Session Descriptions

Session Descriptions 2018-05-31T16:08:19+00:00

Description of Conference Sessions: 

Knowledge about ACEs continues to be shared throughout the country. Yet parents, educators, clinicians, mental health workers and law enforcement alike still struggle to implement this knowledge in a concrete and tangible way.  This year’s conference will provide concrete strategies for implementation, including a day-long Trauma-Informed Certification track in both English and Spanish; and general conference sessions which include six sessions focused on community implementation examples. Details are:

The Trauma-Informed Certification (Day 1) Brooke Bouchey (English Language Session) – Twigy Telez (Spanish Language Session) is designed to help you begin to make the paradigm shift necessary to effectively respond to individuals impacted by trauma.  This course includes an overview of the N.E.A.R. Sciences and the Brain States, which will help you expand your awareness of trauma-informed knowledge.  The Certification course also includes CRI’s signature R.O.L.E.S. Training.  R.O.L.E.S. is all about helping you manage your emotions and your behavior when responding to trauma. This course is considered the foundational training in the CRI series and is a prerequisite for CRI’s advanced Trauma Supportive, Trauma Practitioner, and Trauma Coordinator courses which will be offered at later conferences. Those selecting this Certification option will attend this track for the full Day 1 conference. Day 2 is then open selection from the general conference sessions. Limited to 100 participants for English-language course; 30 participants for Spanish-language course

Community Scaffolding Session – Teri Barila

In the construction trade, scaffolding is an external structure that provides support for the workers until the building itself is strong enough to support them. In education, scaffolding theory identifies the importance of providing students with enough support in the initial stages of learning a new subject to build their confidence and mastery. How does scaffolding apply to community capacity building? How do we use the strengths and assets available to us on which to build? How did Walla Walla’s approach of scaffolding maximize the opportunity to achieve the two goals of creating a community conversant in ACEs and Resilience and to imbed those principles into practice? Join Teri Barila to discuss scaffolding as a framework of community capacity building.

Keynote Presentation – Dr. Chuck Salina

What do you do when you are invited in as a “turnaround principal” to a school experiencing a 49% graduation rate? You look at the power of positive relationships and the trust they build, at using data to support positive change rather than to punish, and at creating systems that support teachers in their work. With razor-sharp focus on academic press, social support, and relational trust as its core values, a new system of thinking emerged that changed the culture of the school community.

Building on his experience with systems and leadership, Dr. Salina will share the power of positive relationships and their potential to raise our society to new heights. When we understand that trauma is common, pervasive, and crosses all cultures and races, we create a new “turnaround” at the core of community through hope, healing, and help, not through the traditional practices of punishment, shame, and blame. When we invest in each other at the true core of our inherent desire to connect as human beings, we become the bond that is critical for our youth and our communities.

Follow-up Sessions with Dr. Chuck Salina

Session 1.  All Hands On Deck with School Administrators

Based on their experience at Sunnyside High School, Dr. Salina and Dave Martinez (Assistant Principal) will fully explicate the conceptual and action framework used in the transformation of Sunnyside, emphasizing relational trust among administration and teachers, a focus on student success, data to help drive the focus, and systems support for students. Salina and Martinez will highlight their learning and key points of discovery as they shifted the school culture from one where suspicion and isolationism were common to one focused on caring, student success, and graduation. Lessons learned and specific strategies will be provided in reengaging staff in their mission that ensures each student is successful. A planning process will be shared that moves ideas to action and results in increased teacher and student successes.

Session 2.  All Hands On Deck with Teachers, Counselors, Mental Health, and Others

Dr. Salina and Dave Martinez will drill down even deeper as they share their experience in building adult efficacy through relational trust and its impact on teacher and student interactions. When students perceived that adults cared about them and were personally connected to the school, their commitment to attendance and learning and even their own personal capacity increased.

