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Disclaimer: These resources are curated using information and links from a variety of local and national organizations. Any advertisements associated with these links may not be approved by the district. This information is not meant to diagnose or treat any medical condition.
Table of contents
Table of contents
Defining Trauma
Defining Trauma
Not everyone who has been traumatized has PTSD.
Not everyone who has been traumatized has PTSD.
SAMHSA describes individual trauma as resulting from "an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life-threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being. Trauma has no boundaries with regard to age, gender, socioeconomic status, race, ethnicity, or sexual orientation."
Trauma-Informed Care Implementation Resource Center states:
Experiences that may be traumatic include:
Physical, sexual, and emotional abuse
Childhood neglect
Living with a family member with mental health or substance use disorders
Sudden, unexplained separation from a loved one
Poverty
Racism, discrimination, and oppression
Violence in the community, war, or terrorism
Learn more about traumatic events and coping with them here.
Different Types of Trauma
Different Types of Trauma
There are several different types of trauma, too. For example, here are a few of them:
Post-Traumatic Stress Disorder (PTSD) is a mental disorder that occurs from a single traumatic event, which leads to changes in a person's brain and stress response to certain stimuli. You can read more about it in the infographic below.
Adverse Childhood Experiences (ACEs) are often referred to as certain traumatic experiences that occur during childhood. You can read more about these in the next section.
Complex Post-Traumatic Stress Disorder, or C-PTSD, is caused by chronic exposure to traumatic experiences. A person with C-PTSD may have endured severe, repetitive abuse over a long period of time. In addition to symptoms of PTSD, a person with C-PTSD may experience: emotional dysregulation, detachment from the trauma (dissociation, depersonalization, or derealization), negative self-perception, distorted perceptions of the perpetrator, difficulty with relationships, and a loss of a system of meanings. You can learn more on the VA.gov or the link above.
Vicarious Trauma, also sometimes called Secondary Traumatic Stress, is indirect trauma from repeated exposure to another person trauma through difficult or disturbing stories and images. This is common for professionals who work in high-stress and trauma-exposed fields. Those who experience this type of trauma may have symptoms similar to PTSD. Learn more about it here and in the "Workplace Trauma and Burnout" section on this page.
Generational Trauma is experienced by several generations in families, passed down from one to the next. For example, a family experiencing a trauma (such as the holocaust or slavery) may lead to increased mental health issues for family members in the following generations. Families that experience the trauma of systematic exploitation, chronic abuse, racism, and poverty may cause genetic changes. Source: Health.com. For more information, you can also click here.
Symptoms of Trauma
Symptoms of Trauma
(From traumaawareschools.org)
After being exposed to a traumatic event, children are likely to experience the following symptoms:
Reexperiencing: constantly thinking about the event, replaying it over in their minds, or having nightmares
Avoidance: consciously trying to avoid engagement or trying not to think about the event
Negative thoughts and moods: blaming others or themselves, losing interest in pleasurable activities, or showing an inability to remember key aspects of the event
Arousal: being on edge, being on the lookout, or constantly being worried
Common therapies for trauma
Common therapies for trauma
Adverse Childhood Experiences (ACEs)
Adverse Childhood Experiences (ACEs)
Adverse Childhood Experiences, or ACEs, are potentially traumatic experiences during childhood. In other words, they are known as being various types of trauma experienced by individuals before they are 18 years old. Studies on ACEs have found that having a certain quantified number of these experiences can lead to further mental and physical health problems later on in life. A person with more protective factors in their early life can help them be resilient. You can learn more from the infographics below, or learn more at acesaware.org and the CDC. You can take the ACEs screening test here. Once you have your ACE score, you look more into how that score can impact your life and what you can do to build resilience.
ACEs in Iowa
ACEs in Iowa
The graph below shows the various percentages from region to region in Iowa of adults living with 4 or more ACEs. You'll notice that Cedar County and much of the surrounding areas have some of the highest rates in the state at 18.8%. This report was released September 2020 and the ACEs data was collected between 2017-2018. You can read the report in the pdf below or click here.
