Pre-Service Training

National Trauma-Focused Intern Training (T-FIT) for Counseling, Psychology, Social Work and other School Mental Health Trainees

The National Trauma-Focused Intern Training (T-FIT) for Counseling, Psychology, Social Work, and Other School Mental Health Trainees is a 9-module video series designed for school-based clinical trainees that is divided into two separate courses: 1) Foundations of Trauma-Informed School Mental Health and 2) Trauma-Informed School Approaches, Classroom, and Counseling Supports. The presented content in each module is enhanced by opportunities for self-reflection and strategizing as well as interviews with educators, administrators, school counselors and clinical trainees, parents, and students. Both courses are now available. We encourage you to share this learning series with your students, colleagues, and supervisors!

Valuable learning materials for school mental health:

• Critical concepts and skills for understanding trauma in schools and responding to children’s and teens’ trauma

• Features interviews with educators, administrators, school counselors, clinical trainees, parents, and students

• Emphasis on cultural responsiveness, anti-racism, and equity

• Prompts for learner self-reflection and

strategizing

• Focus on research-validated approaches

• Led by expert faculty in K-12 school-based mental health

• Designed for school-based trainees in social work, counseling, school psychology, and other mental health disciplines

Course 1: Foundations of Trauma-Informed School Mental Health

Module 1: Comprehensive School Mental Health
Module 2: Introduction to Trauma
Module 3: Identifying Trauma in Schools
Module 4: Cultural Responsiveness, Anti-Racism, and Equity (CARE)
Module 5: Secondary Traumatic Stress
Module 6: Trauma-Informed Schools

Course 2: Trauma-Informed School, Classroom, and Counseling Supports

Module 7: School Approaches to Support Students
Module 8: Classroom Strategies to Support Students
Module 9: Early Identification, Intervention, and Treatment

What: Two courses, (Course 1: Foundations of Trauma-Informed School Mental Health and Course 2: Trauma-Informed School, Classroom, and Counseling Supports) 9.5 hours total.

How: There are two ways to access these courses:

1) If you would like to register for one of the full courses (with knowledge quizzes for each session and access to additional learning resources), you can sign up for courses HERE through the NCS3's online learning platform.

2) If you would prefer to view the materials without the knowledge quizzes and additional resources, the videos of each session are included below.

Module 1: Comprehensive School Mental Health

This module explores the core features of comprehensive school mental health systems as well as what research says about its positive effect on student outcomes.

Module 2: Introduction to Trauma

Section 1: Understanding Trauma

In this section we begin by defining what trauma is and the kinds of trauma students can be exposed to, their experience of those events, and the short- and long-term effects it can have.

Section 2: Social Influencers of Health

In this section we will explore social influencers of health, the social context of trauma and adversity, and how equity plays a role in determining physical and mental health outcomes.

Section 3: The Impact of Trauma on the Brain and the Stress Response System

In this section we will focus on the impact of trauma on the brain and the stress response system, an important element in the development of traumatic stress.

Module 3: Identifying Trauma in Schools

Section 1: Trauma in the Context of Schools

In this section we will explore why it is important to recognize trauma in schools and then identify the processes that produce particular manifestations in how students affected by trauma present themselves in schools.

Section 2: Manifestations of Trauma in Schools

In this section we will look at the emotional, behavioral, learning, and social manifestations that educators might encounter when working with students affected by traumatic stress.

Module 4: Cultural Responsiveness, Anti-Racism, and Equity (CARE)

Section 1: Understanding CARE

In this section we will begin with an introduction to Cultural Responsiveness, Anti-Racism, and Equity, for which we will use the acronym CARE. We will define terms related to CARE and consider disparities and disproportionalities that exist in schools.

Section 2: Cultural Humility

In this section we will provide an overview of cultural humility and consider how it fits in with culture and identity as well as power and privilege.

Module 5: Secondary Traumatic Stress

Section 1: Understanding Secondary Traumatic Stress

In this section we will define Secondary Traumatic Stress, including how it relates to other conditions, and its signs and symptoms.

Section 2: Preventing and Treating Secondary Traumatic Stress

In this section we will address ways to prevent and treat STS.

Section 3: STS in the Context of School Systems

In this section we will examine policies and procedures that school systems can use to reduce the impact of STS on staff.

Module 6: Trauma-Informed Schools

Section 1: Multi-Tiered Systems of Supports

In this section we will focus on Multi-Tiered Systems of Supports, an essential element of any Trauma-Informed Schools model.

Section 2: SAMHSA's Trauma-Informed Approach

In this Section we will explore the Trauma-Informed Approach from the Substance Abuse and Mental Health Services Administration (also known as SAMHSA).

Section 3: NCTSN System Framework

In this section we will explore the System Framework for Trauma-Informed Schools from the National Child Traumatic Stress Network (or NCTSN).

Module 7: Whole School Approaches to Support Students

Section 1: School Climate

In this section we will begin our discussion on school approaches to supporting students, including students affected by traumatic by focusing on school climate.

Section 2: Social Emotional Learning

In this section we will continue our discussion on school approaches to supporting students, including students affected by traumatic by focusing on social emotional learning.

Section 3: Mental Health Literacy

In this section we will continue our discussion on school approaches to supporting students, including students affected by traumatic by focusing on mental health literacy.

Section 4: Positive Discipline Practices

In this section we will complete our discussion on school approaches to supporting students, including students affected by traumatic by focusing on positive discipline practices.

Module 8: Classroom Strategies to Support Students

Section 1: Effective Teacher Consultation

In this section we will begin our discussion on classroom strategies to support students by discussing effective teacher consultation.

Section 2: Classroom Setup and Routine

In this section we will continue our discussion on classroom strategies to support students by discussing classroom setup and routine.

Section 3: Positive Relationships and Behaviors

In this section we will conclude our discussion on classroom strategies to support students by discussing positive relationships and behaviors.

Module 9: Early Identification, Intervention, and Treatment

Section 1: Screening

In this section we will begin our discussion on early identification, intervention and treatment by discussing screening.

Section 2: Targeted Intervention

In this section we will continue our discussion on early identification, intervention and treatment by discussing targeted intervention.

Section 3: Effective School Counseling

In this next section we will continue our discussion on early identification, intervention and treatment by discussing effective school counseling.

Section 4: Evidence-Based Treatments

In this section we will continue our focus on early identification, intervention, and treatment by discussing evidence-based treatments.

Section 5: Cognitive Behavioral Treatment

In this section we will continue our discussion on early identification, intervention, and treatment by discussing cognitive behavioral treatment.

Section 6: Student, Family, and Community Partnerships

In this section we will conclude our discussion on early identification, intervention, and treatment by discussing student, family, and community partnerships.