Trauma Informed Care
A priority for federal, state, and local systems is increasing public awareness of how trauma impacts the lives of children and the importance of helping providers and families be more trauma-informed. The National Technical Assistance Center for Children’s Mental Health (TA Center), within the Georgetown University Center for Child and Human Development (GUCCHD), is supporting these efforts in several ways.
JBS International’s Disability Services Center and Georgetown University’s National Technical Assistance Center for Children’s Mental Health have created an educational tool to help build state-by-state and provider capacity to serve children and youth who have experienced trauma. The resource tool, Trauma Informed Care: Perspectives and Resources, is now available. Both a 5-minute and a 90 second promotional video that can be downloaded and used in advocacy efforts to provide a brief introduction to this comprehensive Web-based, video-enhanced resource tool that is designed to augment the ongoing efforts at the federal, state, local, and provider levels to become more trauma- informed.
Click the links below for promotional videos (5 minutes or 90 seconds) that can be used in a variety of ways including:
- promoting an event that will be using some of the components of the tool
- encouraging decision makers to develop a training plan
- encouraging decision makers to consider using the tool as an enhancement to efforts to become more trauma-informed.
Other TA Center Activities Related to Trauma
1. Partnering with the American Academy of Pediatrics to create products for Early Head Start, Head Start, and child care.
The products created for Early Head Start, Head Start, and child care include multiple videos on toxic stress and its impact on young children and families, supplemented with training materials on trauma, toxic stress and resilience (Head Start National Center on Health, 2014). "Recognizing and Addressing Trauma in Infants, Young Children and Their Families," also available as an on-line tutorial, helps teachers, providers and families recognize trauma, understand it in a developmental context and recognize how mental health professionals can address trauma: http://ecmhc.org/tutorials/trauma/index.html
2. Assisting the Administration for Children and Families Children’s Bureau with its priority of creating a more trauma-informed child welfare system.
The three cohorts of the "Trauma Grants" provide an opportunity to cull lessons learned from early implementation of universal screening, functional assessment, outcomes measurement, and other service system changes. One resulting product (in collaboration with SAMHSA, the TA Network, and the NCTSN) will be a Screening and Assessment Toolkit for selection of measures for use in child welfare systems.
3. Participating in the National Child Traumatic Stress (NCTSN) Culture Consortium and the NCTSN National Advisory Board.
A Georgetown faculty member serves on these groups to promote inclusion of the role of culture and language in the development and implementation of interventions created throughout the NCTSN and to provide advice on strategies for development of trauma-informed systems of care.
The audiences for these initiatives are local and state child-serving systems (including early childhood programs), providers, families, youth, and young adults.
For further information or additional questions, please contact:
Sherry Peters, M.S.W., A.C.S.W.
Center for Child and Human Development, Georgetown University,