These are a comprehensive skill-based trainings structured for professionals in school jurisdictions and community systems (school principals, police, student services coordinators, therapists, etc.) who are, or will be, conducting the actual visual threat/risk assessments.
Real case studies are a key part of these trainings as participants have the opportunity to conduct assessments, through small group processing of the data, prior to being informed of the actual outcome of each case.
The one-day training will provide participants with the steps and skills necessary to bring together education, police, and other community partners/agencies to develop and successfully implement a community based threat assessment protocol and multi disciplinary, cross sector VTRA assessments.
The training will further entrench the VTRA Model and it’s foundational principals for participants who have received VTRA training and as a community are committed to protocol development and multi-disciplinary assessment.
This two-day training is for professionals who regularly work with children, adolescents, and their families and are looking for specialized knowledge in assessing and understanding family dynamics that may be influencing their clients behaviour and overall functioning.
Based on family systems theory, the foundation of the training is identification of family structure and family functioning within the system and it’s influence on key aspects of the clients’ life.
This two-day training is a complex case analysis program where all participants must bring at least one comprehensive case study (properly veiled for teaching purposes) to be verbally shared with the large group to extend the assessment principles learned from the Level I Training and to develop treatment/intervention plans.
In essence, this is a large scale multidisciplinary case consultation that will teach new concepts in “Family Assessment and Intervention” and re-teach and integrate concepts already addressed in earlier trainings.
While the theoretical foundation of the TES Model is systems based, the practical application of this integrated model is built on the standardized practice of “Psychological First Aid” researched and developed by leading experts from the National Child Traumatic Stress Network and the Cognitive-Behavioral Intervention for Trauma in Schools (CBITIS) Model developed in 1999 by RAND researchers, Los Angeles Unified School District, and the University of California, Los Angeles.
The Neurosequential Model of Therapeutics is also referenced as a leading assessment and intervention practice for profoundly traumatized individuals.