|Trauma-Informed Practices for Professional Development and/or Implementation|
|ACEs Training Sessions||No cost.||Overview of the Adverse Childhood Experiences Study (ACEs), Resilience and Trauma-Informed Care.||The Southern Oregon ACEs Training Team, scheduled through Southen Oregon Success at firstname.lastname@example.org||The curriculum for this training was developed by Dr. Rob Anda, co-principal researcher on the original ACEs study, and Laura Porter of ACE Interface. The information included on neurobiology is approved by Dr. Martin Teicher of Harvard University.||X||X||X|
|ACEs & Resilience First Step Workshops||No cost.||Brief review of the science behind ACEs and Resilience, followed by a "world cafe" session of rotating small table discussions on next steps on an individual, classroom, school and disrtict level.||The Southern Oregon ACEs Training Team, scheduled through Southen Oregon Success at email@example.com||X||X||X|
|ACE Interface Consultants and Master Trainer Program||TBD, dending on agency goals.|| |
ACE Interface is a Limited Liability Corporation that provides products and services to people like you, who are committed to do everything necessary to accelerate the intergenerational changes that will improve health and quality of life. As originators of the science and community application of the ACE Study, Dr. Robert Anda and Laura Porter develop and disseminate educational products, provide assistance, consultation and analysis, design high-leverage strategies for improving health and well-being, and facilitate empowerment processes that invite everyone to contribute to ACE-informed innovations.
|ACE Interface is the lead consultant for the Self-Healing Communities Initiative in Southern Oregon, providing the Master Trainer Program for the Southern Oregon ACEs Training Team (administered by Southern Oregon Success), Rogue Community College and Southern Oregon University. Dr. Anda and Laura Porter have developed programs for staff training and implementing trauma-informed practices for Rogue Community Health, and have worked with United Way to develop a 9th grade curriculum on trauma and resilience with Eagle Point High School students. You can contact ACE Interface directly at http://www.aceinterface.com/Contact.html or through firstname.lastname@example.org||X||X||X||X||X|
|ARC (Attachment, Regulation, Competency)||Led by specialists from the Trauma Center in Brookline, MA, the ARC program consists of a half-day assessment of a school or a school district, followed by a two day training for key teachers and administrators. The participants then serve as leaders in implementing practices based on the ARC principles. The ARC consultants then do a monthly hour long phone check-in with the school or district personnel to help address issues and needs of the work going forward. Total cost for school or district is approximately $22,000||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, and 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. For more information: www.arcframework.org||Coordinated through Southern Oregon Success at email@example.com||X||X||X|
|Confederation of Oregon School Administrators (COSA) Trauma-informed Practice Summits||Varies per summit; $100 to $300||COSA has developed a series of trauma-informed summits, bringing experts in the field to support schools in their work. Their website hosts all of the sessions as well as registration for events: https://www.cosa.k12.or.us/events/trauma17-18.||Summits are staffed with specialists, practitioners, and authors that bring evidence success. In parternshrip with ASCD (Association for Supervsision and Curriculum Development ), sessions are thought-provoking, practical, and applicable.||X||X||X||X||X|
|Circle of Courage||The Circle of Courage® is a model of positive youth development based on the universal principle that to be emotionally healthy all youth need a sense of belonging, mastery, independence and generosity. This unique model integrates the cultural wisdom of tribal peoples, the practice wisdom of professional pioneers with troubled youth, and findings of modern youth development research.||Debbie Vought at firstname.lastname@example.org is a certified local trainer.||X||X||X|
|CLEAR (Collaborative Learning for Educational Achievement and Resiliency)||$20,000 - $25,000/school||Developed by Dr. Chris Blodgett from Washington State University’s Child and Family Research Center, the CLEAR model incorporates consistent, ongoing training and coaching of teachers and all staff in implmenting trauma-informed practices.||Grant Pass School District began their partnership in the CLEAR model in 2016-17 with a pilot project at Lincoln Elementary School. They are now expanding the project district wide. For more information, contact Todd Bloomquist at email@example.com||A Selected Review of Trauma-Informed School|
Practice and Alignment with Educational Practice
Christopher Blodgett, Ph.D.
CLEAR Trauma Center
Washington State University
Joyce Dorado, Ph.D.
