Coming Soon!

---

QUESTIONS?

Didn’t see what you were looking for? Have a question?
Email michele@nrcac.org for more information.

Disclaimer: The resources provided are not an exhaustive list and more may be added in the future. Additionally, many are links to outside websites, which may, from time to time, update their content.

Case Review (sometimes called MDT) is the formal process through which professionals share facts and observations that inform team decisions and assist participating professionals to make decisions about cases.  Case review is a core standard of an accredited member CAC program. Case review allows the CAC to monitor cases and bring the knowledge, experience and expertise of the team members together. Through case review, the efforts of all team members are maximized because knowledge is shared and cooperation is built among the participating agencies. Case review presents an opportunity for each professional to share their unique knowledge and skill with the other team members and allow for full discussion on determining the optimum case plan and next steps.

---

Building a Better Case Review Together

This video training was created by NRCAC as an orientation tool for both current and incoming MDT members. This training highlights the importance of case review, provides an example of what case review can look like, and discusses the value of representatives from each discipline attending.

These accompanying guidelines are intended to help expand and enhance the Case Review process. The guidelines include information and draft resources to assist in developing Case Review procedures and relationships.

---

 

QUESTIONS?

Didn’t see what you were looking for? Have a question?
Email michele@nrcac.org for more information.

Disclaimer: The resources provided are not an exhaustive list and more may be added in the future. Additionally, many are links to outside websites, which may, from time to time, update their content.

NRCAC supports evidenced-based treatment for child abuse victims and their non-offending family members.  Quality mental health services are critical for the long term well-being and healing of children victimized by abuse.  NRCAC is happy to provide information on the different evidenced-based treatment modalities and trainings offered.   Please find some online resources and research for your review.

ONLINE RESOURCES

California Evidence-Based Clearinghouse for Child Welfare (CBEC)

The mission of the California Evidence-Based Clearinghouse for Child Welfare (CEBC) is to advance the effective implementation of evidence-based practices for children and families involved with the child welfare system.

---

Children's Advocacy Center Directors' Guide to Quality Mental Healthcare

Children’s Advocacy Center (CAC) directors working to meet the National Children’s Alliance (NCA) Accreditation Standard for mental health need a resource to help them on their journey to deliver the highest quality care to children and families. Especially for non-clinicians, ensuring that mental health services meet the necessary quality threshold can be challenging. How do you make the decision to offer mental health services provided through linkage agreements, or in-house? How do you monitor the quality of mental health services when you’re not in the room? What’s the difference between screening and assessment? How do these guide service provision decisions and treatment? To help answer these questions, the NCTSN and NCA have developed a web-based training resource comprising ten modules geared to help non-clinicians understand, evaluate, and manage mental health service delivery for CACs. Each module contains an easy-to-understand overview of the topic, expert interviews that further drill down into the material, and links to practical tools and resources.

---

How Cac's Are Healing Kids, NCA Member Survey, 2016

---

Mental Health Linkage Agreement, RCAC, 2019

---

National Child Traumatic Stress Network Empirically Supported Treatments and Promising Practices

The fact sheets linked from this page offer descriptive summaries of some of the clinical treatments, mental health interventions, and other trauma-informed service approaches that the National Child Traumatic Stress Network (NCTSN) and its various centers have developed and/or implemented as a means of promoting the Network’s mission of raising the standard of care for traumatized youth and families. This list does not present a comprehensive list of all relevant interventions developed and available for treating child traumatic stress.

---

NCA/NRCAC Mental Health Brochures

• Ensuring Well Being of Children; A Comprehensive Approach to Trauma-Informed Care for CACs
• Evidence-Based Mental Health Treatments for Child Abuse Victims
• Helping your Child Heal from Abuse

---

Substance Abuse and Mental Health Services Administration (SAMHSA) National Registry of Evidence-based Programs and Practices

NREPP is a searchable online registry of more than 400 substance use and mental health interventions. NREPP was developed to help the public learn more about evidence-based interventions that are available for implementation. NREPP does not endorse or approve interventions.

