The CCCT helps the NCTSN raise the standard of care for traumatized youth and families by deepening how providers understand and respond to trauma. It brings a consistent, high-quality approach to trauma training across the Network, helping care teams see trauma through the child’s eyes and apply that understanding in practice.

Since its launch in 2006, the Core Curriculum has strengthened the foundational skills that make trauma-informed work effective. It helps practitioners, service providers, and administrators connect knowledge with action, improving the decisions that shape care every day.

Every Core Curriculum training is designed with careful attention to the potential impact of trauma-related content on participants. We recognize that professionals across the Network bring their own experiences, and that training itself can be activating. 

Our team intentionally monitors the level and type of trauma exposure included in each case and learning activity. The goal is to include only the material necessary to meet the intended learning objectives—keeping exposure as minimal as possible while ensuring the training remains authentic and effective. 

Different audiences require different levels of realism. For example, clinicians preparing for trauma-focused therapy may need to engage with more detailed case material than administrative staff or community partners. Certified facilitators adjust case selection and pacing accordingly, using trauma-informed facilitation practices to maintain emotional safety, support regulation, and prevent secondary traumatic stress. 

This intentional approach helps learners build trauma-informed knowledge and skills in a safe, contained, and supportive environment—one that models the same care and attunement we hope participants will bring to their work with children and families.

The Core Curriculum on Childhood Trauma (CCCT) is the content and case-based professional development training program. Collaborative Experiential Learning (CEL) is the instructional approach used to deliver it. CEL brings trauma-informed facilitation, social-emotional learning, and cognitive-load balancing to the training process—ensuring that CCCT sessions are safe, engaging, and effective for diverse learners.

Collaborative Experiential Learning (CEL) builds on the traditional PBL model used in many professional training programs but is intentionally designed for trauma-informed learning environments. Like PBL, CEL uses real-world cases and small-group discussion to strengthen reasoning and decision-making. What makes it distinct is how it integrates trauma-informed facilitation, social-emotional learning, and provider wellness into every stage of the learning process.

CEL facilitation intentionally manages both the cognitive and social-emotional demands of learning about trauma. Facilitators use structured tools and discussion methods to balance cognitive load—helping learners stay engaged with complex case material without becoming overwhelmed. At the same time, they attend to the learning climate of the group, creating psychological safety, supporting emotional regulation, and fostering empathy and reflection.

Because trauma-related content can evoke strong reactions, CEL also includes secondary traumatic stress (STS) awareness and provider wellness practices as explicit learning goals. Learners practice grounding, self-awareness, and collaborative support strategies that mirror those used in trauma-informed care.

This combination—cognitive load scaffolding, emotional safety, and wellness-focused facilitation—makes CEL a trauma-informed evolution of PBL. It enables professionals to deepen their reasoning skills while learning how to sustain themselves and their teams in the challenging work of trauma-informed practice.

The Core Curriculum on Childhood Trauma is guided by six General Learning Objectives that describe the foundational knowledge and skills needed for trauma-informed professional practice. These objectives reflect cross-disciplinary competencies that support effective reasoning, communication, and decision-making across child- and family-serving systems.

The six General Learning Objectives are:

1. Core Concept Lenses: Apply the 12 Core Concepts as conceptual lenses to frame information and guide critical reasoning about a case study.

2. Ecological Factors: Identify ecological factors hypothesized to influence children’s traumatic experiences and contribute to their post-traumatic adjustment.

3. Case Conceptualization: Incorporate relevant ecological factors into a case conceptualization and use that framework to evaluate the hypothesized contributions of different case factors and guide case-related reasoning.

4. Critical Reasoning: Use critical reasoning to make judgments about the relative impact of various factors hypothesized to influence a child’s traumatic experience and post-traumatic adjustment.

5. Trauma Communication: Clearly and accurately communicate appropriate trauma information to fellow professionals, clients, and family members within and across settings.

6. Real-World Application: Apply a trauma-informed conceptual lens to real-world aspects of professional practice, including assessment, case management, and treatment planning.

Certified Facilitators use these objectives to plan each training. They select the objectives most relevant to the audience and translate them into session-specific learning goals, case discussions, and experiential activities. This tailoring process keeps all trainings aligned with the Core Curriculum’s trauma-informed foundation while ensuring that learning is relevant to the site’s professional roles, context, and goals.

