NCTSI Virtual Conference
Day 3 — Thursday, May 2
Workshop #6 1:00 - 2:00 pm
It Takes a Village… Integrating a Trauma Lens into Collaborative Services for Multisystem-Involved Youth and Families
Presenters: Dr. Tracy Fehrenbach; Julian Ford, PhD; Cambria Rose Walsh, LCSW; Marleen Wong PhD
Youth who are involved in multiple systems often receive fragmented care. Service and treatment models for multi-system involved children emphasize multi-disciplinary team collaboration and systems of care to provide a medical/psychosocial home (a term for multidisciplinary pediatric healthcare) for these youth and their families. This workshop describes the contribution that a trauma lens can bring to the identification, assessment, service planning, evidence-based treatment, and navigation of service systems necessary in order to provide effective and coordinated care to multi-system involved children and families. A widely implemented model for multidisciplinary teams and systems of care, the Georgetown Crossover Youth Practice Model (CYPM) will be described, as well as enhancements of the model that are being jointly developed by NCTSN members and the Georgetown CYPM leadership. NCTSN members representing the Network Collaborative Work Group on Multi-system Involved Youth and the lead Centers for the Network’s initiatives in four systems--juvenile justice (Julian Ford from the Center for Trauma Recovery and Juvenile Justice and the Center for the Treatment of Developmental Trauma Disorders), schools (Marleen Wong from the Center for Resiliency, Hope & Wellness in Schools), child welfare (Cambria Walsh from the Chadwick Center), and mental health (Tracy Fehrenbach from the Center for Child Trauma Assessment, Services, and Interventions)--will convene as a multidisciplinary multi-system team to apply the trauma-enhanced CYPM to a complex multisystem involved youth and family case. Via the web-ex Chat function, the presenter team will respond to attendees’ questions about the CYPM, the trauma enhancements to the CYPM, and the service plan and goals formulated for the case vignette. Attendees also will be encouraged to share examples of both successes and barriers they have encountered in providing coordinated cross-system services to trauma-affected multi-system involved youth and families. Attendees will learn practical ways in which they can partner with, or help to create, a trauma-informed, multidisciplinary and collaborative team to work with multi-system involved youth and families, as well as strategies for achieving buy-in for trauma-informed approaches, despite the systems’ often competing missions and goals.
Dr. Tracy Fehrenbach is a clinical psychologist and assistant professor with the Mental Health Services and Policy Program at Northwestern University’s Feinberg School of Medicine and the Co-Director of the Center for Child Trauma Assessment, Services and Interventions. Dr. Fehrenbach leads the Center’s activities within the areas of juvenile justice, health disparities and evaluation. She has served as the principal investigator on a variety of state, federal and internationally funded projects and has a track record of successful collaboration with nonprofit agencies and state departments, including child welfare and health and human services, as well as juvenile detention and probation. She appreciates every opportunity to learn from her colleagues as well as the youth and families she works with.
Julian D. Ford, PhD, is a board certified clinical psychologist and tenured Professor at the University of Connecticut School of Medicine and School of Law where he is the Principal Investigator and Director of two Treatment and Services Adaptation Centers in the National Child Traumatic Stress Network: the Center for Trauma Recovery and Juvenile Justice and the Center for the Treatment of Developmental Trauma Disorders. Dr. Ford is the President of the International Society for Traumatic Stress Studies and Associate Editor for the Journal of Trauma and Dissociation and European Journal of Psychotraumatology. He is a Fellow of the American Psychological Association and serves as Chair of the American Psychological Association Division of Trauma Psychology Presidential Task Force on Child Trauma. Dr. Ford is the Principal Investigator for the national Developmental Trauma Disorder Field trial research study, and developed and has conducted randomized clinical trial and effectiveness studies with the Trauma Affect Regulation: Guide for Education and Therapy (TARGET©) model for youths and adults with developmental trauma histories and complex PTSD.
Cambria Rose Walsh, LCSW currently works as the Project Director for the Center for Child Welfare Trauma-Informed Policies, Programs and Practices (TIPS Center) located at the Chadwick Center, Rady Children’s Hospital San Diego. The TIPs Center is a National Child Traumatic Stress Network (NCTSN) Category II Center focused on Child Welfare. The TIPs Center has been working on revising and updating the Child Welfare Trauma Training Toolkit which is due to be released in the fall of 2019. Cambria is currently the co-chair for the NCTSN Child Welfare Committee. She previously managed the California Evidence-Based Clearinghouse for Child Welfare.
