Session Descriptions

Session Descriptions 2018-03-14T20:01:31+00:00

Description of Conference Sessions: (17 additional session descriptions pending…)

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. Round Table/Panel for Engaging School, Parents and Community Partners

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.

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.

Resilience: A Daily Conversation about Employability  Tony McGuire

Do you want to explore how basic carpentry classes build resilience in incarcerated students? By exploring resilience strategies as building blocks to employability, Tony McGuire will explain how he teaches his basic carpentry students about the impact of ACES in their lives, and how self-regulation and self-management will help men succeed when released to the community and employed. Tony used the Resilience Deck of Cards to help his students begin to build resilience into their lives.

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.

A Visual Conversation Through Art Journaling 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 Val 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 Elementary 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 Streets – J. Andrew Rodriguez

The capacity to exercise community democracy doesn’t just happen. It has to be built, one person at a time one day at a time, over and over again, in disempowered neighborhoods and in a community’s dominant power structures. Commitment to Community (C2C) keeps a laser focus on building the capacity of people in low-income, significantly Latino neighborhoods to thrive, to engage with each other and with the greater community. The work means fostering the resolve in people to imagine, believe, trust, try and try again. It involves shaping resilience individually, collectively, and sustainably. 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—or demand—it? The C2C team will describe strategies, techniques, tools, methods and road maps for building bridges between neighborhoods and the greater community, creating and nurturing relationships, catalyzing social capital, and harnessing grass roots leadership that rallies people and hope.

Capacity Building and Philanthropy – Danielle Garbe

Community philanthropic entities play a role in creating a sense of belonging and contributing to thriving, resilient communities. A systemic, strategic approach that recognizes the value of resilience, equity and diversity as a core capacity building framework maximizes the likelihood of creating contextual community resilience. This session tackles the question of how a capacity building focus on specific solutions with the expectation of achieving set goals and real results in a timely manner can affect change. Join this interactive session with Sherwood Trust CEO Danielle Garbe to discuss what capacity building looks like from a funder’s lens, and how we can learn from each other’s experience in building 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.