Program Language: Turkish

The Community Resiliency Model (CRM)® is a set of six biologically based wellness skills used for self-care that can be practiced by participants to stabilize emotions, ideally resulting in more adaptive thinking when facing emotional and physical distress. CRM's key aim is to inform individuals about the biological responses associated with trauma, stress, and resilience and to learn skills that aid in resetting and stabilizing the nervous system. CRM's six core skills -- Tracking, Resourcing, Grounding, Gesturing, Help Now!, and Shift and Stay -- can be taught through CRM Workshops or shared informally by “CRM Teachers” and “CRM Guides'' who have received training in its strategies. People trained may be professionals or natural leaders within communities, including teachers, ministers, healthcare workers, therapists, first responders, and lay persons. The skills are adaptable across different cultural and religious contexts, enhancing CRM’s accessibility and inclusiveness.

While CRM can be used with many different target populations, this entry is focused only on its use with professionals who work in trauma-exposed organizations or situations and experience secondary traumatic stress. The CEBC Scientific Rating is based on research articles with studies evaluating only this use.

Project ImPACT (Improving Parents As Communication Teachers) is a parent-mediated intervention for young children with autism spectrum disorder (ASD) and related social communication delays. Parent-mediated means that a Project ImPACT coach teaches the parent techniques to be used with their child. The Project ImPACT coach uses systematic instruction to increase the parent's responsiveness to the child's behavior and teaches the parent how to use prompting and reinforcement to teach the child to use new communication, imitation, and play skills within child-led interactions. It is a naturalistic developmental behavioral intervention (NDBI). An NDBI is a newer class of intervention that has been informed by the fields of developmental and communication sciences and applied behavior analysis (ABA). Project ImPACT can be implemented in an individual or group coaching model and can be adapted for telehealth.

Selected Seminars Triple P is one of the interventions within the Triple P – Positive Parenting Program® System (System Triple P) which is designed to help parents learn strategies to promote social competence and self-regulation in children as well as decrease problem behavior. It involves a series of positive parenting presentations designed to reach a large group of parents (20 to 200). The seminars address common parenting problems and provide parents with suggestions to try at home. Parents are taught how to use positive parenting to encourage children to learn the skills and competencies they need to promote their health, development, and well-being. There are three seminar topics, with each taking around 60 minutes to present, plus 30 minutes for question time. In Seminar 1 – The Power of Positive Parenting – practitioners introduce parents to five key principles of positive parenting. In Seminar 2 – Raising Confident, Competent Children – parents are introduced to six core building blocks that are designed to help children to become confident and successful at school and beyond. Seminar 3 – Raising Resilient Children – introduces six additional core building blocks for parents to use when helping their children to manage their feelings and coping skills. Other Triple P interventions have been rated on the CEBC. Triple P – Positive Parenting Program® – Level 4 (Level 4 Triple P) has been rated a 1 – Well-Supported by Research Evidence CEBC on the CEBC Scientific Rating Scale. Triple P – Positive Parenting Program® – Level 3 Discussion Group, has been rated a 2 – Supported by Research Evidence on the same scale. Triple P – Positive Parenting Program® – Level 3 Primary Care (Level 3 Triple P Primary) has also been rated.

ABCD is a 4- to 6-week psychoeducational group-based parenting program. The program is founded in social learning principles and acceptance-based strategies. ABCD focuses on building stronger relationships between parents and their adolescent child by educating parents on the developmental stage of adolescence and associated challenges of this period in life. The program also tackles issues commonly faced by parents when parenting adolescents and aims to promote enhanced parental acceptance of their adolescent child.

ABCD emphasizes the importance of collaborative decision-making and problem-solving between parent and adolescent. Parents are also taught strategies around effective monitoring of their adolescent child and how to deal with inappropriate and risky behaviors (e.g., drug use). Finally, parents are informed on the importance of self-care and personal well-being.

Group delivery was chosen as a way to normalize common issues and challenges faced by parents. Within the group format, parents are provided with a forum to discuss and share ideas and experiences around parenting adolescents, which in turn can counteract feelings of isolation. In addition to group discussion and content learning, group-based activities and in-home exercises promote real-life skill development that is supplemented by brief instructions and constructive feedback.

