Spotlights Featured resources for Families and Schools

Parent Resources (Search Our Database) Resources for Parents and Caregivers The National Child Traumatic Stress Network (NCTSN) Click the “Resources” tab near the top right to find links to many free resources for families in English and Spanish, including: age-related reactions to a traumatic event; grief resources; tips for military families; children's books related to hurricanes, earthquakes, and the death of a parent; and resources on sibling death, medical trauma/hospital stay, abuse (various types), terrorism, and natural disasters.

Trinka and Sam: The Rainy Windy Day (pdf; children's storybook and parent guide) Ippen, C. G. & Kronenberg, M. for the National Child Traumatic Stress Network "This story helps young children and their families begin to talk about feelings and worries they may have after a hurricane hits their neighborhood. Trinka and Sam are mice, and when it begins to rain and get windy, [it reminds] them of the hurricane that came before.…There is a guide for parents in the back of the book, offering ways that they can use the story to help their children." Also available in Spanish here: Trinka y Juan en un Día de Mucho Viento y Lluvia (pdf)

School Resources (Search Our Database) Helping Children After a Natural Disaster: Information for Families and Teachers (pdf) National Association of School PsychologistsThis article has tips for families, teachers, and schools to help children cope with natural disasters, including issues related to specific types (hurricane, earthquake, tornado, flood, wildfire) and developmental stages (preschool, elementary, adolescent) and to relocation issues.

Psychological First Aid for Students & Teachers: Helping You Help Your Students in Times of Disaster, School Crises, or Emergencies National Center for School Crisis and Bereavement "Listen, Protect, Connect – Model & Teach is a five-step crisis response strategy designed to be used by educators and other school staff. It aims to reduce the initial distress of students in the immediate aftermath of a crisis and during the early phases of recovery and to help them return to school, stay in school, and resume their learning."

School Community Journal Resources (Search Our Database)

Schools as Communities and for Communities: Learning From the 2010–2011 New Zealand Earthquakes Carol Mutch The theme discussed in this article is the role that schools played after the earthquakes in the provision of facilities and services to meet (a) physical needs (food, water, shelter, and safety); and (b) emotional, social, and psychological needs (communication, emotional support, psychological counseling, and social cohesion)—both for themselves and their wider communities. The role schools played is examined across the immediate, short-, medium-, and long-term response periods before being discussed through a social bonding theoretical lens. The article concludes by recommending stronger engagement with schools when considering disaster policy, planning, and preparation.
Spring/Summer 2016

Exploring a School–University Model for Professional Development With Classroom Staff: Teaching Trauma-Informed Approaches Elizabeth M. Anderson, Lisa V. Blitz, and Monique Saastamoinen Schools serving communities with high rates of poverty face the profound challenge of meeting the needs of students who are often exposed to significant family and environmental stressors and trauma. Classroom staff/paraprofessionals are vital members of school communities who often work closely with students with the highest needs, but they are typically not provided with professional development opportunities to develop skills for social–emotional learning intervention. This study describes workshops implemented for staff and concludes with implications for building or enhancing a trauma-informed school community.
Fall/Winter 2015