BOULDER COUNTY IMPACT:Building and Sustaining Policy, Practice and Improvement Standardsfor a Multi-Program, Multi-System Collaborative

immediate & ongoing data-driven case planning Moving away from always least restrictive to matching

Behavioral Health Administration (BHA) Rule UpdateRule Volume 2 CCR 502-1, Chapter 1

using the best availablescience, to maximize physical and psychological safety, facilitate the recovery of thechild and family, and support their ability to thrive.”

F742*, §483.40(b)(1), treatment/service for mental/psychosocial concerns (1) A resident who displays or is diagnosed with mental disorder or psychosocial adjustment difficulty, or who has a history of trauma and/or post-traumatic stress disorder, receives appropriate treatment and services to correct the assessed problem or to attain the highest practicable mental and psychosocial well-being;

Trauma-Informed Care Regulations and F-tags   The regulations and F-tags that apply to trauma and trauma-informed care

Trauma-informedServices are provided under a trauma-informedorganizational structure and treatment framework

A trauma-informed approach to care acknowledges that health care organizations and care teams need to have a complete picture of a patient’s life situation — past and present — in order to provide effective health care services with a healing orientation.

5The Missouri Model for Trauma-Informed SchoolsA school that only addresses the impact of trauma on students will struggle with staff burnout, turnover, and compassion fatigue. The science around trauma is clear: the most powerful resource for young people is a supportive, unwavering relationship with an adult. Adults in schools must be capable of being unwavering supports for students. This means addressing the vicarious and secondary trauma experienced by staff-not as an afterthought, but as a focal point of the trauma-informed journey.

An accountability model of discipline employs behavioral supports and restorative practices to enable individuals to develop the skills they need to be successful in an educational setting.

A trauma-informed pedagogy enables us to recognize that amid a pandemic, our students may have a difficult time completing basic tasks they normally would, including keeping track of the slightest changes in our classes, making decisions about their learning, being motivated to study or to show up, prioritizing assignments, engaging with classmates or the subject, managing their time, or simply not quitting.

Unfortunately, saying, "Build a relationship" is too vague and leaves too much up to the teacher's instincts.

Sure. So I do want to start by just reminding listeners that talking about trauma, learning about trauma, can bring up some feelings, which is a very normal reaction to that. So I just want to remind people, if you notice that, that it’s okay to take a rain check on listening and engaging in this conversation. I also do recommend that even if you feel okay to engage with a discussion about trauma that it’s recommended that you do so in small doses, especially during these very challenging times.

teach-ers are generally not prepared to address the intersections of healing, politics, and emotion in classrooms.