly shaped how they think, behave, and respond. Direct care professionals working with youth in juvenile justice-related facilities have very challenging and emotionally draining roles; they are responsible for preserving their safety and the safety of others and serve as parent, counselor, mentor, role model, disciplinarian, and advocate. Goals of the training: To educate juvenile justice professionals about the impact of trauma on the development and behavior of youth in the juvenile justice system. To provide juvenile justice professionals with the knowledge and skills needed to: Respond appropriately to the behavioral and emotional challenges of traumatized youth Help traumatized youth develop the ability to recognize trauma or loss reminders Help traumatized youth recognize and develop their strengths Help traumatized youth recognize survival coping strategies and develop positive coping strategies needed to grow into healthy, productive, and functional adults  Take care of themselves and seek support from others To learn strategies for supporting youth reintegration into the community Understand the role of intergenerational, historical, and system-induced trauma on youth behavior Develop strategies for adjusting agency practices and procedures to more effectively address the impact of trauma on youth, their families, and staff Review the role of youth cultural experiences for building resilience among traumatized youth   Day three's theme was "Coping in Context."   View a recording of this 4/25/23 session here. 

The aim of Think Trauma: A Training for Working with Justice Involved Youth is to make creating trauma-informed juvenile justice systems easier to implement. Many youth in the juvenile justice system have survived horrific traumatic experiences including chronic exposure to violence that has profoundly shaped how they think, behave, and respond. Direct care professionals working with youth in juvenile justice-related facilities have very challenging and emotionally draining roles; they are responsible for preserving their safety and the safety of others and serve as parent, counselor, mentor, role model, disciplinarian, and advocate. Goals of the training: To educate juvenile justice professionals about the impact of trauma on the development and behavior of youth in the juvenile justice system. To provide juvenile justice professionals with the knowledge and skills needed to: Respond appropriately to the behavioral and emotional challenges of traumatized youth Help traumatized youth develop the ability to recognize trauma or loss reminders Help traumatized youth recognize and develop their strengths Help traumatized youth recognize survival coping strategies and develop positive coping strategies needed to grow into healthy, productive, and functional adults  Take care of themselves and seek support from others To learn strategies for supporting youth reintegration into the community Understand the role of intergenerational, historical, and system-induced trauma on youth behavior Develop strategies for adjusting agency practices and procedures to more effectively address the impact of trauma on youth, their families, and staff Review the role of youth cultural experiences for building resilience among traumatized youth   Day four's theme was "Staff Wellness and Addressing Organizational Stress."   View a recording of this 4/27/23 session here. 

The Trauma-Informed Teacher Tip Guide is a new resource to help educators more effectively and empathetically respond to students experiencing ongoing stress and trauma. This tip guide provides methods teachers can use to understand signs of dysregulation, decode student behaviors related to trauma, and apply evidence-based tools that help students move to a place of emotional regulation.   Download The Trauma-Informed Teacher Tip Guide to learn more about creating safe and trauma-informed learning environments!   This product was developed by Becky Haas and our partners at the Ohio Association of County Behavioral Health Authorities (OACBHA).    

The one-hour Reclaiming Native Psychological Brilliance virtual series provides an opportunity for participants to: Gain skills on strength-based approaches in partnership with Native People to enhance Native behavioral health, and Discuss ways that Native brilliance is demonstrated and supports behavioral health, and Learn about Native brilliance examples to share with behavioral health and other health care staff, as well as with local Tribal Nation citizens The concept of Native psychological brilliance will be celebrated through Native music videos and Native spoken word performances as part of each session of the Reclaiming Native Psychological Brilliance series.   March's topic was "Native Trauma and Healing: Releasing the Trauma Our Body Holds, Part 2."  View a recording of this 3/28/23 session here. 

About this Resource: This 'Trauma and the Peer Perspective' Infographic reviews information from the 3-part series hosted by the Southeast MHTTC. It examines the myriad of ways trauma is defined, how trauma is often addressed within behavioral health systems, the ways systems can create trauma and/or re-traumatize those seeking help, and how trauma informed peer support services can be a game changer. To view on-demand recordings from the 3-part series, please click here. 