University of California San Francisco http://ext100.wsu.edu/cafru/wp-content/uploads/sites/65/2015/02/CLEAR-Trauma-Informed-Schools-White-Paper.pdf
|CPS (Collaborative Problem Solving)||$8000.00/training + staff costs for 2 and a half day trainings.||For more than a decade, the CPS model has demonstrated effectiveness with children and adolescents with a wide range of social, emotional, and behavioral challenges . CPS provides a common philosophy and language and a structured, relational process for understanding and helping challenging kids. CPS is a strengths-based, neurobiologically-grounded approach that provides concrete guideposts so as to operationalize trauma-informed care and empower youth and family voice.||Coordinated through the Lieberman Group. Contact Bob Lieberman at firstname.lastname@example.org||Schools|
Reducing Teacher Stress
Schaubman, A., Stetson, E. and Plog, A., 2011. Reducing Teacher Stress by Implementing Collaborative Problem Solving in a School Setting. School Social Work Journal, v. 35, no. 2, p. 72-93.
Think:Kids Certified Trainers working in the Cherry Creek Schools in Colorado piloted the CPS approach in an alternative middle school setting and showed significant reductions in teacher stress and office referrals for disciplinary reasons.
Stetson, E. and Plog, A., 2016. Collaborative Problem Solving in Schools: Results of a Year-Long Consultation Project. School Social Work Journal, v. 40, issue 2, p 17-36.
This study assessed the impact of a year-long intensive CPS consultation project aimed at increasing the skills of staff serving students with significant social-emotional and behavioral needs. Results show that teachers who learned CPS reported significantly reduced levels of stress when working with challenging students. Further, both parent and student reports indicated a reduction in problem behaviors. Results also indicate that students built skills in the areas of behavior regulation and emotional control. For more information: www.thinkkids.org
|Mindfulness at School||Costs include all materials - Assumes the school covers training site. |
• Level One: 3-Hour School-Staff Training, $475
• Level Two: 3-Hour School-Staff Training and 90-minute Parent Class (Mindful Families), $675
|Tiffany Grimes is Founder and CEO of Evolutionary Consulting, LLC. She holds a Master in Management with a focus on Organizational Leadership as well as a Bachelor of Science in Health Promotion/ Fitness Management. She is a Certified Professional Coach, national presenter, and published email@example.com|
|NME (Bruce Perry's Neurosequential Model in Education)||$2250.00 for 8 participants.||NME--The Neurosequential Model in Education (NME) draws upon the NMT (a neurodevelopmentally-informed, biologically respectful perspective on human development and functioning) to help educators understand student behavior and performance. The goals of NME are to educate faculty and students in basic concepts of neurosequential development and then teach them how to apply this knowledge to the teaching and learning process. NME is not a specific “intervention”; it is a way to educate school staff about brain development and developmental trauma and then to further teach them how to apply that knowledge to their work with students in and outside the classroom, particularly those students with adverse childhood experiences. NME COURSES--It’s now possible for educators to enroll in online courses. Led by Dr. Bruce Perry, the “Introduction to the NME Training Series” is self-paced and uses everyday classroom challenges with real children to introduce emerging concepts related to brain functioning, brain development and traumatology in everyday educational settings. Also offered is a 15 hour (ten 90-minute sessions) NME Case-based Training Series which a more in depth look at NME and its applications in the classroom. FIVE HOUR INTRO COURSE: “Introduction to the NME Training Series”||The Brain Science Behind Student Trauma: Stress and trauma inhibit students’ ability to learn|
Perry, B.D. The Brain Science Behind Student Trauma Education Week December 13, 2016
|PAX Good Behavior Game||Staff costs for two day training sessions.||The PAX Good Behavior Game teaches students how to self-regulate, significantly decreasing classroom disruptions and increasing learning time.||Coordinated through AllCare at Susan.Fischer@allcarehealth.com||The GBG was developed in 1967 and has decades of data to show outcomes such as a 25% increase in learning time per year, a decrease of special education services by 30%, better attendance rates, higher graduation rates, etc. It is recognized as an evidence-based practice by national education and mental health associations.||www.GoodBehaviorGame.org||X||X||X||X|
|Phoenix-Talent model||Within existing district resources.||The Phoenix/Talent School District is using the Five Operational Steps of District Planning (adapted from the Wisconsin Dept. of Public Instruction): 1. Engage local district and partner leadership; 2. Perform and review results of assessment of current community ACE/trauma status; 3. Review ACE/trauma research and literature; 4. Provide training for all staff and partners--ACE/trauma background and prevention and intervention strategies; 5. Implement school-wide classroom strategies and community-wide prevention strategies.||Former Superintendent Teresa Sayre is consulting with Three Rivers School District on their use of this model; current Superintendent Brent Barry has been part of the development of this work in their distict, and can be contacted at firstname.lastname@example.org||X||X||X|
|Reaching Teens: Cross-Sector Curriculm Developed by Dr. Ken Ginsburg||Cost is determined by number of participants and participating groups.||Cost is determined by number of participants and participating groups. "REACHING TEENS s a comprehensive body of work that prepares professionals TO APPLY the principles of positive youth development and resilience to guide youth towards healthy behaviors and wise decisions.|
Is theoretically-rooted and evidence-informed. It is guided by experts with decades of youth-serving experience and infused with the voice of teens.
