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How Trauma-Informed Are We, Really? [ascd.org]

By Paul Gorski, Educational Leadership, October 2020 "I have a story for you," Shari said as she jogged toward me. I had spent the day with her high school's administrative team discussing an equity assessment they hoped to conduct. A major challenge at this school, as in many schools, was the leadership team's habit of embracing shiny new program after shiny new program rather than addressing deep institutional problems. Their latest shiny new program was trauma-informed education. That...

How to Maslow Before Bloom, All Day Long [Edutopia.org]

Morning meetings are a good place to start, but what you really need is a toolkit of strategies to meet your students’ social and emotional needs all day long. By Tom Berger September 23, 2020 “Maslow before Bloom”—we hear it all the time. The idea that educators should meet students’ basic needs for safety and belonging before turning to challenging academic tasks is one that guides the work of many schools. In this era of high-stakes testing and inflexible curricula, that’s not as easy to...

San Diego Organizations Work Together To Shed Light on Adverse Childhood Experiences (ACEs)

SAN DIEGO – The American Academy of Pediatrics, California Chapter 3 (AAP-CA3 ) together with YMCA of San Diego County , San Diego State University Social Policy Institute and San Diego Accountable Community for Health (SDACH) are joining forces as ACEs Aware grantees to assist San Diego Medi-Cal providers screen and treat Adverse Childhood Experiences (ACEs) and toxic stress. The ACEs Aware initiative is a first-of-its-kind effort led by the Office of the California Surgeon General and the...

Empowering Resilience to ACEs

The 16 Strong Project is dedicated to empowering resilience to adverse childhood experiences (ACEs) through educational workshops, school partnerships, and community outreach. 16 Strong strives to continue conversations that help young people recognize and navigate the challenges they are facing as a result of ACEs. We believe that with strong support systems, healthy coping mechanisms and a positive mindset, the negative impacts of ACEs can be mitigated.

State Policy Roadmaps for Building Strong and Equitable Prenatal-to-3 Systems of Care

"The science of the developing child is clear: Infants and toddlers need loving, stimulating, stable, and secure care environments with limited exposure to adversity. However, to date states have lacked clear guidance on how to effectively promote the environments in which children thrive.’ This Roadmap provides a guide to policies that promote environments where kids can thrive.

Undergrads’ nonprofit preps Central Valley teens for college success [Berkeley News]

Growing up in the Central Valley town of Kerman, population 15,000, wasn’t easy for Michael Piña, who self-identified as queer. Piña, who prefers the pronoun “she,” suffered abuse from family, local youth and a Catholic priest who, at a church retreat, “threw holy water at me, trying to get the devil out of me,” she said. “It caused a lot of emotional trauma.” But in Fresno County, where less than 20% of all residents and less than 10% of Latinx residents have a bachelor’s degree,...

Trauma 101 Workshops for Massachusetts Early Education and Care

STRIVE (Supportive Trauma Interventions for Educators) FALL 2020 TRAININGS Trauma 101 Workshops for Massachusetts Early Education and Care Saturdays from 9:30-12:30pm September 26th - REGISTER HERE October 3rd - REGISTER HERE October 17th - REGISTER HERE November 7th - REGISTER HERE STRIVE is a collaborative project between Boston Medical Center’s Child Witness to Violence Project and Vital Village Network that aims to help schools and early education systems of care increase their capacity...

The Introductory Article to Our Series on Trauma-Informed Care

Trauma can occur at any age and to anyone. In fact, there is no one alive who will escape having some trauma occur in their lifetime. All of us will experience the death of a loved one, a disappointment from a friend, or perhaps losing a job to layoffs. While these are all valid traumatic events, they are commonplace and are not ordinarily life-long in their toxicity to the lives of those experiencing them.

VA TICNs eNote September 28 2020 [grscan.com]

If you are a coordinator or leader of a trauma-informed community network, you can always reach out to the State Coordinator for the VA TICNs, Melissa McGinn, mmcginn@grscan.com . Melissa is here to offer support and technical assistance for anything related to building and sustaining a TICN, from getting on a call or attending a meeting to connecting you with other network coordinators around the state. Click here for a current list of VA TICNs around the state . Happy Hispanic and Latinx...

Funding Opportunity

Request for Applications: Comprehensive Community Approaches that Address Childhood Trauma to Prevent Substance Misuse With support from the CDC, NACCHO is pleased to announce a funding opportunity for local health departments (LHDs) or other community entities through a Request for Application (RFA) . This opportunity is for the implementation of evidence-based approaches through comprehensive community efforts to prevent and mitigate the harms of Adverse Childhood Experiences and the...

Association of Childhood Violence Exposure With Adolescent Neural Network Density [jamanetwork.com]

By Leigh G. Goetshius, Tyler C. Hein, Sara S. McLanahan, et al., JAMA Network Open, September 23, 2020 Key Points Question Are violence exposure and social deprivation associated with person-specific patterns (heterogeneity) of adolescent resting-state functional connectivity? Findings In this cohort study of 175 adolescents, childhood violence exposure, but not social deprivation, was associated with reduced adolescent resting-state density of the salience and default mode networks. A...

In a Virtual Classroom, How Do You Care for Kids Threatened by Gun Violence? [thetrace.org]

By J. Brian Charles, The Trace, September 24, 2020 On a screen full of faces, the lone black square rang alarm bells for the Philadelphia teacher. The boy on the other side hadn’t turned on his camera and his microphone was muted. According to the rules for remote learning at John B. Stetson Charter School , the student was supposed to keep his laptop camera on during class. The teacher alerted Edwin Desamour, the dean at the middle school. A few days later, during a meeting with the student...

The Relentless of Black Grief [theatlantic.com]

By Marissa Evans, The Atlantic, September 27, 2020 The only constant now is loss. More than 200,000 people are dead from COVID-19. We’ve all lost time, routines, jobs, connections to others. But the grief has not been evenly distributed. Grief in this country has always had an equity problem, and 2020 has only amplified the issue, as Black deaths have come in back-to-back blows, from the coronavirus, police brutality, and the natural deaths of those we look up to most. Each new death, each...

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