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Trauma-specific interventions are a variety of therapies, programs, or specific treatment plans that are created for the purpose of reducing the effects of trauma by addressing symptoms caused by trauma and aiding in the healing process. These interventions often focus on assisting victims to process their trauma and learn to utilize coping skills to better handle their symptoms and build up resiliency.  Some examples of trauma-specific interventions are Desensitization Therapies: Treatments designed to make painful memories and images more tolerable (Pat Davis-Salyer, M.Ed.Trauma Informed & Trauma Sensitive…the only way to do

business! www.oregon.gov), Trauma-Focused Cognitive Behavioral Therapy (TF-CBT): An evidence-based therapy for children and adolescents that focuses on the impact of trauma (Keeley Kolis, Jaclyn Houston-Kolnik, 2018. Trauma Types and Promising Approaches to Assist Survivors.https://icjia.illinois.gov/researchhub/articles/trauma-types-and-promising-approaches-to-assist-survivors) Grounding Techniques: Skills to help trauma survivors manage dissociative symptoms (Pat Davis-Salyer, M.Ed. Trauma Informed & Trauma Sensitive…the only way to do

business!  www.oregon.gov,) Seeking Safety: An evidence-based treatment for people with a history of trauma and co-occurring substance abuse. (Keeley Kolis, Jaclyn Houston-Kolnik 2018. Trauma Types and Promising Approaches to Assist Survivors. https://icjia.illinois.gov/researchhub/articles/trauma-types-and-promising-approaches-to-assist-survivors) By improving the participants' ability to emotionally regulate, develop and utilize coping skills, understand their trauma, and manage strong emotions, this will directly impact the individual's mental health and well-being while improving resiliency and empowering them to overcome any future challenges that they may face. By focusing on the underlying physiological and psychological effects of trauma, the goal is to reduce and address symptoms. This is to promote overall wellness as well as increase feelings of safety/security, improved self-worth, and an improvement in the quality of relationships.

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It is important to remember that the statistics are likely higher as many incidents go unreported. When the largest source of pain for a child is also their most significant source of comfort, it is sometimes impossible for a child to even identify that something is not right. This is why, as educators and mandated reporters, it is so important to be trauma informed. This is a brief video resource explaining what ACEs are and the effects on young children.

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Office of the California Surgeon General

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Understanding ACEs: What are Adverse Childhood Experiences (ACEs)?

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This video talks about prevention and the importance of mentorship to prevent and reverse the effects of ACEs. This video also explains that there are five strategies that groups within the community can use to assist in prevention. Because of the long-lasting negative effects that ACEs can have on peoples mental, physical and emotional well-being, prevention is key. Taking steps to prevent these adverse effects is more efficient than years of treatment trying to repair damage that has been done.

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Centers for Disease Control and Prevention (CDC)

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“Childhood trauma doesn’t come in one single package.” (Dr Asa Don Brown. 4/2025. 17 Quotes on Childhood Trauma and Healing.) Then what is trauma? Trauma is not limited to a specific happening; it is typically an event or experience that is so upsetting and stressful that it has a serious and negative impact on a person’s psychological, physiological, and emotional well-being. Frequency of exposure, duration, and severity of exposure to these events largely impact the severity of the trauma that the victim sustains.

One essential thing to know about trauma is that it is relative; what I mean by that is, the individual determines trauma and how they are affected by the event. What is traumatic to one individual may not be perceived that way to another; this is largely based on the individual's reaction and perception of the events. “Determining who will develop a trauma-related disorder is incredibly difficult, as every person will respond to traumatic incidents in their own unique ways. It’s important to note that some people may experience an event as highly traumatic, while others may not experience the same event as traumatic.” (Ashley Ertell, LCSW, BCD, C-DBT 2/2/2023. The Different Types of Trauma Explained. www.talkspace.com/blog/types-of-trauma)

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The CDC has a lot of great information and resources for caretakers and families on trauma, prevention and managing the effects of trauma. This website contains an overview of what ACEs are, outcomes and prevention as well as some quick facts and statistics. It contains a link to resources as well as program essentials for prevention.

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This page defines adverse childhood experiences, presents the latest data, and describes outcomes.

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This article has a frequently asked questions section. This is also a nice quick visual reference with simple summaries and could be posted in an office or breakroom. Could also be used as a handout for parents and caregivers.

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Harvard Infographic on ACEs and Toxic Stress

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This was just posted by Harvard. I thought all of us could use access to it, for use in our schools and the settings we work in. The full image is on the attached PDF.

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"OUR MISSION is to raise the standard of care and improve access to services for traumatized children, their families and communities throughout the United States."

This is a very easy to navigate resource with a wide variety of resources, definitions, treatments, care, and even courses for parents and caregivers. This article contains helpful links for families and educators.

