Resource Library

Focuses on the Kinship Interdisciplinary Navigation Technologically-Advanced Model (KIN-Tech) in Florida. This episode devles into the program’s structure, implementation, and the findings of a radomized control trial evaluation.

Provides an overview of key issues facing adoptive families and the value of post-adoption support.

Provides a brief overview of the TBRI® principles of empowering, connecting, and correcting.

Explores TBRI® and its use in post-permanency programs, the benefits of TBRI®, and key considerations for states, tribal nations and territories considering implementing or expanding this approach. Introduction to the Resource Watch the video below for an overview of the resource or click on the button to access the article directly.    

Learn more about Dr. David Cross, his life experiences, and the beginnings of TBRI®.

How do I know that I can trust the world and the people in it? Is anyone really committed to my wellbeing? Do I have the tools to calm down if I need to? In this conversation, we explore how our own history our own attachment impact our sense of “Felt Safety” and our ability to live our lives freely.

We do not come into the world with tools for self-regulation. Self-regulation skills emerge from a healthy attachment cycle when physical and emotional needs are met. When a healthy attachment hasn’t occurred, we need to create opportunities to help our children and youth learn self-regulation skills. In this video, we explore what teaching self-regulation skills might look like with children and youth of varying ages.

When we are caring for or working with children and youth who have experience trauma, we often worry most about the big behaviors. In this conversation, we use examples as we discuss how big behaviors are an indication that there are big needs that haven’t been met yet. We all need people that will still “see us” and help us through our “mess”. The key to addressing these challenges is to see the needs behind the behaviors and meet those needs.

When behavioral challenges come up, one of the questions we can ask ourselves is, “Is this a can’t or a won’t”. Is this child refusing to do something I have asked, or are they unable to do what I have asked? Have I set the bar appropriately? In this video, we explore how behavioral challenges are most often a “can’t” and how we can respond most effectively.

We know that children who have had traumatic or stressful histories are often developmentally much younger, and sometimes older, than their chronological age. In this video, we talk about the importance of understanding children/youth’s developmental age in the moment and meeting their needs accordingly. This may look very different than how you might respond based on their chronological age.