Tier 2: Early Intervention Cohort Specific Support
Trauma-informed CaRE is a school-based group program for vulnerable student groups. The program includes support for students, families and carers, and school staff and leadership to assist students impacted by trauma.
The program includes 6 sessions that provides information on communication, emotional regulation and the impact of adversity on mental health. The program provides techniques for traumatised and at-risk students and strategies to strengthen relationships between school staff, parents/carers and students.
The program is offered at a set cost of $10,912 (inc. GST) per program (students, staff or parent/carers program). Schools can purchase multiple programs from each stream based on the needs of their students and the need to involve staff and parents/carers.
Additional sessions, activities or consultations can be purchased at an hourly rate. Travel is charged at an hourly rate to and from the local Berry Street office to the school.
Target population: Students, school staff and leadership, and parents, carers and families.
Program adaptability: The program is able to be tailored to the needs and context of the school after consultation.
Staffing: Schools can run staff or leadership group sessions between 3.30pm-6pm to avoid backfilling.
Training requirements: A 1-hour consultation and a 1-hour preparation session is required prior to program commencement.
Factors to consider: For staff sessions, there is a minimum of 4 participants and a maximum of 20. For student and parent sessions, there is a minimum of 4 participants and a maximum of 10. For student and parent, carer and family sessions at least 1 school staff member is required to attend.
Australian context: This program has been developed and delivered in Australia.
Strength of Evidence
Level 3: Foundational and emerging evidence for program
• Improved student emotional literacy and the ability to identify and discuss emotions
• Improved student, parent/carer and staff communication skills
• Improved student social skills and reduce student conflict
• Increased attention and engagement in class
• Increased knowledge of school staff regarding specific emotional, mental health or behavioural concerns and student cohorts
• Staff having additional and improved strategies for supporting students experiencing emotional and/or behavioural dysregulation
• Build parent/carers ability to recognise, respond to and co-regulate difficult emotions