Most CCCT training materials are available only to Certified Facilitators to maintain the quality and integrity of facilitation. However, several publicly accessible resources introduce the Core Curriculum’s foundational concepts and approaches:

• Online 12 Core Concepts Courses: Self-paced modules introducing the foundational concepts of childhood traumatic stress and their application to practice. [LINK]
• Ella Case for Public: A publicly available case-based learning resource that demonstrates trauma-informed reasoning in action. [LINK]
• The Ava Case and 12 Deaf and Hard of Hearing (DHH) Core Concepts Videos: Materials developed in collaboration with Gallaudet University that explore trauma-informed care within Deaf and Hard of Hearing communities. [LINK]
• Foundational Video Series: A conversational video series where NCCTS staff interview two NCTSN experts about a single Core Concept. Each episode is designed to make these concepts accessible to caregivers, families, and professionals who want to better understand trauma and recovery through everyday language and examples. [LINK]

These resources provide a meaningful introduction to the Core Curriculum’s trauma-informed learning model and can be freely shared with community partners, educators, and families seeking a foundational understanding of trauma’s impact and healing.

The Core Curriculum maintains quality through a combination of shared standards, facilitator development, and collaborative stewardship.
Certified Facilitators maintain fidelity to both the Core Curriculum materials and the Collaborative Experiential Learning (CEL) instructional approach. They use approved CCCT cases and tools, ensuring consistency in how trauma concepts are taught and experienced across sites.

Advanced Facilitators uphold fidelity to the instructional approach itself—Collaborative Experiential Learning. Once certified, they have greater flexibility to adapt or create new case materials while remaining grounded in CEL’s trauma-informed, social-emotional, and cognitive-load–balanced facilitation principles.

Advanced Facilitators also play a key role in maintaining quality across the Network. They serve as trainers for new cohorts of Certified Facilitators, participate in consultation and peer learning with the NCCTS CCCT team, and contribute to the development of new materials and case studies.

This community-based model of fidelity—rooted in shared meaning-making, co-creation, and collective reflection—ensures that every facilitation remains trauma-informed, accurate, and aligned with the Core Curriculum’s values and methods, even as the work continues to evolve.

Yes. The Core Curriculum is intentionally designed to be flexible. Certified CCCT facilitators can adapt learning experiences to fit your organization’s goals, workforce roles, and available time—whether the audience includes clinicians, administrative leaders, or community partners.

Facilitators can adjust the focus, depth, and format of training to match the group’s level of trauma expertise, setting, and learning objectives while maintaining the Core Curriculum’s trauma-informed foundation. This flexibility allows sites to engage in meaningful, relevant learning experiences that strengthen trauma-informed practice across their teams and partnerships.

Examples of training options offered by Advanced Facilitators:

For a list of Advanced Facilitators click here. 

The Core Curriculum helps NCTSN sites grow trauma-informed organizations by changing how teams understand and respond to trauma. It welcomes anyone on the team, from front-line staff to leadership, into a shared learning experience that builds insight, reduces reactivity, and supports more effective care.

Unlike basic “Trauma 101” training, the Core Curriculum develops applied skills and strategies, critical reasoning, and trauma communication skills that directly strengthen practice. It helps teams:

• Engage clients with greater awareness and empathy

• Strengthen collaboration with families and communities

• Deepen trauma-informed practice across roles

• Anticipate and prevent systems-induced trauma

Sites often use the Core Curriculum to provide consistent, ongoing training for staff and to support practicum and internship programs in social work, psychology, psychiatry, and counseling.

The purpose of attending a CCCT Facilitator Certification Training is to build each NCTSN site’s (currently funded or Affiliate) capacity to train their own staff and partner agencies using the Core Curriculum. CCCT facilitator training participants learn how to apply The 12 Core Concepts using a Collaborative Experiential Learning approach. The facilitator certification pathway provides intensive training and practice for participants, under the supervision of CCCT experts, to prepare them to facilitate the Core Curriculum at their site and their community partner sites. Those who complete the CCCT Facilitator Certification Training requirements can become certified as CCCT Facilitators.

The National Center for Child Traumatic Stress offers two virtual, CCCT facilitator training cohorts annually with participation limited to NCTSN grant-funded sites or affiliates. To be notified when the next training cohort is occurring, please complete the following form: FORM.

A CCCT Facilitator Certification Training incorporates experiencing the curriculum both as a learner and a facilitator. The learning experience is conducted in collaborative cohorts. After signing up, the cohort attends a scheduled demonstration. After this, participants engage in pre-work, familiarizing themselves with Collaborative Experiential Learning (CEL) and the 12 Core Concepts. 

