Programs

Click Path to Protection (CPP) is a program of professional development and specialist training for those working with children and young people harmed through the internet and related offline abuse. The program is designed to support professionals working with child victims of online abuse understand their individual role and those of colleagues in other related organizations.

The Click Path to Protection (CPP) is a multiagency model of intervention designed to equip police, children’s services, education, health, legal/judicial and nongovernmental personnel with the knowledge and skills to ensure that their professional response is one that places the needs of children and families at the center and does no further harm.

The Click Path to Protection (CPP) comprises of three separate courses:

• THINK: Path to Protection - Introduces all professionals working with children, young people and families to the specific issues related to Technology-Assisted Child Sexual Abuse (TACSA).
• ACT: Path to Protection - For those investigating, assessing, and/or managing cases where TACSA has been identified. This will give professionals the knowledge to undertake their roles in an effective way that also improves outcomes for children.
• MANAGE: Path to Protection: Designed for managers and senior leaders who would be making decisions in cases where TACSA has been identified.

Nurturing Skills™ for Families (NSF) is a model of the Nurturing Parenting® Programs designed to prevent child abuse and neglect by addressing key areas that contribute to a safe and healthy family environment. The program aims to promote positive family practices, enhance parental knowledge and skills, improve communication and problem-solving abilities, build emotional resilience, strengthen family bonds, address risk factors, foster community support, and encourage accountability.

This flexible program is tailored to meet the needs of families with children ranging from prenatal to 19 years old. The Lesson Guide for Parents contains over 80 individual lessons presented across 16 competency areas, with core competency lessons forming the program's basic structure. Additional lessons allow parent educators to customize the program to suit the specific needs of each group or family.

Although the program representatives state that the model can be used with all families, it is only rated in the Interventions for Abusive Behaviors on research with families involved in the child welfare system.

Compassion-Focused Therapy (CFT) is an evolution-informed, biopsychosocial therapeutic approach that aims to help those who struggle with shame and self-criticism, which can result from experiences of abuse or neglect. CFT teaches clients to cultivate the skills of self-compassion and other-oriented compassion, and to build the courage and wisdom to address life’s difficulties and flourish. It utilizes psychoeducational concepts such as the three emotion regulation systems and understanding the ‘tricky brain,’ and guides participants through a range of mind-body practices. Clients and therapists collaborate on a set of therapeutic goals and tasks; formulation, assessment and therapeutic guidance are crucial.

Compassionate Mind Training (CMT) refers to the specific exercises that people practice in order to stimulate different systems in their brains, bodies, and social relationships. It is typically for nonclinical populations and may be used as a set of self-help exercises.

While the CEBC has only reviewed CFT for use with secondary traumatic stress, it can be used with non-caregiving adults, parents/caregivers, adolescents, and young adults to alleviate other symptoms.

Reminiscing and Emotion Training (RET) is a brief, relational intervention designed to improve the caregiver-child relationship, improve caregiver emotion socialization, and to facilitate healthy development among children (aged 3-6 years) who have experienced, or who are at risk for, child maltreatment. Relational interventions aim to address the adverse consequences of maltreatment and prevent future maltreatment through the enhancement of the caregiver-child relationship. RET is designed to shift parents of young children towards sensitive parenting which emphasizes verbal interactions, including supportive guidance during discussion of children’s emotions.

RET includes 6 home visiting sessions for parents and children, teaches parents skills and strategies for improving parent-child communication and reminiscing, and includes caregiver-child activities to support emotion socialization. Features include videorecording of caregiver–child reminiscing to practice skills and enhance caregiver insight, focusing on positive feedback to highlight positive moments and build caregiver competence and motivation in emotion socialization, and introducing simple emotion-focused parent–child activities.

The STOP Domestic Violence Program integrates contemporary and innovative interventions for treating male domestic violence offenders. Designed for both military and civilian populations, the STOP Program is a psychologically based intervention that aims to reach the very offenders who often seem so unapproachable.

Using client-centered guidelines, the program integrates a package of Cognitive-Behavioral Therapy (CBT) skills, video vignettes, and education about the politics of abuse. While always insisting on full accountability, the program recognizes that offenders can have a profound sense of powerlessness in relationships and is designed to equip them with better models for developing a wider range of emotionally intelligent skills.

