The UCLA David Geffen School of Medicine and the Duke University School of Medicine jointly host the National Center for Child Traumatic Stress (NCCTS), leading the National Child Traumatic Stress Network (NCTSN) in transforming treatment and services to meet the needs of traumatized children and their families across the United States. Through extensive expertise, resources, organizational experience, and vision, the NCCTS guides and supports the NCTSN. The NCCTS also provides strong technical assistance to support Network data collection, cross-site collaborative activities, product development and dissemination, training, adoption and adaptation of interventions, communications, policy analysis and initiatives, and program evaluation.
This listing of NCTSN members includes current grantees as well as NCTSN Affiliates, former grantees who have maintained their ties to the Network.
UCLA - Duke University National Center for Child Traumatic Stress (NC)
UCLA-Duke Adolescent Suicide/Self Harm & Substance Abuse Prevention (CA)
The UCLA-Duke Adolescent Suicide/Self Harm & Substance Abuse Prevention (ASAP) will serve as a resource for information related to safety, suicidal/self-harm behaviors, and substance use among trauma-exposed youths. We prioritize services for emergency/acute care and brief time-limited treatments, adapting for the trauma-exposed population and then disseminating two brief evidence-based interventions for suicide/self-harm risk (Emergency/Family Intervention for Suicide Prevention; SAFETY) and two for substance abuse (Screening/Motivational Interviewing(MI); CBT with MI/optional contingency management). To inform and develop optimal service strategies for improving outcomes for trauma-exposed youths, the Center will also work to develop and strengthen trauma informed care that integrates care for adolescent behavioral health within primary care, emergency, and other medical settings, as well as other mental health, school, and community settings. We will utilize surveillance data on suicide/self-harm and substance abuse risk in the NCTSN population to guide this work. Intervention training and dissemination will include technology-enhanced tools/materials and data-informed supervision systems and clinical dashboards to enhance quality of care and client outcomes. Through trainings/dissemination activities, the Center aims to serve diverse youths, across racial and ethnic groups. sexual identities and orientations, socioeconomic groups, and address needs of youths in military families. Our Center goal is to support providers and service systems in addressing safety issues and substance misuse effectively, thereby enhancing the benefits of other treatments that specifically target post-traumatic stress disorders/reactions.
UCLA-Duke Adolescent Suicide/Self Harm & Substance Abuse Prevention (NC)
The Center for Trauma-Informed Adolescent Suicide, Self-Harm, and Substance Misuse Treatment and Prevention (ASAP) trains health and mental health care professionals in state of the art trauma-informed treatments for self-harm, suicide prevention, substance abuse, and depression with the aim of empowering children, adolescents, young adults, and their families to recover from mental health problems and build lives they want to live. The UCLA-Duke ASAP Center provides national expertise on adolescents affected by trauma, emphasizing services for trauma-affected youth with suicidal/self-harm behavior and substance misuse, and those from underserved marginalized groups. By providing training and information on evidence-based care for trauma, suicide/self-harm, and substance misuse, the Center comprises a national resource, with potential to decrease morbidity and mortality associated with traumatic stress, suicidal/self-harm behavior and substance misuse. We provide trainings on brief evidence-based interventions for acute care and stabilization. These include: 1) SAFETY-Acute (A), a trauma-informed emergency/acute care intervention for suicidal and self-harm behavior (also called Family Intervention for Suicide Prevention), which aims to link youth to trauma-focused or other evidence-based treatments once safety is established; 2) the related 12-week SAFETY intervention for youth requiring additional stabilization after a suicidal/self-harm episode; and 3) motivational interviewing plus cognitive-behavior therapy for substance using adolescents. The ASAP Center also collaborates with other organizations within the National Child Traumatic Stress Network and other SAMHSA initiatives to strengthen national capacity and expand and train the workforce for responding to child traumatic stress and reduce risk of associated suicidal behavior, self-harm, and substance use.