All Hands On Deck is not a program as much as a culture shift, a new lens through which to view self-efficacy and success by attending to the themes of the American School Counselor Association model (leadership, collaboration, advocacy, and systemic change). Salina and Martinez will share strategies for implementing this collaborative process in which counselors and related support staff are engaged in using data that provide valuable information to implement school-wide behavioral, social-emotional, and achievement systems that support teaching and student learning.

Session 3. School-Community Partnership – Dr. Chuck Salina, Dave Martinez, Teri Barila, Meagan Anderson-Pira, Tim Meliah, & Lindsay Engh 

How do we create the culture of community Sunnyside High School experienced within their school walls?  How do we move Beyond Paper Tigers to truly engage a full community-wide culture change, related to trauma, ACEs, hope and healing? This session will share perspectives from mental health, social service and community partners as we explore what it means to mobilize action for a resilient community. We know the #1 factor in hope and healing is the number and quality of relationships; how do we transform a community on the basis of trust and hope?

Lessons Learned Beyond Paper Tigers – Jim Sporleder

Jim Sporleder will share the lessons he has learned Beyond Paper Tigers as he continues to train schools and educators across the country from his book, The Trauma-Informed School… A Step-by-Step Implementation Guide for Administrators and School Personnel. Jim will be teaching some of the trauma responsive school strategies and systems for developing a trauma-informed school culture, as well as having Dianna Cardenas, one of the students who was featured in the documentary Paper Tigers, share her lessons learned since she has graduated from Lincoln High School in 2014.

Community 2.0: Growing Resilient CommunitiesJane Ellen Stevens

As knowledge about the science of adverse childhood experiences (ACEs) spreads, ACEs initiatives have launched in all 50 U.S. states and the District of Columbia. Hundreds of cross-sector collaboratives are educating and engaging organizations and policymakers about ACEs science. We need thousands. Here’s how we can achieve that goal.

Notes from the National Trauma Movement – Lynn Waymer

A National Movement has been launched and many states, communities and organizations are using media as a key organizing tool.  Learn how communities have been successful using Paper Tigers and or Resilience:  The Biology of Stress & The Science of Hope to launch and sustain ACEs initiatives.  And, how you can use media tools to spur your movement.

Beyond Trauma-Informed: A Deeper Dive into Trauma Rick Griffin

Oprah’s segment on 60 Minutes plunged much of the world into recognition of Trauma-Informed Care.  However, practitioners have found the need to move beyond the science and knowledge of trauma to specific strategies that address those impacted by trauma at various levels.  This session gives an overview of the research that drives the development of CRI’s next level of Trauma-Focused courses.

Moving to Sustainability – Teri Barila

CRI explores its own journey toward creating a community-wide initiative, based on the patterns and stages observed in Joesph Campbell’s Hero’s Journey. While none of us think of ourselves as heroes, it is nonetheless a journey requiring champions from among us ordinary people, doing ordinary work, but with an intensity and passion for helping to create a better place for our children and their children, once we understand the impact of ACEs in our lives and in our communities.

Trauma-Informed Mentoring – Jim Byrnes and Troy Fitzgerald

Jim and Troy give insight into how resilience and hope have been successfully infused into mentoring programs in area schools in the Walla Walla Valley. Jim (mentoring) and Troy (leadership) have joined forces to give a comprehensive look in training high school and college mentors for positive results when mentoring kids k-12.

Compassion and Consequences: Restorative Accountability – Rick Griffin

How do you recognize ones trauma history, while at the same time, hold them accountable?  For too long, the misconception has been that compassion means no accountability.  This session helps participants navigate the tension between maintaining consistency and providing individualized, trauma-informed responses.  Attendees will get a chance to hear directly from teenagers who have operated under Restorative Accountability principles.

Resilience Trumps ACEs – Tony McGuire

CRI Trainer, Tony McGuire uses his dynamic training style to share his unique resilience-focused approach to tackling ACEs. By exploring resilience strategies as building blocks to success, Tony will equip participants with the tools to teach individuals to address their adverse experiences with tangible, resilience building strategies.

