Children exposed to trauma have extremely high rates of mental health, medical, and academic difficulties. Traumatized children's extensive needs place a significant burden on families and society, including social welfare, educational, mental health, medical, and legal systems. The accessibility of evidence-based, trauma-informed treatments is essential for children's recovery. Project STRONGER (Supporting Trauma Recovery Opportunities & Nurturing Growing Emotional Resilience) is designed to enhance availability of evidence-based trauma treatments to children and families exposed to trauma and to promote policies that support trauma-informed care. Through Project STRONGER, we offer trauma treatment services to children in the child welfare system and military families, in addition to general community referrals. We serve children from Monroe County, NY. Project STRONGER provides Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Alternatives for Families-A Cognitive Behavioral Therapy (AF-CBT), Child-Parent Psychotherapy (CPP), Interpersonal Psychotherapy for Adolescents (IPT-A), and Group Attachment-Based Intervention (GABI) to children and their caregivers depending on their needs. STRONGER staff trains diverse audiences about the effects of trauma on children and families, and disseminates best practices for implementing evidence-based interventions locally and nationally. We also facilitate screening and trauma-informed service delivery for child-serving systems. STRONGER builds on existing collaborative efforts of a multidisciplinary team of community stakeholders, including Community and Youth Advisory Boards working to improve the lives of children and families exposed to trauma.
This listing of NCTSN members includes current grantees as well as NCTSN Affiliates, former grantees who have maintained their ties to the Network.
University of Rochester, Mt. Hope Family Center, The Promoting Emotional Adjustment in Children Exposed to Violence (PEACE)
University of Southern California, Adolescent Trauma Training Center (USC-ATTC) John Briere and Cheryl Lanktree
The University of Southern California Adolescent Trauma Training Center (USC-ATTC) trains clinicians and disseminates information throughout the U.S. on the assessment and treatment of complex trauma effects in socially marginalized and ethnically-diverse adolescents, including those with, or at risk for, substance abuse, suicide, and self-injurious behavior. Clinicians receiving training and products include those in mental health, school, substance abuse, child welfare, residential, juvenile justice, and military intervention service systems. USC-ATTC disseminates treatment guides, tools and information on its evidence-based, multi-component treatment, Integrative Treatment of Complex Trauma for Adolescents (ITCT-A), including the ITCT-A Treatment Guide, 2nd Edition, and the standalone guide “Treating Substance Use Issues in Traumatized Adolescents and Young Adults: Key Principles and Components,” available at the USC-ATTC website: http://keck.usc.edu/adolescent-trauma-training-center
>>> Two additional treatment guides are in progress: “Treating Suicidality and Self-Injurious Behaviors in Traumatized Youth” and “Mindfulness Training for Traumatized Adolescents.” USC-ATTC is developing an ITCT-A certification program, and a Train-the-Trainer program to more widely disseminate ITCT-A throughout the NCTSN and beyond. It is collaborating with other TSAs to develop and disseminate materials and co-conduct trainings on preventing and treating suicidality, self-harm, and substance abuse in juvenile justice and mental health systems, and works with TSA and CTS centers to increase their capacity to provide culturally sensitive services for traumatized youth. Consultations are provided to individual centers and groups of centers, nation-wide, on adaptations and implementations.
University of Southern California, Center for Resiliency, Hope & Wellness in Schools
The purpose of the TSA for Schools is to promote trauma-informed schools and school systems nationwide by enabling all schools to deliver effective trauma practices and interventions and developing a supportive and nurturing environment for trauma-exposed students, especially those from the most vulnerable populations. To achieve this, we have three primary goals: The TSA for Schools will further develop and enhance implementation and broad dissemination of our effective school-based interventions: the Cognitive Behavioral Intervention for Schools (CBITS) for middle and high school students, Bounce Back for elementary school students, and Support for Students Exposed to Trauma (SSET) which can be delivered by non-clinical counselors and teachers. We will also further the development and dissemination of our trauma curriculum, Life Improvement for Teens (LIFT), an interactive, web-based curriculum for high school students relating to stress, trauma, or adverse experiences. For educators and other school staff, we will develop and disseminate online platforms to teach trauma-informed classroom skills and self-care to teachers. We will also partner with school safety experts to create a trauma-informed curriculum and training for school resource officers “school police”. The TSA for Schools will also help schools systematically develop a trauma-informed infrastructure by creating an online resource for school systems to evaluate their level of being trauma-informed that identifies their readiness to adopt trauma-informed practices and next steps in effective implementation, including ways to sustain practices through federal and other funding opportunities. Additionally, we will continue to host our Annual National Summit on Trauma Informed Schools.