---

EVIDENCE BASED PROGRAMS

Alternatives for Families: A Cognitive Behavioral Therapy

Alternatives for Families: A Cognitive Behavioral Therapy (AF-CBT; Kolko et al. 2011) was developed for caregivers and children ages 6-adolescence who have a history of caregiver physical abuse or coercive parenting practices. Two randomized trials have shown it to be superior to routine community care for reducing children’s conduct and oppositional behaviors, as well as in reducing internalizing symptoms. Further, parents who receive AF-CBT demonstrate significantly greater decreases in the use of physical discipline and in anger at post-treatment as compared to those in routine community care. AF-CBT differs from TF-CBT in that it was developed specifically for families with histories of physical abuse and that it frequently includes the caregiver who engaged in physical abuse.

---

Parent-Child Interaction Therapy

Parent-Child Interaction Therapy (PCIT; Eyberg 2005) was developed for caregivers and children ages 2-7 who have disruptive behavior disorders. PCIT is an excellent treatment option for young children with predominantly externalizing symptoms. Over 50 randomized controlled trials support the effectiveness of PCIT in reducing parent stress levels and children’s behavioral problems in children with or without histories of maltreatment. PCIT has been used for children and caregivers with a history of physical abuse and has shown to be effective in lowering both caregiver abuse and risk for further abuse to occur.

---

Trauma-Focused Cognitive Behavioral Therapy

Trauma-Focused Cognitive Behavioral Therapy (TF-CBT; Cohen, Mannarino & Deblinger, 2006) has the highest evidence base in reducing children’s internalizing symptoms and has been shown
to have moderate effectiveness in reducing children’s externalizing symptoms. In randomized trials, TF-CBT has been directly compared and found to be more effective than routine community care, nondirective supportive therapy and child-centered therapy. TF-CBT is appropriate for children ages 3-18 and their non-offending caregivers. It was first developed for children with histories of sexual abuse or
of witnessing domestic violence, and has been extended for use with children with related trauma symptoms.

---

PROMISING TREATMENTS

Attachment, Regulation and Competency

The Attachment, Regulation and Competency (ARC) Framework is a flexible, components-based intervention developed for children and adolescents who have experienced complex trauma, along with their caregiving systems. ARC’s foundation is built upon four key areas of study: normative childhood development, traumatic stress, attachment, and risk and resilience. Drawing from these areas, ARC identifies important childhood skills and competencies which are routinely shown to be negatively affected by traumatic stress and by attachment disruptions, and which – when addressed – predict resilient outcome.

---

Child and Family Traumatic Stress Intervention

Child and Family Traumatic Stress Intervention (CFTSI: Berkowitz, Stover, & Marans, 2010) was developed specifically for children in the acute (45 days or less) time frame after a traumatic event occurred. It has shown to be helpful in preventing the development of PTSD.

---

Child Parent Psychotherapy

Child Parent Psychotherapy (Lieberman & Van Horn, 2004) is a treatment for young children (ages 0-5) and their caregivers. It has been shown to reduce externalizing symptoms and PTSD in children who have witnessed domestic violence.

---

Eye Movement Desensitization and Reprocessing

Eye Movement Desensitization and Reprocessing (EMDR; Shapiro, 2001), was originally developed for adults, and has now been used with children. To date, research has shown that for children who have experienced disasters or accidents (such as car accidents); EMDR is equally as effective as cognitive behavioral therapy. In one sample group, EMDR has also been shown to reduce PTSD symptoms in children ages 6-16 with histories of maltreatment.

---

Problematic Sexual Behavior Cognitive Behavioral Therapy for School Age Children

The Problematic Sexual Behavior Cognitive Behavioral Therapy for School Age Children is a treatment program is a family-oriented, cognitive-behavioral, psychoeducational, and supportive treatment group designed to reduce or eliminate incidents of problematic sexual behavior. This program is implemented by trainers at Oklahoma University Center on Child Abuse and Neglect (CCAN).

---

Prolonged Exposure for Adolescents

Prolonged Exposure for Adolescents (Foa et al., 2013) is a well-established treatment for adult PTSD, which recently has been applied to adolescents (ages 13-18) with histories of sexual abuse or assault, and shown to be more effective in reducing PTSD than supportive counseling. Prolonged exposure differs from TF-CBT in that it includes less of a focus on developing coping skills, and has an increased focus on processing trauma memories.

