Overview:Trauma Focused-Cognitive Behavioral Therapy (TF-CBT) is a heavily researched,evidence-based form of therapy designed to treat children who have experienced a traumaticevent and struggle with subsequent emotional and/or behavioral problems. The model treatschildren with an array of trauma histories, including children with multiple and complex traumasin their lives. To learn more about TF-CBT, please visit: This course is designed for mental health professionals who work with children who haveexperienced trauma. It is an intermediate level course.
TF-CBT Trainer: Dr. Heather Risk is a Licensed Psychologist and Nationally Approved TF-CBT Trainer. She has over two decades of experience in assessment and evidence-based treatments with survivors of trauma, particularly youth in the foster care system.
Trauma-focused Cbt For Youth Who Experience Ongoing Traumas Mentales
Overview:Trauma Focused-Cognitive Behavioral Therapy (TF-CBT) is a heavily researched,evidence-based form of therapy designed to treat children who have experienced a traumaticevent and struggle with subsequent emotional and/or behavioral problems. The model treatschildren with an array of trauma histories, including children with multiple and complextraumas in their lives. To learn more about TF-CBT, please visit: This course is designed for mental health professionals who work with children whohave experienced trauma. It is an intermediate level course.
The trauma-focused approach to therapy was first developed in the 1990s by psychiatrist Judith Cohen and psychologists Esther Deblinger and Anthony Mannarino, whose original intent was to better serve children and adolescents who had experienced sexual abuse. TF-CBT has expanded over the years to include services for youths who have experienced many forms of severe trauma or abuse.
This article explores migration trauma among Mexican and Central American unaccompanied refugee minors (URM) with the purpose of developing an understanding of migration as a tripartite process consisting of: pre-migration exposure to traumatic stressors, in-journey stressors, and post-migration stressors. The migration experience of these youth may be subjectively different depending on a wide range of factors. The complexities of migration are explored as a traumatic, tripartite process. These three salient components of migration may act as precursors, often resulting in psychological sequelae such as: post-traumatic stress disorder (PTSD), anxiety, and depression. Of all migrant groups, URM are more likely to develop psychiatric symptoms. Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), Cognitive Behavioral Intervention for Trauma in Schools (CBITS), and Mental Health for Immigrants Program (MHIP) are among the most effective interventions in the treatment of PTSD, anxiety, and depression in refugee minors. Social workers in schools are in unique positions to provide mental health services to URM. A case example illustrating a cultural adaptation of TF-CBT in an urban public high school is included. Clinical implications of culturally responsive and trauma-informed treatment of URM in schools will be discussed. Additionally, this article will emphasize the importance of bridging the gap between research and culturally responsive, trauma-informed interventions for URM in schools.
War, violence, living in unsettled refugee camps, and persecution are events that often go hand-in-hand with physical and emotional trauma (Adelman & Taylor, 2015; Fong, 2007). When compared to voluntary immigrant youth, URM were more likely to report a higher incidence of trauma related to war and were disproportionally impacted by it (Collier, 2015; Pumariega et al., 2005; Rasmussen et al., 2012). The countries that make up the Northern Triangle have had a long history of violence and civil unrest. El Salvador experienced a civil war throughout the 1980s and 1990s (Sawyer & Márquez, 2017). As a result, violence and persecution spilled into the neighborhoods in the form of executions and decapitations (Sawyer & Márquez, 2017). The military coup of 2009 in Honduras resulted in police corruption and unchecked crime against journalists, people who identify as LGBT, and peasants (Sawyer & Márquez, 2017, p. 70). A 36-year-long civil war in Guatemala, which began in 1960 and ended in 1996, has left a lasting impact on the country (PBS, 2011). Violence, intimidation, and organized crime continue to be a problem in Guatemala (PBS, 2011), forcing URM to flee their native lands.