University of Arkansas for Medical Sciences (UAMS) Department of Family and Preventative Medicine (DFPM) Research and Evaluation Division (RED)
UAMS's Department of Family and Preventive Medicine Research and Evaluation Division (DFPM RED) focuses on family and environmental factors linked with poor health, growth, and psychosocial development. We conduct research to test theoretical models, collaborate with community partners to implement and evaluate interventions, train on research-based curriculum, and translate those models into community settings. We partner with communities and community organizations to implement and evaluate programs intended to improve outcomes. Many of our projects take research-based knowledge and translate it into practice. Our training programs target professionals in community-based settings such as early care and education, mental health, home visits, shelters, and substance abuse treatment.
University of CA Los Angeles Department of Pediatrics
Over the past five years, we collaboratively developed PATTeR (Pediatric Approach to Trauma, Treatment and Resilience) as a successful foundation for transforming pediatrics into a trauma-informed and responsive system of care. PATTeR is a partnership of the University of California Los Angeles (UCLA), the University of Massachusetts Medical School (UMass), and the American Academy of Pediatrics (AAP). Guided by its National Advisory Board (NAB) and the National Child Traumatic Stress Network, PATTeR incorporated the latest science from multiple fields (resilience, attachment, parenting, neuroscience, evidence-based trauma-informed mental health interventions) into an evidence-based and practical curriculum for pediatricians. PATTeR developed, implemented and evaluated a novel trauma-informed care (TIC) curriculum for pediatricians; adapted the curriculum to resident education; and piloted a learning collaborative focused on implementing TIC into pediatric practice. PATTeR has introduced 30,000 professionals to TIC and provided in-depth training to 800 physicians, including >100 residents. Completers of in-depth training reported an average increase in proficiency of 1.8 levels on a scale of 1 to 6 on TIC elements (eg, serve and return, predictable compassionate availability, co-regulation). We continue to seek funding to continue the work.
University of California, Davis/ Dept. of Pediatrics/ CAARE Center
UC Davis CAARE Center's PCIT & PC-CARE Training Center has provided quality training, consultation and technical assistance to agencies and individuals in understanding how trauma impacts children and their families since 1999 and now provides training and trainer certification in a brief parenting intervention, Parent-Child Care (PC-CARE), using these same empirically supported strategies. There is a strong demand for training in trauma-informed, evidence-based parenting treatments suitable for young children and a deficit of mental health providers. At the same time, mental health service needs among children, particularly in vulnerable low-income and immigrant populations, is increasing. Thus, many agencies look to paraprofessionals, home visitors, and case managers to provide services to children and families in need. Whereas training and implementation of EBTs has become more effective and engaging for mental health professionals, training in trauma-informed care and practices for paraprofessionals has lagged. This Category II project is designed to overcome these barriers to training paraprofessionals and non-mental health professionals that work with traumatized children with training in PC-CARE and PC-CARE Toolbox. PC-CARE is a brief, effective parenting intervention that demonstrates high retention rates (90%) and can be delivered by non-licensable mental health providers. It provides an early and rapid screening, assessment, and intervention for traumatized children in diverse settings. PC-CARE Toolbox, for workers in child-serving but non-mental health settings, uses a web-based interactive platform to teach about child development, child trauma, and PC-CARE skills, as well as consultation and documentation to give experiential training and support.