Marleen Wong, PhD, is Senior Vice Dean at the Suzanne Dworak Peck School of Social Work at the University of Southern California and the David Lawrence Stein/Violet Goldberg Sachs Endowed Professor of Mental Health. She is the Director of Field Education, Executive Director of the USC Telehealth Clinic, Clinical Advisor for the Family Nurse Practitioner Program and past Clinical Advisor to the Cohen Military Clinic.
Formerly the Director of Mental Health, Crisis Intervention, Threat Assessment Teams and Suicide Prevention Programs at the Los Angeles Unified School District (LAUSD), she has been engaged in a community based research partnership with RAND Health and the UCLA Partnered Health Research Center since 1997. She is the Principal Investigator for the SAMHSA funded Trauma Treatment Adaptation Center for Resilience, Hope and Wellness in Schools. Identified as one of the "pre-eminent experts in school crisis and disaster recovery" by the White House and the "architect of school-safety programs" by the Wall Street Journal, she has developed school based crisis intervention, disaster response and trauma recovery training in the US, Canada, Israel, and Asia in regard to child and youth recovery from school shootings, earthquakes, typhoons, domestic and international terrorism. In April 2018, she was appointed by the Los Angeles City Attorney to the Blue Ribbon Panel on School Safety.
Wong has been a consultant to the Educational Directorate/Pentagon, the US Departments of Education, Justice, Health and Human Services, RAND Health, the MacArthur Foundation, and the Rosalynn Carter Institute for Caregiving. She has served as a member on the SAMHSA National Advisory Council, the Advisory Board of the National Center for School Mental Health at the University of Maryland, The Institute of Medicine Board of Neuroscience and Behavioral Health, the National Expert Advisory Committee for the National Native Children's Trauma Center at the University of Montana, the Robert Wood Johnson Clinical Scholars Program at UCLA and the CSWE Council of Field Educators. She has been an invited speaker and panelist for multiple White House Summits since the Columbine High School and Sandy Hook tragedies, most recently at the White House Summits on School Safety and Trauma Informed Approaches in Schools. With colleagues at RAND Health, she is one of the original developers of the evidence based Cognitive Behavioral Intervention for Trauma in Schools (CBITS) and Psychological First Aid for Schools: Listen Protect Connect/Model and Teach.
Dr. Wong received the 2018 Lifetime Achievement Award from the NASW California Chapter and has been inducted as a Fellow in the American Academy of Social Work and Social Welfare.
"Ignite" Mini-Session E 2:00 - 2:15 pm
Extending Our Reach: Implementation and Adaptation of the ARC Framework
Presenters: Kelly Moore, PsyD; Eileen Corcoran, DNP, RN, APN, PPCNP-BC
Children and families impacted by complex trauma frequently present to medical professionals such as pediatricians and nurses prior to mental health professionals. It is imperative that trauma-informed approaches are adopted by all health care professionals in order to ensure that at every touchpoint in the system, staff have knowledge and skills to effectively connect with and support these families.
Our mini session will outline the process of formulating a partnership with our Rutgers School of Nursing and how their team's participation in our ARC Learning Community resulted in innovative adaptation of the ARC Framework for advanced nursing students and Child Health Unit nurses working across the State of New Jersey via the child welfare system. We plan to cover the following: development of the partnership, impact of ARC training on attitudes about trauma-informed care, implementation efforts of ARC training for nurses statewide, and facilitators, barriers, and adaptations of the framework in the work of nurses serving with children and families impacted by complex trauma.
Kelly Moore, PsyD is a clinical psychologist licensed in New Jersey and Pennsylvania. She currently is the Principal Investigator and Program Manager for the Children’s Center for Resilience and Trauma Recovery (CCRTR)- a SAMHSA funded, Category III Center under the National Child Traumatic Stress Network. This center works to provide training and consultation to mental health providers and advanced students in evidence-informed assessment and treatment of complex trauma in children ages 0-10, along with their caregivers. Dr. Moore is also a certified instructor for Question, Persuade, and Refer Suicide Prevention Training, and Youth Mental Health First Aid.
