Rosie Remembers Mommy: Forever in Her Heart is the story of a young girl who is struggling with childhood traumatic grief after the death of her mother. Through the beau-tiful illustrations by Christopher Major, we follow Rosie as she expresses wishes to see her mom, feels reluctant about school, finds no pleasure in activities she formerly found en-joyable, wonders whether she could somehow have caused her mother’s death, and even refuses her favorite meal that Daddy has made. Rosie and Daddy go to meet Anna, who works with children after someone dies. Through play, song, and art, Anna helps Rosie eventually cope with the loss of her mother.
By reading Rosie Remembers Mommy: Forever in Her Heart to a child experiencing traumatic grief, a parent can help him or her understand the many feelings associated with the loss of a loved one, ask questions about the death, and know that their surviving parent is available to hear about all feelings—even upsetting ones. At the end of the book, readers will find the Caregiver Guide for Helping Young Children, which explains traumatic grief and trauma reactions, details how best to use the book, describes how adults can use the story to help grieving young children, and tells how to get additional help.
Available NOW in Nepalese and Spanish—Trinka and Sam: The Day the Earth Shook
Trinka and Sam: The Day the Earth Shook, by colleagues Chandra Michiko Ghosh Ippen and Melissa Brymer and illustrated by Erich Ippen, Jr., has been translated into Nepalese by Dr. Kishore Shrestha in conjunction with Freema Davis, Executive Director of Global Villages, and into Spanish by María Carolina Velasco-Hodgson Luisa Rivera Carmen Rosa Noroña Luis Flores, and Chandra Ghosh Ippen.
Parents can help children with their earthquake-related worries by reading aloud this story of two small mice who become scared during an earthquake. The story describes their reactions and shows how their parents help the little mice talk about their feelings and feel safer. In the back of the booklet, readers will find a parent guide detailing ways parents can use the story with their children. Trinka and Sam: The Day the Earth Shook is also available in English and Japanese. (Remember, we have Trinka and Sam: The Rainy Windy Day in English and Spanish and Trinka and Sam and the Swirling Twirling Wind in English to help young children and their families cope after hurricanes and tornadoes.)
FACTSHEET: Parenting a Child Who Has Experienced Abuse or Neglect
Child Welfare Information Gateway, in their Factsheets for Families Series, has published Parenting a Child Who Has Experienced Abuse or Neglect, to help birth, foster, and adoptive parents and other caregivers to understand better the challenges of caring for a child who has experienced maltreatment and to learn about the available resources and supports.
This 16-page comprehensive document answers the questions parents need to know: (1) What should I know about my child? (2) What is child abuse and neglect? (3) What are the effects of abuse and neglect? (4) How can I help my child heal? (5) Where can I find support? Throughout the Factsheet, readers will find extensive Resources relating to each of the above questions.
REPORT: Psychosocial Interventions for Mental and Substance use Disorders: A Framework for Establishing Evidence-Based Standards
As mental health and substance use disorders are a serious public health problem, affecting approximately 20 percent of Americans and resulting in significant morbidity and mortality, the Institute of Medicine (IOM) convened an expert committee to identify key steps to ensure that evidence-based, high-quality care is available to individuals receiving mental health and substance use services. The resulting report, published July 14 of this year, Psychosocial Interventions for Mental and Substance Use Disorders, details the reasons for the gap between what we know to be effective and what we currently find available and addresses this gap by proposing a frame-work establishing standards for psychosocial interventions.
PAPER: Childhood Trauma and Its Effects: Implications for Police
Thirty years after the early 1980s Harvard’s Executive Session on Policing produced papers and concepts that revolutionized policing, the National Institute of Justice (NIJ) and the Harvard Kennedy School have again collaborated to help resolve current law enforcement issues through Harvard’s Executive Session on Policing and Public Safety (2008-2014). The resulting series of papers, New Perspectives in Policing, includes Childhood Trauma and Its Effects: Implications for Police (July 8, 2015). Author Richard G. Dudley, Jr., MD has summarized the current understanding of the effects of ongoing trauma on young children, how these effects impair adolescent and young adult functioning, and the possible implications of this for policing.