In the next step of training, learners have synchronous (either virtual or in-person) practice with the Curriculum—exploring case materials, practicing CEL facilitation, explore social emotional skills and strategies, incorporate provider wellness skills, and conducting the clinical pbl cycle (a four-step cycle including collecting facts, identifying hunches and hypotheses, determining next steps, and highlighting learning issues). This synchronous training provides each member with practice in the necessary skills to begin facilitating the CCCT at their site or community partner. 

After the synchronous training, facilitators-in-development are permitted to provide Core Curriculum training at their sites and community partner sites named in their NCTSI SAMHSA grants as the progress to meet the CCCT Facilitation certification requirements.

As they practice, Cohorts are supported with monthly consultation calls and continued learning for approximately 6-8 months. After completing all of this and submitting certification materials, participants become CCCT Certified Facilitators. 

Once a facilitator has received a Certificate of Completion, they are authorized to continue to offer the training within their agency and their community partners. If a Certified Facilitator wishes to facilitate outside their own site or community partners, they can do so by becoming a CCCT Certified Advanced Facilitator or in collaborating with the NCCTS CCCT Team. 

Certified Facilitators are trained to deliver the Core Curriculum within their own organizations and community partners. Advanced Facilitators complete additional training in adapting for different audiences, Collaborative Experiential Learning, and advanced trauma-informed facilitation skills. They may provide Core Curriculum training externally—supporting other agencies, educational programs, or systems—and often serve as mentors for newer facilitators. 

For a list of Advanced Facilitators, click here. 

Yes. While current NCCTS CCCT Facilitator Certification is reserved for NCTSN-funded and affiliate sites, any organization can hire a Certified Advanced Facilitator to deliver Core Curriculum training at their site. Advanced Facilitators are approved by the National Center for Child Traumatic Stress (NCCTS) to offer high-quality CCCT trainings beyond their home institutions. To connect with an Advanced Facilitator or learn more about training options, please contact the CCCT team or view the current roster of Certified Advanced Facilitators [link].

Yes. The National Center for Child Traumatic Stress (NCCTS) welcomes collaboration with organizations that share our commitment to improving trauma-informed care and professional learning.

We encourage leaders and project teams who see potential for shared benefit—such as co-developing materials, piloting training innovations, or aligning educational initiatives—to reach out to discuss ideas. Collaborative proposals are reviewed to ensure they align with Core Curriculum priorities, maintain fidelity to the model, and support the broader mission of the NCTSN.

As we continue expanding the Core Curriculum’s reach and updating certification and training structures, we are also developing clearer pathways for cross-organizational collaboration. For now, interested organizations can begin the conversation by contacting the Core Curriculum leadership team through Dr. Hannah Grossman at hmgrossman@mednet.ucla.edu to explore possible next steps together.

The CCCT has been implemented in diverse professional and educational settings for more than a decade, spanning graduate education, clinical training, and workforce development across the National Child Traumatic Stress Network (NCTSN).

Within higher education, the CCCT has been incorporated into coursework at leading Schools of Social Work, including Hunter College, Columbia University, UC Berkeley, and Michigan State University. These programs use the Curriculum to deepen trauma-informed reasoning and strengthen students’ ability to apply complex concepts in practice.

The Curriculum is also used in psychiatry training programs, such as the Pediatric Psychiatry Core Curriculum on Childhood Trauma Training at the University of Utah, developed through the National Child Trauma Workforce Institute. There, the CCCT forms the foundation for preparing child psychiatry fellows to recognize and respond to trauma histories, integrate trauma knowledge into treatment planning, and prevent retraumatization in clinical care.

Beyond higher education, the CCCT is incorporated across the NCTSN, supporting clinicians, administrators, and youth-serving professionals in systems such as child welfare, schools, and juvenile justice. Through these applications, the Core Curriculum continues to strengthen trauma-informed, healing-centered practice across disciplines, institutions, and communities nationwide.

Yes. Certified Facilitators submit facilitator evaluation data and conduct participant evaluation surveys for the NCCTS following each training. This feedback helps the CCCT team assess learning outcomes, refine materials, and continue strengthening the national evidence base for trauma-informed professional education.

