Institute for Trauma Treatment in Schools (ITTS)

The creation of the Institute for Trauma Treatment in Schools was a joint project of the Simmons University School of Social Work and the Alliance for Inclusion and Prevention. The goal of ITTS is to provide school-based professionals and pre-service interns the knowledge and skills they need to provide children in grades K-12 better trauma-informed care, since schools are where children spend most of their time away from home. In order to provide training to the widest audience possible, ITTS offers online evidence-informed training to current practitioners through asynchronous video courses, so school mental health staff can work through the courses at a pace that fits into their busy schedules.

In particular, we hope to reach school-based practitioners in rural and under-served communities with the goal of providing training to those who may not have access to local in-person training.

The creation of the ITTS courses was funded through the Substance Abuse and Mental Health Services Administration (SAMHSA) in collaboration with the National Child Traumatic Stress Network (NCTSN).

The course is presented in two parts; Foundations: Trauma and Its Impact of Teaching and Learning & Practical Applications for Professional Practice.

Course 1: Trauma and Its Impact on Teaching & Learning

Session 1: Effects of Trauma on Brain, Body, and Behavior—Lisa Baron, Ed.D. Participants will define the 3Es of Trauma; describe Adverse Childhood Experiences (ACEs); articulate ways that trauma adversely impacts brain development and learning; and understand the difference between trauma-unaware and trauma-informed perspectives.

Session 2: Understanding Historical & Racial Trauma, and Supporting Radical Healing in Schools—Tiffany Beason, Ph.D. Participants will define historical and racial trauma, and describe their impact on mental health and well-being; identify how communities impacted by historical and racial trauma experience thriving through radical healing practices; and explore how to support students with radical healing practices in schools.

Session 3: Cultural Context and Social Determinants of Health—Kimani Norrington-Sands, Ph.D. Participants will define Social Determinants of Health, Adverse Childhood Experiences (ACEs), and Expanded ACEs; understand the cultural context and social determinants of health; identify protective factors and cultural forms of healing; and identify resources to support school mental health clinicians with fostering positive mental health and well-being for youth, families, and school staff.

Session 4: Safe, Supportive Schools: Foundations of Comprehensive School Mental Health —Sharon Hoover, Ph.D. Participants will identify the core features of Comprehensive School Mental Health Systems (CSMHS); understand what the research says about the impact of school mental health on student ad school outcomes; reflect on strengths and areas for growth for CSMHS in your setting; and identify at least one action step to advance a CSMH framework.

Session 5: Trauma-Informed SEL—Stephanie Jones, Ph.D. Participants will understand what trauma-informed SEL means; and identify ways to infuse trauma-informed practices into a school’s SEL content or curriculum.

Session 6: Understanding Trauma-Reactive Behavior in Students—Caryn Curry, LCSW Participants will identify manifestations of child trauma exposure in school; understand the drivers of behaviors of students impacted by trauma and adversity; and be able to articulate the impact of inequity on behaviors of students exposed to trauma and adversity.

Session 7: Safe & Supportive Classroom Strategies: Using a Trauma-Informed Approach—Tiffany Beason, Ph.D. Participants will understand how student behavior is connected to their emotions and unmet needs; describe principles for creating a safe space for supporting students who are in distress; and identify classroom strategies to support students with healthy emotion expression, executive functioning, social skills, and using safe behavior.

Course 2: Providing Evidence-Based Treatments in Schools and Trauma Informed Care for Special Populations

Session 1: Evidence-Based Treatments for Trauma in Schools
An overview of evidence-based treatments (EBTs) is provided, along with the rationale for using EBTs in schools. Participants identify three trauma EBTs used in schools;
describe the common components of evidence-based trauma interventions; and identify three best practices for referral, screening, and monitoring progress for students
enrolled in trauma interventions.

Sharon A. Hoover, Ph.D.; Professor, University of Maryland School of Medicine, Division of Child and Adolescent Psychiatry; Co-Director, National Center for School Mental Health; Director, National Center for Safe Supportive Schools

Session 2: Adapting CARE Concepts to Evidence-Based Treatments
Key concepts related to cultural responsiveness are defined. Participants learn about the importance of implementing culturally responsive practices into evidence-based treatments (EBTs), and learn culturally responsive and identity-affirming practices to integrate into comprehensive school mental health systems. Resources to support application of culturally responsive practices in schools are provided.

