- Relax, Heal, Learn Added: April 2017
Training is showing teachers how to handle stress and trauma so that students can achieve academic and emotional success.
Coping with Trauma: A Collection of Resources
The explosions in Boston in April 2013 and the tragedy that took the lives of very young children at Sandy Hook Elementary School in Newtown, Connecticut in December 2012 elicited strong feelings and emotions from the entire nation and perhaps especially from those who work with and care for children. At times like these we need to be aware of what children experience as well as what they see and hear on the news. The resources in the Coping with Trauma section of MAP will help you address the needs of children in times of violence and trauma. Some of the resources are specific to children with special needs and others are more general. Some of the resources are available in other languages as indicated.
In Response to the Shooting at Sandy Hook Elementary School: Position Statement of the Interdisciplinary Group on Preventing School and Community Violence: Endorsed by 183 organizations and more than 200 prevention scholars and practitioners (From the Curry School of Education, University of Virginia). Provides a thoughtful discussion of policy and provides recommendations for action.
ACES Too High is a news site that reports on research about adverse childhood experiences, including developments in epidemiology, neurobiology, and the biomedical and epigenetic consequences of toxic stress. We also cover how people, organizations, agencies and communities are implementing practices based on the research. This includes developments in education, juvenile justice, criminal justice, public health, medicine, mental health, social services, and cities, counties and states.
- Five Minute Video Primer about the Adverse Childhood Experiences Study
- The Secret to Fixing School Discipline? Change the Behavior of Teachers
A sea change is coursing slowly but resolutely through this nation’s K-12 education system. More than 23,000 schools out of 132,000 nationwide have or are discarding a highly punitive approach to school discipline in favor of supportive, compassionate, and solution-oriented methods. Those that take the slow-but-steady road can see a 20% to 40% drop in suspensions in their first year of transformation. A few — where the principal, all teachers and staff embrace an immediate overhaul — experience higher rates, as much as an 85% drop in suspensions and a 40% drop in expulsions. Bullying, truancy, and tardiness are waning. Graduation rates, test scores and grades are trending up
American Psychological Association: Helping Your Children Manage Distress in the Aftermath of a Shooting
Brief practical advice available in English and Spanish.
Center for Early Childhood Mental Health Consultation (ECMHC): Trauma and Early Head Start and Head Start Families
Training Modules for addressing trauma in Early Head Start and Head Start families.Resource Added: Feb 2015
- Children and Trauma: How Children May Respond-Tip Sheet from Center for Inclusive Child Care (PDF)
Almost all children will experience some sort of distress or reaction following a traumatic experience. This is normal and to be expected, although in some cases, the symptoms of trauma do not show up until weeks or months after the experience. The symptoms of trauma differ in each individual.
- Trauma and Challenging Behavior-Tip Sheet from Center for Inclusive Child Care (PDF)
Behavior is communication! Children who have been impacted by trauma may be mistaken as being a child with difficult behavioral challenges and/or receive a misdiagnosis. Since infants, toddlers and many
preschoolers do not typically have the language skills to communicate their needs and experiences, they communicate through their behavior.
- Strategies to Support Children who have Experienced Trauma-Tip Sheet from Center for Inclusive Child Care (PDF)
The American Psychological Association describes a traumatic event as an occurrence in which there is a threat of injury, death or of bodily harm to one’s self or others. Feelings experienced during this incident include horror, terror and/or helplessness. The body often has powerful responses to trauma such as a pounding or racing heart, short and rapid breaths and trembling. These physical responses often overwhelm the individual making it difficult to use his usual strategies for coping. Children who have experienced and been impacted by trauma benefit from high-quality relationships with others.
Child Care Aware® of America is proud to work with the Partnership for Disaster Preparedness, the American Academy of Pediatrics, and Save the Children to protect children before, during and after an emergency — including traumatic events or natural disasters. Resources are available specific to families, caregivers, school professionals and resource and referral agencies.
- Tip Sheet: Supporting Children Who Are Experiencing Stress (PDF) Added: February 2017
This news bulletin describes childhood trauma and explains the importance of trauma informed care (TIC) as providing a common language to support children who have been exposed to trauma. It includes links to resources and provides information helpful to parents and everyone who works with children.Resource Added: Sep 2016
Various ways are provided that will assist in building capacity for parents, families, and communities to fulfill the vision of the Secretary that every parent be a partner in learning and share in the responsibility of their child’s education.
When tragic events happen, it can be difficult for educators, administrators, and parents to know how to help children understand and cope. How adults manage their own reactions, as well as how they help students deal with their questions and feelings, are important factors in providing children with the support and guidance they will need. Below are some useful, informative, and thoughtful resources for adults to help children through traumatic situations. Some of these resources are relevant to parents as well as educators.Resource Added: Nov 2016
Provides links to various media including videos from NBC news, Common Sense Media and articles in the New York Times Learning Network about how to talk to your kids about news how to help kids cope with trauma.