Since its development, the CCCT has been evaluated through over a decade of studies demonstrating its effectiveness in strengthening trauma-informed workforce capacity. Early research (Layne et al., 2011; 2014) showed that the CCCT’s case-based, problem-based learning model significantly improved learners’ confidence and conceptual reasoning. Subsequent large-scale implementation studies (Dublin et al., 2019; 2020) found significant pre–post gains across eight trauma-related competencies (effect sizes .78–1.45) and documented retention of learning 6–24 months later, including sustained improvements in empathy, case conceptualization, and trauma-informed communication. Facilitator development research (Dublin et al., 2022) demonstrated strong acquisition of facilitation skills and the model’s scalability across systems. The most recent evaluation (Dublin et al., 2025) extended this work through the Collaborative Experiential Learning (CEL) lens, examining how collaborative reasoning and reflective practice strengthen implementation of evidence-based trauma treatments. Together, these findings provide a robust evidence base showing that the CCCT—and its CEL instructional approach—builds enduring trauma knowledge, reasoning skills, and professional resilience across disciplines and settings.

There are seven published articles written by CCCT Leadership over the years about the curriculum, its implementation, and its evaluation.

Layne, C. M., Ghosh Ippen, C., Strand, V., Stuber, M., Abramovitz, R., Reyes, G., Amaya-Jackson, L., Ross, L., Curtis, A., Lipscomb, L., & Pynoos, R. (2011). The Core Curriculum on Childhood Trauma: A tool for training a trauma-informed workforce. Psychological Trauma: Theory, Research, Practice, and Policy, 3(3), 243–252. https://doi.org/10.1037/a0025039
Summary: This foundational article introduces the Core Curriculum on Childhood Trauma (CCCT), developed by the National Child Traumatic Stress Network (NCTSN) to train graduate students and professionals in trauma-informed practice. It explains how problem-based learning (PBL) and detailed trauma case vignettes help learners develop conceptual understanding and clinical reasoning skills. The pilot implementation in graduate social work education showed significant increases in self-efficacy and confidence applying trauma concepts. The article positions the CCCT as an essential tool for building a national trauma-informed workforce.

Layne, C. M., Strand, V., Popescu, M., Kaplow, J. B., Abramovitz, R., Stuber, M., Amaya-Jackson, L., Ross, L., & Pynoos, R. S. (2014). Using the Core Curriculum on Childhood Trauma to strengthen clinical knowledge in evidence-based practitioners. Journal of Clinical Child & Adolescent Psychology, 43(2), 286–300. https://doi.org/10.1080/15374416.2013.865192
Summary: This study evaluates how the CCCT enhances trauma competency within graduate and professional training programs. Through three studies, it demonstrates increased self-reported confidence, conceptual readiness, and field readiness among social work students. The authors propose a “Gold Standard Plus” model that integrates trauma theory (via the CCCT) with training and supervised practice in evidence-based trauma treatments. The CCCT’s five-tiered framework (Evidence, Core Concepts, Intervention Objectives, Practice Elements, and Skills) provides a foundation for trauma-informed reasoning in diverse disciplines.

Dublin, S., Abramovitz, R., Katz, L., & Layne, C. M. (2019). Building a trauma-informed national mental health workforce: Learning outcomes from use of the Core Curriculum on Childhood Trauma in multidisciplinary practice settings. Psychological Trauma: Theory, Research, Practice, and Policy, 11(8), 895–904. https://doi.org/10.1037/tra0000540
Summary: Analyzing data from 1,908 pre–post evaluations across 168 trainings (2016–2019), this study found significant increases in eight trauma-related skills (effect sizes .78–1.45). Participants consistently reported high satisfaction and perceived learning across professions. The findings confirm the CCCT’s effectiveness in building a trauma-informed, multidisciplinary workforce and demonstrate its adaptability to diverse practice settings.

Dublin, S., Abramovitz, R., Katz, L., & Layne, C. M. (2020). How do we get to trauma-informed practice? Retention and application of learning by practitioners trained using the Core Curriculum on Childhood Trauma. Psychological Trauma: Theory, Research, Practice, and Policy, 12(8), 905–914. https://doi.org/10.1037/tra0000982
Summary: This follow-up mixed-methods study surveyed CCCT participants 6–24 months after training. Findings revealed sustained improvements in four trauma skills (effect sizes 0.90–1.07) and qualitative evidence of enhanced empathy, case conceptualization, and reflective practice. Results suggest that CCCT training leads to lasting knowledge retention and meaningful translation of learning into clinical practice.

