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.
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.
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.
This manual offers information on homelessness and trauma, the role of shelter providers, as well as implementing the 8 PFA Core Actions in shelter settings. The manual includes worksheets and examples for providers to assist them in offering support.
Autism spectrum disorder (ASD) is a developmental disorder characterized by differences in social interaction and communication, as well as the presence of restricted and repetitive patterns of behavior, interest or activities. People who have ASD may experience a range of symptoms and characteristics.
The implementation of a positive support strategy within an organization changes over time. These stages are a natural part of implementing positive support practices over a long-term period of time. The exploration stage occurs when a team has not yet started training and technical assistance and is still assessing the readiness of an organization. The […]
Assessing a positive support practice includes gathering information about how well individuals within an organization are implementing new skills. Individual and Team Self-Report Individuals or teams within an organization may review a list of key features considered essential parts of a positive support and document progress making sure these elements are implemented. A common term […]
Behaviors are considered challenging due to injury to self or others, when property damage occurs, or everyday life events are disrupted. Sometimes challenges are considered minor disruptions in a home, school, work, or community settings. In other cases, a challenging behavior may threaten a person’s placement at home, school, work, or in the community. Sometimes […]
Below you can find translated tools and materials in various languages. If you would like one of the following resources in a language other than those listed, please submit a request here with your name, email, and the desired resource and language. New Quality of Life Tools Quality of Life: A Tool for Caregivers (English version) Amharic […]
Module 4 – Long-Term Planning & Supports This module describes how to create a plan for long-term sustainability of the interventions selected and how to anticipate events that set the stage for challenging behavior including major life events that are a natural part of life.