---

Risk Reduction through Family Therapy

Risk Reduction through Family Therapy (RRFT; Danielson, 2010 ) takes a systems-based approach to reducing negative outcomes among sexually abused adolescents. RRFT has been shown to reduce adolescent girls’ internalizing symptoms (including PTSD), while reducing the potential for risky behaviors. RRFT is unique from other treatments for child maltreatment victims in that it includes, and specifically targets, high risk behaviors such as substance abuse. Children with these types of problems are typically excluded from studies on other treatments.

---

ASSESSMENT TOOLS

• Child PTSD Symptom Scale (CPSS)
• Child Sexual Behavior Inventory (CSBI)
• Mood and Feelings Questionnaire (MFQ)
• Strengths and Difficulties Questionnaire (SDQ)
• Trauma Symptom Checklist for Children (TSCC)
• Trauma Symptom Checklist for Young Children (TSCYC)
• UCLA PTSD Reaction Index

---

PAR

https://www.parinc.com/products/pkey/461
PAR is a publisher of psychological assessment materials including TSCC and TSCYC.

---

YOUTH WITH PROBLEMATIC SEXUAL BEHAVIOR

• Problematic Sexual Behavior Fact Sheet – CACs; Where we Begin
• Problematic Sexual Behavior Fact Sheet – Caregivers; What Happens Now
• Problematic Sexual Behavior Fact Sheet – Overview; What we Can Do

---

RESEARCH

SAMHSA’s Concept of Trauma and Guidance for a Trauma-Informed Approach

Trauma is a widespread, harmful and costly public health problem. It occurs as a result of violence, abuse, neglect, loss, disaster, war and other emotionally harmful experiences. Trauma has no boundaries with regard to age, gender, socioeconomic status, race, ethnicity, geography or sexual orientation. It is an almost universal experience of people with mental and substance use disorders. The need to address trauma is increasingly viewed as an important component of effective behavioral health service delivery. Additionally, it has become evident that addressing trauma requires a multi-pronged, multi-agency public health approach inclusive of public education and awareness, prevention and early identification, and effective trauma-specific assessment and treatment.

---

Trauma-Informed Child Welfare Practice, Winter 2013

Consideration of childhood trauma from a complex trauma framework invites a subtle but pivotal paradigm shift: from the traditional premise that “traumatic stress” derives from exposure to one or more events that lead to specific manifestations of distress which in turn compromise certain aspects of a child’s otherwise normative functioning, to the recognition that under certain circumstances the fundamental elements of a child’s daily life can be characterized by violations so egregious or deficits so severe that these become primary determining factors shaping a child’s foundational capacities and overall development. Cumulative exposure to trauma exponentially increases the likelihood of revictimization. In turn, maladaptive coping strategies developed in effort to survive experiences overwhelming to the child—including running away, self- harm, aggression or substance abuse—can evolve into direct or vicarious traumatic experiences in and of themselves for the
 child, their caregiving system, and secondary victims. These patterns of trauma exposure, coping deficits, illness, and retraumatization form the building blocks of intergenerational trauma. As prevention, detection and response to precisely these deleterious childhood adversities is, for better or worse, its unique purview, the child welfare system seeking to become truly trauma-informed cannot afford to overlook complex trauma. After all, it has always been the heart of the matter.

---

What is Complex Trauma?  A Resource Guide for Youth and Those Who Care for Them

---

QUESTIONS?

Didn’t see what you were looking for? Have a question?
Email michele@nrcac.org for more information.

Disclaimer: The resources provided are not an exhaustive list and more may be added in the future. Additionally, many are links to outside websites, which may, from time to time, update their content.

All children who are suspected victims of child sexual abuse are entitled to a medical exam conducted by a specialized medical provider. CACs/MDTs can share with families and partner agencies, the importance of the medical exam:

• To ensure the health and well being of the child
• To reassure the child that everything is okay with their body
• To diagnose and treat medical conditions that may be related to sexual abuse
• To document any possible physical and forensic findings
• To allow for collection of evidence that may be present on the child’s body or clothing within 72 hours

It is also important for CACs/MDTs to share with families and partner agencies that most medical exams (over 90%) have normal findings, but that does not mean sexual abuse did not occur. Medical professionals are able to explain “why normal is normal” in court if needed. The medical exam is not painful and assures children and their caregivers that their body is okay in spite of what has happened to them. Please find some online resources and research for your review.