- Empathy In the Classroom: Why Should I Care?
- The Long Game: 4 Essentials for a Successful Mindfulness Program
- Social Emotional Learning: A Schoolwide Approach
Strategies like mindfulness, emotional regulation, and supportive small groups help Symonds meet the academic and social needs of their students.
- Helping Students Who Experienced Trauma
- There’s no such thing as a bad kid in these six Spokane, WA, trauma-informed elementary schools
- “It’s Not What’s Wrong with the Children, It’s What’s Happened to Them”
Source: Office of Head Start – March 2, 2015
The Office of Head Start’s National Center on Health (NCH) has released two new tip sheets that focus on children’s responses to crises and tragic events, as well as ways to help children cope. They are available in both Spanish and English.
- Children’s Responses to Crises and Tragic Events (PDF) – Infants, toddlers, preschoolers, and young children who experience a tragic event may show changes in their behaviors. They also may be indirectly affected by a crisis through what they hear or see on the TV. This tip sheet provides information on what families and staff might see and how children may respond. It also includes additional resources.
- Helping Your Child Cope After a Disaster (PDF) – After a disaster or crisis, children benefit when adults assure them that they are safe and help them learn how to cope effectively. This tip sheet provides families and staff with things they can do to help a child feel safe after a disaster or crisis.
The reality of post traumatic stress disorder (PTSD) in children is something most adults want to ignore. We don’t want to believe young children, much less infants, can develop PTSD. But they can. That’s the bad news. But there’s also good news, and it is this: resources and techniques can be employed to keep ordinary childhood traumas from turning into PTSD. This final post in Friendship Circle’s series about PTSD in kids highlights several of them.
Head Start Trauma Start Crittendon Children’s Center has implemented an early childhood trauma intervention model that addresses the effects of complex trauma—such as community and family violence, poverty, illness, and homelessness— for young preschool-age children, their families, and the Head Start teachers who care for them.Resource Added: Feb 2015
Helping Children Birth Through 5 Rebound from Traumatic Experiences: Create Classrooms That Support Recovery – Recorded Webinar with Downloadable Resources
Recorded: October 25, 2016
Join this powerful session by Cate Heroman and Jenna Bilmes, authors of Helping Children Rebound, to build your understanding of how children might behave after experiencing a disturbing event and why. The presenters will share examples of how traumatic events such as natural disasters, terrorist incidents, witnessing violence, and even seeing reports of death and destruction in the news can impact children’s behavior. The session will also include specific strategies to help teachers meet the emotional needs of children who have been affected by traumatic experiences. You will also receive links to two FREE downloadable guides to help preschool and infant/toddler teachers identify specific behaviors that may indicate emotional distress and implement strategies to address them.
Childhood trauma isn’t something you just get over as you grow up. Pediatrician Nadine Burke Harris explains that the repeated stress of abuse, neglect and parents struggling with mental health or substance abuse issues has real, tangible effects on the development of the brain. This unfolds across a lifetime, to the point where those who’ve experienced high levels of trauma are at triple the risk for heart disease and lung cancer. An impassioned plea for pediatric medicine to confront the prevention and treatment of trauma, head-on.Resource Added: Sep 2016
Links to many of the same resources listed here but also to a downloadable booklet from Fred Rogers, Helping Kids Deal with Tragic Events in the News.
National Association of School Psychologists: Coping with Crisis: Helping Children with Special Needs: Tips for School Personnel and Parents
This resource addresses the need for schools and parents to work together and gives tips for children with specific types of needs.
Provides a comprehensive website on trauma with information and resources for parents, care givers and educators in English and Spanish.
- Psychological First Aid Online
PFA online includes a 6-hour interactive course that puts the participant in the role of a provider in a post-disaster scene. This professionally-narrated course is for individuals new to disaster response who want to learn the core goals of PFA, as well as for seasoned practitioners who want a review.
Offers resources for parents, community members and responders.
Children often interpret war and violence in the news very differently from adults. When young children see or hear about violent events, they may first worry about their own safety. Because they are not able to fully understand things like cause and effect, or even distance, it’s hard for them to make distinctions between an immediate threat and one that is far away. Even middle-schoolers will not be able to fully comprehend an event the ways adults do. The following pointers may help you understand the way they view events in the news and provide ideas on how you can help.
Published: January 2017
The guide is intended to provide an introduction to the topic of trauma, a discussion of why understanding and addressing trauma is important for human services programs, and a “road map” to find relevant resources. It includes Concept Papers, Guiding Questions and Answers on key topics and Trauma Resources for Specific Human Services Programs or Populations. Samples of these are below:
Provides parent tips for talking with children of different ages in downloadable pdfs in English, Chinese, Japanese and Spanish.
