Our Programs and Strategies

Project 180 Training

Trauma STARs for Educators (CHRIS 180)

CHRIS 180’s Trauma STARs for Educators is a four-hour foundational course that works towards building and enhancing educator capacity to:

  • Define and understand trauma and traumatic stress
  • Understand the effects of complex trauma on learning, behavior, and development
  • Understand how educators can support students and build their resilience, social, and emotional development


The Attachment, Regulation and Competency (ARC) Framework

The Attachment, Regulation and Competency (ARC) Framework is a flexible, components-based intervention developed for children and adolescents who have experienced complex trauma, along with their caregiving systems. ARC’s foundation is built upon four key areas of study:

  • normative childhood development
  • traumatic stress
  • attachment
  • risk and resilience

Drawing from these areas, ARC identifies important childhood skills and competencies which are routinely shown to be negatively affected by traumatic stress and by attachment disruptions, and which – when addressed – predict resilient outcome.

ARC is designed as both an individual level clinical intervention, to be used in treatment settings for youth and families, and as an organizational framework, to be used in service systems to support trauma-informed care. Caregiver goals are designed to translate across many different types of caregiving systems, including primary (i.e., biological, kin, and foster parents), milieu (i.e., residential, group home), and organizational (i.e., teachers, youth program providers) systems of care.

The ARC Domains and Targets

ARC is organized around three primary domains of intervention, and identifies 8 key treatment targets. These domains and targets are briefly described below.

Attachment. The framework focuses on strengthening the caregiving system surrounding children through enhancing supports, skills, and relational resources for adult caregivers.

Regulation. Many young people who experience trauma are referred for treatment services or struggle in settings like school as a result of difficult behaviors, out of control emotions, and impulsive or disorganized bodies. Underlying these challenges is often a difficulty with regulation – of feelings, of thoughts, and of physical experience. Treatment emphasizes cultivating youth awareness and skill in identifying, understanding, tolerating, and managing internal experience.

Competency. The framework addresses key factors associated with resilience in stress-impacted populations. A goal of intervention utilizing ARC is to go beyond pathology reduction, and to increase positive / resilient outcomes among youth receiving intervention.

Woven throughout the ARC approach is an emphasis on engagement (why does this goal matter?), psychoeducation (why are we doing this?), and routine (what can I expect?).

ARC’s ultimate goal is support children, adolescents, and caregivers in effective engagement in the world, in a manner that is empowered and future-oriented, rather than focused on survival.

Project 180 provides educator and administrator training on the ARC framework and how to apply the framework in concrete and meaningful ways throughout the school system.

For more information on ARC Framework:



Mindset is a principle based and empathy driven de-escalation / crisis communication training for parents, youth workers, educators, public service employees, and Whosoever Will come in the form of a four – six hour seminar. MindSet Foundations Workshops are intended to support families and the community as you encounter difficult situations with individuals that typically end up in a power struggle. MindSet Foundations will provide a framework of conflict resolution and a common language of problem solving that may assist individuals who are experiencing emotional and or mental health crisis.


Project 180 Partnerships and Collaboration

  • School-Based Implementation Teams
    Project 180 facilitates regular meetings with school leadership/administrative teams to consult, plan, strategize, and support trauma-informed implementation.
  • Parent/Caregiver and Youth Advisory Boards
    Project 180 develops Parent/Caregiver and Youth Advisory Boards. We engage parents and caregivers in the process of shifting the climate and culture of the school. We incorporate the core trauma-informed principles of empowerment, voice, choice, collaboration, and mutuality in our Advisory Board efforts.
  • National Child Traumatic Stress Network Schools Committee
    Project Director and School-Based Mental Health Manager are active members of the NCTSN Schools Committee. The NCTSN Schools Committee is a collaborative effort that convenes NCTSN members and affiliates providing trauma-informed practices in school-based setting and those interested in learning more about integrating a trauma-informed approach in school settings. The Schools Committee supports collaborative work among its members to develop trauma-informed school resources and inform network-wide initiatives related to trauma-informed practices in schools.