About this Resource:  The Community Resiliency Model (CRM)® is a skills-based wellness and prevention program that provides a biological, non-stigmatizing perspective on 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, using the body itself. CRM skills help people understand their nervous system and learn to track sensations connected to their own wellbeing. During this on-demand recording, the presenters teach easy-to-learn skills to manage difficult emotions which can be brought on by stressful personal or professional situations. CRM skills may be shared with others immediately after taking the 1 ½ hour training. Please click here to access the presenter slides.  CRM skills are useful for self-care in any setting: work, home, school, healthcare, faith communities, public safety, and even in crisis situations. CRM is a valuable resource for individuals coping with chronic stressors such as physical pain, addiction, and grief or loss. A range of persons that suffer the effects of cumulative trauma (e.g., violence, poverty, racism, homophobia, incarceration) may benefit from these tools.   Resources mentioned during the presentation: Dan Siegel’s Hand Brain Model  Video: https://www.youtube.com/watch?v=f-m2YcdMdFw https://www.ichillapp.com/ CRM was developed at the Trauma Resource Institute by Elaine Miller-Karas [Miller-Karas, E. (2015). Building resilience to trauma: The trauma and community resiliency models. Routledge, Taylor & Francis Group]. For more information: http://crmgeorgia.org/

The UW SMART Center partnered with the Northwest MHTTC to create a document that includes resources to Addressing the Impact of Racism and Associated Trauma in order to Support Youth in Schools and at Home. Intended for caregivers and educators to use as a resource to help students process feelings and stress associated with racial trauma. Research shows that acts of racism and discrimination negatively impacts students’ mental health and well-being (Malone et al., 2022). Want more information and school mental health resources? Visit the Northwest MHTTC's School Mental Health page and sign up for our newsletter for regular updates about events, trainings, and resources available to the Northwest region.

***RECORDING***  (click the link below) Part 2: Invisible Injuries: The Complex Intersection of Domestic Violence, Behavioral Health, Traumatic Brain Injury and Strangulation   DESCRIPTION: The significant impact of domestic violence on a person’s behavioral health—including substance use and mental health conditions—has long been recognized by researchers and practitioners alike. In addition, the domestic violence movement has known for decades that abusers frequently assault their partners by targeting the head, neck, and face—through blows to the head that can cause traumatic brain injuries (concussions) and strangulation.  We are just discovering how that violence impacts the brain, and therefore a person’s health. Brain injury caused by domestic violence is rarely identified and almost never immediately treated, and results in short- and long-term physical, emotional, and cognitive consequences that can impact every area of a person’s life--including their ability to successfully access and participate in your agency's services. This session will share with you The Ohio Domestic Violence Network and The Ohio State University’s project and research that resulted in the creation of an evidence-based framework CARE (Connect, Acknowledge, Respond, Evaluate) and its accompanying CARE tools for you to use to address brain injury.     LEARNING OBJECTIVES: Describe the relationship between domestic violence and brain injury. Explain the evidence-based framework: Connect, Acknowledge, Respond and Evaluate (CARE). Promote CARE tools to address brain injury.     PRESENTER: Rachel Ramirez, LISW-S, RASS, is the Director of Health and Disability Programs and the Founder of The Center on Partner-Inflicted Brain Injury at The Ohio Domestic Violence Network (ODVN). In this role, she oversees several initiatives on the intersection of domestic violence, disability, and health access, with a focus on trauma-informed services and partner-inflicted brain injury. She also provides extensive statewide, national, and international training, consultation, technical assistance, and program support. Rachel has been with ODVN for 15 years and has co-authored several peer reviewed journal articles, as well as been featured on National Public Radio, The New York Times Magazine, and The Washington Post discussing brain injury and domestic violence.     The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

The one-hour Reclaiming Native Psychological Brilliance virtual series provides an opportunity for participants to: Gain skills on strength-based approaches in partnership with Native People to enhance Native behavioral health, and Discuss ways that Native brilliance is demonstrated and supports behavioral health, and Learn about Native brilliance examples to share with behavioral health and other health care staff, as well as with local Tribal Nation citizens The concept of Native psychological brilliance will be celebrated through Native music videos and Native spoken word performances as part of each session of the Reclaiming Native Psychological Brilliance series.   February's topic was "Native Trauma and Healing: Releasing the Trauma Our Body Holds."  View a recording of this 2/28/23 session here. 

