# data[].attributes.body
This is one of the best infographics I have come across- I will be printing it and posting it in my classroom. It does an incredible job of breaking down the most important dos and donts of building a supportive classroom environment, including routines, safe spaces, etc. It also emphasizes how important it is to not penalize students behaviors that are a result of trauma.

# data[].attributes.body
The DECA is an assessment tool that measures a child's capacity for multiple factors including: emotional regulation, relationship building, initiative showing, etc. When paired with the ACES, it can be an incredibly powerful tool.

# data[].attributes.attachment_link.title
Devereux’s Early Childhood Assessment Program turns everyday interactions into lifelong skills - Devereux Advanced Behavioral Health

# data[].attributes.attachment_link.description
The Devereux Center for Resilient Children’s “Devereux Early Childhood Assessment” (DECA) Program provides teachers and families with a strength-based assessment and planning system designed to promote resilience in children.

# data[].attributes.headline
The Life Course Perspective and other Theoretical Approaches to ACE 

# data[].attributes.subject
The Life Course Perspective and other Theoretical Approaches to ACE 

# data[].attributes.body
https://downloads.aap.org/AAP/PDF/ttb_aces_consequences.pdf

While this resource is primarily for early career pediatricians, it is incredibly helpful for anyone working with children in a professional context. This document explains several theoretical outlooks regarding trauma and different definitions in a way that is easy to understand. For instance, they discuss the Life Course Perspective- which stresses the importance of viewing one’s life as an arc, not a linear set of organized, sequential events, and how this can help us to view trauma in the context of one’s life, one in a series of defining moments- not THE defining moment.

# data[].attributes.headline
Essentials for Healthy Relationships and Development

# data[].attributes.subject
Essentials for Healthy Relationships and Development

# data[].attributes.body
https://www.cdc.gov/child-abuse-neglect/media/pdf/essentials-for-childhood-framework508.pdf

This guide by the CDC is incredibly impactful, because in great detail it outlines the most important factors that can enhance emotional, behavioral, and cognitive development using social development as an axis point. It absolutely emphasizes the importance of trust and strong supportive networks for young, growing minds, and particularly for those who have experienced a trauma.

# data[].attributes.body
This fact sheet specifically focuses on trauma informed planning in response to COVID, but is absolutely applicable in other contexts. This fact sheet includes the importance of asessments, and planning, in response to trauma to inform learning strategies.

# data[].attributes.body
https://developingchild.harvard.edu/science/key-concepts/resilience/

This resource is a scholarly tool from Harvard that does a wonderful job of outlining what resilience is and how it can develop. One of the theories that they draw attention to is that resilience can be compared to a seesaw, where either end is a positive or negative outcome. The more you put on the other side is what tips the scale. Yes, a child might have high ACES, which would weigh the scale down at the negative outcomes side. However, if other supports are placed on the other side: strong parental relationships, therapy, play, school supports, and more, then the seesaw can tip towards a positive outcome.

# data[].attributes.attachment_link.provider_name
Center on the Developing Child at Harvard University

# data[].attributes.attachment_link.description
Science tells us that some children develop resilience, or the ability to overcome serious hardship, while others do not. Understanding why is crucial.

# data[].attributes.headline
Infographic for non-parent adults in Child's life

# data[].attributes.subject
Infographic for non-parent adults in Child's life

# data[].attributes.body
There are also shorter, more general rescources for people in a child's life that are not family or educators, like coaches, church officials, etc. For instance, this one pager is an excellent rescource. It succinctly and simply explains what trauma can do to the body- cause a state of fight, flight, or freeze, as a survival mechanism, and if triggered, this mechanism causes a reaction to stay safe. So that child may not feel or act safe even if they are- this is not a "bad" behavior, or them being dramatic or illogical, it is a conditioned response.

# data[].attributes.body
https://ispfostering.org.uk/childhood-trauma-brain-development/

Childhood trauma can impact brain development. This can occur in a lot of the ways. Some instances of these changes include:

Increased/malfunctioning stress hormone release

stunted hippocampus (memory part of brain)

changes in prefrontal cortex (impacts critical thinking, decision making)

# data[].attributes.attachment_link.readable_text
This can leave the child feeling unsafe, fearful, irritated, and extremely sensitive to small everyday things such as a slightly raised voice or a classroom move. They may feel numb or not in contact with the here and now, they may redouble efforts to keep themselves feeling safe by anticipating and meeting the perceived needs of important people around them.

As well as causing elevated stress responses, trauma can also change the way the prefrontal cortex (aka 'the thinking centre') functions. This can make it more difficult to concentrate, make decisions and process new information. Similarly, brains which have adapted to danger may function differently in the anterior cingulate cortex (aka 'the emotional regulation centre'), so managing strong emotions can be challenging.

Studies have also shown that trauma can impact the hippocampus - a vital part of the brain that stores and retrieves memories, as well as distinguishes between past and present events. Therefore, traumatic memories can replay in a child's mind and seem like the threat is current, even if the memory happened in the past and the child is safer now. Triggers for these memories could be anything from a sound, smell, environment or situation to an image, movement, facial expression or touch.

# data[].attributes.attachment_link.title
How Trauma Affects Child Brain Development | ISP Fostering

# data[].attributes.attachment_link.description
Sadly, many children in care with complex needs, may struggle with their emotional regulation or find it difficult to communicate. This collection is aimed at foster parents to support you when caring for children with complex needs.

# data[].attributes.body
https://www.youtube.com/watch?v=vDzoXMNDyuc

This was a very helpful video, describing how important it is for educators ourselves to build our resilience, to prevent burn-out, develop our own learning, and be models for our students. They stress the importance of healthy habits, coping mechanisms, supportive peers and mentors, professional development, frequent check ins with superiors, checking up on our own mental wellbeing, and more. They include both actionable items for self-support and management, but also how to build and grow in relationships with superiors, other teachers, etc.

# data[].attributes.body
https://pmc.ncbi.nlm.nih.gov/articles/PMC7023740/#:~:text=Narrative%20Exposure%20Therapy%20for%20Children%20(KIDNET),-In%20the%20trial&text=During%20the%20treatment%2C%20the%20child,memory%20of%20the%20traumatic%20events

Narrative Exposure therapy is a type of therapy in which the patient narrates, documents, or orated their entire life, including traumatic events that shaped it. This helps the child to cope with the traumatic event, allowing them agency in framing and describing how the event ocurred and fits into the greater context of their life.