---

Video Training - The Importance of the Medical Exam: What MDT Partners Need to Know

This video training was created by NRCAC as an orientation tool for both current and incoming MDT members. The training highlights the importance of the medical exam, the importance of specialized providers, and why normal results are normal. NRCAC has also created a medical fact sheet to accompany the video training.

---

ONLINE RESOURCES

CAC Director Resource: Orienting Your Medical Provider to the CAC and Multidisciplinary Team by the Child Abuse Medical Advisory Council

---

Confronting Commercial Sexual Exploitation & Sex Trafficking of Minors in the United States: A Guide for the Health Care Sector, 2013 Institute of Medicine and National Research Council of the National Academies

The intended audience for this guide is health care professionals, such as physicians, nurses, advanced practice nurses, physician assistants, mental health professionals, and dentists, who see children and adolescents for prevention and treatment of injury, illness, and disease. At any of these encounters—in settings that include, among others, emergency departments, urgent care, primary care clinics, adolescent medicine clinics, school clinics, shelters, specialty clinics (obstetrics/gynecology, psychiatry), community health centers, health department clinics, free-standing Title X clinics, Planned Parenthood, and dental clinics [2]—these health care professionals can have an opportunity to identify and assist young people who are victims of commercial sexual exploitation and sex trafficking.

---

Examination Findings in Legally Confirmed Child Sexual Abuse: Its Normal To Be Normal, 1994. Joyce A. Adams, MD; Katherine Harper, PA-C; Sandra Knudson, PNP; and Juliette Revilla, FNP.

Studies of alleged victims of child sexual abuse vary greatly in the reported frequency of physical findings based on differences in definition of abuse and of "findings." This study was designed to determine the frequency of abnormal findings in a population of children with legal confirmation of sexual abuse, using a standardized classification system for colposcopic photographic findings.

---

Genital Anatomy in Pregnant Adolescents: "Normal" Does Not Mean "Nothing Happened". 2004, Pediatrics, Nancy D. Kellogg, MD; Shirley W. Menard, RN, PhD, CPNP, FAAN; and Annette Santos, RN, SANE.

Many clinicians expect that a history of penile-vaginal penetration will be associated with examination findings of penetrating trauma. A retrospective case review of 36 pregnant adolescent girls who presented for sexual abuse evaluations was performed to determine the presence or absence of genital findings that indicate penetrating trauma. Historical information and photograph documentation were reviewed. Only 2 of the 36 subjects had definitive findings of penetration. This study may be helpful in assisting clinicians and juries to understand that vaginal penetration generally does not result in observable evidence of healed injury to perihymenal tissues.

---

International Association of Forensic Nurses, Sexual Assault Nurse Examiner (SANE) Education Guidelines, 2015

The primary purpose of the International Association of Forensic Nurses Sexual Assault Nurse Examiner (SANE) Education Guidelines is to help the sexual assault nurse examiner meet the medicolegal needs of those who have been affected by sexual violence, including individual patients, families, communities, and systems. Registered nurses who perform medicolegal-forensic evaluations must receive additional and specific didactic and clinical preparation to care for adult, adolescent, and pediatric patients following sexual violence or assault. The sexual assault nurse examiner practicing within recommendations set forth in the Sexual Assault Nurse Examiner (SANE) Education Guidelines uses the nursing process and applies established evidence-based standards of forensic nursing practice to ensure that all patients reporting sexual violence and victimization receive competent medicolegal-forensic evaluation, taking into consideration developmental, cultural, racial, ethnic, sexual, and socioeconomic diversity.

---

Interpretation of Medical Findings in Suspected Child Sexual Abuse: An Update for 2018.

