The impact of trauma on mental and physical health has long been recognized as a significant public health issue, yet there has been little unanimity about how to best develop a trauma-capable national workforce. The Core Curriculum on Childhood Trauma (CCCT) is being used to train a wide variety of mental health professionals and child-serving staff; however, prior data on its effectiveness have been limited to small pilot studies with master's in social work students. Method: We used 1,908 retrospective pre-post-training evaluations collected from 168 CCCT trainings delivered in multidisciplinary or practice settings between October 2016 and August 2019. Results: CCCT participants reported high levels of satisfaction and statistically significant change between pre-and postscores for 8 self-reported child trauma skills (p Ͻ .001), with effect sizes ranging from .78 to 1.45. Conclusions: The consistency of positive outcomes across a wide variety of training formats and audiences demonstrates that the CCCT can be implemented successfully in diverse practice settings and thus can be a useful tool for building a trauma-capable, multidisciplinary national mental health workforce. Clinical Impact StatementIn response to widespread childhood trauma exposure, many child and family organizations now seek to become trauma informed. As most mental health training programs provide only limited trauma education, organizations often need to provide additional trauma training. The Core Curriculum on Childhood Trauma (CCCT) is a case-based curriculum designed to strengthen trauma conceptual knowledge and increase critical reasoning skills to enhance providers' ability to recognize and respond effectively to trauma's impact. This article describes outcomes of CCCT-based training with over 2,000 mental health service providers across the United States.

Objective: Most mental health practitioners receive minimal trauma training in their degree curriculum and rely on supplemental training to build additional skills. Since 2016, the Core Curriculum on Childhood Trauma (CCCT) has been used for brief in-service training of more than 2,000 mental health practitioners. Prior evaluation showed statistically significant learning outcomes posttraining, yet little was known about retention of learning or impact on clinical practice. Method: We collected 100 mixed-method follow-up surveys from participants completing CCCT training between October 2016 and August 2019. Results: Statistically significant increases were seen between pretraining and follow-up self-report (6 -24 months later) for four child trauma skills (effect sizes: 0.90 -1.07). Qualitative data identified four key impacts on clinical practice: increased empathy, understanding of trauma complexity, systematic approach to case conceptualization, and catalyzing further trauma learning. Conclusions: Positive learning outcomes 6 -24 months posttraining suggest that the CCCT is an effective tool for in-service training and that retained learning can translate into improved trauma-informed clinical practice. Clinical Impact StatementMental health practitioners regularly engage in brief in-service trainings to increase their skills, yet little is known about the long-term impact of such training on clinical practice. The Core Curriculum on Childhood Trauma (CCCT) has been used with over 2,000 mental health practitioners in the United States to enhance their ability to respond effectively to child trauma. Prior evaluation showed statistically significant learning outcomes immediately posttraining. This article describes longerterm outcomes (6 -24 months posttraining), including qualitative measures of the impact on clinical practice.

Objective: The majority of U.S. mental health practitioners receive little to no foundational trauma education, and instead rely on in-service or continuing education to fill this deficit. Consequently, it is essential to have experienced mental health practitioners capable of delivering trauma education. Since 2009; experienced mental health practitioners have been trained to use the Core Curriculum on Childhood Trauma (CCCT) to deliver trauma education to other mental health practitioners. Despite prior evidence that the CCCT increases the trauma skills of trainees, to date no evaluation has been conducted on developing facilitators' skills, a crucial element in ensuring effective education. Method: Longitudinal, multiinstrument data were collected from 85 CCCT facilitators trained between October 2016-January 2020; along with learning outcome data from 1646 mental health practitioners trained by those facilitators through March 2021. Results: High facilitator skill levels were seen across all instruments, including statistically significant change between preand posttraining measures for 7 core facilitator skills (effect sizes: .90 to 2.25). The data also identified challenges in facilitator development and retention. Conclusions: CCCT facilitator training effectively imparts skills needed to increase workforce trauma capacity; however, modifications to the facilitator development model are needed to maximize impact of scale-up efforts. Clinical Impact StatementMany mental health practitioners lack foundational trauma education, and often rely on more experienced practitioners to deliver this via continuing education or in-service trainings. The Core Curriculum on Childhood Trauma (CCCT) has been shown to increase trauma skills among training recipients. This article describes the training of CCCT facilitators and strategies to ensure maximal impact of this approach to delivering trauma education.

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