Module developed by Alaska Behavioral Health

This course is designed to be an introduction to complex trauma and will cover types of trauma, the physiology of trauma, ways complex trauma impact development, and basic strategies to help people feel safer. This training will help participants think about behaviors in a different way, learn how to create safe places for people who have experienced complex trauma, and learn ways to explain to parents and kids what is going on. 

Learning Objectives:

• Describe the overall goal of trauma assistance and trauma-informed care.

• Explain diagnostic criteria for post-traumatic stress disorder according to the DSM-5-TR.

• Define complex trauma.

• Identify risk factors for complex trauma, including increased risk for re-victimization.

• Describe complex trauma adaption.

• Explain the findings of the Adverse Childhood Experiences Study.

• Explain the effects of complex trauma on the brain, body and behavior across the lifespan.

• Identify factors protecting children from the impact of trauma.

• Describe safety needs along with factors that contribute to feelings of safety.

Developed by Angel Knoverek, PhD, LCPC, ACS

This module explores the types of chronic trauma, the prevalence of complex trauma, and diagnostic issues related to complex trauma. The effects of complex trauma exposure in youth will be explained along with the long-term consequences of childhood exposure to complex trauma. Eight domains of complex trauma will be discussed in depth: affect regulation, behavioral control, physical health, cognition, dissociation, self-concept, attachment, and future orientation.

Learning Objectives:

• Identify the types of complex trauma.

• Describe the prevalence of childhood and complex trauma.

• Explain diagnoses, comorbidities, and diagnostic issues relevant to complex trauma.

• Define Developmental Trauma Disorder and Complex PTSD.

• Explain the 8 domains of complex trauma.

• Describe the long-term consequences of childhood exposure to complex trauma.

Developed by Cassandra Kisiel, Ph.D.

This module focuses on trauma-informed screening and assessment through a complex trauma lens, providing a comprehensive framework and tools to ultimately support treatment and service planning.

Learning Objectives:

• Distinguish between trauma-informed screening and assessment.

• Understand the importance of using trauma-informed screening and assessment with children and families impacted by complex trauma.

• Describe how this screening and assessment framework is an essential part of services/intervention delivery with youth and families impacted by complex trauma.

• Outline key strategies and practice applications of trauma-informed assessment processes with youth, families, and providers.

Module developed by Sonya Mathies Dinizulu, Ph.D.

This module explores community violence as a form of continuous traumatic stress. Participants will discuss the effects of chronic community violence exposures, the intersection with complex trauma and systemic racism, and culturally-specific approaches for working with Black and Latinx youth and families.

Learning Objectives:

• Describe effects of community violence exposure, particularly chronic exposures
• Identify theories to advance knowledge of how community violence impacts Black and Latinx populations affected by complex trauma, systemic racism, and structural barriers
• Identify socio-political-historical, and cultural factors affecting Black and Latinx populations exposed to community violence and/or trauma
• Identify and demonstrate trauma-informed strategies to use with Black and Latinx populations affected by community violence

Developed by Moises Rodriguez, Ph.D.

This module covers contributing factors that may negatively and positively impact the overall health and well-being of LGBTQ youth, including sociological-intersectionality-focused considerations to form a more nuanced understanding of the unique needs that LGBTQ+ youth have. The session includes practice-based recommendations regarding approaches that may be helpful when providing care to LGBTQ+ youth.

Learning Objectives:

• Describe terminology related to LGBTQ+ affirmative care.
• Discuss how agencies can provide better LGBTQ+ affirmative care.
• Identify LGBTQ+ youth risk factors and protective factors.
• Identify LGBTQ+ youth specific trauma exposures.
• Explain sociological/intersectionality-focused considerations.
• Articulate practice-based recommendations and trauma-informed treatment modalities for LGBTQ+affirmative care

Developed by Debra Ruisard, DS

This module addresses how trauma creates a vulnerability to addiction and covers case examples of trauma responses and survival strategies in clients with substance use disorders. This includes discussion about the nervous system impacts of trauma and substance use, and outlines trauma-informed, evidence-based treatment models.