University of California, Los Angeles (Szilagyi)
The Pediatric Approach to Trauma, Treatment and Resilience (PATTeR) is a multi-site project. The three project sites include the American Academy of Pediatrics, the University of Massachusetts Medical School and UCLA's Section on Developmental Studies. The focus of PATTeR is to develop curricula focused on trauma and resilience specifically for pediatricians who are the first child professionals family encounter and the most frequent gate-keepers to subspecialty care, including trauma-informed mental health care, and to supportive community-based services. During year one, we will focus on developing two levels of curricula: Trauma Aware and Trauma Informed. Through the AAP, which is the professional home of over 60,000 pediatricians across the United States, we will recruit pediatricians serving children and families in a variety of settings but focus on those serving certain high risk groups: those living in poverty, involved with child welfare or social services, those living in resource-poor areas and military families. Case-based learning designed to lead to practice change will occur in a group on-line format (using ECHO Technology) with an expert panel. Trauma Aware training will occur over 6 sessions. Pediatricians seeking to become trauma training resources in their own communities or AAP chapters will complete the more detailed Trauma-Informed training over 12 sessions. We will also recruit residency program leaders through the Academic Pediatrics Association to engage in both curricula since they are the educators who will transform pediatric residency education. We will also infuse curricula into multiple AAP education venues and anticipate reaching thousands of pediatricians during the grant cycle.
University of California, San Francisco, Department of Psychiatry and Behavioral Sciences
Areas of expertise is infant/early childhood trauma, including child maltreatment, domestic violence, loss of a loved one; community violence; traumas related to undocumented migration and refugee status; war and terrorism. We focus on the impact of early childhood trauma on child-parent relationship and family functioning as a risk factor that derails healthy developmental trajectories and increases the likelihood of mental health problems. Activities involve developing, testing, implementing, and disseminating evidence-based and promising relationship-based trauma treatments and interventions, including Child-Parent Psychotherapy (CPP), Perinatal Child-Parent Psychotherapy (P-CPP), Attachment Vitamins, and Semillas the Apego. The site has specific expertise in Latinx populations. It provides services and develops materials and products in English and Spanish.
University of Chicago Medicine REACT Program
The University of Chicago Medicine REACT Program: Recovery and Empowerment After Community Trauma represents a response to Chicago's greatest ongoing public health challenge: violence. Based in an urban children's hospital, UCM REACT provides African American patients affected by community violence with brief trauma-focused intervention, as well as access to trauma-informed psychiatric and psychological services and ongoing trauma-focused therapy. UCM REACT builds on Healing Hurt People - Chicago (HHP-C), a partnership between UCM Comer Children's Hospital and the John H. Stroger Jr. Hospital of Cook County. HHP-C offers hospital-based violence intervention services to young patients who have been shot or suffered other violent injuries. The REACT Program, linked to the Comer Children's emergency department and PICU, provides trauma screening, support, psychoeducation, and intervention to Comer patients of all ages who have been affected by community violence, whether or not they have sustained violent injuries. The REACT Clinic, co-directed by a trauma psychologist and a child psychiatrist, provides trauma-informed psychological and psychiatric needs assessments patients identified by REACT and HHP-C. REACT and HHP-C clinicians receive training in and utilize the Child & Family Traumatic Stress Intervention (CFTSI). Finally, REACT and HHP-C clients have access to ongoing therapy services through provider partnerships with clinicians/programs with expertise in serving urban African American families, complex trauma, Child-Parent Psychotherapy, and ARC (Attachment, Regulation, & Competency).
University of Colorado Denver: Kempe Center for the Prevention and Treatment of child Abuse and Neglect
The Trauma Informed Practice program of the Kempe Center for the Prevention and Treatment of Child Abuse and Neglect offers training, consultation, and technical assistance with implementation and evaluation to professionals from all fields that deal with children, youth, and families exposed to trauma. Recent collaborations with child welfare, school, and behavioral health partners have included building a trauma-informed child welfare workforce in Denver county, implementing a universal screening and referral system for all children and youth with open child welfare cases, leading learning collaboratives in two trauma-focused EBPs to increase the local mental health service array, establishing statewide fidelity measures and credentialing criteria for High-Fidelity Wraparound, managing a statewide learning management system for behavioral health professionals, partnering with school staff in the NCTSN Breakthrough Series Collaborative for supporting trauma-informed schools, and creating two toolkits to be used statewide for trauma-responsive practice (one for school staff and one for behavioral health).