Training and Educational Opportunities: Trauma and Resilience

New Online Course: Trauma-Informed Care and Resilience Promotion

This video-based series aims to empower pediatricians and healthcare professionals with the knowledge and skills to implement evidence-based, trauma-informed care and resilience promotion in their everyday practice. CME and MOC credit available for this course.

To register for the course, click here.

AAP Trauma and Resilience ECHO

The Pediatric Approach to Trauma, Treatment and Resilience (PATTeR) educational series, AAP Trauma and Resilience ECHO, uses the Extension for Community Healthcare Outcomes (ECHO) model.

ECHO is an internet-based, interactive learning model that uses video conferencing technology to bring together specialty care providers/experts and providers in local communities. Each live 1-hour ECHO session consists of a didactic presentation and de-identified case-based discussion. At this time, no live AAP Trauma and Resilience ECHO sessions are being implemented, however; video recordings from the sessions are provided below.

Level 1 AAP Trauma-Informed Care and Resilience Promotion ECHO 

This ECHO series consists of 6 sessions, and provides a thorough review of
the most common symptoms of trauma as well as strategies for caregivers and physicians to use to promote resilience skills and recognize the developmental and health impacts of trauma. The series also provides guidance on effective screening and surveillance tools, offers techniques for managing trauma symptoms, and suggests when and how to refer or prescribe.
 
Click here to access these recordings. Note: These ECHO sessions utilize the same curriculum as the AAP Trauma-Informed Care and Resilience Promotion PediaLink Course. 

Level 2 AAP Trauma and Resilience ECHO

This level consists of 12 sessions and was designed to help the learner develop advanced clinical skills in trauma recognition, screening and response, interventions and resources, and competency to implement trauma-responsive care in his/her own practice and to train others. You can view all 12 didactic recordings below.

Session 1: Burnout and Secondary Traumatic Stress

Learning Objectives:

• • Identify the symptoms of burnout and secondary traumatic stress.
  • Recognize the four types of human stress response and how they contribute to burnout and secondary traumatic stress.
  • Consider role of affiliate response in preventing burnout and STS.
  • Develop a strategy to promote the affiliate response in the workplace.
    

Session 2: Epigenetics

Learning Objectives:

• • Review the basic mechanisms of epigenetic changes that affect health. Using historical lessons, these mechanisms will demonstrate the application to population health.
  • Identify the changes that can occur in children secondary to epigenetic alterations.
  • Illustrate the current application of epigenetic principles to primary care practice.
    

Session 3: Understanding Attachments: A Deeper Dive

Learning Objectives:

• • Recognize that attachment provides a safe haven and a secure base and main function of attachment is emotional regulation.
  • Identify characteristics of secure attachment in children and in adult relationships.
  • Explain the first steps to take with caregivers to restore attachment.
    

Session 4: Trauma Symptoms

Learning Objectives:

• • Recognize that “trauma” includes a spectrum of symptoms.
  • Apply FRAYED construct to begin to identify trauma symptoms presenting in daily work.
  • Identify clinical presentations of FRAYED symptoms, link them to the physiology of trauma, and the competencies impacted.
    

Session 5: Parental ACEs

Learning Objectives:

• • Describe the impact of a parent’s own ACEs on their parenting capacity.
  • Discuss ways in which parental toxic stress can present in the pediatric health care setting.
  • Discuss specific ways in which pediatric health care providers can assist a parent with toxic stress.
    

Session 6: Positive Purposeful Parenting

Learning Objectives:

• • Consider application of common Evidence-Based Parenting Practices across the ages and stages of development.
  • Application of common Evidence-Based Parenting Practices to support the attachment relationship and typical development at each age and stage.
  • Understand how the application of common Evidence-Based Parenting Practices might vary with caregivers who have a history of trauma, mental health or other issues impacting regulation and executive functions.
    

Session 7: Culture and Trauma

Learning Objectives:

• • Define Culture.
  • Articulate the intersection between healthcare and culture.
  • Articulate the intersection between culture and trauma.
  • Describe the impact of historical and racial trauma.
  • Define cultural responsiveness.
  • Define Cultural Humility and describe how to practice it in the provision of services.
  • Identify strategies to be culturally responsive. 

