CBITS-AI (Cognitive behavioral intervention in the schools for american indian youth)
Information about implementing “CBITS-AI,” the NNCTC’s tribal cultural adaptation of Cognitive Behavioral Intervention in the Schools, a clinical group intervention developed by Audra Langley and Lisa Jaycox.
bounce back for classrooms
Information about implementing “Bounce Back for Classrooms,” the NNCTC’s classroom-based, trauma-informed, social/emotional curriculum for elementary-age students. The curriculum was adapted from “Bounce Back,” a clinical group intervention developed by Audra Langley and Lisa Jaycox.
Students, trauma, and resiliency (STAR)
Information about implementing “STAR,” the NNCTC’s classroom-based, trauma-informed, social/emotional curriculum for middle and high school students. The curriculum is based on Cognitive Behavioral Therapy components.
trauma exposure among American indians and alaska natives
Regularly updated review of studies measuring trauma prevalence in AI/AN populations. Includes information about nationally representative studies, multi-tribe studies, and single-tribe studies.
TIP SHEETS: tRAUMA-INFORMED TRIBAL CHILD WELFARE PRACTICE
Developed by the NNCTC for the Capacity Building Center for Tribes, these tip sheets offer culturally relevant, trauma-informed strategies for approaching youth transitions, family visitation, and documentation.
fact sheet: the NCTSN’s Trauma-informed juvenile court self-assessment
This fact sheet provides an overview of the National Child Traumatic Stress Network’s Trauma-Informed Juvenile Court Self-Assessment.
podcast: what’s culture got to do with it?
NNCTC Director Maegan Rides At The Door joins the One in Ten podcast, produced by the National Children’s Alliance, to discuss the importance of approaching child welfare and child advocacy services from a cultural perspective.
Storytelling Resources
These storytelling resources were created with deep respect for Anishinaabe and Assiniboine ways of knowing, where stories are more than lessons, they are relationships, teachings, and medicine. For Anishinaabe children, stories have long been used to pass down values, strengthen identity, build resilience, and help make sense of hard experiences. When shared thoughtfully, stories can offer comfort, connection, and a gentle way to talk about feelings and healing in therapy, including teletherapy.
Clinicians using these resources should be trained in trauma-informed care and approach each session with cultural humility, recognizing that the child and their family are the true experts on their culture, traditions, and lived experiences. Before introducing a story, caregivers should be invited to review the content and share whether the themes fit with their family’s values, beliefs, and teachings. This helps ensure the story feels respectful, safe, and supportive for the child.
During sessions, invite children to share what the story means to them, what feels familiar, what feels different, and how it may or may not connect to their own life. There is no “right” way to relate to a story. These resources are not meant to replace cultural teachings or lived traditions, but rather to create space for curiosity, reflection, and connection, supporting healing while honoring Anishinaabe and Assiniboine culture and strengths.