Most sexually abused children will not have signs of genital or anal injury, especially when examined nonacutely. A recent study reported that only 2.2% (26 of 1160) of sexually abused girls examined nonacutely had diagnostic physical findings, whereas among those examined acutely, the prevalence of injuries was 21.4% (73 of 340). It is important for health care professionals who examine children who might have been sexually abused to be able to recognize and interpret any physical signs or laboratory results that might be found. In this review we summarize new data and recommendations concerning documentation of medical examinations, testing for sexually transmitted infections, interpretation of lesions caused by human papillomavirus and herpes simplex virus in children, and interpretation of physical examination findings. Updates to a table listing an approach to the interpretation of medical findings is presented, and reasons for changes are discussed.

---

Medical Linkage Agreement, RCAC, 2019.

---

National Best Practices for Sexual Assault Kits: A Multidisciplinary Approach

Released by the National Institute of Justice (Office of Justice Programs, U.S. Department of Justice), this resource is a collection of information and best practices for the use of sexual assault kits by multidisciplinary teams. 

---

National Protocol for Sexual Abuse Medical Forensic Examinations

This is a guide for: (1) health care providers who conduct sexual abuse medical forensic examinations of prepubescent children; and (2) other professionals and agencies/facilities involved in an initial community response to child sexual abuse, in coordinating with health care providers to facilitate medical forensic care. The main goals of a pediatric sexual abuse medical forensic examination, as described in this protocol, are to:

• address the health care needs of prepubescent children who disclose sexual abuse or for whom sexual abuse is suspected;
• promote their healing; and
• gather forensic evidence for potential use within the criminal justice and/or child 
protection systems.

---

Pediatrician Role in Child Maltreatment Prevention, 2010, American Academy of Pediatrics

It is the pediatrician’s role to promote the child’s well-being and to help parents raise healthy, well-adjusted children. Pediatricians, therefore, can play an important role in the prevention of child maltreatment. Previous clinical reports and policy statements from the American Academy of Pediatrics have focused on improving the identification and management of child maltreatment. This clinical report outlines how the pediatrician can help to strengthen families and promote safe, stable, nurturing relationships with the aim of preventing maltreatment. After describing some of the triggers and factors that place children at risk for maltreatment, the report describes how pediatricians can identify family strengths, recognize risk factors, provide helpful guidance, and refer families to programs and other resources with the goal of strengthening families, preventing child maltreatment, and enhancing child development.

---

The Evaluation of Sexual Abuse in Children, Nancy Kellogg, MD; and the Committee on Child Abuse and Neglect, American Academy of Pediatrics, 2015

Abstract statement titled “Guidelines for the Evaluation of Sexual Abuse of Children,” which was first published in 1991 and revised in 1999. The medical assessment of suspected sexual abuse is outlined with respect to obtaining a history, physical examination, and appropriate laboratory data. The role of the physician may include determining the need to report sexual abuse; assessment of the physical, emotional, and behavioral consequences of sexual abuse; and coordination with other professionals to provide comprehensive treatment and follow-up of victims.

---

Updated Guidelines for the Medical Assessment and Care of Children Who May Have Been Sexually Abused, 2016.

The medical evaluation is an important part of the clinical and legal process when child sexual abuse is suspected. Practitioners who examine children need to be up to date on current recommendations regarding when, how, and by whom these evaluations should be conducted, as well as how the medical findings should be interpreted. A previously published article on guidelines for medical care for sexually abused children has been widely used by physicians, nurses, and nurse practitioners to inform practice guidelines in this field. Since 2007, when the article was published, new research has suggested changes in some of the guidelines and in the table that lists medical and laboratory findings in children evaluated for suspected sexual abuse and suggests how these findings should be interpreted with respect to sexual abuse. A group of specialists in child abuse pediatrics met in person and via online communication from 2011 through 2014 to review published research as well as recommendations from the Centers for Disease Control and Prevention and the American Academy of Pediatrics and to reach consensus on if and how the guidelines and approach to interpretation table should be updated. The revisions are based, when possible, on data from well-designed, unbiased studies published in high-ranking, peer-reviewed, scientific journals that were reviewed and vetted by the authors. When such studies were not available, recommendations were based on expert consensus.

---

RESOURCES FROM THE MIDWEST REGIONAL CAC:

• PROTOCOL and TRAINING GUIDELINES FOR THE MEDICAL STANDARD, 2017
• TO OBSERVE OR NOT TO OBSERVE
• TRAINING AND PEER REVIEW RESOURCES FOR CAC MEDICAL PROVIDERS
• SAMPLE EXPERT REVIEW LOG

---

QUESTIONS?

