Using Innovative Technology to Help Students Recover from Trauma

Researchers at RAND Corporation are using a new dynamic e-learning platform to help students recover from traumatic events, such as accidents, physical abuse, and school and community violence. Drs. Bradley Stein, Lisa Jaycox, and Lynsay Ayer partnered with us to create LIFT (Life Improvement for Teens), an online intervention to build stress-management skills for adolescents who have experienced trauma.

lift_screenshot

Though they’ve traditionally developed in-person interventions, our partners thought an online, self-paced, multimedia format would appeal to their target audience of 12- to 18-year-olds. The course features innovative game and interactive technologies to teach participants how to reduce distress and improve coping skills. And the curriculum reinforces and extends their existing interventions for trauma recovery.

“3C Institute knows what we’re trying to achieve,” said Jaycox. “Their staff brings a wealth of information, options, and experience so that we can make decisions easily.”

All of our e-learning courses are designed to deliver an engaging and personalized intervention that effectively enhances social, emotional, and behavioral health. The content is fully customizable for your learning objectives and target audience.

Our learning model continually alternates didactic instruction with applied practice opportunities for maximal retention and engagement:

Tell me. A powerful mix of audio, video, and motion graphics to teach instructional content.
Show me. Animated or live-action demonstrations and role-plays to illustrate key concepts.
Let me try. Interactive exercises with individualized feedback, such as self-assessments, digital games, and virtual simulations, to reinforce understanding and practice skills learned.
Measure change. Integrated data collection to track participant progress and assess outcomes.
LIFT is scheduled to launch in December, and RAND is making the program available for free.

Contact us at (919) 677-0102 x623 or services@3cisd.com to discuss how we can help you develop an online intervention that effectively supports behavioral health.

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    DEB CHILDRESS, PHD

    Chief of Research and Learning Content

    BIOGRAPHY

    Dr. Childress obtained her PhD in psychology at the University of North Carolina at Chapel Hill. Prior to coming to 3C Institute, she served as a research associate and a postdoctoral fellow in the Carolina Institute for Developmental Disabilities at the University of North Carolina at Chapel Hill working on a longitudinal imaging study aimed at identifying the early markers of autism through behavioral and imaging methodologies. She has 19 years of autism research experience, during which she has examined the behavioral, personality, and cognitive characteristics of individuals with autism and their family members. Dr. Childress also has experience developing behavioral and parent report measurement tools, coordinating multi-site research studies, and collecting data from children and families. She has taught courses and seminars in general child development, autism, and cognitive development at the University of North Carolina at Chapel Hill.

    Expertise

    • autism
    • early development
    • behavioral measurement
    • integrating behavioral and biological measurement

    Education

    • Postdoctoral fellowship, Carolina Institute for Developmental Disabilities (Institutional NRSA-NICHD), University of North Carolina at Chapel Hill
    • PhD, developmental psychology, University of North Carolina at Chapel Hill
    • BS, psychology (minor in sociology), University of Iowa

    Selected Publications

    • Elison, J. T., Wolff, J. J., Heimer, D. C., Paterson, S. J., Gu, H., Hazlett, H. C., Styner, M, Gerig, G., & Piven, J. (in press). Frontolimbic neural circuitry at 6 months predicts individual differences in joint attention at 9 months. Developmental Science.
    • Wassink, T. H., Vieland, V. J., Sheffield, V. C., Bartlett, C. W., Goedken, R., Childress, D. & Piven, J. (2008). Posterior probability of linkage analysis of autism dataset identifies linkage to chromosome 16. Psychiatric Genetics,18(2),85-91.
    • Losh, M., Childress, D., Lam K. & Piven, J. (2008). Defining key features of the broad autism phenotype: A comparison across parents of multiple- and single-incidence autism families. American Journal of Medical Genetics (Neuropsychiatric Genetics), 147B(4):424-33.
    • Wassink, T. H., Piven, J., Vieland, V. J., Jenkins, L., Frantz R., Bartlett, C. W., Goedken, R., … Sheffield, V.C. (2005). Evaluation of the chromosome 2q37.3 gene CENTG2 as an autism susceptibility gene. American Journal of Medical Genetics (Neuropsychiatric Genetics), 136, 36-44.
    • Barrett, S., Beck, J., Bernier, R., Bisson, E., Braun, T., Casavant, T., Childress, D., … Vieland, V. (1999). An autosomal genomic screen for autism. American Journal of Medical Genetics (Neuropsychiatric Genetics), 88, 609-615. doi: 10.1002/(SICI)1096-8628(19991215)88:63.0.CO;2-L
    • Piven, J., Palmer, P., Landa, R., Santangelo, S., Jacobi, D. & Childress, D. (1997). Personality and language characteristics in parents from multiple-incidence autism families. American Journal of Medical Genetics (Neuropsychiatric Genetics), 74, 398-411.
    • Piven, J., Palmer, P., Jacobi, D., Childress, D. & Arndt, S. (1997). Broader autism phenotype: Evidence from a family history study of multiple-incidence autism families. American Journal of Psychiatry, 154, 185-190.