# data[].attributes.body
Children from foster care can be supported by parents in a variety of ways. Transitions, learning, and Identity are three key areas that children who have been impacted by trauma may need to be supported through to develope. In my teaching children, this has been the case. Children may need to be supported in managing transitions, becuase change can be a trigger, wether its from play to quiet time, between physical spaces rather than activities, and more. Children may also need support when it comes to learning: learning often involves exposure to new or unfamiliar objects, ideas, problems, which may be triggering. Additionally, identity may need work- a child's sense of self can be heavily impacted by their environment, for instance, if they have been verbally abused, etc.

# data[].attributes.body
Childhood traumatic experiences significantly impact emotional development. This can manifest as:

Persistent fear response: Stress/fear triggered by certain stimuli that poses no threat, but eicits memories

Hyperarousal: Increased sensitivity to social cues, for instance eye contact or physical touch.

# data[].attributes.attachment_link.title
3.3 Effects of childhood trauma on behavioural, social and emotional functioning – Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners

# data[].attributes.attachment_link.description
The changes in brain structure and chemical activity caused by childhood trauma can have a wide variety of effects on children’s behavioural, social, and emotional functioning.

# data[].attributes.body
https://downloads.aap.org/AAP/PDF/ttb_aces_consequences.pdf

This American Association of Pediatrics resource is a wonderful and very comprehensive tool that includes a lot of relevant information on childhood trauma, and the ACES in particular, and the physical and mental impacts that they can have in the long term. Specifically, they focus on the results of a study that demonstrates that adverse childhood experiences (ACEs) can contribute significantly to negative adult physical and mental health outcomes and affect more than 60% of adults.

# data[].attributes.body
Traumatic experiences for children can result in disorders like PTSD. In children, this can look like symtoms like bedwetting, agression, and others. This may also manifest in focus issues and fixations, for instance, a preoccupation with death, etc.

# data[].attributes.attachment_link.title
Childhood Trauma and its effect on Adulthood - CONCEPT Professional Training

# data[].attributes.attachment_link.description
Childhood development is a particularly crucial time. Stressful and traumatic events profoundly impact children, and new research demonstrates links between childhood trauma and long-term health. Learn what Childhood Trauma encompasses.

# data[].attributes.body
https://developingchild.harvard.edu/science/deep-dives/mental-health/

This Harvard resource discusses how trauma as a child can manifest in the body as “toxic stress”, which is a condition that causes an over active release of “flight or flight” hormones, causing a persistent feeling of fear and anxiety. It describes how this can take a significant toll on eating, sleeping, and other critical factors for wellness, emphasizing the importance of treatment of childhood toxic stress.

# data[].attributes.body
Trauma can impair the ability of a child to learn, as this resource describes. Behaviors can manifest as adversely impacting memory, cognition, problem solving, and other factors that are critical for development, learning, and growth in an early childhood setting.

# data[].attributes.body
https://www.nctsn.org/sites/default/files/resources//psychological_and_behavioral_impact_of_trauma_preschool.pdf

This resource from the National Child Traumatic Stress Network is a toolkit for teachers in early childhood education, describing some basics of types of trauma, and some behaviors that may manifest in the classroom. These behaviors can be: overstimulation to triggers like bright lights, noises, attachment to objects or family members. Increased distress and fear, and others.

# data[].attributes.body
Art is also a helpful tool for self regulation. It helps to regulate the mind and body through the manipulation of art materials. It can also help with emotional expression, creativity, and make an outlet for their experiences and feelings.

# data[].attributes.body
https://www.nctsn.org/interventions/child-parent-psychotherapy

This therapy is another option to consider for children who have experienced trauma heal. This therapy is unique because it involves both the parent and the child, creating a bond of trust, open communication, and healing. This therapy concentrates on the idea that supportive social networks are key in healing from trauma, through strengthened relationships.

# data[].attributes.body
Families and parents can also access shorter inforgraphics to remember tactics to cope with their child's triggers, behaviors, and trauma responses. For instance, on example is the three R's, which this rescources explains as : Reassure, Return to Routine, and Regulate.

# data[].attributes.attachment_link.description
Access a wealth of trauma-informed care resources for families at AAP’s website. Explore articles, guides, and tools designed to provide support and understanding to families affected by trauma. Whether you’re a parent, caregiver, or advocate, this platform offers valuable information to help navigate the challenges and promote healing in the aftermath of trauma. Stay informed, find resources tailored to your specific needs, and contribute to creating a safe and nurturing environment for those impacted by trauma.

# data[].attributes.body
This resource gives tools that can be utilized in the classroom to support children with trauma. This includes: having desginated spaces for quiet, play, etc., having a posted schedule, making sure that children have choices in activities, etc.

# data[].attributes.body
Music can also be a transformative tool. It can help regulate stress, produce endorphins, and create a sense of community. This tool can absolutely be integrated in the classroom, and should be. It also helps with memory, and may help with executive function if paired with movements.

# data[].attributes.attachment_link.readable_text
Updated: Aug 6, 2021

By June Naureckas, CEI Intern

Although school-aged children (ages 5-12) react to trauma differently from adults, their most likely symptoms are predictable and well-documented. According to the National Center for PTSD, children who have been traumatized are less likely than adults to have flashbacks or gaps in their memory but are equally prone to hyper vigilance. They imagine they can see the next traumatic event coming as a means to cope with a random world.

The Center's research shows that children who have been abused often have problems with negative emotions such as fear, worry, anger, and sadness. They struggle with low self-esteem, feelings isolation, and an inability to trust others. These symptoms are debilitating, but they can be effectively managed with music therapy.

General Benefits of Music Therapy Communal and individual music-making and music appreciation can help trauma victims both in formal settings, like music therapy, and as informal hobbies. Expressive arts therapies (music, writing, reading) can act as 'resource replacement' for emotional or psychological resources that have been depleted by trauma and stress (Garrido et al., 2015).