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The National Child Traumatic Stress Network

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Children whose families and homes do not provide consistent safety, comfort, and protection may develop ways of coping that allow them to survive and function day to day. For instance, they may be overly sensitive to the moods of others, always watching to figure out what the adults around them are feeling and how they will behave. They may withhold their own emotions from others, never letting them see when they are afraid, sad, or angry. These kinds of learned adaptations make sense when physical and/or emotional threats are ever-present. As a child grows up and encounters situations and relationships that are safe, these adaptations are no longer helpful, and may in fact be counterproductive and interfere with the capacity to live, love, and be loved.

Complex trauma can affect children in a multitude of ways. Here are some common effects.

Attachment and Relationships

The importance of a child's close relationship with a caregiver cannot be overestimated. Through relationships with important attachment figures, children learn to trust others, regulate their emotions, and interact with the world; they develop a sense of the world as safe or unsafe, and come to understand their own value as individuals. When those relationships are unstable or unpredictable, children learn that they cannot rely on others to help them. When primary caregivers exploit and abuse a child, the child learns that he or she is bad and the world is a terrible place.

The majority of abused or neglected children have difficulty developing a strong healthy attachment to a caregiver. Children who do not have healthy attachments have been shown to be more vulnerable to stress. They have trouble controlling and expressing emotions, and may react violently or inappropriately to situations. Our ability to develop healthy, supportive relationships with friends and significant others depends on our having first developed those kinds of relationships in our families. A child with a complex trauma history may have problems in romantic relationships, in friendships, and with authority figures, such as teachers or police officers.

Physical Health: Body and Brain

From infancy through adolescence, the body's biology develops. Normal biological function is partly determined by environment. When a child grows up afraid or under constant or extreme stress, the immune system and body's stress response systems may not develop normally. Later on, when the child or adult is exposed to even ordinary levels of stress, these systems may automatically respond as if the individual is under extreme stress. For example, an individual may experience significant physiological reactivity such as rapid breathing or heart pounding, or may "shut down" entirely when presented with stressful situations. These responses, while adaptive when faced with a significant threat, are out of proportion in the context of normal stress and are often perceived by others as "overreacting" or as unresponsive or detached.

Stress in an environment can impair the development of the brain and nervous system. An absence of mental stimulation in neglectful environments may limit the brain from developing to its full potential. Children with complex trauma histories may develop chronic or recurrent physical complaints, such as headaches or stomachaches. Adults with histories of trauma in childhood have been shown to have more chronic physical conditions and problems. They may engage in risky behaviors that compound these conditions (e.g., smoking, substance use, and diet and exercise habits that lead to obesity).

Complexly traumatized youth frequently suffer from body dysregulation, meaning they over-respond or under-respond to sensory stimuli. For example, they may be hypersensitive to sounds, smells, touch or light, or they may suffer from anesthesia and analgesia, in which they are unaware of pain, touch, or internal physical sensations. As a result, they may injure themselves without feeling pain, suffer from physical problems without being aware of them, or, the converse - they may complain of chronic pain in various body areas for which no physical cause can be found.

Emotional Responses

Children who have experienced complex trauma often have difficulty identifying, expressing, and managing emotions, and may have limited language for feeling states. They often internalize and/or externalize stress reactions and as a result may experience significant depression, anxiety, or anger. Their emotional responses may be unpredictable or explosive. A child may react to a reminder of a traumatic event with trembling, anger, sadness, or avoidance. For a child with a complex trauma history, reminders of various traumatic events may be everywhere in the environment. Such a child may react often, react powerfully, and have difficulty calming down when upset. Since the traumas are often of an interpersonal nature, even mildly stressful interactions with others may serve as trauma reminders and trigger intense emotional responses. Having learned that the world is a dangerous place where even loved ones can't be trusted to protect you, children are often vigilant and guarded in their interactions with others and are more likely to perceive situations as stressful or dangerous. While this defensive posture is protective when an individual is under attack, it becomes problematic in situations that do not warrant such intense reactions. Alternately, many children also learn to "tune out" (emotional numbing) to threats in their environment, making them vulnerable to revictimization.

Difficulty managing emotions is pervasive and occurs in the absence of relationships as well. Having never learned how to calm themselves down once they are upset, many of these children become easily overwhelmed. For example, in school they may become so frustrated that they give up on even small tasks that present a challenge. Children who have experienced early and intense traumatic events also have an increased likelihood of being fearful all the time and in many situations. They are more likely to experience depression as well.

Dissociation

Dissociation is often seen in children with histories of complex trauma. When children encounter an overwhelming and terrifying experience, they may dissociate, or mentally separate themselves from the experience. They may perceive themselves as detached from their bodies, on the ceiling, or somewhere else in the room watching what is happening to their bodies. They may feel as if they are in a dream or some altered state that is not quite real or as if the experience is happening to someone else. Or they may lose all memories or sense of the experiences having happened to them, resulting in gaps in time or even gaps in their personal history. At its extreme, a child may cut off or lose touch with various aspects of the self.

