When shared understanding is achieved, organizations and schools can introduce opportunities for direct skill development and building capacity. These actions bring trauma-responsiveness and equity focus into a way of being within organizational culture. A sampling of CCSI’s opportunities to build skills and grow internal abilities to change practice are included here.

Advanced Trauma Responsive Care Training

Advanced Trauma-Responsive Care Training complements the foundational training by helping participants move beyond basic trauma-informed care knowledge towards a focus on developing substantive and concrete trauma-responsive techniques and strategies. Available as a series or a single-day training session, participants work on implementing trauma-responsive strategies and best practices, and address challenges within their work environments that may hinder practice change. Organizational practice transformation is accelerated through the provision of targeted feedback, role playing, discussions and focused Q & As.

Trauma-Informed Care Train-the-Trainer Training – Model & Approach

This professional development model is ideal for organizations and communities that want to build internal capacity and create a workforce trained in trauma-informed practices. It supports sustainability as local trainers can continue to train new employees during staff turnover and provide refresher training to existing workforce to ensure that new practices are implemented and integrated.

Through this experience, new trainers are provided with reference materials, notes, and resources to assist with their own training implementation. Additionally, a Train-the-Trainer model can be followed by ongoing consultation and coaching to support continued learning and development as learners deliver the training over time.

Developing Trauma Champions

While orientation training will provide a solid overview of trauma and trauma-informed care, additional coaching and continuous quality improvement is necessary to result in sustained practice change. To support implementation, the CCSI consultants can be engaged to work with a core group of individuals, self-identified as having high interest in practice change. These Trauma Champions will work to identify specific trauma-informed goals and objectives. An assessment to inform and guide goal development can include review of policies and procedures, a walk-through of buildings and staff and service recipient perception surveys.

Transformative Trauma-Responsive Care Supervision Training

The principles of trauma-informed care (TIC) underscore the importance for human service organizations to be trauma-informed—not just for service recipients, but for the providers as well. Participants explore what it means to offer supervision that aligns with a Trauma Responsive approach and methods to enhance their supervisory practices from a trauma-responsive lens.

The Consortium on Trauma, Illness and Grief in Schools (TIG)

TIG represents regional networks of public school districts, private and charter schools who experience shared training, apply this training to transform individual practice, policy and procedure and commit to providing best practice, evidence-based back up support to one another in times of biggest crisis. A 5-Day core curriculum creates the foundation of trauma-responsive approaches to inform individual and systemic changes. These school district teams are also equipped with evidence-based skills in crisis intervention. The shared philosophy and skills create the ability to effectively respond internally and externally to the needs of students, staff and families.

Trauma-Informed Through a Cultural Competence Lens

Conditions in the environments in which individuals are born, live, learn, work, play, and worship affect a variety of social, health and well-being outcomes across the lifespan. This session extends the definition of culture beyond an individual’s race and ethnicity. Participants are engaged in understanding the impacts of the Social Determinants of Health and the impact of disparities. Their delivery of trauma-responsive approaches and services are enhanced with their increased capacity to acknowledge, respect and integrate and individual’s or family’s cultural values, beliefs and practices.

Adaptive Leadership: Thinking Beyond “Out of the Box”

Organizational leaders at all levels benefit from continued opportunity to grow and develop in leading from a trauma-responsive, equitable foundation. As a solution-focused, culturally responsive decision-making method, Adaptive Leadership is a model that is well-aligned with these frameworks. Leaders are provided the opportunity to differentiate between technical challenges and adaptive approaches, the principles of Adaptive Leadership and how to approach decision-making when there is no “box.”

Putting Your Oxygen Mask on First: The Necessity of Self-Care

An essential aspect of trauma-informed care is assuring that staff maintain positive practices of self-care to decrease risk of burn out, compassion fatigue, and secondary traumatic stress. Drawing on the familiar analogy of air travel instructions, this session reminds participants that we can’t help other people if we’re gasping for air yourself. While this metaphor makes sense anecdotally, it is a pervasive problem in the field that those working with high stressed individuals or families find themselves doing just that—attempting to help others while struggling themselves. Working with people affected by toxic stress and trauma is difficult work, both physically and mentally; it is a professional necessity to tend to what’s happening to us as professionals in education, heath, and human services.

This highly interactive workshop will examine the causes and impact of stress, traumatic exposure responses, and burnout. Participants explore several options for working with these occupational hazards so that they can continue to thrive in all aspects of their lives. In addition, strategies to build organizational capacity to support staff though supervision, policies and procedures are explored.