2020_Iowa_ACEs_Report.pdfTrauma-informed care
Trauma-informed care
According to University of Buffalo:
"Trauma-Informed Care (TIC) is an approach in the human service field that assumes that an individual is more likely than not to have a history of trauma. Trauma-Informed Care recognizes the presence of trauma symptoms and acknowledges the role trauma may play in an individual’s life- including service staff...
"Trauma-Informed Care requires a system to make a paradigm shift from asking, “What is wrong with this person?” to “What has happened to this person?” The intention of Trauma-Informed Care is not to treat symptoms or issues related to sexual, physical or emotional abuse or any other form of trauma but rather to provide support services in a way that is accessible and appropriate to those who may have experienced trauma."
Essentially, TIC is assuming that everyone has trauma and responding/treating others in that way. This approach removes the room for error of causing harm from guessing wrong. It is more empathetic and understanding toward clients, regardless of their experiences.
There are 5 principles of TIC: Safety, Choice, Collaboration, Trustworthiness, and Empowerment. You can read about them in this infographic. Learn more about them here.
University of Buffalo cont.:
"When service systems operating procedures do not use a trauma-informed approach, the possibility for triggering or exacerbating trauma symptoms and re-traumatizing individuals increases. Re-traumatization is any situation or environment that resembles an individual’s trauma literally or symbolically, which then triggers difficult feelings and reactions associated with the original trauma."
What is a trauma-informed school?
What is a trauma-informed school?
The trauma-informed school is the structure for a range of interventions for traumatized students. A multitier system of support is a continuum of supports for students that provide a range of service and support intensities. The system is built to facilitate the four R’s: Realize, Recognize, Respond, Resist.
REALIZES the prevalence and impact of trauma
RECOGNIZES signs of trauma and the need for learning supports
RESPONDS to trauma with developmentally appropriate support to enhance ✓ student success
RESISTS retraumatization by integrating principles of trauma-informed care into ✓ classroom practices and responding to student and staff needs for self-care
Sources:
Office of Policy, Planning, and Evaluation, Substance Abuse and Mental Health Services Administration, 2014.
TIC
The key components of a trauma-informed school are:
Family and community engagement
Whole-school safety and prevention planning
Staff supports
Whole-school trauma programming
Classroom-based strategies
Early and Targeted interventions
The multi-tiered approach to trauma-informed schools
The multi-tiered approach to trauma-informed schools
NCTSN TIC Schools.pdfWorkplace Trauma and Burnout
Workplace Trauma and Burnout
Information below is credited to the St. Ambrose University MSW course on Trauma-Informed Care, unless otherwise stated.
For more information and support on this topic, visit the Professional Quality of Life website: proqol.org
"Professional Quality of Life (proQOL) is intended for any helper - health care professionals, social service workers, teachers, attorneys, emergency response, etc. Understanding the positive and negative aspects of helping those who experience trauma and suffering can improve your ability to help them and your ability to keep your own balance."
Burnout
Burnout
Burnout is a term used widely in the helping professions such as healthcare, criminal justice, teaching, social service, caregiving, etc., and is often used to describe the phenomenon of not only true burnout but also vicarious trauma and compassion fatigue.
Burnout is that feeling of fatigue and frustration resulting from prolonged stress, overwork, or intense activity. it causes a loss of care or interest in the work you are doing. It typically happens over a long period of time, and usually resolves if the person can take some extended time off or simply find a new, more suitable position. Burnout can happen in any career, or even in any scenario that requires a long-term and intensive commitment to achieve high levels, for example, youth sports.
Help Guide: "Emotional signs and symptoms of burnout:
Sense of failure and self-doubt.
Feeling helpless, trapped, and defeated.
Detachment, feeling alone in the world.
Loss of motivation.
Increasingly cynical and negative outlook.