Although children may not be able to purposely dissociate, once they have learned to dissociate as a defense mechanism they may automatically dissociate during other stressful situations or when faced with trauma reminders. Dissociation can affect a child's ability to be fully present in activities of daily life and can significantly fracture a child's sense of time and continuity. As a result, it can have adverse effects on learning, classroom behavior, and social interactions. It is not always evident to others that a child is dissociating and at times it may appear as if the child is simply "spacing out," daydreaming, or not paying attention.

Behavior

A child with a complex trauma history may be easily triggered or "set off" and is more likely to react very intensely. The child may struggle with self-regulation (i.e., knowing how to calm down) and may lack impulse control or the ability to think through consequences before acting. As a result, complexly traumatized children may behave in ways that appear unpredictable, oppositional, volatile, and extreme. A child who feels powerless or who grew up fearing an abusive authority figure may react defensively and aggressively in response to perceived blame or attack, or alternately, may at times be overcontrolled, rigid, and unusually compliant with adults. If a child dissociates often, this will also affect behavior. Such a child may seem "spacey", detached, distant, or out of touch with reality. Complexly traumatized children are more likely to engage in high-risk behaviors, such as self-harm, unsafe sexual practices, and excessive risk-taking such as operating a vehicle at high speeds. They may also engage in illegal activities, such as alcohol and substance use, assaulting others, stealing, running away, and/or prostitution, thereby making it more likely that they will enter the juvenile justice system.

Cognition: Thinking and Learning

Children with complex trauma histories may have problems thinking clearly, reasoning, or problem solving. They may be unable to plan ahead, anticipate the future, and act accordingly. When children grow up under conditions of constant threat, all their internal resources go toward survival. When their bodies and minds have learned to be in chronic stress response mode, they may have trouble thinking a problem through calmly and considering multiple alternatives. They may find it hard to acquire new skills or take in new information. They may struggle with sustaining attention or curiosity or be distracted by reactions to trauma reminders. They may show deficits in language development and abstract reasoning skills. Many children who have experienced complex trauma have learning difficulties that may require support in the academic environment.

Self-Concept and Future Orientation

Children learn their self-worth from the reactions of others, particularly those closest to them. Caregivers have the greatest influence on a child's sense of self-worth and value. Abuse and neglect make a child feel worthless and despondent. A child who is abused will often blame him- or herself. It may feel safer to blame oneself than to recognize the parent as unreliable and dangerous. Shame, guilt, low self-esteem, and a poor self-image are common among children with complex trauma histories.

To plan for the future with a sense of hope and purpose, a child needs to value him- or herself. To plan for the future requires a sense of hope, control, and the ability to see one's own actions as having meaning and value. Children surrounded by violence in their homes and communities learn from an early age that they cannot trust, the world is not safe, and that they are powerless to change their circumstances. Beliefs about themselves, others, and the world diminish their sense of competency. Their negative expectations interfere with positive problem-solving, and foreclose on opportunities to make a difference in their own lives. A complexly traumatized child may view himself as powerless, "damaged," and may perceive the world as a meaningless place in which planning and positive action is futile. They have trouble feeling hopeful. Having learned to operate in "survival mode," the child lives from moment-to-moment without pausing to think about, plan for, or even dream about a future.

Long-Term Health Consequences

Traumatic experiences in childhood have been linked to increased medical conditions throughout the individuals' lives. The Adverse Childhood Experiences (ACE) Study is a longitudinal study that explores the long-lasting impact of childhood trauma into adulthood. The ACE Study includes over 17,000 participants ranging in age from 19 to 90. Researchers gathered medical histories over time while also collecting data on the subjects' childhood exposure to abuse, violence, and impaired caregivers. Results indicated that nearly 64% of participants experienced at least one exposure, and of those, 69% reported two or more incidents of childhood trauma. Results demonstrated the connection between childhood trauma exposure, high-risk behaviors (e.g., smoking, unprotected sex), chronic illness such as heart disease and cancer, and early death.

Economic Impact

The cumulative economic and social burden of complex trauma in childhood is extremely high. Based upon data from a variety of sources, a conservative annual cost of child abuse and neglect is an estimated $103.8 billion, or $284.3 million per day (in 2007 values). This number includes both direct costs-about $70.7 billion-which include the immediate needs of maltreated children (hospitalization, mental health care, child welfare systems, and law enforcement) and also indirect costs-about $33.1 billion-which are the secondary or long-term effects of child abuse and neglect (special education, juvenile delinquency, mental health and health care, adult criminal justice system, and lost productivity to society).