Dr. Moore’s clinical expertise is in the treatment of trauma and anxiety disorders in children and adolescents with a specialty in the treatment of PTSD and OCD. Additionally, Dr. Moore has worked in efforts to disseminate evidence-based treatments and develop trauma-focused programs in community mental health in Philadelphia and New Jersey. Her work has focused on identifying facilitators and overcoming barriers to implementation of evidence-informed practice. Dr. Moore received her Psy.D. in Clinical Psychology from Rutgers University and completed her predoctoral psychology internship at Rutgers UBHC’s Child Therapeutic Day School and Office of Prevention Research. Following completion of her doctorate, Dr. Moore completed a two-year postdoctoral fellowship at the University of Pennsylvania at the Center for the Treatment and Study of Anxiety.
Eileen Corcoran, DNP, RN, PPCNP-BC is the Assistant Director of the Child Health Program for the Francois-Xavier Bagnoud Center (FXB) at the Rutgers School of Nursing. The FXB Center is home to the Child Health Program (CHP). CHP is a nursing program that supports the child welfare goals of the New Jersey Department of Children and Families (DCF)/Child Protection and Permanency (CP&P).View Conference Recording
Break2:15 - 2:20 pm
Take a quick 5 minute break or spend time connecting with your peers in chat!
Workshop #7 2:20 - 3:20 pm
The Core Curriculum on Childhood Trauma: A Versatile Resource for Trauma Education
Presenters: Robert Abramovitz, MD; Dorothy Haskell; Dr. Leslie Anne Ross
The Core Curriculum on Childhood Trauma (CCCT) is a major NCTSN initiative designed for use by all network sites as part of the Network's mission to raise the standard of care for traumatized youth and families nationwide. This presentation will describe how a broad variety of NCTSN sites are using this highly interactive, engaging, and adaptable tool to become more trauma-informed. The CCCT draws on best-practice instructional design principles to strengthen conceptual knowledge, critical reasoning ability, and decision-making skills among front-line staff, clinical faculty, and administrators. Many sites use it as either a precursor or companion to training in manualized trauma-focused interventions.
The presentation will focus on how the design of specific CCCT components allow it to be used to flexibly:
- Build a program’s reputation for effective trauma training capable of reaching diverse groups;
- Assist sites in their efforts to transform themselves into trauma-informed systems;
- Support in-service trauma training as part of a site’s overall implementation strategy;
- Provide a common set of concepts and language that facilitates the work of multidisciplinary teams;
- Promote critical thinking about the impact of trauma, as opposed to acquiring didactic knowledge;
- Enrich in-service staff training, conferences, and supervision;
- Enhance graduate student/fellow placement experiences.
The presentation will describe the overarching mission and effectiveness of the CCCT, including its primary components. These include (a) 12 Core Concepts for Understanding Traumatic Stress Reactions in Children and Families, (b) detailed case studies written from a child-centric perspective, (c) instructional aids, and (d) an array of formative and summative assessment tools.
The presentation will also discuss distinguishing features of the CCCT that set it apart from a training toolkit. These features include: (a) general learning objectives that align with, and encompass, all elements of the CCCT, and apply across all mental health disciplines; (b) the use of Problem Based Learning (PBL) to engage participants in a highly interactive learning process based on adult learning principles; (c) emphasis on integrating knowledge acquisition with knowledge application; and (d) a strong emphasis on applying critical reasoning and decision-making skills in the context of highly realistic case studies.
The presentation will also re-issue an invitation to NCTSN sites to host a demonstration or training in the CCCT by a trained facilitator, and to consider nominating staff member(s) to attend an NCTSN-sponsored college of CCCT facilitators who can provide sustainable "in house" training of organizational staff, as well as community partners.
The presentation will conclude by noting key CCCT accomplishments during the current grant cycle. These include:
- Increasing facilitator capacity by training 52 new Basic Facilitators to deliver the CCCT within 30 NCTSN sites, plus 26 Advanced Facilitators.
- Training Reach: 1146 people received CCCT training.
- Penetration into Higher Education: 347 students, interns, post docs, fellows or other forms of trainees received CCCT training.