Decreased satisfaction and sense of accomplishment."
Learn more about burnout from Mayo Clinic here. Not sure if you're burned out? Take the quiz.
Compassion Fatigue
Compassion Fatigue
Compassion Fatigue (CF) is the inability to react sympathetically to a crisis, disaster, etc. because of overexposure to previous crises, disaster, etc. Compassion fatigue is different than burnout- when caring too much can hurt we begin to struggle to care for others and can’t react to others’ pain and suffering anymore.
Additional signs of CF include:
Loss of empathy
Diminished sense of personal accomplishment
Decreased ability to be objective
Blaming
Hopelessness
Vicarious Trauma/Secondary Traumatic Stress
Vicarious Trauma/Secondary Traumatic Stress
"Vicarious trauma is… the process of change that happens because you care about the people you serve. Over time, this can lead to changes in your psychological, physical, and spiritual life that also affect your family, your organization, and your patients/ clients" - Pearlman, L.A. & McKay, L. (2008).
Vicarious Trauma, also called secondary trauma, is not just your responses to one person, one story, or one situation. It is the cumulative effect of contact with survivors of violence or disaster or people who are struggling over and over because we care. It is what happens to you over time and this process of change is ongoing. Some extreme examples include therapists having dreams about the traumatic experiences of their clients.
Causes of Vicarious Trauma:
Hearing painful stories or experiences
Witnessing cruelty and loss
Vicarious trauma happens because you care
You bring their grief, fear, anger, and despair into your own awareness and experience it as your own
Vicarious trauma is the result of opening up your heart and mind to the worst human experience
There are several factors that can lead to an increased risk of vicarious trauma in the helping professional:
Personality and Coping Style- this factor is more problematic for people who tend to avoid problems or difficult feelings, blame others for their difficulties, or withdraw from others when things get hard. On the other hand, people who are able to ask for support, who try to understand themselves and others, and who actively try to solve their problems may be less susceptible to severe vicarious trauma
Personal History- our own history of trauma may help us identify more closely with clients. Those who have experienced trauma themselves may identify more closely with particular types of pain or loss others have experienced, and might be more vulnerable to experiencing vicarious trauma
Current Life Situations- added stress in other areas of your life can make you more vulnerable to vicarious trauma. Some examples include someone you love being ill, your partner losing their job, experiencing a lot of changes that you don’t have control over, and worries about money/ finances
Social Support- Lack of good social support puts you at increased risk
Spiritual Resources- A lack of connection with a source of meaning, purpose, and hope is a risk factor for developing more problematic vicarious trauma
Work Style- Unsustainable professional and work-life boundaries and unrealistic ideals and expectations about work can contribute to more problematic vicarious trauma
Three Important Themes in Addressing Vicarious Trauma
Three Important Themes in Addressing Vicarious Trauma
Awareness- can help you address vicarious trauma in at least two ways:
Identify and understand your own reactions
The practice of awareness itself can also be good for helping you address VT
It is an essential first step in figuring out what you are experiencing (your response to what’s happening in your work, as well as the rest of your life) and what you can do to care for yourself at the same time
You should check in with yourself regularly, How are you feeling (physically and emotionally)? Can you figure out at least some of the reasons why you might be feeling this way? The earlier you notice that something is getting to you, making you tense, uncomfortable, distressed, annoyed, or tired, for example- the easier it is to prevent bigger problems Sometimes your self-awareness check will tell you “This is a really tough day, but tomorrow will be better.” Sometimes your awareness check will tell you, “Something is really wrong, and I don’t know what it is.” That calls for taking time as soon as possible to reflect. Sometimes a self-awareness check leads to the realization that something really is wrong and there isn’t much you can do about it for now.
Balance- when you are thinking about ways to address and transform VT, it’s important to consider the issue of balance. It is important to balance your personal needs with the demands of work and also to balance really demanding work with less challenging work
Work-Life balance: You should take a break (daily, weekly, monthly, and annually) to balance the rest of your life with your work. Make sure that each workday includes some breaks for meals, mindfulness, physical activity, socialization, renewal, professional development, etc.
