Community Action Agencies all across the country are on the front-lines of the COVID-19 pandemic, providing critical services for your communities in the midst of a life-threatening situation. Being a highly-responsive social service professional in these times can cause a considerable amount of personal stress, and both acute and secondary trauma, while working with our communities experiencing their own long-term and COVID-related traumas. In this webinar, Denese Shervington, MD, MPH leads us in “Start With Yourself,” providing strategies for stress management and self-care tools, and informing the planning for working with traumatized customers and communities.
This webinar features Dr. Dense Shervington who illustrates the effects of structural oppression, societal disfranchisement on communities of color and discusses the importance of trauma-informed care for this population, providing insight on how community-based organizations can work to help create steps and opportunity for healing on the individual, family, and community level.
With 22 percent of the undergraduate student population comprised of parents, policymakers and institutions must explore the unique needs of this population and address the challenges that may prevent parents from attaining their degree. This includes determining what systems, services, and approaches best support their mental health needs. This brief examines opportunities for policymakers and academic institutions to adapt existing mental health services in order to meet the unique needs of students who are parents and help them complete their degree. (April 2019)
Recent research has increased attention on the wide-ranging and serious consequences of adverse childhood experiences (ACEs). Over 45% of children in the United States – 33.3 million children – have experienced potentially traumatic events that impede their chances to be healthy, productive adults. ACEs can range from neglect or abuse to substance misuse by a parent, and they are a shared root cause of many of society’s most challenging problems. Elementary school success and school success rates, juvenile incarceration, challenges in the workplace, and numerous physical and mental health challenges are all associated with ACEs. Foundations focused on issues such as education, economic opportunity, youth development, health, or community revitalization are beginning to recognize that ACEs are at the root of many of societies’ challenges.
Research from various sectors continues to build the case for the pervasive and damaging effects of trauma across the lifespan – but especially on children. With a reach into some of our nation’s most vulnerable populations, it is of critical importance for the Community Action Network to be informed and prepared to address this issue in our efforts to help all Americans achieve wellness and stability.
Watch this webinar for an introductory conversation on defining trauma, its impacts, and tools that CAP agencies can use to ensure that a safe and trauma-informed approach in their work.
This bulletin provides an overview of children’s exposure to violence is pervasive and crosses all ages. The research findings reported here are critical to informing our efforts to protect children from its damaging effects.
Understanding the Impact of Trauma and Urban Poverty on Family Systems: Risks, Resilience and Interventions
This white paper reviews the clinical and research literatures on the impact of trauma in the context of urban poverty on the family system including the individual child or adult, adult intimate partnership, parent-child, siblings and intergenerational relationships, as well as the family as a whole.
In this brief, we describe the prevalence of one or more ACEs among children ages birth through 17, as reported by their parents, using nationally representative data from the 2011/12 National Survey of Children’s Health (NSCH).
The Toolkit offers homeless service providers with concrete guidelines for how to modify their practices and policies to ensure that they are responding appropriately to the needs of families who have experienced traumatic stress.
Building on the widely used definition of toxic stress from the Harvard Center for the Developing Child, the Learning Lab has worked to define what toxic stress is, why it is of concern and how communities can respond.
This fact-sheet discusses the nature of trauma, especially abuse or neglect, the effects of trauma on children and youth, and ways to help a child who has experienced trauma.
This brief draws on interviews with national experts on trauma-informed care to create a framework for organizational and clinical changes that can be practically implemented across the health care sector to address trauma.
The Treatment Improvement Protocol (TIP) series fulfills SAMHSA’s mission to improve prevention and treatment of substance use and mental disorders by providing best practices guidance to clinicians, program administrators, and payers
The purpose of this paper is to develop a working concept of trauma and a trauma-informed approach and to develop a shared understanding of these concepts that would be acceptable and appropriate across an array of service systems and stakeholder groups.
This Guide can be used by community-based organizations that work with families, children, youth, unaccompanied minors, and individuals in various settings (e.g., outpatient settings, mental health, transitional housing programs, shelters, and schools).
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