- Minimum key stakeholder representation: School, Child Care Agency, 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 (county school superintendent, principal, chief, sheriff, 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.
- Law enforcement supervisors, teachers and staff, and mental health partners must jointly attend a one-hour presentation providing an overview of the impact of trauma on children, the impact of trauma on learning, key elements of HWC, and strategies for successful implementation.
- School or child care agency 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.
- 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 and child care agencies must utilize required forms (HWC form, parental permission to treat, student handbook notification, brochures, etc.)
- School commitment to provide space at school for counseling, if available.
- 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 visiting, eating lunch and interacting with students in a non-crisis situation.