The following resources on child trauma were developed by the NCTSN. To find a specific topic or resource, enter keywords in the search box, or filter by resource type, trauma type, language, or audience.
Discusses important topics for providers relevant for working with refugee and immigrant caregivers, with the goal of enhancing mental health providers’ and family therapy practitioners’ ability to effectively engage, serve, and support refugee and immigrant caregivers.
Discusses important topics for providers relevant for working with refugee and immigrant caregivers, with the goal of enhancing mental health providers’ and family therapy practitioners’ ability to effectively engage, serve, and support refugee and immigrant caregivers.
Discusses important topics for providers relevant for working with refugee and immigrant caregivers, with the goal of enhancing mental health providers’ and family therapy practitioners’ ability to effectively engage, serve, and support refugee and immigrant caregivers.
Is a conversation with NCTSN members serving unaccompanied immigrant youth and other forms of migration related separation features Susan Lovett, LCSW, and Dorys Lemus, a former unaccompanied child, from the Alliance for Inclusion and Prevention (AIP) in Boston, Massachusetts.
Shows Soledad, a 14-year-old girl who has recently been released from her first psychiatric hospitalization after an attempted suicide. Soledad is the oldest of five children.
Serves as a guide for child-serving professionals and families new to the information available through the NCTSN including an overview of the NCTSN, along with a brief introduction to child traumatic stress, its causes, and consequences.
Provides external resources related to working with military-connected children and families.
Provides external resources related to National Homeless Youth Awareness Month.
Highlights useful strategies for and classroom examples of relationship-building and its positive impact on trauma-informed practice change in schools.
Shares principles and examples of creating meaningful changes in the classroom that form an environment where children feel safe and willing to take risks.
Highlights key components of the NCTSN Breakthrough Series Collaborative (BSC) for Supporting Trauma-Informed Schools to Keep Students in the Classroom.
Highlights principles of the Breakthrough Series Collaborative methodology that support changes in schools, including involvement from stakeholders at multiple levels and a process of testing and adapting small changes to bring about sustainable and meaningful shifts in culture.