| Description |
The training will be based on the principles of Child-Parent Psychotherapy (CPP) and will be delivered by CPP National Trainer, Lili Gray.
CPP constructs which will inform the training include an understanding of:
• Building a working alliance with parents (biological and foster parents)
• Developmental model of trauma including the impact of trauma at different stages of development, understanding development before and after the trauma, and the mediation of trauma through the interaction of risk and resilience factors
• Impact of trauma on parent child relationship, including the loss of felt sense of security, changes in the view of self/other, ways either partner can serve as a traumatic reminder for the other, and negative attributions based on trauma experience
• Parenting behaviors which buffer the impact of trauma including scaffolding/praising, warmth, and emotion coaching (addressing and tolerating their child's trauma arousal and managing their own emotional states)
• Screening of trauma including Traumatic Events Screening Inventory; Ages and Stages Questionnaire; CBCL (1.5-5); Caregiver trauma history (life stressors checklist revised); Caregiver other symptoms
• Evaluating social emotional development with a trauma lens
• Preparation of trauma-informed IFSP goals
• Adaptation of EI therapies (OT/Speech/PT//Developmental Therapy) and parent/child interventions (social work/counseling/psychology) to support healing from trauma and developmental progressions including encouraging normal development/engagement with present activities, maintaining regular levels of arousal, establishing trust in body sensations, and achieving reciprocity in parent/child relationship
• Interdisciplinary teaming for families where trauma is present
• Talking with parents and caregivers about the need for referrals for additional services
• Instilling hope for recovery and post-traumatic growth
• Staff well-being and trauma stewardship
The National Child Traumatic Stress Network (NCTSN) 12 Core Concepts: Concepts of Understanding Traumatic Stress Responses in Children and Families will provide additional structure for the training.
The NCTSN 12 Core Concepts are:
1. Traumatic experiences are inherently complex.
2. Trauma occurs within a broad context that includes children’s personal characteristics, life experiences, and current circumstances.
3. Traumatic events often generate secondary adversities, life changes, and distressing reminders in children’s daily lives.
4. Children can exhibit a wide range of reactions to trauma and loss.
5. Danger and safety are core concerns in the lives of traumatized children.
6. Traumatic experiences affect the family and broader caregiving systems.
7. Protective and promotive factors can reduce the adverse impact of trauma.
8. Trauma and posttrauma adversities can strongly influence development.
9. Developmental neurobiology underlies children’s reactions to traumatic experiences.
10. Culture is closely interwoven with traumatic experiences, response, and recovery.
11. Challenges to the social contract, including legal and ethical issues, affect trauma response and recovery.
12. Working with trauma-exposed children can evoke distress in providers that makes it more difficult for them to provide good care.
As a foundation for the trauma-training, staff received training in reflective practice based on the FAN approach (Facilitating Attuned Interactions), developed at Erikson as part of the Fussy Baby Network. This training was provided by Dr. Gilkerson.
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