Didn’t see what you were looking for? Have a question?
Email michele@nrcac.org for more information.

Disclaimer: The resources provided are not an exhaustive list and more may be added in the future. Additionally, many are links to outside websites, which may, from time to time, update their content.

Cultural competency is defined as the capacity to function in more than one culture, requiring the ability to appreciate, understand, and interact with members of diverse populations within the local community. NRCAC works with State Chapters, CACs and MDTs to assess community needs and create a plan for outreach to underserved populations.  Attached please find some resources regarding cultural competency assessments and resources for your review.

CULTURAL COMPETENCY RESOURCES

2016 Community Assessment Template

The intent of this template is to help you as you prepare your cultural competency plan to meet accreditation standards for the National Children’s Alliance (NCA). It was developed by the Regional Advocacy Centers, in collaboration with NCA and the National Children’s Advocacy Center (NCAC).

---

Asian Pacific Institute on Gender-Based Violence -- "Resource Guide for Advocates & Attorneys on Interpretation Services for Domestic Violence, Sexual Assault, and Trafficking Victims"

This resource guide informs how advocacy, interpretation, and language access can be integrated. This Resource Guide from the Interpretation Technical Assistance and Resource Center focus on interpretation for domestic violence, sexual assault, or trafficking victims with limited English proficiency. This national project is an opportunity to build effective systems through collaboration and political will, identify and address problems early on, and be guided by clear strategies.

---

Child Abuse & Culture: Working with Diverse Families

This book, Child Abuse & Culture: Working with Diverse Families by Lisa Fontes, 2008, provides an accessible framework for culturally competent practice with children and families in child maltreatment cases. Numerous workable strategies and concrete examples are presented to help readers address cultural concerns at each stage of the assessment and intervention process. Professionals and students learn new ways of thinking about their own cultural viewpoints as they gain critical skills for maximizing the accuracy of assessments for physical and sexual abuse; overcoming language barriers in parent and child interviews; respecting families' values and beliefs while ensuring children's safety; creating a welcoming agency environment; and more.

---

Cultural Competence: Child Abuse & Neglect

Child Welfare Information Gateway provides resources that explore the relationship between culture and child maltreatment, including how child abuse and neglect is viewed in different cultures and how child welfare workers can respond.

---

Diversity & Inclusion Initiative -- "Step-By-Step: A Guide to Achieving Diversity and Inclusion in the Workplace"

TSNE MissionWorks (formerly Third Sector New England) builds the leadership and effectiveness of individuals, groups, and nonprofits to support a more just and democratic society. "Step By Step: A Guide to Achieving Diversity and Inclusion in the Workplace" is a template, developed from lessons learned and best practices of the many organizations that have collaborated with the program in a peer learning community. Success for each organization requires adaptation of these guidelines to the unique challenges and goals derived within the context of mission and constituents.

---

Georgetown University Law School's Center on Poverty and Inequality -- "Girlhood Interrupted:  The Erasure of Black Girls' Childhood"

This groundbreaking study by the Georgetown Law Center on Poverty and Inequality provides—for the first time— data showing that adults view Black girls as less innocent and more adult-like than their white peers, especially in the age range of 5–14.

---

Guidance on Cultural Competency & Diversity

A Guide to Implementing NCA Standard: Cultural Competency and Diversity for Children’s Advocacy Centers, created in 2006 by the National Children’s Alliance.

---

NASW Standards & Indicators for Cultural Competence in Social Work Practice, 2015

These standards provide focus for the development of culturally competent social work practice. These standards provide guidance to social workers in all areas of social work practice in responding effectively to culture and cultural diversity in policy and practice settings.

---

National Children’s Advocacy Center (NCAC) Child Abuse Library Online (CaLIO)

NCAC CaLiO has created a bibliography on “Cultural Competency”, February 2017

---

CHILDREN WITH DISABILITIES RESOURCES

A Blueprint for Change: Toward a National Strategy to End Sexual Abuse of Children with Disabilities

This blueprint was created by The Center on Victimization and Safety at the Vera Institute of Justice (Vera) is the culmination of Vera's efforts to chart a course for ending sexual abuse of children with disabilities. It offers a summary of these efforts and what was learned, as well as practical suggestions for integrating the needs of children with disabilities into prevention efforts, intervention efforts, and first responses.