Learning Objectives:

• Describe the relationship between trauma exposure and substance use.

• Articulate a broader understanding of addiction.

• Define substance use through a trauma lens.

• Describe the impact of trauma and substances on the nervous system.

• Differentiate between treatment that re-traumatizes vs. trauma-informed treatment.

• Describe integrated trauma/substance use treatment.

Module developed by Nancy Nealious, Psy.D. 

This module covers how unconscious attitudes and various forms of social privilege can impact care. The course includes self-reflection opportunities and techniques for mitigating implicit bias in provider-client interactions. 

Learning Objectives:

• Describe the legacy of harm in healthcare.

• Define implicit bias and privilege.

• Define interpersonal, internalized and institutional racism

• Describe the revised social determinants of health framework

• Describe how implicit bias can show in our practice

• Differentiate between cultural competence and cultural humility

• Describe how to mitigate implicit bias in provider-client interactions 

Module developed by Megan Prahin, LCSW, & Emily Neal, LCSW, of Mercy Home for Boys & Girls

Coming Soon:, description.

Learning Objectives:

• Understand a trauma-informed perspective of student behaviors.

• Recognize student trauma triggers.

• Explain effective interventions with challenging student behaviors.

• Describe how support for caregivers impacts child development.
• Explain the influence of trauma on family engagement.
• Describe the ongoing process of engagement.
• Identify the key targets of working with caregivers, including supporting caregiver regulation
• Cultivating positive relationships between caregivers and youth, and building effective responses to youth behavior 

Module developed by Kaitlyn Wilson, LISCW 

This training’s purpose is to provide an overview of treatment models which have demonstrated effectiveness in the treatment of complex trauma for youth and adults. In addition to introducing various treatment models, the module will highlight considerations for selecting treatment that is the best fit for a client and/or their family.

Learning Objectives:

• Explain the importance or need of evidence-based practice for complex trauma survivors. 
• Describe caretaker and youth interventions (ARC, DDP, Real Life Heroes, SMART)
• Describe interventions for youth (SPARCS, ITCT-C, ITCT-A), youth and adults (EMDR-RDI, Seeking Safety, TARGET), and adults (AEDP, CBP, IFS, STAIR, MPE).
• Describe evidence-based models adapted for complex trauma (EMDR, TF-CBT)
• Describe emerging models (Biofeedback, TC TSY, MBSR, SE, SP) and complimentary models (Trauma Drama, Equine Facilitated).
• Describe considerations when selecting treatment (individual, cultural) 

Developed by LaVerne Xilegg Demientieff, Ph.D

This module emphasizes the importance of culture on well-being and quality of life, and how history and context are part of the whole person and should be taken into account when looking to understand someone’s experience and behavior. The training describes historical trauma and its cumulative impact, and includes lessons that can be learned from indigenous communities about healing and resilience.

Learning Objectives:

• Describe land acknowledgement.
• Explain being a good relative (stress response/trauma triggers, self-regulation/co-regulation/community care).
• Define historical and ancestral trauma.
• Explain historical and ancestral wellness and cultural healing.
• Describe healing-centered engagement .

Module developed by Jeremy Karpen & Emily Neal, Mercy Home 

This module illustrates considerations specific to residential caregiving. Discussion will include complex trauma shows up in our milieus, how it impacts our philosophy of care, and how we can build shared language among staff and youth. Participants will then apply their understanding into an active practice model–the Safe Relational Container–and explore trauma-informed strategies guided by an action sequence of Calm, Connect, and Respond.

Learning Objectives:

• Explain how complex trauma manifests in the residential context.
• Describe team-based therapeutic residential care.
• Discuss how complex trauma can interfere with youth development.
• Describe how relational harm requires relational healing.
• Discuss how effective staff responses can promote youth safety, emotional regulation, wellness, and resilience.

Module developed by Mandy Habib, Psy.D. & Victor Labruna, Ph.D.

Coming Soon: description and learning objectives.