According to the American Music Therapy Association, general benefits of music therapy include:

Improved perception and differentiation of feelings'

Decreased anxiety, improved ability to self-sooth when activated

Improved ability to recognize and cope with psychological triggers

Better able to verbalize thoughts and feelings.

Music Therapy and Trauma According to a 2006 report on music therapy in crisis situations, music therapy is well-suited as treatment for trauma because:

It serves as a non-verbal outlet for trauma-related emotions that are difficult to express verbally

It allows for positive, active participation in one's own treatment

It fosters 'emotional intimacy with peers, families, coworkers'

It leads to positive physiological changes, including lower blood pressure, reduced heart rate, and relaxed muscle tension.

Seattle Music Therapy, a music therapy education and outreach group, suggests that children who have been traumatized can especially benefit from music therapy because music therapy provides structure and familiarity while allowing for freedom of expression. The safe and structured environment created by music therapy allows children to process and discuss their trauma; this setting is ideal to reduce anxiety and bring predictability back to a traumatized child's world. Communal music-making also helps develop a

Caveats Music as a therapy is not equally effective for all participants. It appears that type of music interacts with one's emotional mindset and that results vary according to the emotional tenor of the music as well. One study found that adolescent girls who listen to music as a coping strategy tend to have lower levels of depression than their female peers who don't use this coping strategy, but adolescent boys who listen to music to cope tend to experience higher-than-average depression (Miranda & Cleas, 2009). Temperament also matters regardless of gender: listening to sad music improves the mood of people who reflect on their problems, but worsens the mood of people who tend to ruminate or worry (Garrido, Baker, Davidson, Moore, & Wasserman, 2015).

References

American Music Therapy Association (n.d.). Music therapy interventions in trauma, depression, & substance abuse: selected references and key findings.

American Music Therapy Association. (2006). Music therapy in response to crisis and trauma.

Garrido, S., Baker, F. A., Davidson, J. W., Moore, G., & Wasserman, S. (2015). Music and trauma: The relationship between music, personality, and coping style. Frontiers in Psychology, 6.

Miranda D., & Claes M. (2009). Music listening, coping, peer affiliation and depression in adolescence. Psychol. Music 37, 215'"233. doi.10.1177/0305735608097245

Seattle Music Therapy (n.d.). Crisis and trauma care. Seattle Music Therapy website.

National Center for PTSD. (2007). PTSD in Children and Teens. U.S. Department of Veteran's Affairs.

By June Naureckas, CEI Intern

Although school-aged children (ages 5-12) react to trauma differently from adults, their most likely symptoms are predictable and well-documented. According to the National Center for PTSD, children who have been traumatized are less likely than adults to have flashbacks or gaps in their memory but are equally prone to hyper vigilance. They imagine they can see the next traumatic event coming as a means to cope with a random world.

The Center's research shows that children who have been abused often have problems with negative emotions such as fear, worry, anger, and sadness. They struggle with low self-esteem, feelings isolation, and an inability to trust others. These symptoms are debilitating, but they can be effectively managed with music therapy.

General Benefits of Music Therapy Communal and individual music-making and music appreciation can help trauma victims both in formal settings, like music therapy, and as informal hobbies. Expressive arts therapies (music, writing, reading) can act as 'resource replacement' for emotional or psychological resources that have been depleted by trauma and stress (Garrido et al., 2015).

According to the American Music Therapy Association, general benefits of music therapy include:

Improved perception and differentiation of feelings'

Decreased anxiety, improved ability to self-sooth when activated

Improved ability to recognize and cope with psychological triggers

Better able to verbalize thoughts and feelings.

Music Therapy and Trauma According to a 2006 report on music therapy in crisis situations, music therapy is well-suited as treatment for trauma because:

It serves as a non-verbal outlet for trauma-related emotions that are difficult to express verbally

It allows for positive, active participation in one's own treatment

It fosters 'emotional intimacy with peers, families, coworkers'

It leads to positive physiological changes, including lower blood pressure, reduced heart rate, and relaxed muscle tension.

Seattle Music Therapy, a music therapy education and outreach group, suggests that children who have been traumatized can especially benefit from music therapy because music therapy provides structure and familiarity while allowing for freedom of expression. The safe and structured environment created by music therapy allows children to process and discuss their trauma; this setting is ideal to reduce anxiety and bring predictability back to a traumatized child's world. Communal music-making also helps develop a

Caveats Music as a therapy is not equally effective for all participants. It appears that type of music interacts with one's emotional mindset and that results vary according to the emotional tenor of the music as well. One study found that adolescent girls who listen to music as a coping strategy tend to have lower levels of depression than their female peers who don't use this coping strategy, but adolescent boys who listen to music to cope tend to experience higher-than-average depression (Miranda & Cleas, 2009). Temperament also matters regardless of gender: listening to sad music improves the mood of people who reflect on their problems, but worsens the mood of people who tend to ruminate or worry (Garrido, Baker, Davidson, Moore, & Wasserman, 2015).

References

American Music Therapy Association (n.d.). Music therapy interventions in trauma, depression, & substance abuse: selected references and key findings.

American Music Therapy Association. (2006). Music therapy in response to crisis and trauma.

Garrido, S., Baker, F. A., Davidson, J. W., Moore, G., & Wasserman, S. (2015). Music and trauma: The relationship between music, personality, and coping style. Frontiers in Psychology, 6.

Miranda D., & Claes M. (2009). Music listening, coping, peer affiliation and depression in adolescence. Psychol. Music 37, 215'"233. doi.10.1177/0305735608097245

Seattle Music Therapy (n.d.). Crisis and trauma care. Seattle Music Therapy website.

National Center for PTSD. (2007). PTSD in Children and Teens. U.S. Department of Veteran's Affairs.

# data[].attributes.attachment_link.title
Music Therapy for Traumatized Children | CEI

# data[].attributes.attachment_link.description
By June Naureckas, CEI Intern Although school-aged children (ages 5-12) react to trauma differently from adults, their most likely symptoms are predictable and well-documented. According to the National Center for PTSD, children who have been traumatized are less likely than adults to have flashbacks or gaps in their memory but are equally prone to hyper vigilance.