A recent study examining confirmed cases of child maltreatment in the United States found the estimated total lifetime costs associated with child maltreatment over a 12-month period to be $124 billion. In the 1,740 fatal cases of child maltreatment, the estimated cost per case was $1.3 million, including medical expenses and productivity loss. For the 579,000 non-fatal cases, the estimated average lifetime cost per victim of child maltreatment was $210,012, which includes costs relating to health care throughout the lifespan, productivity losses, child welfare, criminal justice, and special education. Costs for these nonfatal cases of child maltreatment are comparable to other high-cost health conditions (i.e., $159,846 for stroke victims and $181,000 to $253,000 for those with Type 2 diabetes).

In addition to these costs are the "intangible losses" of pain, sorrow, and reduced quality of life to victims and their families. Such immeasurable losses may be the most significant cost of child maltreatment.

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Children whose families and homes do not provide consistent safety, comfort, and protection may develop ways of coping that allow them to survive and function day to day.

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This is an informative article for students of early childhood education and educators; it discusses specific signs of trauma and is organized by age groups for quick and easy reference points. It discusses how we can advocate for young children and have a positive impact on children and families who have experienced trauma.

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Many early childhood education degree programs explore how trauma can damage a child's ability to learn and have successful relationships.

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“The Centers for Disease Control and Prevention (CDC) reports that approximately 64% of adults experienced at least one Adverse Childhood Experience (ACE), including those stemming from household dysfunction, before age 18. More specifically, child maltreatment statistics from the Annie E. Casey Foundation show that the rate of confirmed maltreatment was 8 in every 1,000 children in 2020 and 2021, with neglect being the most common form of abuse.” (Annie E Casey Foundation. 2024, Child Welfare and Foster Care Statistics. www.aecf.org/blog/child-welfare-and-foster-care-statistics, 10/2024 About Adverse Childhood Experiences. www.cdc.gov/aces/about). It is important to remember that the statistics are likely higher as many incidents go unreported. When the largest source of pain for a child is also their most significant source of comfort, it is sometimes impossible for a child to even identify that something is not right. This is why, as educators and mandated reporters, it is so important to be trauma informed.

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Why Is Trauma-informed Care Important In Preschool? - Child Welfare Network

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This is a more in-depth, hour-long webinar that is very informative and would be good for someone just starting out in Early Childhood. This video covers topics like basic principles of trauma informed care, the 2 e's and 4 r's of trauma, interventions, empowerment, building resilience, cultural and peer resources. Other good videos by the same creator are, 15 Strategies for Recovering from Trauma, Complex PTSD, Rewiring the Traumatized Brain, and 35 Cognitive Behavioral Therapy Tools.

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Essential Trauma Informed Interventions for Trauma Recovery & Healing

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This explains what Cognitive Behavioral Therapy is, and who it can be used with. There are two links to fact sheets, one is culture specific fact sheet. CBT is a structured, goal-oriented form of talk therapy. Therapists work with patients to develop and implement strategies to cope with and modify thinking process and negative behaviors caused by trauma exposure. CBT is tailored to help individual's overcome challenges specific to them.

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The National Child Traumatic Stress Network

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AF-CBT is a trauma-informed, evidence-based treatment designed to improve the relationships between children and caregivers in families involved in arguments, frequent conflict, physical force/discipline, child physical abuse, or child behavior problems. It is appropriate for use with physically coercive/abuse parents and their school-aged children. It is used primarily in outpatient and in-home settings.

School-age children; for youth experiencing a wide range of traumas

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Alternatives for Families - A Cognitive Behavioral Therapy

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AF-CBT is a trauma-informed, evidence-based treatment designed to improve the relationships between children and caregivers in families involved in arguments, frequent conflict, physical force/discipline, child physical abuse, or child behavior problems. It is appropriate for use with physically coercive/abuse parents and their school-aged children. It is used primarily in outpatient and in-home settings.

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This article contains studies on 12 different interventions, Sunshine Circles, ETA, Roots of Resilience, Trauma Smart, STRIVE, 2Gen, Thrive, HSTS, Trauma supplement intervention, Partnerships Program,

TIC BSC Initiative, and NHTC. This article discusses pros and cons of each. There is data to support the claims and there are supplemental resources at the end of the article. Being able to view the different interventions and their strengths and weaknesses helps to get a clear picture of effectiveness of these interventions.

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Trauma-informed Interventions in Early Childhood Education and Care Settings: A Scoping Review

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Trauma in early childhood is a significant public health concern. Early Childhood Education and Care (ECEC) services are uniquely positioned to buffer the negative impact of early childhood trauma on children. This scoping review synthesized studies…

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A child’s ability to learn and feel safe is directly affected by exposure to trauma. As previously discussed, it is clear that even more children than reported have or will experience trauma in their young lives. In discussing the potential consequences of these experiences, we understand that all types of traumas can undermine children’s abilities to learn, form supportive relationships, follow classroom expectations, and form healthy attachments. Because we are aware of the effects that trauma can have on a child, it is our responsibility to create trauma-informed environments in which children can thrive and heal. By creating trauma-informed classrooms, we are providing an environment that is both inclusive and beneficial to all students. Providing age appropriate, well-made sensory toys and manipulatives is a large part of this.

