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Changing Lenses: Improving Professional Responses to Trauma in Children and Youth

About the Course:

Chronic childhood interpersonal trauma can interfere with all aspects of normative human development and bring about a constellation of symptoms and impairments which, seen through a trauma lens, challenge dominant approaches to child services. Three collaborative projects aiming to implement trauma-informed care with child services will be presented.

This course is based on the recorded webinar, Changing Lenses: Improving Professional Responses to Trauma in Children and Youth created by Delphine Collin-Vézina, PhD, Denise Brend, MSW, PhD, Irene Beeman, MSW, Jacqui L. Liljequist, LMSW, Aviva Segal, PhD, Sarah McNamee, MSW , and Ramona Alaggia, PhD in 2019.

Publication Date:


Course Material Authors

Delphine Collin-Vézina, PhD

Dr. Delphine Collin-Vézina is the Director of the Centre for Research on Children and Families at McGill University. She is a licensed clinical psychologist and an Associate Professor at the McGill School of Social Work and an Associate Member in the Department of Pediatrics. She holds both the Canada Research Chair in Child Welfare and the Nicolas Steinmetz and Gilles Julien Chair in Social Pediatrics in Community. With extensive funding from provincial and federal granting bodies, her research focuses on services to vulnerable children across three themes: child protection responses to sexual abuse; trauma-informed practices in out-of-home care; and social return on investments for community-based services. Dr. Collin-Vézina has published more than 60 articles in many renowned academic journals such as Child Abuse & Neglect and Journal of Child and Adolescent Trauma. Furthermore, she has presented about 70 conference papers and she has been invited over 20 times as a keynote speaker, in influential scientific and community venues. She sits on the boards of many influential institutions, such as the Child Welfare League of Canada and the Child Protection Center of the Gregorian Pontifical University. Her influence is reflected by her participation in expert consultations organized by different ministries as well as through the citation of her work in policy and child welfare reports. Since 2013, Dr. Collin-Vézina has trained over 2,000 professionals from various disciplines in trauma-informed practices.

Denise Brend, MSW, PhD

Denise Brend is a postdoctoral fellow at the Université de Sherbrooke working on the study Implantation et évaluation modèle Attachement, Régulation et Compétences auprès d’enfants de 6 à12 ans. She is co-supervised by Canada Research Chairs: Dr. Nadine Lanctôt and Dr. Delphine Collin- Vézina (McGill University). Her doctoral research explored how social workers in the field of intimate partner violence experience workplace social support, advancing mentalization and epistemic trust as useful theoretical frameworks for future inquiry and practice. Recipient of an FQRSC doctoral scholarship, in 2015 she was selected as a Research Fellow in the Research Training Programme of the International Psychoanalytical Association (London, United Kingdom). She has been a course and field instructor in the McGill School of Social Work. Currently, she is a permanent faculty member at Cegep Dawson College where she has been a member and chairperson of specialized groups on clinical practice, anti-oppressive program revision, and completed the New School teacher trainee program. Denise has 13 years of experience as a psychotherapist, a social worker in mental health, a clinical supervisor, and clinical trainer. She specializes in complex and work-related trauma. She is also the co-chair of the McGill Qualitative Health Research Group, Special Interest Group: Interpretive Phenomenological Analysis Workgroup.

Irene Beeman, MSW

Irene Beeman, BA Sociology, MSW, is a research coordinator at the Centre for Research on Children and Families (CRCF). She has coordinated research projects regarding cross-cultural perspectives on (in)adequate child care and supervision and regarding childhood literacy. She currently coordinates a project to document the implementation and evaluate the impact of the trauma-informed model Healthy Environments and Response to Trauma in Schools (HEARTS) in Montreal elementary schools, as well as the annual Complex Trauma Symposium and the Trans Youth and Families journal watch at the CRCF. Irene has several years of practice experience from community organizations in the U.S. and Canada conducting intervention and counselling with trauma-impacted individuals and groups including precarious-status immigrants and women experiencing conjugal violence, and is a trained birth doula and gynecological teaching associate.