---

CAC Accessibility Toolkit

The CAC Accessibility Toolkit was created by the Children’s Advocacy Center of North Dakota, working with a coalition of professionals from around the nation, to help multidisciplinary professionals better serve children with disabilities who have been abused. This website brings together a number of resources to aid professionals in serving children with various disabilities who are alleged victims of abuse.

---

Internet Safety for Children with Special Needs

Children with physical, developmental, and learning disabilities may be more susceptible to on- and offline risks, such as abduction, sexual exploitation, online predation, and cyberbullying. NetSmartz Workshop educates children ages 5-17 about these risks and teaches them effective strategies for protecting themselves.

---

FORENSIC INTERVIEWING AND INTERPRETER RESOURCES

American Speech-Language-Hearing Association, Tips for working with interpreters

The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for 191,500 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students.

---

American Translator’s Association

ATA was established to advance the translation and interpreting professions and foster the professional development of individual translators and interpreters.

---

Best Practices: National Consortium of Interpreter Education Center (2009)

This document sets forth the Best Practices and Protocols for American Sign Language Interpreters working within the court and legal settings.

---

Guide for Forensic Interviewing of Spanish-Speaking Children

Guide for Forensic Interviewing of Spanish-Speaking Children, Second Edition: A Publication of The Center for Innovation & Resources, Inc., 2011.

---

Limited English Proficiency (LEP); A Federal Interagency Website

This website outlines Federal laws particularly applicable to language access include Title VI of the Civil Rights Act of 1964, and the Title VI regulations, prohibiting discrimination based on national origin, and Executive Order 13166 issued in 2000. Many individual federal programs, states, and localities also have provisions requiring language services for LEP individuals.

---

National Association of the Deaf

The NAD is the nation's premier civil rights organization of, by, and for deaf and hard-of-hearing individuals in the United States of America.

---

National Children’s Advocacy Center (NCAC) Child Abuse Library Online (CaLIO)

National Children’s Advocacy Center (NCAC) Child Abuse Library Online (CaLIO) has created a bibliography on “Use of Interpreters in Forensic Interviews.

---

Registry of Interpreters for the Deaf

The Registry of Interpreters for the Deaf strives to advocate for best practices in interpreting, professional development for practitioners and for the highest standards in the provision of interpreting services for diverse users of languages that are signed or spoken.

---

LESBIAN, GAY, BISEXUAL, TRANSGENDER, QUESTIONING, QUEER, INTERSEX, ASEXUAL (LGBTQIA) RESOURCES

Center for Disease Control and Prevention – LGBT youth resources

Resources from the CDC, other government agencies, and community organizations for LGBT Youth, their friends, educators, parents, and family members to support positive environments.

---

Child Welfare Information Gateway, Resources for Families of LGBTQ Youth

This resource is intended to help families support their lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth; understand what to expect; and learn how to talk about a number of issues that may be impacting their youth.

---

LGBTQ Youth and Sexual Abuse: Information for Mental Health Professionals

The NCTSN Child Sexual Abuse Collaborative Group has published a 7-page tip sheet which mental health practitioners will find invaluable in their work with lesbian, gay, bi-sexual, trans, and queer youth. LGBTQ Youth and Sexual Abuse: Information for Mental Health Professionals provides a short glossary of relevant terms; a chart delineating the continuums of sex, gender, and sexual orientation; brief summaries of issues concerning LGBTQ youth and their parents related to sexual orientation and sexual abuse; a table of common myths and stereotypes about LGBTQ youth and sexual abuse; recommendations for practitioners and agencies on counseling LGBTQ youth; and guidance in treating LGBTQ youth following sexual abuse.

---

National Center for Transgender Equality

The National Center for Transgender Equality is the nation’s leading social justice advocacy organization winning life-saving change for transgender people.  NCTE was founded in 2003 by transgender activists who recognized the urgent need for policy change to advance transgender equality.

---

National LGBT Health Education Center at Fenway Institute

The National LGBT Health Education Center provides educational programs, resources, and consultation to health care organizations with the goal of optimizing quality, cost-effective health care for lesbian, gay, bisexual, and transgender (LGBT) people.

