Trauma intersects in many different ways with culture, history, race, gender, location, and language. Trauma-informed systems acknowledge the compounding impact of structural inequity and are responsive to the unique needs of diverse communities.
Trauma intersects in many different ways with culture, history, race, gender, location, and language. Trauma-informed systems acknowledge the compounding impact of structural inequity and are responsive to the unique needs of diverse communities.
The Core Curriculum on Childhood Trauma (CCCT) is a professional development program that builds trauma-informed, healing-centered skills for working with children and families.
All families experience trauma differently. Some factors such as a child’s age or the family’s culture or ethnicity may influence how the family copes and recovers from a traumatic event.
Partnership among family, youth, and providers merges professional expertise and the experiences of trauma and healing.
Secondary traumatic stress is the emotional duress that results when an individual hears about the firsthand trauma experiences of another.
The NCTSN Trauma-Informed Organizational Assessment is a tool to help organizations assess their current practices in the context of serving children and families who have experienced trauma.
Links
[1] https://www.nctsn.org/trauma-informed-care/culture-and-trauma
[2] https://www.nctsn.org/trauma-informed-care/core-curriculum-childhood-trauma
[3] https://www.nctsn.org/trauma-informed-care/families-and-trauma
[4] https://www.nctsn.org/trauma-informed-care/family-youth-provider-partnerships
[5] https://www.nctsn.org/trauma-informed-care/secondary-traumatic-stress
[6] https://www.nctsn.org/trauma-informed-care/nctsn-trauma-informed-organizational-assessment
[7] https://www.nctsn.org/Search
[8] https://www.nctsn.org/Search?page=162
[9] https://www.nctsn.org/Search?page=155
[10] https://www.nctsn.org/Search?page=156
[11] https://www.nctsn.org/Search?page=157
[12] https://www.nctsn.org/Search?page=158
[13] https://www.nctsn.org/Search?page=159
[14] https://www.nctsn.org/Search?page=160
[15] https://www.nctsn.org/Search?page=161