Library Catalogue

Viewing 1 to 11 (11 Total)
Being Trauma Informed

Being "Trauma Informed"

by Sharon Skutovich, Thomas Ketelaars

Archived webinar. An overview of "trauma-informed care."

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Introduction to the Sanctuary Model: For Families & Caregivers

Introduction to the Sanctuary Model: For Families & Caregivers

by CPRI

Interactive module. A brief overview of the Sanctuary Model of Trauma-Informed Care.

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Looking Beneath Behaviour: Early relational trauma and attachment disturbance intervention

Looking Beneath Behaviour: Early relational trauma and attachment disturbance intervention

by Watkins, Erin

Archived webinar. Discusses how to respond to challenging behaviour using an attachment/trauma lens.

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Relational Trauma: What the adults should know

Relational Trauma: What the adults should know

by Education & Learning Services

Video. A short animated overview about relational trauma from a young person's perspective.

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Resources from the Attachment Clinic

Resources from the Attachment Clinic

by Attachment Consultation & Education Service

Webpage. A collection of resources from CPRI's attachment clinic

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The Bridge from Being Trauma-
 Informed to Being Trauma- Responsive

The Bridge from Being Trauma- Informed to Being Trauma- Responsive

by Tom Ketelaars

Archived webinar. Putting knowledge of trauma into action. This webinar offers a framework for shifting your personal work/organization towards trauma-responsive practices.

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The Sanctuary Toolkit

The Sanctuary Toolkit

by CPRI

Video collection. Sanctuary toolkit: Self Care Plans, Team Meetings, Community Meetings, Supervision & Coaching, SELF Treatment Planning Conferences, SELF Psychoeducation Groups, Safety Plans, Red Flag Meetings.

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Trauma-Informed Care in a Residential Setting

Trauma-Informed Care in a Residential Setting

by Berman, Dr. Jared

Archived webinar. Applying a trauma-informed care approach in a residential setting for youth with complex mental health concerns.

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Trauma-Informed Care Internet Resources

Trauma-Informed Care Internet Resources

by CPRI

A collection of helpful links from around the web.

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What Happened? Exploring the Relation between Traumatic Stress and Provisional Mental Health Diagnoses for Children and Youth

What Happened? Exploring the Relation between Traumatic Stress and Provisional Mental Health Diagnoses for Children and Youth

by Arbeau, Kim; Theall, Laura; Willoughby, Keith; Berman, Jared; Stewart, Shannon

Publication. This study sought to examine the link between provisional diagnoses and trauma in a sample of children/youth receiving mental health services.

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[ {"term":"Commensurate","description":"To be Equal"},{"term":"emotional disorder","description":"There are several different emotional disorders, and people can have more than one. Someone with an anxiety disorder has a lot more than the usual amount of fears and nervousness. Someone with a depressive disorder often feels sad, irritable, hopeless, or moody. A person with an obsessive-compulsive disorder or trauma-related disorder may have thoughts or reactions that impact their thinking, feeling, and behaviour, causing major problems in their day-to-day life."},{"term":"evidence based practice","description":"Evidence based practice means applying the best available research results when making decisions."},{"term":"informed consent","description":"Informed consent means our workers will explain to you and your child:\r\n\r\nWhy the service is being proposed; \r\nThe nature of the service; \r\nWho will be providing the service; \r\nWhat are the expected benefits; \r\nWhat are the alternatives to having the service; \r\nWhat are the risks and side effects; \r\nWhat are the likely consequences of not having the service; \r\nWhat are the limits of confidentiality; \r\nbefore asking you to agree to the service."},{"term":"intellectual disability","description":"Someone with an intellectual disability has limitations in thinking and problem-solving skills (also called intellectual functioning) and day-to-day life and social skills (also called adaptive functioning). The problems begin in childhood and last for the person’s whole life. Each person with an intellectual disability is different and might need a different kind of support."},{"term":"Psychoeducation","description":"Information and teaching to empower a person with a mental health condition to cope with the condition effectively"},{"term":"Reactive attachment disorder ","description":"Reactive attachment disorder (RAD) is a very specific diagnosis that can only be made by a qualified psychiatrist, psychologist, or physician. RAD refers to a very limited set of circumstances in which children are thought to not have the opportunity to develop any specific attachment to a caregiver. Onset of the problems must begin before age five and cannot be due to another mental health or developmental problem, and the child must have reached a developmental age of at least 9 months old. Children with RAD cannot or do not seek or respond to any comfort, even when very distressed or hurt. Extremely insufficient care, such as neglect or repeated changes of primary caregivers, without meaningful contact with adults, is thought to “cause” the disorder."},{"term":"resilience","description":"An individual\\'s ability to adapt to stress and adversity"},{"term":"Trauma informed","description":"Trauma-informed care recognizes trauma symptoms in clients and the role that trauma has played in their lives."} ]