---

National Transgender Law Center

The National Transgender Law Center works to change law, policy, and attitudes so that all people can live safely, authentically, and free from discrimination regardless of their gender identity or expression.

---

Safe Spaces. Safe Places: Creating Welcoming and Inclusive Environments for Traumatized LGBTQ Youth

The NCTSN Child Sexual Abuse committee has created a new video that highlights the effect of trauma on LGBTQ youth, describes how bias impedes optimal care, and provides practical steps for creating safe and welcoming environments for traumatized LGBTQ youth.

---

TRIBAL RESOURCES

Capacity Building Center for Tribes -- Center for Tribes Webinar Library

The webinar library on the Capacity Building Center for Tribes website holds webinars on multiple topics concerning the welfare of Indigenous youth, including ICWA workgroups, understanding and supporting the native LGBTQ community, and Indigenous Healing.

---

Indian Country Child Trauma Center (ICCTC)

The Indian Country Child Trauma Center (ICCTC) was established to develop trauma-related treatment protocols, outreach materials, and service delivery guidelines specifically designed for American Indian and Alaska Native (AI/AN) children and their families. The Indian Country Child Trauma Center is part of the National Child Traumatic Stress Network funded by the Substance Abuse Mental Health Services Administration (SAMHSA) under the National Child Traumatic Stress Initiative. It is housed at the University of Oklahoma Health Sciences Center in the Center on Child Abuse and Neglect.

---

Indian County Criminal Jurisdictional Chart 2017

Indian County Criminal Jurisdictional Chart 2017 for crimes committed within Indian Country as defined by 18 U.S.C. ' 1151(a), (b) & (c) -(a) formal & informal reservations [tribal trust lands] (including rights-of-way/roads), (b) dependent Indian communities, and (c) Indian allotments held in trust (including rights-of-way/roads).

---

Listen and Learn

A process for initiating collaboration between Tribal Communities and Children's Advocacy Centers. Contact admin@nrcac.org for more information.

---

National Indian Child Welfare Association

The Indian Child Welfare Act (ICWA) was enacted in 1978 in response to a crisis affecting American Indian and Alaska Native children, families, and tribes. Studies revealed that large numbers of Native children were being separated from their parents, extended families, and communities by state child welfare and private adoption agencies. The intent of Congress under ICWA was to “protect the best interests of Indian children and to promote the stability and security of Indian tribes and families” (25 U.S.C. § 1902).

The Indian Child Welfare Act 1978

---

Native American Children's Alliance

NACA is a national, nonprofit organization consisting of Native American child abuse professionals and allied partners dedicated to end the epidemic of child abuse in Indian Country.  NACA was established in 1999 by a small group of Native American mothers who recognized a significant need for appropriate and comprehensive services for Indian children who were victims of abuse.  Since that time, NACA has assisted tribes with establishing child advocacy centers (CACs), developed a reputation for being the foremost trainer on child abuse matters in Indian Country and served to facilitate multi-jurisdictional collaborations and cooperative agreements in spite of historical difficulties and limited resources.

---

The Tribal Law & Policy Institute

The Tribal Law and Policy Institute has worked extensively with issues relating to child victimization and the development of Tribal-specific resources and strategies to address child abuse and neglect, Child Sexual Abuse and Child Witnesses to Violence and Indian Child Welfare Act issues. Additionally, we seek to collaborate with agencies that have special expertise in these areas as well, such as the National CASA Association, National Indian Child Welfare Association and the Native American Children’s Alliance.

---

We Shall Remain

WE SHALL REMAIN video was created to address the effects of historical trauma in tribal communities. Many times, these untended wounds are at the core of much of the self-inflicted pain experienced in Native America. Much like fire, this pain can either be devastatingly destructive or wisely harnessed to become fuel that helps us to rise up and move forward in life with joy, purpose and dignity.

---

QUESTIONS?

Didn’t see what you were looking for? Have a question?
Email michele@nrcac.org for more information.

Disclaimer: The resources provided are not an exhaustive list and more may be added in the future. Additionally, many are links to outside websites, which may, from time to time, update their content.