Balancing on the job: It’s also important to find balance within work that will allow you to work in a sustainable way. Humanitarianism work is rarely a sprint. Much more often it is a marathon, and you should be thinking about working now in ways that help make sure you can still be doing this same work two years from now if desired. This means, for example, stopping work after a reasonable number of hours, even in disaster response situations. This can be very challenging when lots of people need help but remember that research suggests that exhausted workers can actually do more harm than good. It also means thinking ahead whenever you can to balance your more and less challenging tasks. Such planning isn’t always possible but to the extent that you can plan your workdays and weeks according to the rhythm that works best for you, you will work more effectively and with less emotional exhaustion and ultimately, less VT
Connection- with other people and with our spiritual selves
Social support: connecting meaningfully with people you like and care about is good for just about everything related to physical and mental health. The best social support involves more than just causal connections with the people around you. It requires connecting with personal and professional communities. A community is something very special. A true community is a group of people who know each other, share experiences, and values and reach out to one another in good times and during times of distress. Families, clubs, professional bodies, and faith groups for example can all be communities. Different communities often provide different types of support, so belonging to more than one community can be valuable.
Building Resilience/Self Care
Building Resilience/Self Care
12 Ways Teachers Can Build Resilience
12 Ways Teachers Can Build Resilience
(excerpt from Elana Auglair’s book Onward: Cultivating Emotional Resilience in Educators)
Now I’d like to talk about the particular habits or practices that educators can cultivate to build their emotional resilience at these 12 habits/practices (taken from Elena Aguilar’s book) and see how we can reflect creatively on ways we could design group activities or ideas to explore each of these concepts in a group design with our colleagues. Some of these have built-in ideas and some will take a moment to discuss as a group.
I encourage you to make note of these ideas and not only consider how you individually can look to cultivate these skills, but how a group of your fellow professionals could brainstorm some creative ways to build these into your work systems.
This first one is…
KNOW YOURSELF – this is foundational work. Everything else will depend on your knowledge of yourself because so much of how we react to a situation is rooted in experience, our history, our identity, context, and perception. Our self-knowledge helps us to be more confident about our actions and more clear about our decisions. It’s what enables us to show up in a way we want to show up. This is why I ALWAYS Promote personal psychotherapy for all of my clinical staff. And I don’t just talk the talk, I walk the walk and have attended my own therapy for years.
UNDERSTAND OUR EMOTIONS – In order to be emotionally resilient, we have to practice emotional intelligence. This involves the practice and process of thinking through emotions, how to understand your own emotional experience and the building your language to talk about emotions. This reflective work is perfect for assisting professionals in our helping field who do not get the training in this like we do….such as teachers/school personnel, medical professionals, criminal justice professionals, etc.
TELLING EMPOWERING STORIES – The stories professionals tell dictate the experiences they’ll have. When you realize YOU have the power to reframe a situation, it can be very empowering and it can up avenues of creativity. Even within professional group discussions, we can hold each other accountable by challenging one another to probe for ways we can shift our thinking/understanding of a challenging client or situation.
BUILD COMMUNITY – Building community of social workers and colleagues, by creating space for learning together, creative and fun helps to deepen our connections with one another. Sometimes those who do the same work are the ones that can understand the hard times the best. These relationships can be a crucial source of resilience when setbacks occur.
BE HERE NOW – this draws from the robust research on the power of mindfulness practices in grounding us and educators in the present moment. We’ve seen mindfulness practices exploding in the field of education in recent years. Mindfulness speaks to the ability to be present in the moment. And for social workers in particular, it’s taking time for deep breaths, creating some metacognitive space before responding to clients and taking care of oneself.