Journalism’s Role in Strengthening Community Resilience-Linda Shaw & Claudia Rowe

Learn about the Solutions Journalism Network, which trains journalists to cover what’s often missing in today’s news: how people are responding to problems. One example is Education Lab, a partnership between the Solutions Journalism Network and The Seattle Times, which highlights promising practices in education and has helped school districts find new ways to tackle big problems like truancy, child trauma, school discipline, the lack of racial diversity in gifted education and more. Solutions Journalism focuses in-depth on a response to a problem and how the response works, including evidence of results.

Strategies in Elementary Education – Jodi Grove

Are you interested in learning about strategies for elementary-aged students and how these apply to challenging classroom behaviors? In this session, the concepts and principles of trauma-informed care in the classroom come to life with creative strategies and practices.   The session facilitators will share how making the shift from a traditional response to a trauma-informed response creates an environment that is optimal for learning and ensures the success of all students.

Trauma Coaching: The necessary ingredient for successful Trauma-Informed Care – Catherine Wolpert

Creating any new habit requires practice, and the shift from traditional to trauma-informed is based on consistent practice, reflection, and renewal.  Join Catherine Wolpert, Trauma Smart Coach for our Walla Walla District’s Head Start program, to learn about the transformative changes in staff when coaching is lovingly, consciously and consistently offered, for fidelity in applying research to practice. Catherine will share her own transformation and perspective from this critical role.

Trauma-Informed Starts with Objective Self Awareness – Shasta Meyers and Brigette Phillips 

This course will be a hands-on experience where you will learn how art can be used as a way to express emotions and help with healing from past trauma.  The class will start with self-reflection and focusing on how our own past adversities affect our daily decisions, opinions, judgements, behavior and way of life and how self-awareness allows us to become trauma informed. Participants will engage in activities that will encourage them to reflect inwardly and start to recognize behaviors, judgements, etc. that may have been subconscious. Participants will then create an art journal using various media to reflect on what they learned and how art can help them to continue in their healing process.

Creating a trauma-informed culture from the inside out Anastasia Kibby and Valerie Allen

We will take you on a journey, both personal and organizational in becoming trauma informed.  It is important to remember that individuals make up the culture of an organization.  How do you identify toxic individuals and cultural standards?  Once identified, how do you determine if an individual can be developed?  What are the ingredients for creating a trauma informed lens to be trauma-informed from the inside out.  These questions are answered in this breakout session; be prepared to walk away with personal accountability.  Trauma informed care is not a modality; it is who you are.

Bringing Trauma Informed Awareness into the community through events and fundraisingHy’D Andrews

Non-profit leaders must fundraise and host events to celebrate the cause and vision of their agency. How do you bring ACEs, Resilience and Trauma-Informed Care into events to expand understanding, hope and support? Help donors and community members be a part of your movement with Trauma Informed Care, and bring up the discussion of how we all can build relationships for the good of your community. Discuss successes and talk about suggestions to create events that bring volunteers, employees and donations to your organization.

One School’s Journey to Resilience – Gina Yonts

The demands and expectations for classroom teachers have grown exponentially in the last decade. As academic demands have increased, so have troubling student behaviors. Classroom discipline and student management that is based on brain science vs. a traditional skill set is at the forefront of creating a learning environment where all children can learn. Come hear about one school’s journey and path to creating a more trauma informed and sensitive learning environment for students, staff and families.

Taking it to the People – J. Andrew Rodriguez, Meagan Anderson-Pira, and Rose Welser

Effective empowerment requires that people want something better for themselves and their families. But if people don’t know what they don’t know, how can they ask for it? The Commitment to Community (C2C) neighborhood organizers and The First 1,000 Days parent outreach team will describe strategies, techniques, tools, methods and road maps for building bridges within neighborhoods and the greater community, creating and nurturing relationships, catalyzing social capital, and harnessing grass roots leadership that rallies people and hope. Building the capacity of individuals and parents to thrive, to engage with each other and with the greater community means fostering the resolve in people to imagine, believe, trust, try. It involves shaping resilience individually, collectively, and sustainably.