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Best Sensory Toys of 2024, Tested & Reviewed

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Sensory toys help babies, toddlers, and big kids play creatively while exposing them to novel sensory experiences that enrich their little worlds.

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This is a very basic explanation of how and why we create trauma informed environments for children. It discusses the importance of recognizing signs of trauma, understanding the impact, creating a supportive environment and keeping focus on providing a safe learning environment. It also covers the significance of establishing clear behavioral expectations, open communication, predictable routines and being aware of potential triggers in the environment or schedule.

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How Do You Establish A Trauma-informed, Safe Classroom Environment? - Childhood Education Zone

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Using timers in the classroom have many benefits. They are both audio and visual cues to help children learn about time management as well as aiding in creating smooth and predictable transitions in a classroom setting. This is also a good tool to help promote independence. I liked the variety of timers offered and feel that this is a must have resource in a classroom.

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Jill Staake, B.S., Secondary ELA Education

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12 Best Classroom Timers For Teachers and Students

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The best bets for keeping your learning on track.

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This blog explains the importance of a safe place, its purpose and offers free printable resources to display in your own space. Offering a place for students to practice self-regulation, learn about appropriate social-emotional responses, and develop positive coping strategies to overwhelming stimulus is a component of a successful trauma informed environment.

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Some books that I recommend are How I Feel When I Hear NO. by Ronit Farzam. This book talks about big emotions and working with an adult to navigate those big feelings. It also contains a nice little reader's note that contains additional information with tips and techniques.  Conscious Discipline and Dr. Becky Bailey have the Shubert and Sophie Series, which does a nice job of covering a variety of scenarios that are common in young children. Taco Falls Apart. by Brenda S. Miles. This book is evidence based and science-informed; it helps children understand how their feelings, thoughts, and behaviors are responsible for shaping who they are. This next book has beautiful illustrations and interactive mindfulness techniques for children and adults that are both engaging and aesthetically pleasing. Breathe Like A Bear by Kira Willey and Charon Normand-Widmer. My No, No, No Day by Rebecca Patterson is a story about a girl who is not having a very good day; she is arguing with her mom, her brother is bugging her, and she is shouting in displeasure. Her mom begins her bedtime ritual, and they talk about her feelings, and the book ends on a positive interaction between mom and girl. B is for Breathe: The ABCs of Coping with Fussy and Frustrating Feelings (Kids Healthy Coping Skills Series) by Dr. Melissa Munro Boyd. There are other books in this series, but this one is my favorite. This book uses the alphabet to walk children through a variety of coping skills and expressing their feelings. This book also has great illustrations. Our Class is a Family by Shannon Olsen is a great story about connections between teachers and students and explores non familial bonds. Broken Crayons Still Color by Toni Collier and Whitney Bak this book is about the big emotions and anxiety that can come with starting school and has positive messages about how even bad situations can turn around. The Color Monster by Anna Llenas is a fun colorful book about identifying and managing emotions with a lot of fun visuals to keep kids engaged. All of these books can be found on Amazon and would make an impactful addition to a trauma-informed classroom. Books are such an important part of the classroom for many reasons. First books help build a sense of community by normalizing experiences and letting children know that they are not alone. They give children access to vocabulary and language that can be used to express themselves healthily. Books can reduce stigma as well as model resilience and build empathy skills in young children. Next books promote emotional regulation, build trust and a sense of safety, and finally, many of these books discuss coping skills and show the characters coming to a positive resolution after making appropriate choices.

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Part E Resources for Parents and Caregivers

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Part E Resources for Parents and Caregivers

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Conscious Discipline is what we have used in every program I have worked in. It is an evidence-based, trauma-informed approach that focuses on building a child up through positive redirection, refocus and modeling self-regulation and other coping skills as opposed to a punishment-based approach. Fostering an environment of safety and connection between students and educators promotes a warm setting for children to learn and grow.

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Access over 300 free and premium digital resources including video, audio, printables, song lyrics, assessment rubrics and much more.

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Part E Resources for Parents and Caregivers

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Part E Resources for Parents and Caregivers

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Trigger Warning* This video discusses an instance of sexual abuse but also the misconception that we are all taught as children. The myth is that strangers are to be feared, are dangerous and family is safe and should be trusted. "Sexual abuse: Statistics on child sexual abuse specifically highlight the "stranger danger" myth.