# data[].attributes.body
https://www.ptsd.va.gov/professional/treat/specific/ptsd_child_teens.asp#:~:text=The%20treatment%20with%20the%20best,or%20distorted%20trauma%20related%20thoughts.

CBT can be a powerful tool in treating PTSD in children and adults caused by trauma. This can include: discussing the traumatic event (exposure), anxiety management, and correction of inaccurate or distorted trauma related thought.

# data[].attributes.body
Caregivers have a massive role in healing from trauma. Sometimes, children can feel re-traumatized or other negative reactions depending on how their caregiver responds to their trauma. They may feel not believed, listened to, or supported. There are a number of ways that caregivers can practice support, including by being patient, intentionally creating space to fell negative emotions, maintaining routines for stability, and more.

# data[].attributes.body
Students may respond in a variety of ways in the classroom as a result of their trauma- it can look like aggression, emotional mismangement, etc. It can also look like withdrawl from the other students/activities, "shutting down." These students, in my experience, are also incredibly empathetic, resilient, and creative. I do everything I can to support them- this article outlines that to do that, we have to balance corrections, "negative attention" with positive affirmation. I would take it a step further- many interactions with a child in emotional distress do not have to be negtive, for example, "no, stop crying." Instead, it is better to be a nuetral presence, asking questions and pulling the child to step away from the situation, providing a calming space if needed, for the child to work through those big feelings.

# data[].attributes.attachment_link.title
How Trauma Affects Kids in School - Child Mind Institute

# data[].attributes.attachment_link.description
Learn how trauma from ongoing neglect, abuse, homelessness or violence causes children to have problems with learning and behavior. How to help these kids.

# data[].attributes.body
Books can be an incredible tool for helping children who have been impacted by trauma, in a classroom setting. These books include:

Dealing with death

Tess’s Tree, by Jess Brallier

Badger’s Parting Gifts, by Susan Varley

The Scar, by Charlotte Moundlic

My Yellow Balloon, by Tiffany Papageorge

Separation

The Invisible String, by Patrice Karst

Knock Knock: My Dad’s Dream for Me, by Daniel Beaty

Emotions and Fear

When I Feel Sad, by Cornelia Maude Spelman

Scaredy Squirrel, by Melanie Watt

Only One You, by Linda Kranz

The Heart and the Bottle, by Oliver Jeffers

Violent and Traumatic Experiences

A Terrible Thing Happened, by Margaret M. Holmes

# data[].attributes.attachment_link.provider_name
University of Pittsburgh School of Education

# data[].attributes.attachment_link.title
The Comforting Capacity of Books - Helping Young Children Cope with Trauma - PittEd - School of Education Magazine, Issue: Helping Kids Cope with Trauma -

# data[].attributes.body
This video discussed how healing from trauma using therapy is essential, as it can have real and lasting impacts beyond the mind, but on the body as well, including the brain, organs, and other hormone receptors, etc.

# data[].attributes.attachment_link.title
The Body Keeps the Score: Dr. Bessel van der Kolk

# data[].attributes.body
The University of Minnesota's Traumatic Stress Screen for children and adolescents is a questionare meant to be filled out directly by a child, rather than a child's parents, etc., which is meant to deliver insight into traumatic experiences, etc.

# data[].attributes.body
Play therapy is another tool that sometimes is used to treat children with trauma. It provides a safe environment and outlet for expression of feelings or a traumatic event, without having to speak it, which may be daunting for a child (or even an adult!)

# data[].attributes.body
The University of Kansas-Lawrence created this 6-item self-report questionnaire to assess children who ate between 8 and 19 according to their agency and ability- that is, goal orientation and ability to carry out that goal. This can be a helpful accompanying tool in addition to the ACES, in helping to understand a child's "dispositional hope."

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.readable_text
CORRELATIONS WITH OTHER MEASURES
1. Snyder et al. (1997): The CHS was found to correlate significantly with a modified parent-report version of the Children's Hope Scale across different samples (r>.36 for all samples).

In addition, across samples, CHS scores were found to correlate significantlyand in the expected direction with scores on the five Subscales and the Global Self-Worth scale of the Self-Perception Profile for Children, the Children's Perceived Physical Efficacy Scale, the Children's Attributional Style
Questionnaire, and the Children's Depression Inventory. The measure was also found to be related to measures of social desirability, which the authors interpreted as adaptive coping.

The measures included the Children's Social Desirability Questionnaire and the Lie Scale of the Revised Children's Manifest Anxiety Scale.

2. Valle, Huebner, & Suldo (2004) examined the psychometrics of the CHS with a sample of 460 students aged 15-19 from two public high schools.
Ethnicity of students was 52% African American, 40% Caucasian, 2% Asian American, 1% Hispanic, 1% Native American, and 4% other ethnic background. A majority were of lower socioeconomic status, with 63% reportedly qualifying
for a free or reduced lunch.

They reported significant correlations between the CHS and scores on the Student's Life Satisfaction Scale (SLSS): r=.55, p<.01; Child and Adolescent Social Support Scale (CASS): r=.53, p<.01; and to a lesser degree the Abbreviated Junior Eysenck Personality Questionnaire (JEPQ-A) Extraversion score: r=.16, p<.05.

The CHS was also negatively associated with the Youth Self-Report (YSR) Externalizing (r=-.32, p<.01) and Internalizing (r=-.32, p<.01 scales), and with the JEPQ-A Neuroticism Scale (r=-.28, p<.01).

3. In a second study, Valle et al. (2004) examined the psychometrics of the CHS with 531 children aged 10-14. Ethnicity was 52% African American, 40% Caucasian, 2% Asian, 1% Hispanic, 1% Native American, and 4% other ethnic background. 58% qualified for a free or reduced lunch. Results were similar to that found in their study of older children. CHS scores were positively correlated with the SLSS (r=.49, p<.01), CASS (r=.59, p<.01), and JEPQ-A (r=.18, p<.01). CHS scores were also negatively correlating with the YSR Externalizing (r=-.33, p<.01) and Internalizing (r=-.32, p<.01)scales.

4. The CHS also correlated significantly with Optimism (r=.54, p<.0001), Pessimism (r=-.34, p<.0001), and Total Optimism (r=.47, p<.0001) scales of the Youth Life Orientation Test (Ey et al., 2005).

