Presents the results of a survey conducted among child welfare agencies in a number of states. The survey assessed the ways agencies gather, assess, and share trauma-related information and the child trauma training their staff receive. The goal was to determine how the various service systems communicate with each other about trauma and whether, alone or through interaction, they retraumatize a child or, more positively, promote a child's healing following a traumatic event.
Provides guidance to judges and attorneys on how to recognize trauma and its effects on birth parents. This fact sheet helps judges and attorneys recognize the potential impact of trauma on parenting.
2017 MNPBS Gathering Materials Keynote Materials Positive Behavioral Interventions & Supports: The Practical Significance of Systems Change Strand 1: Support for children birth through age 6 PBS from Infancy to Age 6 Power Point Strand 1 Handout Strand 2: Support for children and youth ages 6 to 21 Strand 2 Power Point Strand 3: Support […]
In the eyes of a child, poverty is about more than just money. Very often children experience poverty as the lack of shelter, education, nutrition, water or health services. The lack of these basic needs often results in deficits that cannot easily be overcome later in life. Even when not clearly deprived, having poorer opportunities than their peers in any of the above can limit future opportunities.
Trauma-informed care occurs when all parties involved recognize and respond to the impact of traumatic stress on those who have contact with an organization, including children, caregivers, and service providers.
This manual helps behavioral health professionals understand the impact of trauma on those who experience it. The manual discusses patient assessment and treatment planning strategies. These strategies support recovery and the development of a trauma-informed care workforce.
Violence, abuse, and bullying are frequent realities for people with intellectual and/or developmental disabilities (I/DD). Criminal justice professionals, self-advocates (people with disabilities), family members, and disability professionals must collaborate and learn from one another to safeguard the
lives of people with disabilities as they live independently in their communities.