TAKE CARE OF YOURSELF – we’ve covered this one a few times already; if you are struggling as a professional to really prioritize taking care of yourself, you will be vulnerable to burnout, compassion fatigue and VT. If this is an area where you struggle, please consider speaking to someone (a therapist, a trusted mentor) about this and consider exploring the barriers that prevent you from prioritizing you.
FOCUS ON BRIGHT SPOTS – this is focusing on strengths/assets/skills and shining light on what is working. Resilience has a lot to do with how often we experience ‘positive emotions’. It’s easy to dwell on the negative and in fact we are hardwired as humans to do so, so it takes mindfulness and practice to actively work at refilling our reserves of satisfaction, meaning and connection.
CULTIVATE COMPASSION – when we are cultivating compassion for ourselves, for others for our clients, we have greater understanding, empathy for a struggle one is having and this can help us respond differently in that moment
BE A LEARNER – Learning is something resilient people do, continuously. They take away the lesson from hardships they experience. Even within challenging situations in the moment, they consider is there any possibility they could learn something from this experience.
PLAY AND CREATE - There is a lot of research showing that play is fundamental to learning and to human nature. Play helps us be creative and it helps us manage stress and solve problems.
RIDE THE WAVES OF CHANGE – as professionals, we need to engage with change by carefully thinking about their ‘sphere of influence’. New initiatives can be launched during the year, hiring of shifts, funding and structural changes within an organization …all of this can be hard for us and can deplete our energy. Riding the wave of change and making a distinction about where to spend your energy. We only have a finite amount of energy and making decisions about how/where to use it can be monumentally helpful in maintaining our reserves.
CELEBRATE AND APPRECIATE – Rituals are really important ways we take the opportunity to ‘see the forest through the trees’. They give us the opportunity to step back and reflect on the meaning of what’s been accomplished and celebrate it collectively…whether that’s a client successfully completing treatment, reaching a funder’s and agency’s goals, or staff anniversaries. These can be profound and powerful ways we honor beginnings and endings and our connections and impact.
Emotional
Practical
Physical
Mental
Social
Spiritual
Professional
Ways to Practice Self-Care
Ways to Practice Self-Care
Care for your body
Engage in healthy activities that are relaxing for you
Practice mindfulness
Carve out time for relaxation and honor it regularly
Build in macro-moments of renewal during the day
Cultivate realistic optimism
Hold a growth mindset
Anchor in your “why”
Be patient
Create rituals with your colleagues
Create opportunities to mentor
Develop a book club around relevant topics
Learn to recognize and validate your efforts
Ask for help
Practice self-compassion
Extend the same compassion you show others to yourself
Acknowledge and validate difficult experiences/thoughts/emotions
Choose self-compassion over self-judgement or criticism
How to Practice Self-Compassion
How to Practice Self-Compassion
Scan the body for pain or tension
Label the emotion (e.g. anger, sadness, shame)
Articulate the feeling (e.g. I'm tense, I'm activated, this is heavy)
Give yourself kindness and warmth
Tell yourself: "I know this is hard." "You are not alone in feeling this way." "This is part of being human." "You have permission to accept your feelings."
This form of self-care is especially important for increasing resilience and getting the most out of self-care. It is about ensuring that you are taking care of yourself in a way that is healing rather than distracting from the negative in your life. It is mindful and purposeful self-care, with the focus being on you and prioritizing you and your needs. It takes time and consistency to build radical self-care habits, so start small with something doable as you build up a routine.