Treatment providers will find that the program has an outlined philosophical orientation. The intervention is designed to be engaging and user-friendly and aims to open bold new avenues to help offenders deal with the powerful relationship issues with which they are struggling.

The Therapeutic Group Sessions (TGS) program addresses STS symptoms and increases resilience among child abuse pediatricians. TGS involves mandatory, monthly 90-minute small group sessions facilitated by a consistent mental health professional throughout the pediatric fellowship. Sessions included low intensity focusing activities, sharing impactful work-related experiences, mental health professional-led discussion of strategies and reflection on the session. The TGS program takes the responsibility off individuals for accessing supports and demonstrates the organization’s commitment to an important issue.

Another Way…Choosing to Change (AWCTC) is a victim-centered, manualized curriculum to address intimate partner violence for all adult offenders. Formatted for 2-hour group sessions which can be delivered in either 26 or 52 session programs, it covers topics which meet California and other state requirements. The program consists of a step-by-step facilitator guide to accompany the participant handbook and uses publicly available video clips and discussions to identify abusive behaviors and teach healthy relationship behaviors. There are separate curricula for men and women in English and in Spanish.

AWCTC utilizes adult learning strategies and Risk/Needs/Responsivity principles, through the lens of trauma-informed care. It is designed to effectively engage participants for transformational behavior change. While the curriculum is designed with sound clinical interventions, it is written for a nonclinical practitioner to be able to use. Facilitators are provided with a variety of activities and “scripts” to deliver psychoeducational material aimed to engage and intrinsically motivate participants to change problematic beliefs and behaviors.

The eNew Beginnings Program for Divorcing and Separating Families (eNBP) is an online parenting-after-divorce program. It is designed to decrease children's internalizing and externalizing problems by teaching parents skills to increase positive family interactions and active listening, use effective discipline strategies; and reduce children’s exposure to interparental conflict. Activities include didactic presentations, skills demonstration videos, interactive exercises, review of use of skills, troubleshooting difficulties, and assignment of home practice. Parents also receive text message reminders to use the program skills. The program can be used on a smartphone, tablet, or computer and there are separate versions for fathers and mothers. The program is a 10-week program. There is a 6-week version of the program that is specifically for parents who are court-mandated to complete a parenting program, but it has not been rated by the CEBC.

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.

Resilience and Coping for the Healthcare Community (RCHC) is a program designed to address the unique psychological needs of disaster-affected healthcare and social service providers. RCHC is a group work intervention designed to mitigate postdisaster mental health distress and amplify resilience among disaster affected healthcare and social service providers. The desired outcomes of the program are to reduce secondary traumatic stress, posttraumatic stress, and generalized distress among these providers. The program also aims to increase social support and adaptive coping as a mechanism to reduce distress symptoms.

The Stress-Less Initiative (SLI) is a trauma-informed, organizational group model designed to improve individual wellness and team resilience by addressing risk and protective factors for secondary traumatic stress (STS). SLI is a team-based model embedded within the workplace and facilitated by an internal team member(s) to provide a safe context to address the impact of STS while increasing collegial support, coping strategies, and team cohesion. SLI works to address STS by rooting itself in the culture and practices of an organization. The intervention consists of 12 monthly, structured sessions, and includes STS assessment, psychoeducation around stress and traumatic stress, collaborative learning activities, processing of work challenges, and successes, and coping skills. Intrinsic to the model are practices that support its sustainability. After completing the initial 12 sessions, SLI ideally continues as an organizationally supported activity, thus sustaining its efficacy as an intervention for proactively managing STS within participating teams and programs.

Resilience for Trauma-Informed Professionals is a training that introduces participants to techniques designed to promote resilience in the face of exposure to trauma-related material. Based on the existing evidence base regarding risk and protective factors for secondary traumatic stress, six core elements are targeted by the curriculum—appraisals, self-efficacy, emotional awareness, affect regulation, resilience, and prevention—as they are implemented across three stages: pre-exposure preparation, coping in the presence of trauma, and recovery in the aftermath of exposure.