***RECORDING*** (click the link below) Part 1: Invisible Injuries: The Complex Intersection of Domestic Violence, Behavioral Health, Traumatic Brain Injury and Strangulation   DESCRIPTION: The significant impact of domestic violence on a person’s behavioral health—including substance use and mental health conditions—has long been recognized by researchers and practitioners alike. In addition, the domestic violence movement has known for decades that abusers frequently assault their partners by targeting the head, neck, and face—through blows to the head that can cause traumatic brain injuries (concussions) and strangulation.  We are just discovering how that violence impacts the brain, and therefore a person’s health. Brain injury caused by domestic violence is rarely identified and almost never immediately treated, and results in short- and long-term physical, emotional, and cognitive consequences that can impact every area of a person’s life--including their ability to successfully access and participate in your agency's services. This session will share with you The Ohio Domestic Violence Network and The Ohio State University’s project and research that resulted in the creation of an evidence-based framework CARE (Connect, Acknowledge, Respond, Evaluate) and its accompanying CARE tools for you to use to address brain injury.     LEARNING OBJECTIVES: Describe the relationship between domestic violence and brain injury. Explain the evidence-based framework: Connect, Acknowledge, Respond and Evaluate (CARE). Promote CARE tools to address brain injury.     PRESENTER:   Rachel Ramirez, LISW-S, RASS, is the Director of Health and Disability Programs and the Founder of The Center on Partner-Inflicted Brain Injury at The Ohio Domestic Violence Network (ODVN). In this role, she oversees several initiatives on the intersection of domestic violence, disability, and health access, with a focus on trauma-informed services and partner-inflicted brain injury. She also provides extensive statewide, national, and international training, consultation, technical assistance, and program support. Rachel has been with ODVN for 15 years and has co-authored several peer reviewed journal articles, as well as been featured on National Public Radio, The New York Times Magazine, and The Washington Post discussing brain injury and domestic violence.       The Great Lakes MHTTC is offering this training for individuals working in HHS Region 5: IL, IN, MI, MN, OH, WI. This training is being provided in response to a need identified by Region 5 stakeholders.

  See each session below to access any resources available from this series.   Event Description This six-session training series provides education on the fundamentals of trauma and how it emerges within our public schools.  It will provide tools and perspectives on the complexities of becoming a trauma-informed school environment and will explore the logistical components of implementing best-practices on a systems-level for trauma-informed supports and protocols.    Sessions:   1. The Fundamentals of Trauma (1/9/23) To access the slide deck from this session, click DOWNLOAD above CLICK HERE to view the recording 2. Embracing the Paradigm Shift (1/23/23)  To access the slide deck from this session, click DOWNLOAD above CLICK HERE to view the recording 3. Key Elements of Trauma-Informed School Environments (1/30/23)  To access the slide deck from this session, click DOWNLOAD above CLICK HERE to view the recording Becoming a Trauma-Informed School Logistics Part 1 (2/6/23)  To access the slide deck from this session, click DOWNLOAD above CLICK HERE to view the recording Becoming a Trauma-Informed School: Logistics Part 2 (2/13/23)  To access the slide deck from this session, click DOWNLOAD above CLICK HERE to view the recording Developing Relevant Metrics for Measuring Progress in School-Based Trauma-Informed Practices (2/20/23)  To access the slide deck from this session, click DOWNLOAD above CLICK HERE to view the recording Learning Objectives Learn what Trauma is, what it looks like, and how to respond in a supportive way  Learning the key components of what it means to be “Trauma-Informed” within a host environment focused on academics  Identify logistical and operational elements of implementation of a trauma-informed approach to supporting public education  Developing relevant metrics for measuring progress and success in School-Based Trauma-Informed practices.  Trainer Tamera Ford, LCSW Tamera J. Ford, is a Licensed Clinical Social Worker (LCSW) holds 15+ years of experience providing mental health therapy and case management in a multitude of settings; residential treatment, school-based health centers, outpatient mental health, primary health care, and early intervention (Head Start children and families ages 0-5).  In addition to her training in EMDR (eye movement desensitization and reprocessing) and Synergetic Play Therapy™, Tamera has advanced standing as a student of Peter Levine’s Somatic Experiencing® approach for trauma resolution and currently provides trauma therapy in her private practice located in Wheat Ridge, Colorado.  Formerly a teacher (K-12) and more recently a Lean Process Improvement Practitioner, Tamera's passion is in offering support and guidance to individuals, groups and organizations personally and professionally.