Dublin, S., Abramovitz, R., Katz, L., & Layne, C. M. (2022). Training experienced mental health practitioners to deliver foundational trauma education: The Core Curriculum on Childhood Trauma. Psychological Trauma: Theory, Research, Practice, and Policy, 14(8), 1385–1395. https://doi.org/10.1037/tra0001212
Summary: Focusing on CCCT facilitator development, this longitudinal study followed 85 trained facilitators and their 1,600+ trainees. Results showed significant improvement in seven facilitation competencies (effect sizes 0.90–2.25), indicating strong acquisition of trauma education delivery skills. The authors emphasize the importance of facilitator development in scaling trauma-informed education and recommend enhancements to mentorship and retention models.

Grossman, H. M., & Brown, C. (2023). Collaborative experiential learning as trauma-informed instructional design. In B. Hokanson et al. (Eds.), Toward inclusive learning design (pp. 467–480). Springer Nature. https://doi.org/10.1007/978-3-031-37697-9_36
Summary: This chapter introduces Collaborative Experiential Learning (CEL) as a trauma-informed instructional design framework that integrates social-emotional learning (SEL) and complex reasoning into professional development for youth-serving systems. Grossman and Brown outline how CEL builds safety, agency, dignity, and belonging—core components of healing-centered education. By combining SEL skills practice with collaborative case analysis, CEL provides a model for integrative healing and equitable learning environments.

Dublin, S., Black-Pond, C., VanDeusen, K., Kliethermes, M., Layne, C. M., & Katz, L. (2025). Relationships between prior trauma education and implementation of evidence-based trauma treatments. Psychological Trauma: Theory, Research, Practice, and Policy. Advance online publication. https://doi.org/10.1037/tra0001907
Summary: This quasi-experimental mixed-method study assessed whether CCCT training enhances providers’ implementation of evidence-based trauma treatments (EBTT). While quantitative effects were modest, qualitative findings showed that CCCT-trained providers demonstrated greater confidence, fidelity, and integration of trauma concepts into EBTT delivery. Trainers observed that prior CCCT exposure improved readiness for certification and reduced secondary traumatic stress. The study highlights the complementary role of trauma education in strengthening EBTT implementation.

The National Center for Child Traumatic Stress (NCCTS) supports a national community of Core Curriculum facilitators by providing connection, coordination, and ongoing professional development.
Facilitators are part of a collaborative learning network that includes:

• Certification and Rostering: Maintaining rosters of Certified Facilitators and Advanced Facilitators and offering pathways for continued recognition.

• Collaborative Learning Calls: Regular calls that promote shared reflection, learning, and professional growth.

• Co-Development Opportunities: Collaborative projects to create and refine Core Curriculum materials and instructional tools.

• Knowledge and Resource Sharing: Access to shared materials, research updates, and examples of effective practice from across the Network.

• Network Integration: Facilitator access to NCTSN-wide tools, resources, and communities of practice that strengthen cross-system collaboration.

Together, these services foster a connected and well-supported facilitator community that continues to advance high-quality, trauma-informed education across the NCTSN.

Absolutely. Once you’ve been part of the Core Curriculum community, you remain part of it. We deeply value the experience and perspective of facilitators who trained in earlier years. As the Curriculum evolves, we’re creating new ways for past facilitators to reconnect, refresh their skills, and contribute to the ongoing growth of the community.

Upcoming opportunities will include booster trainings, community learning calls, and collaborative activities designed to help facilitators reengage with updated materials and network connections. These offerings will provide support for those who wish to resume facilitation, build community with newer facilitators, or simply stay connected to the work of trauma-informed education across the NCTSN.

More information about reengagement opportunities and renewal pathways will be shared as these resources are rolled out.

In earlier years, Core Curriculum facilitator certification was a one-time achievement that provided ongoing membership in the CCCT facilitator community. As the Curriculum continues to grow, we’re introducing a certification renewal process to help facilitators stay connected to the latest content, facilitation practices, and network resources.

Renewal will focus on supporting facilitator growth and ensuring high-quality, trauma-informed learning experiences across sites. We’ll share more details about requirements and timelines as the new system is piloted.

For general inquiries, facilitator connections, or information about upcoming training opportunities, please contact info@nctsn.org or for something more specific or complex, reach out to Dr. Hannah Grossman at hmgrossman@mednet.ucla.edu