University of Tennessee Health Science Center: Center of Excellence for Children in State Custody
The UTHSC Center of Excellence for Children in State Custody is part of a statewide network of five regional Centers of Excellence dedicated to improving behavioral and physical health services to children in or at risk of state custody by providing both consultative and direct services. Referral questions may include mental health, physical health, developmental, medication, or placement issues. We serve 21 counties in west Tennessee. The development of an individualized Care Plan for each child is a primary service of the COE. Following a thorough case review, clinical interview, medical exam, and/or more comprehensive evaluation, a Care Plan is developed by an inter-disciplinary team. The Care Plan includes specific treatment and placement recommendations. COE staff also provides training opportunities to Department of Children's Services (DCS) staff, caregivers, and mental health treatment providers.
The COEs provide training about trauma, ACES, and their impact on children using curriculums development by the National Child Traumatic Stress Network (NCTSN, www.nctsn.org). Training curriculums include the Child Welfare Trauma Training Toolkit, The Road to Recovery: Supporting Children with IDD who Have Experienced Trauma, and Caring for Children Who Have Experienced Trauma: A Workshop for Resource Parents. Additionally, through the Best Practices Collaborative, the COEs disseminate evidence-based practices related to ACEs and childhood trauma to community providers. EBPs disseminated include Trauma-Focused Cognitive Behavior Therapy (TF-CBT); Attachment, Self-Regulation, and Competency (ARC); Parent-Child Interaction Therapy (PCIT); Child-Parent Psychotherapy (CPP); and treatment for children with problematic sexual behavior.
University of Utah and Primary Children's Center for Safe and Healthy Families
The University of Utah and Primary Children’s Center for Safe and Healthy Families are collaborating on the project, Pediatric Integrated Post-Trauma Services: an Evidence Based Care Process Model for Pediatric Traumatic Stress. The purpose is to develop and disseminate clinical algorithms and tools for medical providers to detect, assess, and manage traumatic stress, facilitating timely treatment and referral and minimizing the misuse of medication. The project goals include 1) Develop an Evidence Based Care Process Model (EB-CPM) and decision support tools for pediatric traumatic stress; 2) Implement and assess pediatric traumatic stress EB-CPM for frontline healthcare providers in primary care and children’s advocacy centers; and 3) Provide national leadership on the use of care process models in trauma exposed children. The initial pilot and statewide implementation will occur through the Intermountain Healthcare network of primary care and children’s advocacy center providers in the state of Utah, focusing on clinical settings that serve urban, rural and frontier populations.
Van Den Pol, Rick, PhD
From 2003-2016, Rick van den Pol served as Principal Investigator for the Category II National Native Children's Trauma Center. Rick currently provides post-retirement service for the University of Montana, and he works as a trauma consultant for S. Brite, Inc., an American Indian-owned firm with academic and real-world experience in economic development, public safety, healthcare, social services, and governance.
Van Tassell, Roy, MS, LPC.
Roy Van Tassell MS LPC is the former Director of Clinical Services for Family & Children's Services in Tulsa OK. a Category 3 Treatment Center. He currently is Director Trauma and Evidenced-based Interventions for Centene Health, providing training in trauma informed care and EB interventions and an active affiliate. He was part of the first cohort of TF-CBT National Trainers, is a national trainer for CE-CERT -a model for secondary trauma, and a facilitator for Child Adult Relationship Enhancement (CARE). He is co-chair of the Problem Sexual Behavior subcommittee of the Child Sexual Abuse Workgroup as well as a participant member of the Child Traumatic Grief and several other workgroups. He also participates in Oklahoma's statewide TF-CBT implementation (OK-TFCBT) with University of OK and OK Dept. of Mental Health.
Velasco-Hodgson, M. Carolina, MSW
M. Carolina Velasco-Hodgson Is a bilingual clinician with more than fifteen years of experience. She is from Chile where she was trained and practices as a clinical psychologist; after obtaining a Fulbright Scholarship, she completed her masterâ€™s in Social Work at Boston College and currently she is a Public Health PhDâ€™s student. She was a social work intern for two years at Child Witness to Violence Project, a family specialist for the first year of Project Dulce; she is also an active member of the National Child Traumatic Stress Network (NCTSN) Translation Review Committee since 2010, an Individual Affiliate to the network since 2014 and has adapted and translated material into spanish for families affected by traumatic experiences. Carolina currently works in Chile as adjunct assistant professor at the School of Social Work, Pontifical Catholic University of Chile and she is an infant and child psychotherapist in private practice. Her interests include trauma prevention and intervention, immigration, cultural child development, and child parent bonding and attachment.
Walsh, Cambria LCSW
My career has been focused on the areas of secondary traumatic stress, trauma-informed systems, child trauma treatment, child abuse, child welfare and domestic violence. I have past experience as a Project Director of several state and national initiatives, including a Cat II center of the NCTSN focused on Child Welfare. I began my career as a mental health therapist working with traumatized children and their families. I am one of the developers of the Child Welfare Trauma Training Toolkit (3rd Edition) released in April 2020. I have created numerous resources, curricula and consulting models related to trauma-informed systems. I have knowledge of implementation science and adult learning and years of experience providing training and technical assistance to child serving organizations and child welfare systems on trauma-informed change and secondary traumatic stress. I am a founding member of the Secondary Traumatic Stress Consortium and an associate with TEND Academy.