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Trauma Informed Care Program (TIC)

Trauma Informed Care is an evidence based approach to healing and support for youth who have been exposed to trauma.   The program is delivered at your facility in a 9 step process. The classes are designed to stress the important theories, with respect to trauma informed care, to the direct care staff within a series of courses that will develop understanding from the perspective of a trauma victim.  

Emotional Quotient (EQ)

Caregivers are introduced to Emotional Quotient (EQ).  Emotional Quotient is defined as our emotional intelligence.  EQ is what helps your caregiver communicate clearly, lead others, and build powerful relationships with children and their family, as well as in their personal life.  The development of EQ will eliminate anxiety and assist your staff to become effective in the care and supervision of the children and families they serve. Caregiver development in emotional quotient provides them the capacity to transition youth to a home-based family care setting meeting the requirements stated in AB403.

Part I

1)    Intro to Trauma Informed Care I:  This course covers California’s reform efforts towards the philosophy of an outcomes based approach.  The presenter will describe how trauma informed care processes play an important part within the reform efforts for Group Homes.  Also, the presenter points out the effects of "sanctuary trauma", and "maltreatment" on the client and how these terms are viewed by the State.  Characteristics of maltreatment, risk factors, and preventions will be discussed, as well as defining what an outcomes based approach will look like within the residential care facility. 

2)    Characteristics of Youth In Residential Care -  The presenter will discuss the three areas of outcomes as key elements of the reform effort safety, permanency, and well being and how they are measured.  Also the presenter will discuss Group Home reform as it reaches into the community, defining the terms family focus, and child centered within the residential system of care.   At the end of this course the direct care staff will be able to understand how reform has changed the system of care for youth in out of home placement.    

3)    Psycho-Education and Positive Behavior Support-  This class introduces positive support systems to the staff as part of the intervention process for the at-risk youth.  Positive support can help youth to begin focusing on the positive aspects of their lives and help youth focus on sources of strength and resilience.  Staff will be encouraged to develop language towards positive support in daily activities.  Introduction of how to identify causes for possible behaviors, understanding triggers, and planning for future risk will be discussed. 

Part II

4)    Trauma Informed Care II:   An in depth understanding of trauma and its impact on clients.  We address the development of particular coping strategies victims of trauma use.  The presenter will define maltreatment with respect to out of home placement, and discuss the characteristics of maltreatment and how it presents itself in day to day activities.  We discuss stigmatizing and shaming and how these affect the development and growth of the client.  

 
5)  Positive Psychology:  This class will address at risk youth and why he/she will run away from residential care.  Also, the course will discuss various strengths that are evidence based and can be employed by staff to help the youth to develop his/her thinking towards recognizing the ideal connection concerning their thinking and their experience.  Staff will participate in an exercise to assist in the development of finding strengths within the client.

6)  Trauma Informed Care III  The Impact of Complex Trauma:  This course discusses the dual problem of children’s exposure to traumatic events and the impact of this exposure on immediate and long term outcomes.   The presenter discusses the impact of healthy attachment relationships.  Also signs of stress our clients exhibit, and how these signs are interpretive to trauma victims.

Part III

7)   Frameworks of the Attachment Theory:  The direct care staff will be introduced to attachment theories and how they relate to behavior.  Discussed is the importance of the caring relationship between a child and its caregiver and healthy development.  The direct care staff is introduced to the theory of transference with regard to professional self-awareness and self-control.  The direct care staff learns to recognize patterns of coping, and internalizing and externalizing factors of behaviors.


8)   Trauma Informed Care IV Introduction to S.E.L.F:   The class begins with psychoeducation training.   Psychoeducation is educating people about the impact of the overwhelming life experiences of the trauma victim and it helps to get everyone “on the same page” with a shared and coherent organizing framework.  The staff is introduced to a framework that does not stigmatize the injured person, and does no further harm, but instead allows a much closer and empathic understanding between client and caregiver.  We introduce S.E.L.F., an evidence-based conceptual framework for managing very complex problems.  We cover Safety, Emotion, Loss, and Future with direct care staff to begin the process of organizational change and commitment to a TIC environment. 

 
9)  Shared Development Evidence Based Support System: This class will identify systems that support strengths for the youth on individual bases.  The staff, case worker, and individual youth will be able to access tools that help in areas that need more development, such as education, self awareness,  individual living skills, or building self esteem.  The program is used for setting goals, and is appropriate for ages 12-18.    The youth and caregiver, can select areas for improvement and the case worker, or social worker build learning modules from various websites, books, and resources.   

     
In addition, the program includes three Caregiver Training Guide booklets Part I, Part II, and Part III. 

The important concepts for each session are highlighted, in the booklets and each booklet has interactive dialogue to help the caregiver remember and use the key words and concepts in the work milieu.   Each booklet also contains a glossary and has areas for notes.    

"At the most basic level, trauma informed care involves the provision of services and interventions that do no harm, that do not inflict further trauma on the individual, or reactivate past traumatic experiences."   (Holdas, Gordon (2006). Responding to Childhood Trauma: The promise and practice of trauma- informed care)

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