5. Soliday, Farofalo, & Rogers (2004) reported a similar correlation between the CHS and the Life Orientation Test (r=.57, p<.001). They also reported significant correlations with the Positive and Negative Affect Schedule for Children, Positive Affect Scale (r=.51, p<.001) and Negative Affect Scale (r=.24, p<.05), Center for Epidemiological Studies Depression Scale (r=-.55, p<.001), Children's Somatization Inventory (r=-.31, p<.05), and the Youth Self-Report Somatizing Symptoms Subscale (r=-.31, p<.05).

6. Carvajal, Evans, Nash, & Getz (2004) examined the agency and pathways scales separately in a study that examined predictors of adolescent Substance use in 525 adolescents.

Agency was significantly related to: Optimism (r=.60), measured using the Life Orientation Test; Global Positive Expectancies (r=.73); Self-Esteem (r=.58), measured using positive items from the Rosenberg Self-Esteem Scale; Attitudes regarding the negative consequence of substance abuse (r=.37); Subjective norms about using substance abuse (r=.30); Self-efficacy regarding avoiding substances (.33); Intention to use substances (.34); Substance abuse at T1, the number of times the individual used substances in the past 12 months (r=-.27);
and Substance abuse at Time 2 (r=-.234).

Pathways was significantly related to: Optimism (r=.57), Global positive expectancies (r=.80), Self-esteem (r=.55), Attitudes (r=.35), Subjective norms (r=.29), Self-efficacy (.31), Intention (.33), Substance abuse at Time 1 (r=-.26), and Substance abuse at Time 2 (r=-.23). All correlations were significant at p<.01.

DISCRMINANT VALIDITY
1. Snyder et al. (1997): Discriminant validity was examined through correlations with the The Hopelessness Scale, which measures the degree to which children have negative expectancies about themselves and the future. The measures were negatively correlated, but correlations were not statistically significant. The measure was also found to not correlate with verbal, performance, or full-scale IQ scores assessed using the WISC-R or WISC-III.

FACTOR ANALYSIS
1. In addition to the factor analysis conducted during the measure's development (see "Content Validity"), the authors conducted factor analysis with the five samples of children described under "Population Used to Develop Measure." The authors reported that overall items loaded on the appropriate factors (Snyder et al., 1997).

2. Valle et al. (2004) used confirmatory factor analytic procedures to test the 2-factor structure proposed by Snyder in a sample of children aged 15-19. Both the Goodness-of-Fit Index (.96) and the Comparative Fit Index (.95) provide support for the 2-factor model, but the Tucker Lewis Index (.87) did not. When compared to a single factor model, the correlated two-factor model provided better fit. They also tested the 2-factor model with a sample of children aged 10-14, with similar results. The 2-factor model again provided significant improvement in model fit over the 1-factor model.

GENDER, AGE, AND RACIAL DIFFERENCES
1. Snyder et al. (1997) reported no statistically significant differences when gender, age, or race was examined (Snyder et. al., 1997). Valle et al. (2004) had similar findings. They found no significant differences for age, and while they found significant differences for gender in one study and race (African American and Caucasian) in both studies, they reported that these differences represented very small effect sizes.

TREATMENT OUTCOME RESEARCH
1. The Children's CHS has been used in 1 randomized trial, but it did not show significant treatment effects (Soliday et al. 2004).

USE WITH DIVERSE POPULATIONS
1. It appears that the measure was used in a study of Hong Kong Chinese adolescents, but the article could not be obtained (Hui, & Ho, 2004).

TRAUMA-EXPOSED POPULATION
1. The CHS was used in a study by Brown, Houck, Hadley, & Lescano (2005) that examined self-cutting and sexual risk behavior in a group of 293
adolescents receiving intensive psychiatric treatment. Those who engaged in Self-cutting had significantly lower CHS scores than those who did not. A significant number of children had been sexually abused.

# data[].attributes.attachment_link.description
A 6-item self-report questionnaire assessing children's dispositional hope. The measure is "based on the premise that children are goal directed and that their goal-related thoughts can be understood according to two components: agency and pathways" (Snyder et al., 1997, p. 400).

# data[].attributes.headline
Action Items for Supporting Children’s Development 

# data[].attributes.subject
Action Items for Supporting Children’s Development 

# data[].attributes.body
https://downloads.aap.org/AAP/PDF/ttb_bring_out_best.pdf

This resource is actually one of the best I’ve come across, and I plan to keep it flagged in my computer for use. I have several students who have a high count of ACES and it impacts their behavior. I often have parents ask me- they tell me that they understand the need for patience, empathy, etc., because they know their child has a reason for having behavioral challenges- but they want to know, what can they do to promote healthy behaviors? This resource is excellent at clearly outlining what parents can do- from modeling behavior to emotionally gauging to implementing spaces/times to calm down.

# data[].attributes.body
This article describes how fidget toys are a essential classroom tool. They are helpful in regulating and self soothing children when they are feeling over stimulated. They require concentration, which can take the mind off of the traumatic stimuli, helping the child to calm down.

# data[].attributes.attachment_link.readable_text
We've seen them everywhere - fidgets. They're growing in popularity, among both kids and adults, but what is their true purpose? Why should we use them? They are often referred to as fidget "toys" but they can serve as more than a toy. As occupational therapists, we tend to prefer the word "tools." Although fidgets may appear fun and enjoyable, they serve a beneficial purpose that can be a great tool in our regulation and attention toolboxes.

What do fidget tools do?

Essentially, fidgets are intended to help individuals do two primary things: regulate and concentrate. Fidgets can provide an easy and accessible way to help self-regulate or concentrate by providing auditory, visual and/or tactile input.

As adults, we've all been there - it's hard to focus on completing your long, seated, computer-based task. Over time, we all have developed go-to strategies to help increase our ability to focus, such as standing up at your desk, drinking some coffee or cold water, chewing gum or clicking a pen.

Fidget tools are meant to help in a similar manner. By engaging with a tactile tool ( tactile meaning it uses our sense of touch), we can increase our ability to focus and attend to a task.