Jacqui L. Liljequist, LMSW

Jacqui L. Liljequist, Licensed Master of Social Work (LMSW), is a PhD student at McGill University and recipient of a Graduate Excellence Fellowship and Margaret Mary Burns Award. Jacqui previously worked as a school social worker and adjunct instructor for Iowa Central Community College in the United States. In 2016, Jacqui’s implementation guide, “Trauma-Sensitive Schools: An Evidence-Based Approach,” which uses the latest best practices in trauma-informed care, was published in the peer-reviewed School Social Work Journal. Jacqui has served as a consultant and community educator in schools in Montreal and the United States. Additionally, Jacqui maintains certifications in trauma-informed care training through the Quad Cities Trauma-Informed Consortium (United States) as well as for Dr. Robert Anda’s ACE Interface training program. Working with school teams, Jacqui helps districts to dovetail trauma-sensitive practices into current school assets and resources in order to create effective and cost-efficient programs.

Aviva Segal, PhD

Aviva Segal is a postdoctoral researcher in McGill University’s Centre for Research on Children and Families. Before pursuing her doctoral studies, she was an award winning Early Academic Intervention Consultant who was responsible for implementing numerous successful and evidence-based initiatives across 13 elementary schools in Montreal. Her as a practitioner and later as a researcher is on the microsystem of the child and associated influences on development. Her doctoral research examined the contribution of parental reading-related knowledge to the feedback they provide in reading and writing contexts. Her current postdoctoral research interest lies in trauma-informed practices that facilitate children’s academic development and literacy skills specifically.

Sarah McNamee, MSW

Sarah McNamee, MSW, is a research coordinator at the Centre for Research on Children and Families at McGill University. She coordinates several multi-site projects which aim to evaluate the implementation of the trauma-informed Attachment, Self-Regulation and Competency (ARC) Model in services for children and youth in out-of-home care across the province of Quebec. Sarah has collaborated in the development and adaptation of the ARC model for foster children, children and youth aged 3-17 in child protection residential care, and young offenders in custody. In her role as research coordinator, Sarah is frequently invited to consult with various other agencies serving children (non-profits, mental health clinics, schools, etc.) on the implementation and integration of trauma-informed care in their day to-day services, as well as on the value of building-in effective program evaluation tools which support high quality clinical services while minimizing administrative burdens on staff. Her clinical experience ranges from crisis and advocacy work in first-line services to sexual assault and domestic violence survivors, to short- and medium-term counselling with people struggling with mental health and substance use disorders.

Ramona Alaggia, PhD

Dr. Ramona Alaggia MSW, Ph.D. is Associate Professor of Social Work, with a cross-appointment to the Women and Gender Studies Institute at the University of Toronto. She focuses her teaching and research on gender based violence, trauma, resilience and mental health. Dr. Alaggia’s work is conducted through a trauma informed lens. Using a social-ecological framework she researches child sexual abuse and domestic violence disclosures, and children’s resilience in the context of exposure. Dr. Alaggia has held a number of national grants and has co-edited a course textbook, “Cruel but not Unusual: Violence in Canadian Families” (2nd Ed), which is used in professional practice schools across Canada. As well as local and national talks, she has presented at international at conferences and invited key notes at the University of Edinburgh and Glasgow University, Scotland as well as in Italy, Ireland, England, Germany, Portugal and throughout the United States.

Course Creator

Sandi Cardaman

Sandi Cardaman has been a Licensed Mental Health Counselor for more than 15 years. She has worked with eating disorders, domestic violence and clients who are working with the dependency system.

Recommended For:

Counselors, marriage and family therapists, psychologists and social workers. This course is appropriate for all levels of knowledge. This content is at an intermediate level.

Course Objectives:

  1. Recognize past and ongoing traumatic experiences and sequelae commonly endured by different child and youth populations

  2. Identify common challenges involved in implementing trauma-informed practices and strategies to overcome them

  3. Apply strategies to improve implementation of trauma-informed care for child and youth populations

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National Association of School Psychologists (NASP)

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Course Material

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References for the Presentation

Exam Questions

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Categorized in:

Course Number 102786
1.5 credit hour
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  • Recorded Webinar
Exam Fee: $8.96 No exam fee with a membership package!
4.33 out of 5
3 members have taken this course


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