About the Curriculum Authors

Steve Hydon, EdD, MSW
Dr. Hydon is the chair of the USC Suzanne Dworak-Peck School of Social Work and PPSC Program and a professor in field education. His interests are in secondary trauma, resiliency, and social work practice in school settings. He is the president of the American Council on School Social Work and sits on the steering committee for the National Child Traumatic Stress Network. Dr. Hydon has been trained by the U.S. Department of Education as an educator resilience facilitator on secondary traumatic stress, compassion fatigue, and PFA-Listen, Protect, Connect, Model, and Teach curriculum for school personnel.

Sheryl Kataoka, MD, MSHA
Dr. Kataoka served as cochair of the American Academy of Child and Adolescent Psychiatry’s Schools Committee, helping to expand and improve mental health services in schools across the United States. She collaborated with colleagues at Los Angeles Unified School District and RAND in developing the Cognitive Behavioral Intervention for Trauma in Schools (CBITS) program to be culturally sensitive for Los Angeles’ multiethnic students. With funding from the National Institute of Mental Health, Dr. Kataoka studied how the Learning Collaborative model impacts the implementation effectiveness of evidence-based interventions in school settings.

Melissa Spiegelman, MAEd

Ms.Spiegelman earned her MAEd, California Clear Credential, and Cross Cultural, Language, and Academic Development (CLAD) Certificate from Pepperdine University. She taught in various K-8 school settings for over 15 years and recently became a nationally certified STEM educator. Ms. Spiegelman served on a panel of school trauma experts to develop the Trauma Responsive Schools Implementation Assessment (TRS-IA), an evidence-informed self-assessment that schools can use to guide adoption and implementation of trauma-informed policies and practices. She also helped create the Support for Teachers Affected by Trauma (STAT) online course for educators experiencing secondary traumatic stress.

James (Jim) Caringi, PhD, LCSW
Dr. Caringi is a professor and chair at the School of Social Work at the University of Montana. Dr. Caringi received his MSW from Boston University and his PhD in social welfare from the State University of New York at Albany. His interests are in the areas of primary and secondary traumatic stress (STS), trauma informed system development, and work with groups and teams, as well as action research. He brings over 20 years of practice experience in both clinical and macro settings and has worked in diverse environments, from the inner city housing projects of Boston to rural villages in Alaska. Dr. Caringi is a licensed clinical social worker, as well as an active national consultant, and has obtained over 4 million dollars in federal research grants.

Pamela Vona, MA, MPH

Ms. Vona has worked with private corporations, public agencies, and school districts to assess organizational wellness and obtain the resources needed to promote and maintain wellness and success. She was the lead developer of the Trauma Responsive Schools Implementation Assessment (TRS-IA) and the Trauma-informed Skills for Educators (TISE) curriculum. Additionally, for eight years she served as the program manager for the Treatment and Services Adaptation Center for Resilience, Hope, and Wellness in Schools funded by SAMSHA (Substance Abuse and Mental Health Services Administration).

Melissa Woolley, MA
Ms. Woolley served as the project assistant for the Center for Resiliency, Hope, and Wellness in Schools. In addition to providing research support to the STAT program, Ms. Woolley has used web-based platforms to support data collection for high school students exposed to trauma.

About the Platform:

About the Software Developers:

About the Platform

This program is built on the powerful Dynamic e-Learning Platform (DeLP). Through more than a decade of federally funded research, 3C Institute developed DeLP to provide unparalleled personalized, engaging, and effective e-learning programs. 3C developers work with subject matter partners to select and intermix DeLP components for didactic instruction (“Tell me” components), illustrative examples (“Show me” components), and practice opportunities (“Let me try” components), each customized to achieve specific learning objectives for a particular audience.

DeLP can be applied for:
About the Software Developers
Since 2001, 3C Institute has been building effective, user-friendly programs, services, and software applications to promote health and well-being for children, adolescents, and adults. At 3C, we collaborate with like-minded partners to apply our research-based technologies to accelerate and advance their research and intervention efforts. Our custom software services are tailored to achieve broad-scale improvement in social, emotional, and behavioral health.