Research indicates that between 90% and 93% of child sexual abuse victims know their abuser. One study found that acquaintances, such as friends of the family, babysitters, or neighbors, accounted for about 60% of perpetrators, relatives for about 30%, and strangers for only about 10%. A 2000 Bureau of Justice Statistics report found that in cases reported to law enforcement, only 7% of juvenile victims were abused by a stranger." (Don’t Take Candy from a Stranger: The Myths of Child Abuse. Amber Bloss 2024.) Important information for both caregivers and parents to be aware of, the speaker has an important message about resilience,healing and finding purpose after trauma.

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Understanding childhood trauma and abuse | Tanya Waymire | TEDxFlowerMound

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Part E Resources for Parents and Caregivers

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Part E Resources for Parents and Caregivers

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An informational discussion on depression, anxiety and suicide in children and teenagers. The speaker corelates the introduction of technology and distracted parenting on mental health in children. With tips on how to support children and families in times of mental health crisis. Rates of childhood depression and suicide continue to rise. "In 2024-2025, recent data shows around 40% of high school students experienced persistent sadness or hopelessness, 20% considered suicide, and 9% attempted it. For the broader age group of 12-17, 15.4% had a major depressive episode, and 2.6 million teens had serious thoughts of suicide in the past year. Data from 2022-2023 indicates 1 in 3 youth ages 12-17 had a mental, emotional, developmental, or behavioral problem." This is a topic that weighs heavily on my heart and mind and is part of my "why" for being an early childhood educator. I believe that intervening when children are young can have a drastic impact on these outcomes over time. I found what he had to say both interesting and beneficial for parents and educators.

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How families can support a child's mental health | Paul Sunseri | TEDxFondduLac

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Part E Resources for Parents and Caregivers

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Part E Resources for Parents and Caregivers

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Addressing the elephant in the room, challenging behavior. The effects on parents, families, the children and how it is causing teacher burnout as well as a shortage of teachers. J. Stuart Abion acknowledges the significant issue that this has become in schools, homes and society. His main focus is that children will do well if they can, that it is not a choice. Skills not will. If children could do well they would and how it is the educators job to teach children skills that will help them to succeed. The areas of Flexibility, problem solving and frustration tolerance are skills and are a stage of development and children can have learning disabilities in these areas while excelling in other areas. This is a great resource for educators but as a parent of a socially emotionally impaired child, this brought up great points that I needed to hear as well.

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Rethinking Challenging Kids-Where There's a Skill There's a Way | J. Stuart Ablon | TEDxBeaconStreet

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Part E Resources for Parents and Caregivers

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Part E Resources for Parents and Caregivers

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This is a directory of local coalitions in the state that you can search by county. Function of a coalition is to coordinate community partners including families in efforts to raise awareness, provide training and education that is trauma-informed, reduce and prevent the impact of traumatic experiences, promoting resilience building within the community and supporting research to improve trauma-informed systems.

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This is a collection of community resources located in and serving Wexford County. I have provided a large list of counselors and therapists, food pantries, and organizations that can assist and support families with food, utilities, housing, health and childcare needs as well.

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This organization services all of Michigan and provides support, resources and education to families and children with disabilities. They serve individuals' birth to twenty-six and their families. They offer mentorship programs and workshops to parents and they also provide referrals.

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The Conscious Discipline Brain State Model handouts.

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This a Client Assistance Program that offers a variety of services including, advocacy services and legal representation for individuals with disabilities.

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What Are Protection & Advocacy Agencies - Disability Rights Michigan

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Formerly Michigan Protection & Advocacy Services, Inc.

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This website offers educational resources, materials, and other services. The purpose of the website is to empower People with autism and their families and by providing support.

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The mission of Autism Support of Michigan (ASM) is to assure full participation and self-determination in every aspect of life for each individual. We will realize this vision by opening avenues of self-advocacy and advocating on behalf of others in a way that values equity, respect, dignity and diversity in all communities.

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When I had my own classroom, this was my morning group song. I feel this is a staple to a trauma informed classroom.

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Doggyland & Snoop Dogg - Affirmation Song (Lyrics)

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This is another option for morning group in a preschool setting. It is a wonderful way to get everyone together and ready to listen and learn.

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This is what we use in my current classroom at the beginning of large group. It is a great brain break as well as a lovely connector.

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Good Morning | Conscious Discipline Brain Smart Start

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This website has both the adult screener and the pediatric screener for ACEs. Screeners are offered in 17 languages. There are two different types of screenings, De-Identified Screening: Respondents count the number of ACE categories on the screening tool and indicate only the total score — without identifying which ACE(s) they or their child experienced. "Identified Screening: Respondents count the number of ACE categories on the screening tool and indicate which ACE(s) they or their child have experienced." (acesaware.org) This website also offers the PEARLS screening tool for children 0-19 years old, it is offered in three different versions.