Session 8: How Trauma Presents Across the Age Span

Learning Objectives:

• • Identify how FRAYED symptoms present differently based on a child’s developmental level.
  • Become familiar with how the lower brain (safety) develops at the expense of the higher brain.
  • Define the role of the default mode network in child development.
  • Consider how intrapersonal, neurocognitive, interpersonal, and regulation (INIR) competencies are impacted at each developmental level.
    

Session 9: Evidence-based Treatments of Trauma

Learning Objectives:

• • Identify three evidence-based treatments (EBT) for childhood trauma.
  • Describe key components of trauma-informed treatment.
  • Describe components of Trauma-Focused Cognitive Behavioral Therapy (TF-CBT), the most rigorously tested treatment for childhood trauma to date.
    

Session 10: Trauma Assessment and Suicide Prevention

Learning Objectives:

• • Review different methods for systematically detecting trauma symptoms among pediatric patients.
  • Discuss how to systematically screen for suicide using both screening tools and standardized interview questions.
  • Discuss how to effectively incorporate trauma symptom severity and functional impairment/challenges when making treatment/referral decisions.

Session 11: Promoting Regulation

Learning Objectives:

• • Define, co-regulation and self-regulation.
  • Importance of promoting regulation.
  • Typical development of regulation and how trauma impacts it.
  • Promoting the regulation of caregivers, co-regulation and the development of child self- regulation.
    

Session 12: WEAVE: When Everything you Already Ventured isn’t Enough

Learning Objectives:

• • Integrate the request for medication to treat a child who has experienced trauma into the THREAD and FRAYED construct.
  • Consider what role medications play in supporting a child.
  • Review what medications and what protocols have the strongest evidence support in the context of trauma.
    

This project is supported by Substance Abuse and Mental Health Services Administration (SAMHSA): National Child Traumatic Stress Initiative – Category II, Pediatric Approach to Trauma, Treatment and Resilience project, grant #1U79SM080001-01. ​

AAP Trauma and Resilience ECHO: Practical Approach to Disrupted Caregiving series: 

Session 1: Neurobiology of Parentings and Disrupted Caregiving

Learning Objectives:

• • Recognize the neural and hormonal pathways which support parenting.
  • Distinguish how stress, depression and substance misuse by caregivers can be mapped to various neuronal and reward pathway disruptions which impact parenting.
  • Compare how disrupted caregiving impacts the ability to provide SEAM supports for children (Safety, Emotional containment, Attachment, Mind in mind).
  • Apply physiology to symptoms of disrupted caregiving which may be recognized in the clinical setting.
    

Session 2: Engagement and Coaching Caregivers in the Context of Disrupted Caregiving

Learning Objectives:

• • At the end of this lecture the learner will be able to:
    • Prioritize the elements of the FIBER systems.
    • Employ 3 strategies to engage caregivers who struggle with disrupted caregiving.
    • Employ strategies to promote positive interactions with caregivers who struggle with child behavior.
    • Apply co-regulation techniques in the office setting to support parents and model for caregivers.

Session 3: Surveillance and Support in Setting of Substance Misuse by Caregivers

Learning Objectives:

• • Recognize how substance misuse impacts stress circuitry and reward neural systems of caregivers.
  • Describe how caregiving is impacted when stress circuitry and reward pathways are altered by substance misuse.
  • Recognize how caregiver affect and regulation impact attachment, child regulation, affect and development.
  • Implement strategies to promote play as strategy to develop caregiver and child sense of safety and reward in caregiving.
    

Session 4: Bedside and Beyond the PPD Screeners: Pediatric Care and Caregiver Mood Disorder

Learning Objectives:

• • Recognize the concept of “angels” or “ghosts” in the nursery, how these can be considered in rupture and repair in relationship of child and parent/caregiver.
  • Recognize skills to promote sense of safety and empathy and ability to wonder (from dyadic and attunement therapies).
  • Identify how to approach peripartum depression screening for parents can be used to promote dyadic relationship support.
    

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