There is growing awareness that trauma is pervasive and that the impact of trauma is often deep and life shaping. Violence and trauma are often at the center of an individual’s criminal or juvenile justice involvement, work/school problems, mental health challenges and substance use. This means, whether or not it is fully recognized, human service staff are working with survivors of trauma. A system or organization that is trauma responsive has at its center the core principles of safety, trustworthiness, choice, collaboration, and empowerment and understands that these principles need to be present for both the recipient of services as well as the staff.
CCSI provides training and implementation support on an increasing number of topics designed to help organizations understand, implement and sustain practices aimed at improving the way care is provided. Our practice transformation team members have experience working directly in clinical or program settings, so they combine deep content knowledge in their particular areas of expertise with a solid appreciation for the challenges associated with learning and implementing new ways of delivering services in “real world” settings. In addition, in partnership with our Quality Improvement Team, CCSI can also offer practical ways for organizations to assess the impact of their training investment on care quality and outcomes. Some of our current services offerings are described briefly below with links to learn more.
The Consortium on Trauma, Illness, & Grief in Schools (TIG)
TIG is an innovative model which offers school personnel a variety of intensive training opportunities, resources and ongoing technical support to help students cope with trauma, violence, illness, suicide, and grief in the school setting. School professionals are trained and prepared to transform educational practice, inform school policy and procedure, as well as to implement effective crisis plans and evidence-based crisis response skills. Within a region, TIG Teams are linked to one another as well as with the other resources of the Consortium to create a self-sustaining back-up support network for times of acute crisis. Click here to learn more about TIG.
Resilience Learning Collaborative
Resilience development benefits all youth, but especially those who have experienced trauma or adversity. Replicable in other organizations and communities, the Monroe County Resilience Learning Collaborative is a cross-sector initiative organized around Dr. Kenneth Ginsburg’s Reaching Teens Toolkit (American Academy of Pediatrics). Collaboratives such as these harness the strengths of a community and lend support to systemic transformation efforts assuring that trauma-responsive practices, strength-based perspectives and resilience-development strategies are fully integrated in Systems of Care. Click here to learn more about the Click here to learn more about the Resilience Learning Collaborative.
Gathering and Using Data
CCSI can support your school/organization in collecting, analyzing, and integrating data with practice transformation efforts. This can include:
- Replication of the Youth Risk Behavior/ACEs & Assets analysis for your community
- “Measuring What Matter”: A toolkit to utilize existing data to create simple and actionable dashboards to integrate data-informed decision making and track progress
- Creating Community Dashboard
As defined by the Coalition for Community Schools, a community school is a place and a set of partnerships between the school and other community resources. When fully implemented, the school becomes the hub of the neighborhood and the access point to services that are tailored specifically to meet child, parent, family and community needs. By seamlessly and strategically integrating strong academics with housing, health, and other community supports, student learning improves, families become stronger, and communities become healthier, more desirable places to live and learn. CCSI is working closely as the Lead Agency with two Rochester area schools as they transition to a community school model, providing the essential structural (or “backbone”) supports needed to help them to achieve their goals. Specific supports are driven by the school’s priorities and implementation plans. Click here to learn more about our work in community schools.
Trauma-Informed Care Organizational Self-Assessment Tool (TIC-OSAT) or Trauma-Informed School Self-Assessment Tool (TIC-SSAT)
A strengths-based organizational self-assessment tool that provides organizations or schools with a point in time “snapshot” of where they are in their journey towards becoming trauma-informed. The tool employs the Substance Abuse and Mental Health Services Administration’s (SAMHSA) 10 Implementation Domains as a framework to assess implementation of trauma-informed care practices. TIC-OSAT/SSAT allows organizations to view aggregated survey results from their leadership and staff and display these results within a concise, real-time report along with recommendations for bolstering Trauma-Informed responsive practices. Click here for the TIC-OSAT/SSAT tool.
From ACEs to Assets: Successfully Applying Trauma-Responsive Practices to Grow Resilience and Improve Education, Health and Wellness Outcomes
From ACEs to Assets: Successfully Applying Trauma-Responsive Practices for All Students
Growing a Trauma Responsive Organization
Raising Resilient Children
From ACEs to Assets: Fostering Resilience to Improve Outcomes
Collaborating to Build Resilience: Using Local Childhood Adversity & Youth Risk Behavior Data to Identify Community-Level Moderators
Amy Scheel-Jones, MS Ed
Amy Scheel-Jones, MS Ed brings depth and breadth of experience to capacity building and change management strategies. In her work as a School Counselor, Amy spent 10 years developing expertise in practical approaches to prevention, resiliency and fostering well-being that is now applied across sectors. A committed youth and family advocate and systems thinker, Amy has […]