Training

Trauma-Informed Care and Practice in a CAC Setting

Trauma-Informed Care and Practice in a CAC Setting

Format: Virtual

 

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Description

This training can be delivered in two different presentation formats depending on the audience and is typically 2.5 hours in duration. While the learning objectives remain the same within each presentation, the focus of the presentation will change based upon the audience.

  • The first, “The Impact of Trauma on Children & Families and Secondary Traumatic Stress in MDT Professionals” focuses more attention on trauma and its impact, and secondary traumatic stress with an overview of reflective supervision and its uses within the systems represented in the MDT. This training would be a good fit for staff on the receiving end of reflective supervision.
  • The second, “Reflective Practice and Secondary Traumatic Stress in CACs and MDTs” includes a review of the impact of trauma with additional focus on learning the skills to provide reflective supervision to staff. This training would be a good fit for audiences comprised of MDT members with supervisory responsibility.

This training is coordinated collaboratively with State Chapters in the western region. State Chapters will provide support in scheduling, determining the appropriate audience, registration and evaluation of the training.


Targeted Audience

All MDT partners, including those with supervisory responsibility, are encouraged to attend. The training is tailored to the audience based on their roles within the MDT and their current knowledge level. The training can be further customized to focus on particular learning objectives and by adjustments to the length of the training


Training Facilitator

Al Killen-Harvey, LCSW, Lead Trainer, Chadwick Center for Children & Families, Rady Children’s Hospital


Learning Objectives 

As a result of this training, participants will:

  1. Define the types of trauma, trauma responses, and how trauma impacts children.
  2. Understand the effect that trauma exposure has on workers by discussing secondary traumatic stress (STS).
  3. Identify approaches to addressing STS with both individual strategies and organizational strategies (e.g. Reflective Supervision).
  4. Demonstrate how Reflective Supervision can be used with staff by utilizing reflective listening, emotion-focused questions, supervisor modeling, and compassion satisfaction prompts.

Questions?

Contact Salli Kerr at skerr@rchsd.org

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