Toxic Stress and Development
This video is part three of the “Three Core Concepts in Early Development” series from the Center on the Developing Child at Harvard University and the National Scientific Council on the Developing Child.
Trauma Responsive
Building Strong Brains: Tennessee ACE’s Initiative a Facilitator’s Guide
Tennessee ACEs Initiative is a major statewide effort to establish TN as a national model for how a state can promote culture change in early childhood based on a philosophy that preventing and mitigating adverse childhood experiences, and their impact, is the most promising approach to helping TN children lead productive, healthy lives and ensure the future prosperity of the state.
Building Strong Brains: Tennessee ACE’s Initiative a Facilitator’s Guide Read More »
Students Who Have Experienced a Crisis
Handout to help teachers respond to students who may need support after a crisis.
Understanding Trauma
This video explores the effects of trauma on children, highlighting signs such as emotional distress, behavioral changes, and relationship difficulties, while emphasizing the importance of recognizing these signs and providing a supportive, safe environment for healing.
Reimaginando del Apoyo a la Salud Mental de los Migrantes
Curso para proveedores no de salud mental, como personal de refugios y promotores de salud, enfocado en estrategias universales.
Reimaginando del Apoyo a la Salud Mental de los Migrantes Read More »
Choosing Trauma Informed Care for Children with Intellectual Disabilities
We live in a world where all children can experience challenges with their mental health, including those caused by trauma. We know all children can heal after trauma; this includes children with intellectual and developmental disabilities (IDD). Sometimes recovery from trauma requires partnership with child- and family-focused mental health care providers. Caregivers play a large and important role in their child’s treatment and recovery, so having information about what help is critical. It might be time to seek help from a mental health provider if a child has experienced trauma, or you notice concerning changes in your child’s behavior or mood that suggest a traumatic experience may have occurred. For more information on that, check out Understanding Trauma Responses in Children with Intellectual and Developmental Disabilities and When to Seek Help. This is especially the case if these changes leave caregivers feeling overwhelmed.
Choosing Trauma Informed Care for Children with Intellectual Disabilities Read More »
Talking Circles: for Restorative Justice and Beyond
Learn how talking circles can serve other purposes beyond restorative justice, such as creating safe spaces, building connections and offering teachers a unique means of formative assessment. The article addresses four main areas of concern by providing background context and filling readers in on where the SEL movement has been, the strategic thinking that has guided CASEL field leaders and collaborators, and the possibilities for the future.
Talking Circles: for Restorative Justice and Beyond Read More »
Leaning In and Leading Out to Renew: Navigating Lived Polycrisis School Leadership
This guidebook comes out of 10 interviews with school leaders from Arizona, Southern California, and Northern California. Interviewees, from mental health counselors to HR directors to state leads of suicide prevention. The guide is divided into two parts: Part One “Leaning In: The Gifts and Challenges that Lived-Polycrisis School Leadership Evokes; and Part Two “Leading Out: Practices for Navigating Toward Recovery & Renewal, which offers guidance for school crisis leadership beyond immediate crisis response, through recovery, and toward renewal.
Leaning In and Leading Out to Renew: Navigating Lived Polycrisis School Leadership Read More »
Children with Intellectual and Developmental Disabilities Can Experience Traumatic Stress: A Fact Sheet for Parents and Caregivers
This handout offers parents and caregivers information about how children with intellectual and developmental disabilities (IDD) experience traumatic stress. This fact sheet provides information on the intersection of IDD, trauma, and mental wellness; what intellectual and developmental disabilities are; how trauma might impact children with IDD; why children with IDD are at higher risk for trauma exposure; and how trauma service providers should partner with parents and caregivers. For more information on support, check out the handout, Choosing Trauma Informed Care for Children with Intellectual Disabilities, from NCTSN.
Recognizing Healing-Centered Community Practices as a Complement to Trauma-Informed Interventions and Services
This brief from the Praxis Project showcases the importance of addressing community trauma through identifying and making space for healing-centered practices that communities have evolved over time, acknowledging and understanding the roots of trauma, and addressing the persistent, structural causes of trauma. It describes how trauma shows up in our communities and institutions, how it can be addressed through community- centered healing, and the role that trusted partners can take in supporting community healing. Download a free copy of the brief from this link.