These webpages identify external resources on specific topics of interest to foster, kinship and adoptive families.
Supporting the Education of Young Adults with Serious Mental Health Conditions:
State of the Science
presented by Marsha Ellison, PhD, Michelle Mullen, MS, CRC, CPRP, and Kathleen Biebel, PhD of the Implementation Science and Practice Advances Research Center at U Mass (formerly The Transitions RTC)
Originally broadcast on January 7, 2016
Description:
The majority of college students with serious mental health conditions do not finish school, jeopardizing their long-term employment. Can supported education services help?
Marsha Ellison, Michelle Mullen and Kathleen Biebel, researchers and trainers of supported education services, will host a 2-part webinar series presenting the state of the science 2nd state of the practice of supported education and related strategies for achieving post-secondary education goals of young adults with SMHC.
This guide is designed to assist parents in understanding Virginia’s dispute resolution systems of mediation, complaints, and due process hearings. It offers guidance in selecting an appropriate course of action and describes how to request and prepare for mediation, how to file and proceed with a complaint, and how to file and prepare for a due process hearing.
The National Center on Dispute Resolution in Special Education (CADRE) offers publications, webinars and other resources on resolving special education disputes.
CADRE’s Dispute Resolution Parent Guides are now available! One each on Mediation, Written State Complaints, Resolution Meetings, and Due Process Complaints/Hearing Requests.
Direction Service
Dispute Resolution Parent Guides
The US Department of Education revised Questions and Answers about dispute resolution procedures available under the Individuals with Disabilities Education Act (IDEA). The document is long, but covers specifics about mediation, State complaints, due process complaints and hearings, resolution meetings, and expedited due process hearings.
What does it mean to be trauma informed? Trauma informed organizations make a commitment to understand trauma, how to respond to trauma, and how it affects those they work with. Being trauma informed is an organizational cultural change.
Fact Sheet on Trauma-Informed Organizations from SCAN of Northern Virginia.
Did you know that children in foster care are three times as likely to have ADHD than other children? And almost 9 out of 10 foster children have experienced a traumatic event at least once, while many have experienced traumatic domestic conditions.
Read the entire article from CHADD on Trauma and ADHD in Children in Foster Care.
Complex trauma: facts for caregivers
Complex Trauma in Children and Adolescents
National Child Traumatic Stress Network
Child Trauma Toolkit for Educators from NCTSN
Trauma Informed Classrooms article by Brian Cavanaugh, University of Maine at Farmington
Improving School Climate for Children in Foster Care webinar from the Legal Center on Foster Care and Education
Tips For Teachers from the Wisconsin Coalition for Children, Youth and Families share great suggestions for how teachers can adapt some typical class assignments.
Mary Grossnickle from The Coalition for Children, Youth and Families explain how teachers can adapt some typical class assignments to include any children they have who may be in out-of-home care or who have been adopted.
Trauma-informed practices in schools by Susan E. Craig: Trauma-Sensitive Schools: Learning Communities Transforming Children’s Lives, K-5
Unlocking the Door to Learning: Trauma-Informed Classrooms and Transformational Schools from Education Law Center, PA.
Getting Curious (Not Furious) with Students classroom management article on Edutopia.
Factsheets for Families from The Children’s Bureau, HHS: Parenting a Child Who Has Experienced Abuse or Neglect
Trauma-informed practices in schools by Susan E. Craig: Reaching and Teaching Children Who Hurt
Parenting After Trauma- Guide for Foster and Adoptive Parents from the American Academy of Pediatrics
Parenting After Trauma- Guide for Foster and Adoptive Parents
The Trauma and Learning Policy Initiative’s (TLPI) mission is to ensure that children traumatized by exposure to family violence and other adverse childhood experiences succeed in school. To accomplish this mission, TLPI engages in a host of advocacy strategies including: providing support to schools to become trauma sensitive environments; research and report writing; legislative and administrative advocacy for laws, regulations and policies that support schools to develop trauma-sensitive environments; coalition building; outreach and education; and limited individual case representation in special education where a child’s traumatic experiences are interfacing with his or her disabilities.
The Helping Traumatized Children Learn website from Massachusetts Advocates for Children.
BS International’s Disability Services Center and Georgetown University’s National Technical Assistance Center for Children’s Mental Health have created an educational tool to help build state-by-state and provider capacity to serve children and youth who have experienced trauma.
Trauma-Informed Care resources and videos from the National Technical Assistance Center for Children’s Mental Health at Georgetown University.