Trauma

After a Crisis: Helping Young Children Heal
The National Child Traumatic Stress Network (NCTSN) explains ways that you can help young children, toddlers, and preschoolers recover from a crisis.

The National Child Traumatic Stress Network (NCTSN) explains ways that how children at different ages experience traumatic events and ways that schools can respond.

Learn about trauma, the impacts of trauma on youth, and the strategies and resources for educators to support students and families experiencing trauma. Presented by Alicia Rozum, Director, Mental Health, California School-based Health Alliance.

Common Symptoms of Trauma by School Age Group
Prevent, intercede, and respond to sexual harassment of K-12 students.

This article discusses steps on how to help children manage their feelings after a traumatic event. These steps include understanding their fears, offering reassurance, and providing routines that will help them feel loved and secure.

SAMHSA (Substance Abuse and Mental Health Services Administration) provides information and data on different approaches addressing the needs of children, youth, and young adults who have serious emotional disturbance or serious mental illness.

This article explains how to help your teenager cope with a traumatic event with suggestions on ways to talk with your teenager, support your teenager, and keep strong as a parent.

The Leading Trauma-Sensitive Schools component of the Training Package is designed for school and district administrators and other school staff helping to lead efforts to adopt a trauma-sensitive approach. Resources include an online module and companion action guide for leaders, along with a facilitation guide that includes suggestions for how to conduct in-person training with leaders using these materials.

The Psychological First Aid (PFA) presents a clearly defined table explaining reactions, responses, and examples of things to do and say to school-age children after a disaster.

A slide presentation that presents an overview of the effects of trauma on children, PBIS and trauma-informed schools, and the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program.

This article addresses childhood trauma in the context of schools in the United States and presents strategies for addressing symptoms of trauma evident in certain student behavior patterns.

This archived webinar video by REL and WestEd presents a rationale for providing stress-management supports to adults who serve youth. One of the programs highlighted is the OCDE Resilient Mindful Learner project that provides stress management and mindfulness training for teachers and training to integrate into the classroom routine stress-reduction practices for students.

This article helps in understanding emotional reactions to traumatic events and tragedies, including frightening emergencies and sudden losses, with suggestions about coping and getting help.

The National Child Traumatic Stress Network (NCTSN) explains how to protect your children from exposure to graphic and distressful media while still informing them of the news related to the traumatic event that took place.

Tips on how to prevent, intercede, and respond to sexual harassment of K-12 students.

A presentation explaining brain development, the impact of trauma, the cross system collaborations, and evidence based practices and models to treat children affected by trauma.

A list of links and references on trauma informed education, mental health and child welfare.

The TREP Project works to connect the brain and behavior research on complex or developmental trauma with the realities of school and classroom management. The aim is to create schools and classrooms that can meet the socioemotional and academic needs of not one or two students who have been exposed to traumatic levels of chronic stress, but the needs of a classroom full of traumatized children.

This presentation at the Southern Region Student Wellness Conference in July 2015 addresses traumatic experiences of youth, the impacts of these experiences, and how schools can respond. Presented by Pam Kahn and Lucy Vezzuto PhD.