Never Give Up:  A Complex Trauma Video by Youth for Youth

Youth task force members offer hope about the journey to resilience in a video by Youth for Youth. Members of the NCTSN Youth Task Force are passionate about reaching out to their peers. Having come through harrowing experiences in their own lives, they have a message for youth who are experiencing complex trauma: “There is hope. You are not alone. Never give up.” The film is the latest project for the task force, including Javier Arango Evan Tischofer, Allen Brown and Julia Veronesi. The group feels this video can reach more youth who need to hear their messages about complex trauma. The majority of “Never Give Up,” produced by the Complex Trauma Treatment Network in concert with The Trauma Center at Justice Resource Institute, Adelphi University, Northwestern University and others, takes place in informal settings in the Bronx such as an empty loft space, or on the stairs of a brownstone. A larger portion of the content was not scripted, and the youth had final say on the editing. This is a much needed resource for youth by youth.



The Justice Consortium, Schools Committee, and the Culture Consortium of the NCTSN have published a 10-page guide intended to help educators understand the interplay of race and trauma and its effects on students in the classroom. Along with describing Trauma, Child Traumatic Stress, Historical and Racial Trauma, and the effects of these on children by age and developmental stage, the guide outlines recommendations for educators and offers a list of supplemental resources. Intended as a complement to two existing NCTSN resources—Position Statement on Racial Injustice and Trauma and Child Trauma Toolkit for Educators—it should be implemented in accordance with individual school policies and procedures.


Working with Parents Involved in the Child Welfare System: Visitation

The second lesson in the Working with Parents Involved in the Child Welfare System focuses on the importance of visitation, informing child welfare workers on ways to make visitation more trauma-informed, providing information on trauma reminders that may come up for birth parents, and giving key ways you can help.



Updates to the Resource Parent Curriculum Online

RPC Online is a centralized resource for providers and resource parents who are using or interested in using “Caring for Children Who Have Experienced Trauma: A Workshop for Resource Parents” in their communities. Several updates to Module 2 of the RPC Curriculum have been made available. For the most recent version log in and download the new materials that include up-to-date information on the DSM-V.



New Series

Developmental Trauma Disorder:
Identifying Critical Moments and Healing Complex Trauma

This new series provides clinicians, counselors, and other helpers with insights on recognizing and dealing with the most difficult crises and turning points that occur in therapy with traumatized children and families. Each webinar features a scene where the youth and caregiver are actors playing fictional characters, but the therapists are real. Viewers will see how therapists handle critical turning points during the therapy session to help families safely heal from the severe emotional and interpersonal problems that occur in the aftermath of complex trauma: Developmental Trauma Disorder (DTD). This series is sponsored by the Center for the Treatment of Developmental Trauma Disorders.

Webinar 1
Helping an Angry Father Find Common Ground with His Son
Date: October 26 @ 1:00 ET
In this webinar, a father with a history of being physically violent receives help. The therapist must find a way to support him as he becomes intensely verbally angry, frightening and emotionally alienating his son. The therapist wants to help him feel supported so he can calm down and engage his son with the love and appreciation that his son needs from him. With this caring and role modeling, the son can start taking steps to heal and move forward in his own life.

New Tip Sheet:

Top 10 Considerations for Mental Health Professionals Working in Schools After a Disaster

New from the Terrorism and Disaster Coalition for Child and Family Resilience (TDC4) this 1-page, 2-sided tip sheet gives mental health professionals 10 key points that they should know in their work in schools following a disaster. From recognizing the individual culture of each school and the importance of building trusting relationships with teachers and staff to remembering to be flexible and use self-care, this tip sheet is a must for clinicians assisting post-disaster in school environments.


New Fact Sheet:

Helping Families Deal with the Stress of Relocation After a Disaster

The Agency for Toxic Substances and Disease Registry has published a 9-page handout that give basic information on managing the stress from dislocations after a disaster. Starting with an overview of emotional stress, the handout details the stress that children and families can experience when forced to relocate for their safety. It includes signs of and ways to help family members deal with relocation stress, signs of stress in young people of different age groups (preschool to high school age), ways to help young people deal with stress (preschool to high school age), how to help the elderly deal with relocation stress, and where to find further information on these topics. Of interest to those working with children, the handout describes activities to help school age kids manage dislocation-related stress and how to determine if children need more help. It also had a section devoted to issues pertaining to elderly family members from potential disorientation and dehydration to chronic illness and sensitivity to temperature. Finally, the guide has a hotline phone number and links for further help.