Similarly, you may have developed some helpful strategies in terms of regulation. If you're sitting in the waiting room of your doctor's office and are beginning to feel nervous for your upcoming appointment, you may distract yourself by scrolling on your phone or taking some deep breaths to help yourself regulate.

For children who are feeling overwhelmed in some way, using a fidget tool can help them focus their attention and energy into a calming fidget tool as a way to help relax, regulate and ground their bodies and minds. It's important to note that they may not help with regulation and concentration at the same time.

Can fidget tools help with ADHD?

Fidget tools can help anyone, but they can be especially beneficial for individuals with diagnoses such as anxiety, attention deficit hyperactivity disorder (ADHD) or Autism Spectrum Disorders (ASD). These tools help build coping skills for individuals with such diagnoses, as they may often impact sustained attention, sensory processing or regulation skills.

How do I pick out an appropriate fidget?

There are so many different types of fidget tools out there. You or your child may want to try out a few different types to figure out which fidgets work best.

If you are looking for fidgets to help with concentration and attention, look for ones that aren't as stimulating or visually distracting. A common fidget tool that's helpful for concentration and attention is the fidget spinner. This is an example of a fidget that can be manipulated without really having to look at it.

If you are utilizing a fidget to assist with regulation, one that is more interactive with visual or auditory components to provide a grounding effect may be helpful. Gel visual timer fidgets or a puzzle ball are great fidget tools to provide this effect.

Luckily, as we mentioned before, fidgets are everywhere! They have become extremely accessible, which is great from an occupational therapist's point of view. Fidgets can be helpful for people of all ages, whether it's during school-based tasks, waiting for appointments or day-to-day regulation needs. Be sure to try out different kinds and add a new tool to your regulation/attention toolbox!

# data[].attributes.attachment_link.title
Fidget Toys: What Are They and How Can They Help Children and Adults?

# data[].attributes.attachment_link.description
Fidgets toys may appear fun and enjoyable, but they also serve a beneficial purpose that can be a great tool in our regulation and attention toolboxes.

# data[].attributes.body
Mindfulness, the proccess of recentering in the present moment, recognizing and responding in healthy ways to emotions and triggers to control behaviors, can be an incredibly effective tool in treating trauma in children and adults, decribed by this medical resource.

# data[].attributes.attachment_link.title
The Role of Mindfulness in Reducing the Adverse Effects of Childhood Stress and Trauma

# data[].attributes.attachment_link.description
Research suggests that many children are exposed to adverse experiences in childhood. Such adverse childhood exposures may result in stress and trauma, which are associated with increased morbidity and mortality into adulthood. In general…

# data[].attributes.body
https://www.nea.org/sites/default/files/2020-07/MSEA-Trauma-Toolkit-for-Educators.pdf

This resource from the NEA is for preschool educators to be educated on the subject of childhood trauma, including statistics about prevalence, signs, and ways to treat it in and out of the classroom. According to these estimates, up to 97% of children with identified behavioral needs, including trauma-related, do not receive appropriate treatment.

# data[].attributes.body
This screening checklist can be completed by parents or caregivers to identify trauma in a child ages 0-5. This checklist as created as a tool by the Michigan Children's Trauma Assessment Center.

# data[].attributes.headline
Developing Resilience in Young Children and Families

# data[].attributes.subject
Developing Resilience in Young Children and Families

# data[].attributes.body
https://spanadvocacy.org/wp-content/uploads/2023/02/LTSAEToolkit_English.pdf

This toolkit produced by the Parental Advocacy Network is an excellent quick hand out to give parents ideas about how to meaningfully engage with their children. I love that this infographic emphasizes the importance of play and games. The resource also emphasizes the importance of actively engaging in children’s learning, through tracking their developmental milestones both in school, but also at home through shared activities!

# data[].attributes.body
This resource describes the benefits of having a designated quiet zone in a classroom, which gives students a safe space that is not overstimulating, where they can be alone and comfortable to work through complex feelings independently before rejoining the class. These spaces can have claming colors, soft objects, fidgets, books, and other tools that will help the child learn to self regulate in the classroom if their trauma is triggered.

# data[].attributes.body
This checklist is meant to be completed as a young adult or adult, to identify experiences during childhood or adulthood that may be causing post traumatic stress disorder.

# data[].attributes.attachment_link.description
Apply for and manage the VA benefits and services you’ve earned as a Veteran, Servicemember, or family member—like health care, disability, education, and more.

# data[].attributes.body
A Healing Place is a private mental health practice that many families utilize in Jackson County. They offer many services for Children and adolecent focused therapies, and have many options for families who may need a flexible payment schedule.

# data[].attributes.attachment_link.readable_text
A Healing Place is accepting new client referrals but with limited in-person availability at this time.

A Healing Place is always looking for qualified therapists to provide therapy in a comfortable setting to a diverse clientele. We are actively seeking additional therapy providers for the following:

Therapist for client intake and triage with new clients on a waitlist.

Therapist specializing in eating disorders.

Play therapist working with children 10 and younger (majority of sessions in-person).

Therapy providers with availability on weekends.

Therapist for in-office setting working with adults, adolescents and/or children

All billing and credentialing provided by AHP. Competitive rates, flexible schedule, and case consultation support provided. Please email resume/CV to ahealingplace@live.com.

A Healing Place is here for you! We are open and accepting new referrals for adults, adolescents and children. Our therapists are offering in-person and telehealth services.

Most insurances cover some form of telehealth services. Telehealth prevents disruption of service and offers an option for people who need to seek therapy now. If you need support please call the office at 1-517-998-HOPE.

At A Healing Place, we have helped clients like you successfully address a
wide variety of issues related to home and family as well as work and career including:

Depression

Mood & Anxiety Disorders

Eating Disorders

Abuse & Neglect Issues

Trauma

Grief & Loss

Obsessive Compulsive Disorder

Self Esteem Issues

Personality Disorders

ADHD/Conduct Disorder

A Healing Place, LLC provides a variety of services including:

Individual Psychotherapy

Psychological Testing

Children/Adolescent Therapy

Family Counseling

Couples Counseling

Group Therapy for Eating Disorders

In addition to in-person services, we can also accommodate preferences
for web-based therapy using a HIPAA-compliant telehealth video solution.