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"The original ACE study was conducted at Kaiser Permanente from 1995 to 1997 with two waves of data collection. Over 17,000 Health Maintenance Organization members from Southern California receiving physical exams completed confidential surveys regarding their childhood experiences and current health status and behaviors." This is a brief history of ACEs and has links to more in depth information and other related topics.

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About the CDC-Kaiser ACE Study |Violence Prevention|Injury Center|CDC

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Adverse childhood experiences (ACEs) are categorized into three groups: abuse, neglect, and household challenges. Each category is further divided into multiple subcategories. Participant demographic information is available by sex, race, age, and education. The prevalence of ACEs is organized by category.

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This editorial discusses the importance of screening for ACEs in all medical encounters. "The practical, insightful value of adverse childhood experience (ACE) screening of individuals in the clinic to preventive and clinical medicine is profound. There are more than 600,000 substantiated cases of child abuse or neglect (CAN) each year in the U.S., including at least 1,700 child maltreatment homicides annually" (The Importance of Screening for Adverse Childhood Experiences (ACE) in all Medical Encounters. Jeoffry B Gordon, Vincent J Felitty.) Between schools, early intervention programs and physicians, we are a child's first line of protection. It is so important for young children to have safe adults looking out for them and advocating for them if needed. Considering that schools require immunization records and certain medical records when enrolling children, these records are valuable tools that give educators information about a child's overall wellbeing.

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The Importance of Screening for Adverse Childhood Experiences (ACE) in all Medical Encounters

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The practical, insightful value of adverse childhood experience (ACE) screening of individuals in the clinic to preventive and clinical medicine is profound. There are more than 600,000 substantiated cases of child abuse or neglect (CAN) each year in the U.S., including at least 1,700 child maltreatment homicides annually1—about as many deaths as are caused by childhood cancer. In children aged <18 years, the population prevalence of identified CAN is at least 1 in 8.2 Among U.S. adults living in the community, the prevalence of an ACE score of 4 or more is 15.6% or 1 in 6 adults.3 An ACE score is not a diagnosis but is a proven4 screen for assessing CAN categories, which contribute to many physical and mental illnesses.3 The ACE score reflects the number of categories (not events) of adverse childhood events experienced in the first 18 years of life. Many but not all persons who experience the sentinel circumstances enumerated by the ACE score will develop damaging outcomes. The effects of CAN trauma can be mitigated by positive childhood experiences, which strengthen integrity and resilience.5,6 Child welfare social services are evolving to emphasize promoting positive experiences in at-risk families with children. The biomedical and economic benefits of ACE screening have been sufficient to result in supportive legislation in 39 states and the District of Columbia as of 2021.7

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A guide to ACEs, this article covers who and how you should use an ACEs screener. It is recommended that children be screened annually for Adverse Childhood Effects. This contains resources, "How To's" and sample screening scripts that could be helpful to those just beginning to conduct the screenings.

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Step 1: Determine Who and How You Will Screen - ACEs Aware

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This video contains a discussion with visuals on the brain states and gives a good description of how trauma effects the brain states. The speaker is very descriptive and gives specific examples of signs and behaviors that can manifest after someone has been exposed to Adverse Childhood Experiences. She also provides examples of the way that people may think when they have had these experiences.

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Adverse Childhood Experiences: What’s it got to do with me? | Rachel Symmons | TEDxUoChester

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This video talks about the difference between healthy stress and toxic stress. It discusses examples of events that would be considered ACEs. This video discusses Epigenetics and the changes caused by Adverse Childhood Experiences. The video highlights that the negative effects of ACEs can be reversed by warm, interactive caregivers.

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Adverse Childhood Experiences (ACEs): Impact on brain, body and behaviour

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This post identifies types of trauma, explores how therapy can help the effects of trauma, types of therapy available for trauma and PTSD, the benefits of trauma therapy and a number of trauma related resources. This article would be helpful information for educators and caregivers alike.

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Trauma therapy, or trauma-focused therapy, is a specific approach to therapy that is built on the understanding of how traumatic experiences affect an individual’s mental, emotional, and physical well-being. This type of therapy aims to help survivors heal from the effects of trauma.

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This is a podcast that talks specifically about how parents can help children who have experienced trauma. The guests speak about the importance of early intervention and reversing the effects of trauma. There are tips on this podcast I feel would be helpful to parents dealing with this sensitive matter.

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Trauma Informed Parent Podcast: Help for Support and Healing

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Emotional abuse is harder to identify than physical abuse and due to the nature of this type of abuse victims often suffer from low self-esteem and are left feeling insecure. Because of this, often victims of emotional abuse question whether or not they have been abused.

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This is a very interesting resource with tons of statistics related to different types of traumas. This resource is different in the fact that it shows statistics in a variety of graphs, charts and shows side by side comparisons of statistics for men vs women, children and adolescents. This source explores the likelihood of developing illnesses or physical symptoms of trauma in direct correlation with how many ACEs they have experienced.