New Toolkit:

Enhancing Police Responses to Children Exposed to Violence:
A Toolkit for Law Enforcement

“When police are equipped to provide trauma-informed, developmentally-appropriate responses to children exposed to violence, they can create a safe environment to help the child re-establish a sense of security and stability, and they can play an important role in helping the child and family begin to heal and thrive.” Thus, begins Enhancing Police Responses to Children Exposed to Violence: A Toolkit for Law Enforcement, a 68-page toolkit complied by the International Association of Chiefs of Police, the Office of Juvenile Justice and Delinquency Prevention, and the Yale Medicine Child Study Center. The content of the toolkit, written by Steven Marans and Hilary Hahn with support from a multi-disciplinary Advisory Working Group, contains operational protocols, an organizational assessment tool, and operational tools designed to be practical and useful to law enforcement professionals.
Ideally, an agency would first have the Protecting and Serving: Enhancing Law Enforcement Response to Children Exposed to Violence training curriculum for frontline police officers, then adopt the tools into practical use, including the protocols, and integrate the use of the materials agency-wide. Another option is for an agency to integrate the protocols and materials into the agency’s existing practices and approaches. A third option is for interested individual officers to incorporate the knowledge and practices encompassed within the tools into their practice and approaches in the field, while keeping with their agency’s existing protocols and policies.


New Guide:

Georgia’s Child Sexual Abuse and Exploitation Prevention Resource Technical Assistance Resource Guide

Recognizing that (1) child sexual abuse and exploitation are devastating social problems affecting children and families across Georgia and the United States, (2) that the Adverse Childhood Experiences (ACE) study show that 25% of females and 16% of males have experienced sexual abuse as children, and (3) that an estimated 325,000 children are at risk of becoming victims of commercial sexual exploitation each year, the Georgia Center for Child Advocacy has written this 127-page Technical Assistance Resource Guide to for schools and youth-serving organizations to build their capacity for—and knowledge of—child sexual abuse and exploitation prevention, state and local resources, and nationally recognized “best practice” criteria. Additionally, the guide also helps professionals identify which sexual abuse and exploitation prevention curricula and activities may work best in their community. While quite thorough and full of excellent ideas and suggestions, the guide also provides an analysis of multiple prevention programs, including 7 determined to be “best practice” by the workgroup.  This is an excellent resource to engage our schools and other community organizations focused on child sexual abuse and exploitation prevention! 


AF-CBT Trainings

Attend a basic training session in AF-CBT, an evidence based, family-centered treatment designed to address family conflict, coercion and hostility/aggression, child behavior problems, and child physical abuse. Training will be conducted over 2.5 days of intensive instruction and roleplay. To enhance skill acquisition and use, monthly consultation is on clinical implementation is provided by the AF-CBT trainer. During the consultation period, our trainer will provide detailed feedback on submitted session audio and will also be available for Q&A by e-mail. A half-day advanced training session is held approximately 6 months after the initial training session. You will also get access to the trainee section of the AF-CBT website, where you can take advantage of useful features such as assessment scoring applications, extra handouts, and other helpful tools. 

October 24-26, 2017
Location: Star View Community Services, 1303 W. Walnut Parkway, Compton, CA 90220
Presenter: Barbara Baumann, PhD

Fill out the registration form at and provide the survey code “CAMULTI2017” to register for this training.


November 6-8, 2017
Location: University Club, Conference B, 123 University Pl, Pittsburgh, PA 15213
Presenter: Barbara Baumann, PhD

Fill out the registration form at and provide the survey code “PGHFALL17” to register for this training.







This project was funded by the Substance Abuse and Mental Health Services Administration (SAMHSA), US Department of Health and Human Services (HHS). The views, policies, and opinions expressed are those of the authors and do not necessarily reflect those of SAMHSA or HHS.