A Healing Place, LLC is paneled with
most insurance providers. Please let us help you and
call (517) 998-HOPE(4673) today for an appointment.

A Healing Place, LLC presents..."Britt & TJ's Place"

Providing Hope & Healing for Eating Disorders

"Britt & TJ's Place" is an eating disorder clinic offering treatment to individuals & families and providing HOPE for recovery. "Britt & TJ's Place" was named after Britt Sommerfield and TJ Warschefsky, whose lives were taken too soon from an eating disorder.

"Britt & TJ's Place will offer individuals & families who are affected by an eating disorder psychotherapy as well as connecting individuals with a treatment team who specialize in eating disorders."

# data[].attributes.attachment_link.title
A Healing Place LLC , Individual Psychotherapy , Psychological Testing , Children/Adolescent Therapy , Family Counseling , Couples Counseling , Group Therapy for Eating Disorders , Depression , Mood & Anxiety Disorders , Eating Disorders , Abuse & Neglect Issues , Trauma , Grief & Loss , Obsessive Compulsive Disorder , Self Esteem Issues , Personality Disorders , ADHD/Conduct Disorder , at AHealingPlaceJackson.com

# data[].attributes.attachment_link.description
A Healing Place offers therapy and counseling services to address a wide variety of issues related to home, family, and career including Depression, Mood & Anxiety Disorders, Eating Disorders, Abuse & Neglect Issues, Trauma , Grief & Loss, Obsessive Compulsive Disorder, Self Esteem Issues , Personality Disorders, ADHD/Conduct Issues through Family and Adolescent Counseling, Group Therapy, Psychological Testing and Psychotherapy.

# data[].attributes.body
Lifeways is another private community mental health provider in Jackson County. They also offer a variety of services including therapy, for young adults and children. They also have several specialized programs that are virtual, mobile, or via phone. They have at home and at school counseling programs, making this an incredibly flexible option for families.

# data[].attributes.attachment_link.readable_text
We believe in the power of families.

Families each have their own unique set of strengths as well as struggles. When a family is struggling, the members of that family unit can become overwhelmed, uncertain, and even feel helpless.

When your child is experiencing distressing emotional or behavioral symptoms, LifeWays is here to provide treatment for your child and provide support and resources you need to make your family stronger. There are many options for treatment available through the LifeWays Provider Network. You will have the ability to help decide your child's treatment and goals with a person-centered plan designed by you, your child, and their treatment team.
To access LifeWays Children and Family Services please contact our Access Center at (517) 789-1209.

# data[].attributes.attachment_link.description
Families each have their own unique set of strengths as well as struggles. When a family is struggling, the members of that family unit can become overwhelmed, uncertain, and even feel helpless. When your child is experiencing distressing emotional or behavioral symptoms, LifeWays is here to provide treatment for your child and provide support and resources you need to make your family stronger.

# data[].attributes.body
Integro is another mental health option for children and families that may be struggling with the effects of trauma on the phsyche, development, or behavior. Integro also has both inpatient and outpatient treatment options.

# data[].attributes.attachment_link.description
Integro, llc. has been providing behavioral health services in Jackson and Hillsdale counties since 1997. The services we offer are varied and range from outpatient clinical services to intensive home based services for adolescents and their families. Our services provide treatment options for consumers ages birth through adult and are individualized to meet your needs. Our Mission is to strengthen the lives of individuals, families and communities using our extensive experience in the field of mental health. We use innovative practices and set the highest standards in service delivery, reliability, professionalism, quality, and ethics. We treat everyone with dignity and respect.

# data[].attributes.body
The catholic charities operated a children's trauma center that serves families in Jackson and Lenawee County. While the other resources I have collected focus on treatment, this resource focuses on assessment of trauma. The assessments their team offers includes screenings for sexual trauma, executive function disorders, and more.

# data[].attributes.attachment_link.description
In Lenawee County, our Children’s Trauma Assessment Center (CTAC) was developed when the need was identified in our community. The CTAC is here to provide a wide array of assessments for children who have experienced trauma and adverse childhood experiences. We opened our doors in January of 2022 and operate 100% on grants that we have received from various foundations, companies and individual donors from Lenawee County and the surrounding area who “just want to help”. Without this support, we would not be able to help our community become a healthier place to live and enjoy life.

# data[].attributes.body
Highfields is another treatment option for children who need therapuetic treatment for children who have experienced trauma. They offer a variety of services and programs, including in office, in home, and summer programs.

# data[].attributes.body
Jackson Family Service and Children's Aid is also a great option for families seeking treatment for their child. This rescource is incredibly flexible: they offer walk in treatments and appointments, and take most major insurances- for those who don't have insurance, they offer a sliding fee scale that factors in how much a family can pay, which is a wonderful structure.

# data[].attributes.body
This resource describes how caregivers can help children who have had traumatic experiences work through those experiences, with a focus on how age plays a role in the healing process. For children who are very young, the event may trigger a sense of helplessness and danger that adults should be cogniscent of, and help the child to learn and manage these stressful emotions.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.title
Age-Related Reactions to a Traumatic Event

# data[].attributes.attachment_link.description
Describes how young children, school-age children, and adolescents react to traumatic events and offers suggestions on how parents and caregivers can help and support them.

# data[].attributes.body
This toolkit is a good general resource for families that explains what trauma is, how it can occur, how it can manifest in behavior, etc., and how caregivers can provide support through open communication and therapies.

# data[].attributes.body
This one page toolkit from the state of michigan helps to identify different behavioral trauma responses and categorizes them by age. This is a simple but very effective resource because if one is not informed about trauma, one might mistake these repeated behaviors as misbehavior that is malicious, intentional, not rational, and worthy of punishment. This punishment can have the opposite effect, making the child feel even more undervalued and stressed/afraid. That is why it is essential to understanding these behaviors as symptoms of a larger issue to be treated, and this chart helps immensely in identification of these.

# data[].attributes.body
This is a very helpful infographic resource for families who may have a child who has experienced trauma. It helps them to better understand childhood stress, and how this stress can impact their child if untreated. It also helps to re-iterate the child's perspective during moments of stress, which is utterly crucial for adults to understand in order to have the appropriate healthy response.