CPS is a treatment model that is designed to help parents/caregivers and children learn to collaboratively and proactively solve the problems that contribute to the children’s challenging behaviors, with the goal of improving family communication, cohesion, and relationships. It is made up of four modules that teach parents: (a) to identify lagging skills and unsolved problems that contribute to oppositional episodes; (b) to prioritize which unsolved problems to focus on first; (c) about the Plans framework—the three potential responses to solving problems: Plan A (solving a problem unilaterally, by imposing the adult will), Plan B (solving a problem collaboratively and proactively), and Plan C (setting aside the problem for now); and (d) how to implement Plan B with their child by gathering information from the child to get a clear understanding of their concern or perspective, defining the adult concern on the same unsolved problem, and finally having the child and adult brainstorm solutions to arrive at a plan of action that is both realistic and mutually satisfactory. The clinician actively guides the initial problem-solving process, however, the goal of treatment is to help the child and parents become independent in solving problems together. In general, parent(s) and child are in attendance at all of the sessions, although there are times when a clinician may feel that it would be beneficial to discuss certain issues with the child or parent(s) individually.

SE® is a body-oriented approach to the treatment of trauma and other stress disorders. The SE® approach releases traumatic shock, which is key to transforming posttraumatic stress disorder (PTSD) and the wounds of emotional and early developmental attachment trauma.

SE® supports regulation of the autonomic nervous system, which underlies every aspect of a person's physical, emotional, and psychological functioning. The applications of SE® are diverse. For example, by working directly with a client's physiology, SE® is designed to enhance the depth, effectiveness, and outcome of psychotherapeutic interventions focused on relational, developmental, and psychodynamic issues.

The SE® approach offers a framework to assess and support nervous system resilience and shift from fight, flight, or freeze states to a more flexible response. SE® provides skills and tools appropriate to a variety of health professionals such as mental health clinicians, medical providers, physical and occupational therapists, nurses, bodyworkers, addiction treatment professionals, first responders, teachers/educators, and others.

TRM is a mind-body approach to treating trauma consisting of nine skills that focus on sensory awareness for regulating emotions. The program is designed to develop a more realistic self-appraisal and an increased sense of well-being. Symptoms are viewed as common biological responses to stress and trauma rather than pathological or mental weakness. Clients learn that when the body’s natural survival responses are thwarted, multisensory cues can remind them of the traumatic event as if it is happening in the present moment. Clients are introduced to the first six wellness skills of TRM (i.e., the Community Resiliency Model (CRM)®) for self-care and to help manage distress connected to reminders of their traumatic experience. The remaining three trauma reprocessing skills – Titration, Pendulation, and Completing Survival Responses – can then be used to gently reprocess the traumatic experience. TRM can be implemented as a stand-alone intervention but can also be integrated into other treatment modalities.

TRM can also be used with adults, but the CEBC has not reviewed the program in this capacity.

ARC is a core components framework designed to support organizational change in agencies that work with youth and families who have experienced complex trauma. The framework is organized around the core domains of attachment (i.e., building safe caregiving systems), regulation (i.e., supporting youth regulation across domains), and developmental competency (i.e., supporting factors associated with resilient outcomes); and is designed to be translatable across service systems. In organizations/systems implementing ARC, (e.g., within a residential program, school, inpatient center, etc.) the system itself is a key target of intervention, with change efforts focused on development of trauma-informed systems structures. ARC can also be used as a client-level trauma treatment intervention on its own or in combination with the system-level program, click here to go to the program’s entry in the Trauma Treatment-Client Level Interventions (Child & Adolescent) topic area.

ARC is a core components framework designed to support individual/familial/dyadic intervention with youth and families who have experienced complex trauma within a wide range of systems. The framework is organized around the core domains of attachment (e.g., building safe caregiving systems), regulation (e.g., supporting youth regulation across domains), and developmental competency (e.g., supporting factors associated with resilient outcomes). ARC concepts can be integrated into individual, group, dyadic, and familial therapy; caregiver supports; and provider supervision. ARC can also be used as a system-level trauma treatment program on its own or in combination with the client-level intervention, click here to go to the program’s entry in the Trauma Treatment-System Level Programs (Child & Adolescent) topic area.

PC is a psychotherapy procedure for resolving trauma or loss memories via memory reconsolidation. Briefly, it entails guiding the client to imagine a movie of the distressing memory, from beginning to end, while the therapist counts aloud first from 1-10, then 1-20, then 1-30, etc., to a maximum of 100. As the distress level goes down, the movies get shorter. This continues until no memory-related distress remains. PC can be done as a stand-alone treatment or within the context of a comprehensive phase model of trauma-informed treatment.