“We’re trying to change the school culture,” by teaching educators about the underlying neurobiology of trauma, El Dorado’s principle explains. “When we see aggravating behavior in a kid and ask the question, ‘What has happened to you?’ instead of ‘What’s wrong with you?’, that’s the fundamental reframe. This reframe helps give the behavior a context, engenders compassion, and helps us respond more effectively.”Resource Added: Feb 2015
Self-Regulation and Toxic Stress: A Series of Reports from the Office of Planning Research and Evaluation and the Frank Porter Graham Child Development Institute
The Frank Porter Graham Child Development Institute (FPG) was founded in 1966 by a small group of scientists who had a vision—to conduct research that would make a difference in children’s lives, support families, and inform public policy.
- Self-Regulation and Toxic Stress: Foundations for Understanding Self-Regulation From an Applied Developmental Perspective
This is the first in a series of four inter-related reports titled Self-Regulation and Toxic Stress. The first report, Foundations for Understanding Self-Regulation from an Applied Developmental Perspective, provides a comprehensive framework for understanding self-regulation in context, using a theoretical model that reflects the influence of biology, caregiving, and the environment on the development of self-regulation.
- The second report, A Review of Ecological, Biological, and Developmental Studies of Self-Regulation and Stress, provides a cross-disciplinary review of research on the relationship between stress and self-regulation.
- The third report, A Comprehensive Review of Self-Regulation Interventions From Birth Through Young Adulthood (February 2016), describes results of a comprehensive review of self-regulation interventions from birth through young adulthood and summarizes the level of evidence for different interventions across age groups and outcome domains. In this report, we provide details on the methodological approach and data findings, including figures with detailed descriptions for the reader who is interested in the evidence base supporting our conclusions. These conclusions are repeated in our fourth report, Implications for Programs and Practice, with a more applied summary of the results organized by their implications for different types of programs. This third report therefore provides a more technical reference for the fourth report.
- The fourth and final report, Self-Regulation and Toxic Stress Report 4: Implications for Programs and Practice (December 2, 2016), is targeted specifically towards program administrators and practitioners. This report reviews the key concepts for understanding self-regulation, including the relationship between stress and self-regulation. Additionally, it summarizes principal findings from a comprehensive review of self-regulation interventions. Finally and most importantly, it addresses how current theory and knowledge of self-regulation may apply to programs and practitioners serving children and youth in different developmental groups from birth through young adulthood. A discussion of the report is found on the FPG website
- Additional Information Related to Self-Regulation and Toxic Stress:
- Summary of Key Concepts: How Do Acute and Chronic Stress Impact the Development of Self-Regulation? (PDF)
- Seven Key Principles of Self-Regulation and Self- Regulation in Context (PDF)
- Teaching Self-Regulation in the Classroom FPG’s Desiree Murray Podcast:
Why self-regulation is important and how to teach the skills with Desiree Murray, a senior research scientist and associate director of research at the Frank Porter Graham Child Development Institute, who recently published a report on self-regulation as part of a collaboration with researchers at Duke’s Center for Child and Family Policy.
Self-Regulation and Toxic Stress: Foundations for Understanding Self-Regulation From an Applied Developmental Perspective
This is the first in a series of four inter-related reports titled Self-Regulation and Toxic Stress. The first report, Foundations for Understanding Self-Regulation from an Applied Developmental Perspective, provides a comprehensive framework for understanding self-regulation in context, using a theoretical model that reflects the influence of biology, caregiving, and the environment on the development of self-regulation.Resource Added: Sep 2016
Research documents the high rate of exposure to trauma among infants and toddlers, particularly children living in high-poverty communities. Beginning life in the context of trauma places infants and toddlers on a compromised developmental path. This brief summarizes what is known about the impact of trauma on infants and toddlers, and the intervention strategies that could potentially protect them from the adverse consequences of traumatic experiences.Resource Added: Sep 2016
This paper explores the impact of growing up in a world with terrorism on children and youth. It considers both the direct traumatic effects of being a victim and the indirect effects of living in communities and societies in which the threat of terrorism is on the minds of children, but perhaps more importantly, of adults generally, and parents and policy makers in particular.Resource Added: Sep 2016
Trauma Informed Care – Perspectives and Resources: A comprehensive web-based, video-enhanced resource tool
Published: July 27, 2016
Many resources, actions, and lessons learned from entities that have become trauma informed, are necessary to help child-serving systems and provider organizations on their journey to becoming trauma informed. The National Technical Assistance Center for Children’s Mental Health at Georgetown University and JBS International created this web-based tool to support leaders and decision makers at all levels (national, state, tribal, territorial, and local) in taking steps on their journey. This tool comprised of issue briefs, video interviews, and resource lists tells a story of implementation of trauma informed services and offers guidance and resources to help you on your implementation journey.
Identifies what you might see in infants and toddlers exposed to trauma and what you can do to support them.