- Collaborative partnerships built between the UCLA National Center and 2 Category II sites including the National Child Trauma Workforce Institute at Silberman School of Social Work, and Project FORECAST at the University of Missouri-St. Louis
Robert Abramovitz, MD is a child psychiatrist and Director of the National Child Trauma Workforce Institute a CAT II site at New York City’s Silberman School of Social Work at Hunter College where he leads a Child Trauma Specialization for 2cnd year MSW students. The Institute is responsible for all aspects of the Core Curriculum’s dissemination & implementation both within and beyond the NCTSN. As an active NCTSN member since 2002, he has participated in all aspects of CCCT development since its inception and is a core faculty member for all facilitator training colleges.
Dorothy Haskell is a clinical social worker who directs Project FORECAST at the University of Missouri—St. Louis, an NCTSN Category II site. Project FORECAST aims to develop a trauma-informed workforce through disseminating the 12 Core Concepts and experiential simulations in multidisciplinary undergraduate and community settings across the country. She also manages the university’s Child Advocacy Studies certificate and minor and teaches related courses. A CCCT facilitator, Dorothy is passionate about improving the way communities respond to child trauma.
Dr. Leslie Anne Ross is currently the Director at the UCLA-DUKE NCCTS of CCCT implementation. In this role, she is part of the CCCT core faculty providing facilitator training, developing new CCCT materials, and has been an ongoing member of the CCCT development team. As the former Child Trauma Center Vice President at Children’s Institute, Inc. (CII) in Los Angeles, CA and PI for its NCTSN CAT III grant for 15 years, she oversaw it’s programs in research, evaluation, training, and EBP implementation for children and families. She also supervised its APA Psychology and MSW Internship programs where she facilitated the NCTSN CCCT.View Conference Recording
"Ignite" Mini-Session F 3:20 - 3:35 pm
Ideas for Improving Dissemination: A Case Example
Presenter: Trevor Born
Each year Network partners produce a large volume of resources, both through the formal product development as well as through other partnerships and programs. These “products” represent a major contribution to the practice of children’s mental health.
Unfortunately, many high-value products fail to reach their full potential for impact due to an under-emphasis on dissemination. There are a number of reasons for this:
- Developing the product takes so much energy that the team is tired of the project by the time it is finished
- It is difficult to remember to maintain dissemination after the initial push * The subject experts who develop the products typically do not have training in communications or marketing
- Our tools for tracking dissemination of documents are rudimentary and usually limited tracking clicks or downloads, making it difficult to tell who is downloading the tool and if they’re actually using it
As a Category II center partly focused on dissemination, the Center for Resilient Families has worked with a number of teams to develop collaborative products. As part of this process, we have tested and documented different dissemination approaches and memorialized what we have learned. His presentation will focus on the case example of disseminating the tool “A guide to forming advisory boards for family-serving organizations,” developed in collaboration with the Family Informed Trauma Treatment Center, National Center for Child Traumatic Stress, and Partnering with Youth and Families Committee. The mini-presentation will describe our approach to disseminating the tool, including how we:
- Wrote and structured a dissemination plan
- Used a common marketing exercise to develop messaging that would resonate with our audience
- Used a web design experiment to test whether requiring an e-mail address to download the tool would prevent people from downloading
- Analyzed e-mail addresses to understand what types of people were downloading the tool without having to ask them
- Developed a survey to find out whether people were using the tool and if they liked it
- Created a check-in process to ensure we don’t forget about the project
The goal of the presentation is to give attendees concrete ideas for how to improve their dissemination by highlighting some of our successes and challenges. The presentation will emphasize how being thoughtful about dissemination doesn’t have to be prohibitively time consuming, and how it can even reduce the psychological burden of dissemination by creating a roadmap to follow. This mini-presentation is based on a presentation given to the NCTSN All-Chairs meeting in October.
Trevor Born is a Communications Specialist at the Center for Resilient Families, a Category II center at the University of Minnesota focused on the importance of parenting. He has spent eight years running communications programs for science organizations, and began his career as a reporter for the Associated Press. He holds an MA in Strategic Communications (completing July 2019) and a BA in Journalism from the University of Minnesota.View Conference Recording
Break3:35 - 3:40 pm
Take a quick 5 minute break or spend time connecting with your peers in chat!
