Take Care Delaware

Program Requirements

 

KEY STAKEHOLDERS:

  • Minimum key stakeholder representation: School, Law Enforcement, Mental Health Provider. Teams are encouraged to include other key stakeholders i.e., child protective services workers, victim advocacy programs, community programs, parent organizations, etc.
  • Commitments from local leaders (school superintendent, principal, chief of police, mental health provider)
  • Team Leaders: school, law enforcement and mental health provider must designate a person who will serve as the Team Leader for their discipline. The Team Leader will act as a liaison between key disciplines.

TRAINING:

  • Law enforcement supervisors, teachers and staff, and mental health partners must attend a presentation providing an overview of the impact of trauma on children, the impact of trauma on learning, key elements of TCD, and strategies for successful implementation.
  • Schools must conduct a book study or other strategic planning session to identify and assess issues impacting their students and specific individual, classroom and school wide interventions.
  • Law enforcement supervisors must provide training to patrols on department policy to identify, document and report children encountered on the scene of calls. Officers must be familiar with appropriate on-scene response when children are present to ensure the impact of trauma is minimized.
  • Mental health providers must be trained and certified in Trauma-Focused Cognitive Behavioral Therapy.

FORMS:

  • Key stakeholders must develop protocols and MOUs utilizing examples of existing agreements and protocols developed by the West Virginia Children Exposed to Violence Initiative.
  • Schools must utilize required forms (TCD form, parental permission to treat, brochures, etc.).

ON-SITE COUNSELING:

  • Schools must commit to provide space on-site for counseling.

COLLABORATION:

  • Team Leaders must routinely meet to assess gaps/barriers in the program and needed improvements.
  • Law enforcement will develop and improve positive relationships with students by routinely interacting with students in a non-crisis situation.