# data[].attributes.body
https://ies.ed.gov/ncee/rel/regions/appalachia/events/materials/04-8-20-Handout3_common-trauma-symptoms-and-helpful-strategies-for-educators.pdf

This resource is a truly incredible and very helpful document that I plan to keep and use. It includes several wonderfully crafted infographics that can help early childhood educators in identifying trauma- including markers that may be physical, mental, social and emotional, language, and learning.

# data[].attributes.body
The ACES are a screening tool that seeks to identify adverse childhood experiences. These can include violence, separation, neglect, and more. It helps to identify these experiences and quantify them, becuase from there they can be treated.

# data[].attributes.body
This primer is incredibly informative as a resource for child professionals. It describes how CBT functions as a great healing mechanism for trauma in children, as it prioritizes working on the beliefs about the self of world that stem from trauma, and creative a healthy environment and support system to cope.

# data[].attributes.body
There are also a variety of toolkits and rescources to support early education proffesionals in navigating trauma in the classroom. One key facet that this toolkit highlights is around stress: for traumatized children stress may be a very bad thing, very triggering. It can cause behaviors like tantrums. This may cause some to think that avoiding stress is the key to improvement; but this toolkit affirms that not all stress is bad, and in fact, it is key to help that child learn and grow in their ability to work through problems, cope with their own frustration, communicate their emotions, and self-sooth- avoidance is not a solution.

# data[].attributes.body
This rescource describes all of the ways the the ASQ SE can be utilized. It is a powerful tool to identify areas that may need growth, like social and emotional learning, rather than focusing solely on areas like math and science, etc. While it does not target trauma specifically, it does address behaviors that can be manifestations of trauma, and can help to guide lesson-planning to help students manage challenging behaviors and areas that may need more development.

# data[].attributes.headline
Henry Ford Allegiance Outpatient Behavioral Health

# data[].attributes.subject
Henry Ford Allegiance Outpatient Behavioral Health

# data[].attributes.body
This is a helpful community rescource that can provide phsyciatric services, if necesary, in an outpatient capacity to children, parents/caregivers, and families.

# data[].attributes.attachment_link.title
Henry Ford Behavioral Health Outpatient Services - Jackson

# data[].attributes.attachment_link.description
Managing mental or behavioral health issues requires expert care, and Henry Ford Behavioral Health Outpatient Services - Jackson is here for you.

# data[].attributes.body
Family Service and Children's Aid is a great rescource to children and families in Jackson. In addition to providing mental wellness treatment, they also prove many events and activities, including youth programming, to take a wholistic and trust-building approach to mental health.

# data[].attributes.body
https://www.wavesofchangellc.com/

Waves of Change is a wonderful rescource to families who are parenting a child who has been impacted by trauma. They provide mental health treatments, but specifically focus on trauma therapies, making them an excellent rescource for anyone experiencing this specific challenge.

# data[].attributes.attachment_link.title
Waves of Change, LLC - Social work in Jackson, MI

# data[].attributes.attachment_link.description
Social work in Jackson, MI offering Telehealth appointments. Paperwork can be filled out online. Online payments are accepted. Schedule an appointment today. Contact us at (517) 581-4886.

# data[].attributes.body
The Wellness Institute of MI is also a great mental health rescource for families with children who are recovering from trauma. Their approach is unique as they offer not just one-on-one counceling to children, but group sessions meant for families, parent and child sessions, and more, recognising the social dimensions of the healing proccess.

# data[].attributes.attachment_link.readable_text
Many people struggle with life's complexities, leaving them feeling overwhelmed and isolated as they face persistent stress and uncertainty. The path to true peace and normalcy often remains murky and out of reach.

At the Wellness Institute of Michigan, we provide a clear, compassionate route to mental well-being. We combine expert knowledge and empathetic counseling to equip you with the skills and knowledge needed to navigate life's stressors.

# data[].attributes.attachment_link.title
Mental Health Therapy | Counseling | Wellness Institute of Michigan

# data[].attributes.attachment_link.description
The Wellness Institute of Michigan offers mental health therapy services to all. Individuals, families, and couples heal from our services.

# data[].attributes.body
This rescource describes the proccess of a trauma informed mental health assessment, including observing, identifying, tesing, interviewing and referring as a precursor to developing an action plan.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.readable_text
Trauma-informed screening and assessment practices help providers identify children's and families' needs early in the process and to tailor services to meet those needs.

Trauma Screening refers to a tool or process that is a brief, focused inquiry to determine whether an individual has experienced one or more traumatic events, has reactions to such events, has specific mental or behavioral health needs, and/or needs a referral for a comprehensive trauma-informed mental health assessment. Screening is a "wide-net" process.

Trauma-Informed Mental Health Assessment refers to a process that includes a clinical interview, standardized measures, and/or behavioral observations designed to gather an in-depth understanding of the nature, timing, and severity of the traumatic events, the effects of those events, current trauma-related symptoms, and functional impairment. Clinicians use the assessment to understand a child's trauma history and symptom profile; to determine whether a child is developmentally on target in the social, emotional, and behavioral domains; to inform case conceptualization and drive treatment planning; and to monitor progress over time.

The pages below provide more information about trauma-informed screening and assessment-including the types of tools that are available and strategies for engaging families-as well as considerations for implementation. In addition, the searchable NCTSN Measures Review Database provides easy access to comprehensive clinical and research information on a variety of measures important for the field of child traumatic stress.

# data[].attributes.attachment_link.description
Trauma-informed screening and assessment practices help providers identify children's and families' needs early in the process and to tailor services to meet those needs.

# data[].attributes.body
https://www.healthcaretoolbox.org/sites/default/files/2021-03/Child-Trauma-Screening-Questionnaire-information.pdf

The Child Trauma Screen (CTS) Is a 10 item screening tool for children ages 6-17 that can be used by behavioral health proffessionals, school staff, and others to diagnose and act upon trauma.

# data[].attributes.body
The Trauma Screening Questionnaire (TSQ) is a screening tool that can be used to identify and from there, treat, trauma, using a 10 item question format that utilizes self-reporting.

# data[].attributes.attachment_link.description
Apply for and manage the VA benefits and services you’ve earned as a Veteran, Servicemember, or family member—like health care, disability, education, and more.