From Self Care to Community Care – Danielle Garbe

Philanthropy means the love of humanity.  How can you demonstrate your philanthropy – not in dollars, but in engagement – by taking care of yourself and others in your community?  This session will help you develop a self-care plan for yourself, your organization, and your community to promote a culture of caring.  Join this interactive session with Sherwood Trust CEO Danielle Garbe to discuss what this kind of capacity building looks like from a philanthropist focused on building more resilient communities.

Self-Healing Communities – Laura Porter

A comprehensive model of building community capacity in Washington helped make dramatic reductions in rates of health issues and social problems. How a community addresses its self-healing strategies with the knowledge of the impact of ACEs and toxic stress on later health outcomes will be discussed, along with what research now tells us about contextual community resilience. Resilience buffers the negative physical and mental health outcomes more than ACEs, race and poverty. Moving to mutual help, reciprocity and social efficacy are key elements.

Moving Yoga Kelly Kreutz, LICSW

Join Kelly in a moving meditation with beginner-friendly yoga to release tension from everyday stress and tight muscles from traveling.  Prepare your mind and body by releasing any extraneous thoughts in order to make room for the rich and poignant topics of trauma and resilience.

Take a moment to release, reflect, and fill your cup so you can start the conference with presence and reverence in order to fully receive the insightful information presented.

Trauma-Informed Yoga Therapy – Kelly Kreutz, LICSW

Yoga and meditation are very beneficial to victims of trauma, but how?  Learn specifically how yoga benefits the body and how these benefits translate into better cognitive and emotional functioning for your students and yourself.

Self-care is a hot topic but do any of us take the time to do it or is it another thing to add to our list of things that we should be doing?  What does self-care that takes minimal time and effort and costs no money look like?   I will show you.

Children are a mirror of their environment.  Learn self-regulation skills to teach your students and given them a reflection of a calmer more focused version of themselves by doing so yourself.

Morning Mindfulness – Danielle Cannon

What is mindfulness?  A brief overview of mindfulness as described by Jon Kabat-Zinn including the 7 attitudinal foundations and their practical application in daily life.  I will also touch on the perspective of Thich Nhat Hanh regarding the feeling of mindfulness.  Weather permitting we can learn these principles and put them into practice outside in the grassy courtyard area of the Red Lion.  The great thing is that virtually nothing is required to participate other than an open willingness and a patch of grass to sit on.  We will do some gentle yoga starting from standing and moving to sitting.  Flexibility not required!

Changing the Paradigm from Youth at Risk to Kids at Hope – Sarah Del Toro and Kelly Bolson

“Beyond all theory, research, evaluations, and practices one significant question remains:  Why do some children succeed and others fail?  As importantly, what can we do about it?” (Kids at Hope, 2016).  Please come to our session to learn about how teaching kids hope can transform your classroom, school, and community!

Understanding Refugee Trauma Simulation – Sarah Del Toro and Kelly Bolson

This simulation is a 2 ½ hour experience that allows participants to step into the role of a refugee, fleeing for his/her life…Separated into “families” from various countries and transformed by ethnic clothing, groups must memorize their biographies before visiting immigration officials, a refugee feeding and shelter station, a medical screening clinic, and a refugee language acquisition class. “Families” must pass interviews at each of these stations on their “journey to freedom”. There will be a debrief session at the end of the simulation to discuss experiences and apply what you learned to your classroom, school, community, etc…


Compassion and Achievement in the ClassroomMichelle Higgins

Understanding and integrating trauma-informed practices into our schools, classrooms and lessons. Learn how educators respond to students’ personal and academic needs using trauma-informed practices in the classroom to increase attendance, achievement and help students succeed outside of school.