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If a student is attending outpt tx for their experienced trauma, would it be a good idea to have them in this group?

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Is this a training that would be good for Affective Needs teachers? Can they implement CBITS?

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Can you provide the information/ resources for the younger grades?

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You mentioned ezedmed notes - would this be an appropriate intervention for sped services? Or will we have to document CBITS sessions in ezedmed regardless of the student's sped status?

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just to clarify-- so if students aren't able to get the homeworks done (assignment part 1 and part 2 from group 6-7), we can do these assignments in the first 5-10 mins of the next group session, right? Are these assignments done in the sessions? or as homeworks? (sorry, just confused by the wording in the manual and as explained in the training)

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Trauma story re-telling session question

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Trauma story re-telling session question

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When we are listening to the story re-telling thoughts on how to keep track of the story writing it down if it is a long story or if we can't write down fast enough.

Also, what if there are multiple trauma stories do we go through this process for each trauma story or have the client or student pick one or two, and if so how do we have them pick?

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Is there a recommended amount of time between the traumatic event and when CBITS should be initiated?

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How much details is too much detail and what if the student is providing a lot of/too much details do we stop them do we reframe what we want them to do and what details are pertinent and what are not?

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any tips for students who are retelling the story in a detached/disassociated sort of way? i.e. expressing little emotionality more telling the story factually

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Students who are experiencing ongoing trauma... 

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Students who are experiencing ongoing trauma... 

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Are there any tips for using this intervention or doing CBITS in general when students may still be experiencing the trauma or in dangerous situations - i.e. neighborhoods where community violence is reoccurring? Ongoing substance abuse by parent?

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Can we practice HOT seat tomorrow in small group?

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Can we practice HOT seat tomorrow in small group?

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When using the feelings thermometer should you consider what might be an ecological 0 in that some students may never feel at an absolute 0 because of their experiences?  If so, how should this be explained to the group?

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Thoughts on utilizing the ACES survey at a Tier 1 or school wide level to plan for teacher training and/or Tier 1 level student support strategies?

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If by some rare chance a student were to share out something about a group member - what is the recommendation or how would that breech of confidentiality among students be handled?

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What additional considerations or screenings if there are potential validity issues with the BESS?

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Is their an expansive ACEs survey that can be used with secondary age students that goes beyond the original 10 questions on the ACEs survey from the Kaiser Permanente ACEs study?

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If parent doesn't consent what would be the next steps with regard to supporting the student?

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I would assume that we have the CDI--I work only secondary--because we do have and can administer the BDI

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Are these available?