Additional barriers such as anti-immigration policies in the US contribute to acute stress after resettlement for URM. Effective September 2017, the program known as Deferred Action for Childhood Arrivals (DACA) program which protected many undocumented youth from being deported, was terminated (Sessions, 2017). In addition, a decision to terminate the Temporary Protected Status (TPS) for migrants from El Salvador increased anxiety among URM residing with parents or guardians who had been granted this protection (Nielsen, 2018). The dismantling of these programs and protections result in the disruption of family structures as a result of deportation (Planas & Carro, 2017). The fear of deportation and public safety act as ongoing barriers and stressors in the lives of URM in the US.
A group of Virginia Tech researchers led by psychologist Andrew J. Smith, PhD, also found that when mass violence events occur on college campuses, a collective identity often forms that can help boost a sense of social support in the aftermath and perhaps promote seeking support (Anxiety, Stress, & Coping, Vol. 28, No. 3, 2015). This communal feeling contrasts with the secrecy, isolation and shame that survivors of individual traumas may face, such as people who experience sexual assault and domestic violence, the authors note. The grief process is also shared, often leading to healthy mourning and coping.
Children growing up with toxic stress may have difficulty forming healthy and stable relationships. They may also have unstable work histories as adults and struggle with finances, jobs, and depression throughout life. These effects can also be passed on to their own children. Some children may face further exposure to toxic stress from historical and ongoing traumas due to systemic racism or the impacts of poverty resulting from limited educational and economic opportunities.
This series offers concrete strategies and recommendations for providers working with LGBTQ youth who have experienced trauma, including how to increase access to services, create a safe environment for care, and work with families and schools.
During the pandemic, many students likely witnessed images and videos of the murder of George Floyd by a police officer in Minneapolis, Minnesota. For many students, this may have been the first time they were exposed to or made aware of the existence of police brutality as well as a criminal justice system that allows the killing of unarmed Black men and women to go unexplained and unanswered. Witnessing such tragic events can be linked to secondary traumas, which can further compound the ongoing racial traumas experienced by Black children and adolescents exposed to racism, particularly individual and systemic racism within their own schools.
Some people with PTSD may be living through an ongoing trauma, such as being in an abusive relationship. In these cases, treatment is usually most effective when it addresses both the traumatic situation and the symptoms. People who have PTSD or who are exposed to trauma also may experience panic disorder, depression, substance use, or suicidal thoughts. Treatment for these conditions can help with recovery after trauma. Research shows that support from family and friends also can be an important part of recovery.
Childhood trauma is more likely to lead to post-traumatic stress disorder (PTSD) than trauma that occurs in adulthood.[22] Children exposed to several different forms of trauma are more likely to exhibit PTSD (e.g., anxiety, depression, anger, aggression, dissociation) than children with chronic exposure to a single type of trauma.[23] Children and youth with PTSD may re-experience the traumatic event through intrusive memories, nightmares, and flashbacks; avoid situations or people that remind them of the trauma; and feel intense anxiety that disrupts their everyday lives. In addition, they may engage in aggressive, self-destructive, or reckless behavior; have trouble sleeping; or remain in a state of hypervigilance, an exaggerated state of awareness and reactivity to their environments.[24] However, there is no typical reaction to trauma. The vast majority of children show distress immediately following a traumatic event, but most return to their prior level of functioning.[25]
Training and professional development opportunities are also important for increasing the capacity of adults to attend to other aspects of TIC, including family engagement; practices that are responsive to culture, gender, and sexual orientation; collaboration with community service providers (e.g., mental health providers who can screen for childhood trauma and provide evidence-based treatment); developing and integrating emergency and crisis response protocols; and establishing trauma-informed policies that support positive youth development despite exposure to trauma. Building capacity and maintaining an ongoing commitment to TIC efforts are critical to sustainability.[62], [63] However, although it is a critical component of TIC, training staff and parents on the impact of childhood trauma is not sufficient and does not in and of itself constitute TIC. TIC must also include comprehensive, ongoing professional development and education for parents, families, school staff, out-of-school program staff, and community service providers on jointly addressing childhood trauma. 2ff7e9595c
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