Workshop #8 3:40 - 4:40 pm
Using Organizational Assessments to Facilitate Trauma-informed Practices in Child-serving Systems
Presenters: Pamela Vona, MA, MPH; Monique Marrow, Ph; Erika Tullberg, MPA, MPH
While there are a myriad of local, state, and federal policy initiatives calling for the implementation of trauma-informed practices in child-serving settings, little guidance exists to help systems identify, adopt, and sustain such practices. Several sites from the National Child Traumatic Stress Network have sought to bridge this gap by developing organizational assessment tools to guide these efforts. This presentation will include panelists who have each created, used, and evaluated organizational assessment and implementation tools for three child-serving systems: schools, child welfare, and juvenile detention. After presenting each tool, panelists will address the common challenges and opportunities of using their assessment tools to guide implementation of trauma-informed practices. Each panelist will briefly describe the rationale, setting, and use of their assessment tool. Using the NCTSN’s definition of a Trauma-Informed Child and Family Service System to frame the discussion, panelists will discuss organizational assessment strategies for various trauma-informed organization domains, including screening/identification, assessment and care-planning, workforce development, enhancing resilience and protective factors, addressing caregiver trauma, cross-system collaboration, secondary traumatic stress, partnering with youth and families and addressing the intersections of culture, race and trauma. The discussion will aim to move towards creating criteria to help individuals better understand the factors they should consider when choosing and implementing a trauma-informed organizational assessment tool, and how this might differ depending on organization and service-system type.
Pamela Vona, MA, MPH is the Program Manger and a Research Associate for the University of Southern California’s Treatment and Services Adaptation Center for Resilience, Hope and Wellness in Schools (TSA for Schools). The TSA for Schools employs a community-partnered approach to develop and disseminate racially and multiculturally-sensitive effective school interventions and resources for trauma-exposed students. To date, Ms. Vona’s work has focused on how web-based platforms can support training in and implementation of evidence-based practices in schools. Recently, she served as a lead developer of the Trauma Responsive School Implementation Assessment—an online assessment designed to help schools improve their trauma- responsiveness. She is also leading the development of the Trauma Informed Skills for Educators (TISE) curriculum designed to enhance educators’ trauma knowledge and skills. Ms. Vona serves on the School Committee Workgroup for the National Child Traumatic Stress Network (NCTSN) and previously was a member of the NCTSN Policy Task Force.
Monique Marrow, PhD. Youth Trauma and Justice Solutions is committed to providing training consultation and support to organizations around the topic of traumatic stress and its impact on youth, families and staff in multiple service systems including juvenile justice, child welfare and alternative school programs. Dr. Marrow provides training and consultation to agencies seeking to improve services to individuals who have experienced traumatic stress, particularly as it relates to the impact of trauma on delinquency and youth in the child welfare system.
Erika Tullberg, MPA, MPH, is an Assistant Professor at NYU's School of Medicine’s Department of Child and Adolescent Psychiatry and the Associate Director of NYU’s NCTSN Center for Child Welfare Practice Innovation, which is developing and implementing trauma-informed child welfare practices in partnership with child welfare providers around the country. Prior to joining the faculty at NYU, Erika worked for the Administration for Children’s Services, New York City’s public child welfare agency, where she led a department that planned, implemented, and oversaw program and policy development in the areas of domestic violence, health, mental health, and substance abuse. Erika earned her MPH at the Columbia University Mailman School of Public Health, her MPA at the Columbia University School of International and Public Affairs, and her BA at Columbia College, and is currently a doctoral student at the CUNY School of Public Health, where her dissertation research is focusing on factors that influence the identification of child maltreatment. She is also a parent to a 29-year-old foster care alumna.View Conference Recording
Closing Session 4:40 - 4:55 pm
Remarks from National Center Leadership; Remarks from three NCTSI grantees; Remarks from SAMHSA
National Center for Child Traumatic Stress:
Jenifer Wood Maze, PhD
University of California Los Angeles
Lisa Amaya-Jackson, MD, MPH
Grantee reflection #1:
Vannessa Lindsey, Dr. AD, LAADC
Another Choice, Another Chance (CAT III), Sacramento, CA
Grantee reflection #2:
Nicole St. Jean, PsyD
Director, Kovler Child Trauma Center
Heartland Alliance Marjorie Kovler Center (CAT III), Chicago, IL
Grantee reflection #3:
Jaleel Abdul-Adil, PhD
Co-Director, Urban Youth Trauma Center
University of Illinois at Chicago (CAT II), Chicago, IL
Maryann E. Robinson, PhD, RN CAPT,
United States Public Health Service
Chief, Emergency Mental Health & Traumatic Stress Services Branch
Center for Mental Health Services
All times in ET