What it is:
Deeper form of self-care focused on helping yourself
Prioritizing you and your needs before others
Identifying the difference between stretching and overextending yourself
Self-preservation of your individual self
Protecting and activating your wellbeing
It involves your entire professional and personal community
What it isn't:
"Treat yourself" self-care
Superficial and individually focused
"Do what you need to do to take care of yourself"
For Your Coping Self
Build coping skills that work for you
Prioritize time to engage in stress management activities
Practice coping skills when you are calm to prepare for using them when in distress
Recognize what you can vs. cannot control
For Your Social Self
Cut ties with individuals who are unsupportive, add negativity and stress, drain your energy, or put you down
Set healthy boundaries
Seek out and nurture the healthy relationships in your life
Stay connected with others who have a positive impact on your life
For Your Physical Self
Make time for regular physical exercise/movement
Don't stress yourself out - keep it as simple of complex as you can handle. If engaging in exercise starts to stress you out, it can lead to having a negative relationship with it. Find activities that work for you and your schedule that are tolerable/enjoyable that you can look forward to engaging in.
Stay hydrated
Nourish your body with nutrients and healthy foods
For Your Essential Self
Care for your various identities (e.g. cultural identity, spirituality)
Engage in mindfulness practices often
Be non-judgemental of yourself when self-reflecting
Allow yourself to make mistakes and learn from them
Journal or reflect on gratitude
For Your Creative Self
Check in with yourself (your emotions and thoughts)
Recognize and adjust distorted thoughts and negative thinking patterns
Give yourself the space to feel your emotions and sort through them
Validate your own feelings; Don't let others dictate what you should/shouldn't feel
Actively decide how you want to be present and mindful
Determine how your energy, time, and money is spent that is beneficial for you
Find work that is engaging, enjoyable, and challenging in a healthy way
Use mantras or "power words" that are calming and motivating for you
More resources are available on our Parents and Staff page.
Learn more about Trauma and TIC
Learn more about Trauma and TIC
Books
Books
The Body Keeps the Score: Mind, Brain and Body in the Transformation of Trauma by Bessel van der Kolk
The Resilient Practitioner: Burnout Prevention and Self-Care Strategies for Counselors, Therapists, Teachers, and Health Professionals by Michelle Trotter-Mathison and Thomas M Skovholt
Onward: Cultivating Emotional Resilience in Educators by Elena Aguilar
What Happened to You? Conversations on Trauma, Resilience, and Healing by Bruce Perry and Oprah Winfrey
Trauma and Recovery by Judith Herman, M.D.
Waking the Tiger- Healing Trauma by Peter A. Levine
The Boy Who Was Raised as a Dog: And Other Stories from a Child Psychiatrist's Notebook -- What Traumatized Children Can Teach Us About Loss, Love, and Healing by Bruce D Perry, Maia Szalavitz
Childhood Disrupted: How Your Biography Becomes Your Biology, and How You Can Heal by Donna Jackson Nakazawa
Accessing the Healing Power of the Vagus Nerve: Self-Help Exercises for Anxiety, Depression, Trauma, and Autism by Stanley Rosenbery
Coping with Trauma-Related Dissociation: Skills Training for Patients and Therapists by Suzette Boon, Kathy Steele, Onno van der Hart Ph.D.
On Edge: A Journey Through Anxiety by Andrea Petersen
The Unapologetic Guide to Black Mental Health: Navigate an Unequal System, Learn Tools for Emotional Wellness, and Get the Help You Deserve by Rheeda Walker
Heal Your PTSD By Michele Rosenthal
From Generation to Generation by Emily Wanderer Cohen
The EMDR Revolution by Tal Croitoru
It Didn't Start With You: How Inherited Family Trauma Shapes Who We Are and How to End the Cycle, By Mark Wolynn
The Complex PTSD Workbook: A Mind-Body Approach to Regaining Emotional Control and Becoming Whole, by Arielle Schwartz, Ph.D.
Loving Someone with PTSD: A Practical Guide to Understanding and Connecting with Your Partner after Trauma, by Aphrodite T. Matsakis, Ph.D.
The PTSD Workbook: Simple, Effective Techniques for Overcoming Traumatic Stress Symptoms, by Mary Beth Williams, Ph.D., and Soili Poijula, Ph.D.
Getting Past Your Past: Take Control of Your Life with Self-Help Techniques from EMDR Therapy, by Francine Shapiro, Ph.D.