Dr. Dudley points out that while any child exposed to violence in the home is at risk, children from poor communities of color tend to be at even greater risk due to their additional exposure to street violence. Because these poor communities of color are often the focus of police attention, the author notes that it is imperative that police appreciate the impact of trauma on the developing children and previously traumatized adults who live in such communities, as they continue to better understand and address the impact of race-based presumptions on policing. In so doing, police can further improve their capacity to work in such communities and help mitigate the devastating effects of ongoing traumatization on developing children.
In his paper, Dr. Dudley has referenced articles by numerous NCTSN colleagues and highlights our partner the Yale Child Study Center, Childhood Violent Trauma Center.
Publications by Network Members and Colleagues
Network Colleagues Rika Meyer, Jeffrey Gold, Virginia Beas, Christina Young, and Nancy Kassam-Adams have co-authored Psychometric Evaluation of the Child PTSD Symptom Scale in Spanish and English in the journal Child Psychiatry & Human Development (Volume 46, Issue 3). Given the consistent growth of the Latino population in the United States, there is a critical need for validated Spanish measures to assess posttraumatic stress disorder (PTSD) symptoms in children. The current study examined the psychometric properties of the Child PTSD Symptom Scale (CPSS) used in the examination of 259 children (8–17 years) who had experienced a recent traumatic event. Overall, the current study suggests that the CPSS can be a useful tool for clinical practice and research among English-speaking children, but provides less support for its validity in Spanish-speaking children. Given that Latino Spanish-speaking youth comprise the largest growing child/adolescent population in the US, study findings lend support for more robust and valid instruments for detecting key posttraumatic mental health concerns in potentially traumatized youth seeking hospital-based services.
Network Colleagues Alison Salloum, Michael S. Scheeringa, Judith A. Cohen, and Eric A. Storch had their article Development of Stepped Care Trauma-Focused Cognitive-Behavioral Therapy for Young Children published in Cognitive Behavioral Practice (Volume 21, Issue 1) earlier this year. Young children exposed to traumatic events are at risk for developing posttraumatic stress disorder (PTSD). While effective psychosocial treatments for childhood PTSD exist, we need more accessible, efficient, and cost-effective interventions to improve access to evidence-based treatment. This article describes the development of trauma-focused cog-nitive-behavioral therapy (TF-CBT), a well-established evidence-based practice, into a stepped care model for young children exposed to trauma. Authors discuss considerations for developing the stepped care model, such as the type and number of steps, training of providers, entry point, inclusion of parents, treatment components, noncompliance, and a self-correcting monitoring system. Stepped Care TF-CBT may serve as a model for developing and testing stepped care approaches to treating other types of childhood psychiatric disorders. Authors also discuss future research needed on Stepped Care TF-CBT.
CWLA Supercommunity Webinar: September 17, 2015
What Does it Take To Become A trauma Informed Child Welfare System: An Invitation for Child Welfare Professionals and Community Partners
Location: Washington, DC
Presenters: Jennifer Hossler, Chadwick Center for Children & Families, San Diego, CA; Chrissy Curtis Commu-nity Partnership for Children, Daytona Beach, FL; Sarah Kelly-Palmer, Family Service of Rhode Island, Provi-dence, RI
There has been increased focus and attention on implementing trauma-informed approaches in child welfare settings. “Trauma-Informed” has become one of many new buzzwords in our work, but what does “trauma-informed” actually look like in practice? What does it take to become a trauma-informed agency and how do you know when you get there? This webinar aims to answer these questions by utilizing examples from two child welfare jurisdictions participating in a SAMHSA funded project with the Chadwick Center for Children & Families. The Chadwick Center will connect the dots about why this work is important, and will briefly describe the process for selecting 5 Supercommunities of practice for participation in the project. Presenters will review the essential elements of a trauma-informed system, in addition to providing concrete strategies for assessing the readiness of a system to change. They will review common themes across all 5 Supercommunities. This webinar will highlight 2 communities that have been involved in this transformational process, including promising TI practices, resources utilized, challenges to implementation, and strategies for overcoming them. This webinar will also explore the role of consultation, training, technical assistance, and other resources made available to these Supercommunities as they attempt to create true culture change within their jurisdictions.