Learning Objectives:

Module developed by Moises Rodriguez, Ph.D.

Coming Soon: description.

Learning Objectives:

• Identify enhanced trauma exposure risk factors and those impacting youth experiencing homelessness.
• Describe socio-cultural factors and their impact on homelessness.
• Explain the intersecting axes of privilege, domination, and oppression.
• Describe how numerous pathways lead to homelessness.
• Apply the Social Ecological Model for youth experiencing homelessness.
• Describe the relationship between youth system involvement and homelessness.

Module developed by Seeba Anam, MD

This module discusses why diagnosis is important since the clinical presentation of complex trauma can lead to differential diagnoses. The management of those diagnoses may include  different classes of psychotropic medications. 

Learning Objectives:

• Describe the clinical presentation of complex trauma and how it could lead to differential diagnoses.
• Discuss why diagnosis is important in the treatment of complex trauma.
• Describe comorbidity in pediatric trauma.
• Describe different classes of psychotropic medications and their uses, including antidepressants, mood stabilizers, stimulants, antiadrenergic medications, antipsychotics, and sedatives/hypnotics .

Developed by Jana Pressley, Psy.D. 

This training addresses why past personal trauma and intergenerational trauma matter in parenting; we repeat that which is familiar. The module covers potential caregiving challenges for individuals who have had their own past trauma, and provides strategies for self-care and enhancing the parent-child connection.

Learning Objectives:

• Describe intergenerational and historical trauma and their effects.
• Discuss a range of functional and emotional challenges for caregivers with past complex trauma, including self-awareness, recognizing triggers and trauma reactions.
• Describe the role of self-regulation and co-regulation.
• Identify caregiver self-care approaches.
• Describe strategies caregivers can use to enhance connection with their children.
• Discuss behavior as a form of communication.

Developed by Diya Kallivayalil, Ph.D.

This training explores the nature of complex traumatic stress disorders for immigrant and refugee families as they go through the process of migration. The module covers possible presentations in clinical settings as well as approaches for working with this population.

Learning Objectives:

• Define and describe data on migration.
• Explain complex trauma exposure and its impact on immigrant and refugee families along with migration related stressors and the impact of prejudice and minority status.
• Describe best practices when working with immigrant and refugee families, including special considerations for working with children and adolescents
• Discuss secondary/vicarious trauma in working with this population.

Developed by y Kristin Mortenson, MS, LPC-S 

This module addresses what complex trauma looks like in young children and how trauma can change the course of early childhood development. The training also covers treatment targets for young children and caregivers, and intervention strategies. 

Learning Objectives:

• Describe complex trauma adaptation unique to young children, including developmental regression, sensory impact, and the impact on learning and/or social skill development.
• Discuss the importance of addressing relational safety.
• Address the importance of reflective practice in early childhood work.
• Discuss examples of trauma integration for a young child with the use of books, media, or play.
• Share engagement strategies to use with caregivers.

Developed by Hilary Hodgdon, Ph.D. 

This module establishes a foundational understanding of what is happening in the brain and body in response to a perceived threat. The way the brain and body respond to trauma is universal. This module helps participants identify when a neurobiological response has been activated, so we can better match our intervention approach in the moment.

Participants who complete this module should be able to:

• Describe basic information on brain circuits.
• Explain brain and body functioning during a traumatic event or when someone is triggered.
• Apply neurobiology to understand emotional and behavioral responses.

Module developed by Julian Ford, Ph.D. 

This module explores the challenges that face providers during critical moments with clients who have experienced complex trauma. Key principles and tactics for handling these crises and preserving clients’ safety is explored in detail.

Participants who complete this module should be able to:

• Demonstrate appropriate treatment principles to a variety of challenging situations.
• Describe how to restore co-regulation when the client experiences extreme emotional/ behavioral dysregulation.
• Describe how to restore attachment security and integrated self-awareness when dissociative fragmentation occurs.
• Explain how to recognize and handle one’s own reactions, such as countertransference, vicarious trauma, compassion fatigue, and secondary traumatic stress.