Tiffany Beason, Ph.D., Assistant Professor, University of Maryland School of Medicine, National Center for School Mental Health

Session 3: Using CBT in Schools—Practical Applications for Clinical Practice
Participants define Cognitive Behavioral Therapy (CBT) and become familiar with the “CBT Triangle.” The Avoidance Structure is described in detail, and participants learn how avoidant coping perpetuates symptoms of anxiety and depression. Participants learn how Cognitive Restructuring and Behavior Modification are important tools to break the cycle of avoidance and decrease symptoms of anxiety and depression.

Lisa Baron, Ed.D., Alliance for Inclusion and Prevention; Program Director, Center for Trauma Care in Schools; Research Affiliate, Simmons University

Session 4: Trauma-Informed Approaches for Students with Disabilities
Participants learn about the prevalence and impact of trauma in the population of students with disabilities; describe factors that complicate identification of trauma in disabled students; and identify 3 trauma-informed practices that clinicians can implement in support of students with disabilities.

Stephanie Moore, Ph.D., Assistant Professor in School Psychology, University of California Riverside

Session 5: Substance Use Assessment and Intervention
Participants learn about the Adolescent Community Reinforcement Approach (A-CRA) and why trauma-informed, strength-based substance use interventions are appropriate for use in schools. A demonstration of a clinician using the A-CRA approach is provided. The process of conducting both a Functional Analysis of needs and the Happiness Scale for identifying interests and potential strengths with students are demonstrated.

Melissa Ambrose, LCSW-C, Training Director for Substance Use Initiatives, National Center for School Mental Health, University of Maryland School of Medicine

Session 6: Supporting LGBTQ+ Youth in Schools Through a Trauma-Informed Lens
Participants identify at least two kinds of trauma that disproportionately impact LGBTQ+ students; understand the negative educational impact of trauma on LGBTQ+ students; and identify ways to increase welcoming and affirming practices when working with LGTBQ+ students impacted by trauma.

Megan Mooney, Ph.D., Licensed Psychologist in Private Practice; Faculty, Baylor College of Medicine; Faculty, University of Texas Health Sciences Center at Houston.

Session 7: Trauma-Informed Supports For Military Youth and Families in Schools
The concepts of trauma and resilience for school-age children are summarized with particular emphasis on military-connected youth; key components of a trauma-informed school are described; and participants apply the six domains of a trauma-informed school to increase support for students from military families in one’s own school. A case vignette illustrates the key concepts.

Laura Danna, LCSW, Project Director, Project Fleur-de-lis, Mercy Family Center, New Orleans, LA

Session 8: Supporting Latinx Immigrant and Newcomer Youth in Schools
Common causes for immigration to the U.S. from Latin American countries are explained. Participants learn about the impact of immigration on students’ mental health, and identify strategies to address the trauma-related needs of immigrant youth and their families in school settings. Best practices for providing trauma-informed mental health care for Latinx immigrant youth and families are described, and participants learn about the intersectionality of trauma and culture among Latinx populations.

Javier Rosado, Ph.D., Associate Professor and Founding Director of Clinical Research, Center for Child Stress and Health, Florida State University College of Medicine

Session 9: Trauma-Informed Approaches to Support Indigenous Students and Families
Participants expand the trauma lens to incorporate the Indigenous perspective on trauma; the understanding of students’ behavior in the context of culture is enhanced; and participants examine ways to integrate culturally relevant healing-centered practices into individual clinical work with students and with larger systems.

Maegan Rides At The Door, Ph.D., Director, National Native Children’s Trauma Center, University of Montana

Session 10: Trauma-Informed Supports for Students in Foster Care
ACEs and their impact on youth development are described, and the impact of ACEs on foster care youth in schools are highlighted. School mental health clinicians learn how they can provide trauma informed, supportive care and services to youth living in foster care, and how schools can leverage community assets to support trauma informed care for youth in schools.

Matila Jones, M.S., HS-BCP, Director of Community Engagement, The Family Tree, Baltimore, MD

Session 11: Trauma-Informed Supports for BIPOC Students
Participants learn about the mental health needs of BIPOC students; explore ways to support BIPOC students at all three MTSS tiers; and identify specific practices that align with a culturally responsive, anti-racist framework.

Jamee Carroll, Ph.D., Licensed Clinical Psychologist

Institute for Trauma Treatment in Schools (ITTS)