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Childhood Trauma Statistics - Compassion Prison Project

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How Common Are Adverse Childhood Experiences (ACEs)? 64% of the U.S. population has at least one ACE. No Data Found cdc.gov 98% of the prison population has at least one ACE. No Data Found Compassion Prison Project Comparison of ACE Categories ACE Prevalence in Men General Population vs. Incarcerated Population Emotional Abuse 35% 63% Physical Abuse 19% 60% Sexual Abuse…

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This book by Dr. Becky Bailey covers the importance of connection and using "I love you rituals" and examples of games, rhymes and connection activities that can be used in an early childhood classroom. This is a really useful tool for educators.

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Published by Quill, New York, NY, 2000

Condition: New Soft cover

About this Item

Paperback. &quot;I Love You Rituals&quot; offers more than seventy delightful rhymes and games that send the message of unconditional love and enhance children&#039;s social, emotional, and school success.Winner of a 1999 Parent&#039;s Guide Children&#039;s Media Award, these positive nursery rhymes, interactive finger plays, soothing games, and physically active can be played with children from infancy through age eight. In only minutes a day, these powerful rituals: Prime a child&#039;s brain for learning Help children cope with change Enhance attention, cooperation, and self-esteem Help busy families stay close Affirm the parent-child bond that insulates children from violence, peer pressure, and drugs, and much more. Easy to learn and especially effective in stressful situations, &quot;I Love You Rituals &quot;gives parents, grandparents, caregivers, and teachers inspiring tools to help children thrive. More than 70 fun, easy, brain-building activities are included in this guidebook for parents to dramatically improve children&#039;s behavior, build emotional intelligence, and transform adult-child relationships. Line art. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

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Synopsis

I Love You Rituals offers more than seventy delightful rhymes and games that send the message of unconditional love and enhance children's social, emotional, and school success.
This perennial, award-winning book offers parents a lifetime of rituals and practices to incorporate into daily life with their children. These positive nursery rhymes, interactive finger plays, soothing games, and physical activities can be played with children from infancy through age eight. In only minutes a day, these powerful rituals:

Prime a child's brain for learning

Help children cope with change

Enhance attention, cooperation, and self-esteem

Help busy families stay close

Affirm the parent-child bond that insulates children from violence, peer pressure, drugs, and much more.

Easy to learn and especially effective in stressful situations, I Love You Rituals gives parents, grandparents, caregivers, and teachers inspiring tools to help children thrive.

About the Author

Becky A. Bailey, Ph.D., specializes in early childhood education and developmental psychology. Her lectures reach more than 20,000 people annually, and her awards include a Parents' Choice Foundation commendation for three of her parenting audiotapes. She has appeared on CNN, PBS, and The Hour of Power with Dr. Robert Schuller, among other programs. She lives in Oviedo, Florida.

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42 Apex Drive, Truganina, VIC, 3029, Australia

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ISBN: 9780688161170 - 1st Edition - Paperback - Quill, New York, NY - 2000 - Condition: new - Paperback. "I Love You Rituals" offers more than seventy delightful rhymes and games that send the message of unconditional love and enhance children's social, emotional, and school success.Winner of a 1999 Parent's Guide Children's Media Award, these positive nursery rhymes, interactive finger plays, soothing games, and physically active can be played with children from infancy through age eight.

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This book asks us to shift adult mindset and a positive way to teach social-emotional learning to young children. This book explores self-regulation, emotional intelligence and problem-solving skills. There is a focus on empathy and building strong relationships with your students. This is another great resource for educators.

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Conscious Discipline Building Resilient Classrooms by Dr. Becky A. Bailey: (2015) | clickgoodwillbooks

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ISBN: 9781889609515 - Soft cover - ZCUOO - 2015 - Used - Acceptable: All pages and the cover are intact, but shrink wrap, dust covers, or boxed set case may be missing. Pages may include limited notes, highlighting, or minor water damage but the text is readable. Item may be missing bundled media. - Conscious Discipline Building Resilient Classrooms

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Part E Resources for Parents and Caregivers.

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Part E Resources for Parents and Caregivers.

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This covers a wide range of topics for parents of children and teenagers with trauma. There are links to resources by topic as well as information on the website itself. There is a "psychiatrist finder," a list of books for young children on a variety of subjects relating to different traumas, as well as other reputable websites with helpful information.

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Frequently asked questions about the effect of depression on children and adolescents.

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This resource is available 24 hours a day, 7 days a week and 365 days a year. There are a couple ways to search, you can search by topic, category or through a search database. There are also several ways to contact 211. You can call, text, chat or search. This is a quick and convinient way to access and search for services in your area.

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Need help with food, housing, or paying utility bills? Need help with a community disaster? Just call, text, or search online to find help.