The Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program is a school-based, group and individual intervention. It is designed to reduce symptoms of post-traumatic stress disorder (PTSD), depression, and behavioral problems, and to improve functioning, grades and attendance, peer and parent support, and coping skills. CBITS has been used with students from 5th grade through 12th grade who have witnessed or experienced traumatic life events such as community and school violence, accidents and injuries, physical abuse and domestic violence, and natural and human-made disasters. CBITS uses cognitive-behavioral techniques (e.g., psychoeducation, relaxation, social problem solving, cognitive restructuring, and exposure).
Category Archives: War Affected/Refugee
Healthy Environments and Response to Trauma in Schools (HEARTS)
The UCSF HEARTS project is a comprehensive, multilevel school-based prevention and intervention program for children who have experienced trauma. The goal of UCSF HEARTS is to create school environments that are more trauma-sensitive and supportive of the needs of traumatized children. A main objective of this project is to work collaboratively with a School District to promote school success by decreasing trauma-related difficulties and increasing healthy functioning in students within the school district who have experienced complex trauma. Trauma-sensitive school environments will likely benefit not only traumatized children, but also those who are affected by these children, including child peers and school personnel. Founders of UCSF HEARTS: Joyce Dorado, Ph.D. Project Director, Assistant Clinical Professor, UCSF-SFUSD HEARTS, and Lynn Dolce, MFT, and Miriam Martinez, PhD.
Trauma Recovery and Empowerment Profile (TREP)
TREM is a fully manualized 24- to 29-session group intervention for women who survived trauma and have substance use and/or mental health conditions. This model draws on cognitive–behavioral, skills training, and psychoeducational techniques to address recovery and healing from sexual, physical, and emotional abuse. TREM consists of three major parts. The first section, on empowerment, helps group members learn strategies for self-comfort and accurate self-monitoring as well as ways to establish safe physical and emotional boundaries. The second component of TREM focuses more directly on trauma experience and its consequences. In the third section, focus shifts explicitly to skills building. These sessions include emphases on communication style, decision-making, regulating overwhelming feelings, and establishing safer, more reciprocal relationships.
Adult women with histories of trauma.
Trauma Focused Cognitive Behavioral Therapy (TF-CBT)
TF-CBT is a psychosocial treatment model designed to treat post traumatic stress and related emotional and behavioral problems in children and adolescents ages 3 to 18 years. Initially developed to address problems associated with childhood sexual abuse, TF-CBT has been modified and tested with children who have experienced a wide array of traumas, including domestic violence, traumatic loss, war, commercial sexual exploitation, and the often multiple and complex traumas experienced by children who are placed in foster care. TF-CBT is appropriate for use with children exposed to trauma whose parents or caregivers did not participate in the abuse.
12-16 weeks, conjoint child and parent psychotherapy approach for children and adolescents who are experiencing significant emotional and behavioral difficulties related to traumatic life events.
Trauma Empowerment and Recovery Model (TREM)
TREM and M-TREM are fully manualized group interventions for women (TREM) and men (M-TREM) who are trauma survivors. These groups are interventions that address a broad range of trauma sequelae among people with severe mental disorders and/or substance abuse problems. Both use cognitive restructuring, psychoeducation, and coping skills training, weaving each of these techniques throughout the intervention, which incorporates a specific recovery topic in each weekly 75-minute session. TREM is 29 sessions long while M-TREM comprises 24 sessions. TREM groups are for women only with female co-leaders; M-TREM groups are for men and routinely have male co-leaders. Both groups are designed for 8-10 members. TREM is organized into three major parts: empowerment, trauma education, and skill-building. Discussions cover topics of sexual, physical, emotional, and institutional abuse, and women explore and reframe the connection between abuse experiences and other current difficulties. M-TREM is similarly organized but differs in the content of the three major parts. In M-TREM, the first section focuses on emotions and relationships, helping men to develop a shared emotional vocabulary and increased capacities to address relationship dynamics. The second section is similar to that of TREM, addressing emotional, physical, and sexual abuse directly. The third part of M-TREM, like TREM, centers most directly on skill-building and problem-solving, but addresses different content issues in a different order than the TREM group.
TREM has been successfully implemented in a wide range of service settings (mental health, substance abuse, criminal justice) and among diverse racial and ethnic populations.
Specifically for women (all ages, all ethnicities) survivors of trauma for whom traditional recovery work has been unavailable or ineffective.
Trauma and Grief Component Therapy (TGCT)
Ages 10–18; impacted by community violence, traumatic bereavement, natural and human-made disasters, war/ethnic cleansing, domestic violence, witnessing interpersonal violence, medical trauma, serious accidents, physical assaults, gang violence, and terrorist events; designed to identify/effectively treat youth who are moderately to severely distressed.
Muslim, Croatian, and Serbian youths, multi-racial, multi-ethnic middle and high school students exposed to community violence and school shootings.
The Associative Skills Model: Taking Charge of Change; The Trouble with Feelings; and Boundaries, Precious Boundaries
This three-module model, which can be taught on a flexible time and content-specific basis, teaches a basic trauma informed cognitive framework with accompanying skills. The premise is that the developmental disruptions of childhood trauma often prevent the development of a coherent frame of reference for three major areas impacted by trauma: the ability to cope with change in constructive ways; to identify, respond to and modulate affect, and the ability to identify, explore, set and change basic boundaries. Each module can be presented in a four-hour or one day format. An overview of all three, without skill development, is available as a one day program.
Trauma Affect Regulation Guide for Education and Therapy (TARGET)
TARGET is a trauma-focused psychotherapy for the concurrent treatment of post traumatic stress disorder (PTSD) and substance use disorders (SUDs). The program, which has been used with adolescents and adults, is designed to serve individuals suffering from PTSD and SUDs. The goal of treatment is to help patients suffering from PTSD and SUDs to regulate intense emotions and solve social problems while simultaneously maintaining sobriety.
Youth and adults with past or recent incidents of trauma.
Structured Psychotherapy for Adolescents- Responding to Chronic Stress (SPARCS)
SPARCS is a group intervention that was specifically designed to address the needs of chronically traumatized adolescents who may still be living with ongoing stress and may be experiencing problems in several areas of functioning. These areas include difficulties with affect regulation and impulsivity, self-perception, relationships, somatization, dissociation, numbing and avoidance, and struggles with their own purpose and meaning in life as well as worldviews that make it difficult for them to see a future for themselves. Overall goals of the program are to help teens cope more effectively in the moment, enhance self-efficacy, connect with others and establish supportive relationships, cultivate awareness, and create meaning.
Teens aged 12-19 yrs. old, various ethnicities, urban/suburban/rural settings, consistent participation in 16 1-hr sessions.
Strengthening Multi-Ethnic Families and Communities
Strengthening Multi-Ethnic Families and Communities Program is a unique integration of various prevention/intervention strategies geared toward reducing violence against self, the family, and the community. The program targets ethnic and culturally diverse parents, of children aged 3-18 years, who are interested in raising children with a commitment to leading a violence-free, healthy lifestyle.
Ethnically and culturally diverse parents of kids aged 3-18 years old, parents available to meet the extreme time commitment needed to complete program.