Trauma, PTSD, Grief & Loss: The 10 Core Competencies for Evidence-Based Treatment, by Michael Dubi, Patrick Powell, and Eric Gentry
Trauma Bonding: How to Stop Feeling Stuck, Overcome Heartache, Anxiety, and PTSD, by Dr. Annely Alexander
Traumatized: Identify, Understand, and Cope with PTSD and Emotional Stress, by Kati Morton, LMFT
The Post-Traumatic Stress Disorder Sourcebook: A Guide to Healing, Recovery, and Growth, by Glenn Schiraldi, Ph.D.
Trauma Stewardship: An Everyday Guide to Caring for Self While Caring for Others, by Laura Van Dernoot Lipsky
Complex PTSD: From Surviving to Thriving, by Pete Walker
Toxic Parents: Overcoming Their Hurtful Legacy and Reclaiming Your Life, by Susan Forward
Mothers Who Can't Love: A Healing Guide for Daughters, by Susan Forward
The Power of Attachment, by Diane Poole Heller
Healing: The Act of Radical Self-Care, by Joi Lewis
Whole Again: Healing Your Heart and Rediscovering Your True Self After Toxic Relationships and Emotional Abuse, by Jackson MacKenzie
The Beauty of a Darker Soul: Overcoming Trauma Through the Power of Human Connection, by Joshua Mantz
For more recommended books sorted by topic, visit ComplexTrama.org or Trauma Informed Care Project.
Movies/Documentaries
Movies/Documentaries
Paper Tigers- trauma-informed care in alternative schools
Resilience- the impact of Toxic Stress on kids
for more, see www.indieflix.com/education/films
Organizations and websites
Organizations and websites
Treatment and Services Adaptation Center for Resiliency, Hope, and Wellness in Schools
Every Child - resource section for trauma and resilience
SAMHSA (Substance Abuse and Mental Health Services Administration)
CDC - information about ACEs and violence prevention
Devereux Center for Resilient Children (DCRC) - programming and information for building resilience
National Center for PTSD - US Department of Veterans Affairs
Office for Victims of Crime: The Vicarious Trauma Toolkit
NICABM - blogs, courses, and free resources relating to trauma, brain science, and mindfulness
Trainings, Courses, etc
Trainings, Courses, etc
Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) certification
The Trauma Continuum and Specific Interventions (less than $2) - This short course is taken from a core TIC Practitioner’s training. It will introduce you to the Trauma Continuum and discuss specific interventions for Shock, Trauma, and Stress states. The course features one lesson with three topics and should you take less than thirty minutes to complete.
Justice Resource Institute - Virtual Workshops/Trainings
TSA's list of staff trainings and programs - Support for Teachers Affected by Trauma, Trauma-Informed Skills for Educators (TISE), Cognitive Behavioral Intervention for Trauma in Schools (CBITS), Bounce Back: Elementary School Intervention for Childhood Trauma, Support for Students Exposed to Trauma (SSET), Life Improvement for Teens (LIFT).
Free:
The Trauma Toolbox - Learn trauma-informed care strategies for the home, school, and community. Free tools on toxic stress, emotional regulation, resiliency skills, and practical trauma tools for children and adults.
Trauma-Informed Care: Perspectives and Resources - These modules comprised of issue briefs, video interviews, and resource lists tell a story of implementation of trauma informed services and offers guidance and resources to help you on your implementation journey.
Trauma-Informed Care Professional Development Certificate - self-paced online TIC training that also provides free CEUs.
Trauma-Informed Care Webinar Series (previously recorded) - this series examined how the TIC paradigm can play a critical role not only in transforming providers’ approaches to care, but also in informing direct advocacy for real solutions to end homelessness.
Mental Health Wellness for Individuals with Intellectual and Developmental Disabilities (MHW-IDD)
More resources are available on our Training and Education page.
You can also contact us at sebh.dept@tipton.k12.ia.us for more resources about trauma and trauma-informed care.
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