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Treatment and Services Adaptation Centers

Category II -New York

Funding Period: 2018-2023

The high prevalence of traumatic exposure among the 56,000 youth in residential care requires provision of high-quallity trauma-informed care to help address the high rates of functional impairments among these youth.

The Creating Trauma Informed Residential Settings Center, located in Cornell University's Residential Child Care Project (RCCP), will increase the reach and quality of trauma-informed services in residential settings by expanding the use of two milieu-wide, organization-level interventions developed by RCCP: Therapeutic Crisis Intervention (TCI) and Children and Residential Experiences (CARE).

TCI is a trauma-informed crisis prevention and management system; CARE is a principle-based, multi-component, trauma-informed program model designed to transform the residential care setting by enhancing the social dynamics through targeted staff development and ongoing reflective practice.

Specific goals of the Center are to:

1) Facilitate implementation and sustainability of the milieu-wide TCI and CARE interventions through development and dissemination of materials and processes that support high-quality, trauma-informed practices (e.g. procedures for data-informed decision making and monitoring; communities of practice for collaborative learning);

2) Provide a national platform for advocating and advancing the use of trauma informed practices in residential settings (e.g. dissemination of information and resources about trauma informed care through a website, in person networking and educational opportunities, and publications); and

3) Provide leadership and expertise in the NCTSN in assessing and applying trauma-informed practices in setting-level crisis prevention and management systems and program models in residential settings. 

 

RCCP banner

 The Residential Child Care Project, located at Cornell University, translates current research into programs that are designed to improve the quality of care for children living in group care settings. Some RCCP programs have been adapted for other settings, such as schools, juvenile justice programs, foster care, adoptive families, and community based programs. The RCCP’s main programs are: 

The full RCCP web site is available at http://rccp.cornell.edu.

The RCCP is part of the Bronfenbrenner Center for Translational Research (BCTR) at Cornell University.

http://bctr.cornell.edu

  

 http://cornell.edu

 

CARE Overview

What do we know about providing good residential care for children and what do we actually do? 

Even though much has changed in child care over the last seventy years, the gap between what we know and what we do with the knowledge seems as wide as ever. 

A framework for practice, based on a valid theory of how children change and develop, motivates both children and staff to adhere to routines, structures, and processes minimizing the potential for interpersonal conflict. Without a clear framework for providing care, there are lost opportunities throughout the day to help children achieve developmental and treatment goals. A framework for practice provides consistency in message and approach with the children and congruency throughout the organization.

The Children And Residential Experiences: Creating Conditions for Change (CARE) practice model, built on six principles that form the foundation for creating conditions for change in residential care, provides such a framework. These core principles: developmentally focused, family involved, relationship based, competence centered, trauma informed, and ecologically oriented, have a strong research and/or theoretical relationship to positive child outcomes, and can be incorporated into a wide variety of programs and treatment models.

The implementation of these principles to achieve congruence in the best interests of children throughout all levels of a residential care organization is the goal of the CARE practice model. 

If you are interested in learning more about the RCCP's CARE Model, read our book, Children and Residential Experiences (CARE): Creating Conditions for Change. 

To order the book now, click below; it may also be ordered from the Child Welfare League of America at
CARE Book order link, CLICK HERE

TCI System Overview

A Child in Crisis Needs Help

What kind of help and how it is given make a crucial difference between the child's learning from the experience or being set back. The Therapeutic Crisis Intervention (TCI) training program for child and youth care staff presents a crisis prevention and intervention model designed to teach staff how to help children learn constructive ways to handle crisis.  

The ability of the entire organization to respond effectively to children and young people in crisis situations is critical in establishing not only a safe environment, but also one that promotes growth and development. The skills, knowledge, and professional judgment of staff in responding to crises are critical factors in helping young people learn constructive and adaptive ways to deal with frustration, failure, anger, rejection, hurt, and depression.

While TCI is primarily intended for those who care for children and young people living in out-of-home settings or in schools (private and public), it has also been adapted for foster care families. 

How Does the TCI System Help?

The purpose of the TCI system is to provide a crisis prevention and intervention model for residential child care organizations that will assist in:  Preventing crises from occurring, de-escalating potential crises, effectively managing acute crises, reducing potential and actual injury to children and staff, learning constructive ways to handle stressful situations, and developing a learning circle within the organization. 

Click here to go the expanded TCI System page

 

 

RCCP Research

The Residential Child Care Project has a long history of evaluating outcomes and processes in order to foster continuous quality improvement for program and training development and implementation. The research team has extensive experience in research and evaluation design, the design and implementation of survey research, the analysis of quantitative data as well as data collection and processing expertise, data management, statistical analysis related to the development and well-being of children, the design and evaluation of community-based services to improve family functioning, program fidelity, and higher quality program implementation. This expertise, along with collaborations with relevant partners (e.g. the NCCTS, other network centers, partnering service programs, and providers), inform the variety of strategies proposed for monitoring and assessing progress toward the specific goals of the Bronfenbrenner Center for Translational Research. 

File(s) to download

Holden Se...2019.pdf

626.4KB | Wednesday, 17 April 2019 | Details

Article f...away.pdf

84.7KB | Wednesday, 17 April 2019 | Details

Izzo Auma...W .pdf.1

170.5KB | Wednesday, 17 April 2019 | Details

Brief CAR...K-IE.pdf

413.3KB | Wednesday, 17 April 2019 | Details

TCI_COURS..._web.pdf

293.5KB | Wednesday, 17 April 2019 | Details

TCI6_SYST...ETIN.pdf

418KB | Wednesday, 17 April 2019 | Details

TCI6_CERT...HURE.pdf

550.6KB | Wednesday, 17 April 2019 | Details

CARE_INFO...Ed7.DOCX

640.4KB | Wednesday, 17 April 2019 | Details

2016.Izzo...ence.pdf

372.7KB | Friday, 26 April 2019 | Details

Links to ...ites.pdf

29.7KB | Friday, 26 April 2019 | Details

General questions:

Kaitlyn Martin kmm438@cornell.edu

Questions about the RCCP:

Eugene Saville eas20@cornell.edu

Questions about the CARE Model:

Trudy Radcliffe tr55@cornell.edu

Frank Kuhn ifk2@cornell.edu

Questions about bringing the TCI System to your agency:

Andrea Turnbull ajt78@cornell.edu

Alissa Medero ab358@cornell.edu

Questions about the RCCP Research Component:

Deborah Sellers des256@cornell.edu

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