Has 69 chapters which offer strength-based, trauma-informed communication strategies on building trustworthy relationships, working with parents, addressing stress and its behavioral and mental health outcomes, and approaching specific “risk behaviors.” Concluding chapters address professional longevity, offer strategies to stem burnout, and prepare us to serve over a lifetime.
Includes 445 cloud-based films that share professional and youth wisdom and offer demonstrations of key concepts.
Offers health professionals 65 CME hours from The American Academy of Pediatrics.
Offers youth serving professionals 65 credits from the National Board of Certified Counselors and 60 CEU hours from The National Association of Social Workers.
Offers suggested group learning and discussion strategies in each chapter because learning is best reinforced in the setting it is to be applied.
This body of work has been thoughtfully priced so that it can be accessible to all youth serving professionals and agencies. http://www.fosteringresilience.com/professionals/books.php"
|The Maslow Project, the Phoenix/Talent School District and others are working to put together a group of orgnizations interested in working together. For more info, email@example.com||X||X||X|
|Restorative Justice||Restorative justice is a community based and trauma informed practice used to build relationships, strengthen communities, encourage accountability, repair harm, and restore relationships when wrongdoings occur. |
As an intervention following wrongdoing, restorative justice works with both the people who have caused harm and the victim(s) and community members impacted. Working with a restorative justice facilitator, they identify harms, needs and obligations, then make a plan to repair the harm and put things as right as possible.
Resolve offers ongoing partnerships or one-time interventions: for schools, juvenile justice, youth corrections, law enforcement, fire districts, victim services, businesses and other community stakeholders.
Training and Community Engagement: including onsite staff training, a four-day intensive training for Restorative Justice Facilitators, and public education events.
Consultation and Coaching: to support systems and culture change, organization-wide implementation, and case supervision.
Dialogues, Circles and Conferences: facilitated face to face meetings between people who have caused harm and victim(s) and other impacted parties.
Restorative Justice in the Community
Resolve provides evidence-based services to increase offender accountability, empower victims, decrease recidivism and restore community.
Victim Assistance/Youth Accountability (VAYA) supports victims of juvenile crime, encourages accountability in offenders, and facilitates dialogue between impacted parties.
Theft Impact is a diversion program to support youth who have been charged with a misdemeanor theft offense to take responsibility for their actions while avoiding formal charges.
Detention Center Program builds the capacity of incarcerated youth by teaching communication and conflict resolution skills and offering mediation with family members.
Juvenile Firesetter Intervention Program works with juvenile firesetters to develop empathy, encourage accountability, and reduce recidivism.
Youth Shoplifter Theft Education Program (Y-STEP) provides youth shoplifters from the Ashland Food Cooperative an opportunity to learn from their actions and make things right, and be restored back into their community.
Restorative Justice in Schools
Resolve uses the strength of relationship to build a safer school culture through prevention, intervention, and restoration after harm.
Restorative Justice Implementation is a multi-year process to shift school culture and discipline practices. Results include improved school climate; significantly lower referrals, suspensions, and expulsions; and higher attendance and graduation rates.
Choicepoint Bullying Intervention and Bystander Empowerment Programoffers an interactive classroom workshop where students explore effective strategies to use when faced with bullying, aggression and cyberbullying.
Student Peer Mediation Program engages students with conflict resolution skills to help their peers work together to resolve everyday disputes.
|Information on Resolve, located in Medford, can be found at www.resolvecenter.org||X||X||X|
|Trauma-Informed Schools One-Day Online Course||$170||Includes the documentary "Paper Tigers" and offers specific strategies for implementing trauma-informed practices. Includes download of 97 page pdf titled "Trauma-Informed Schools Guidebook."||www.starr.org/store/trauma-informed-schools-0||Presented by Dr. Caelan Soma, LMSW, director of the Trauma Learning Center||X||X||X|
|Saint A Module Model||$2000 per person trained, minimum of 10 participants per 4 day session. Host district gets one workshop slot for free in exchange for facility use, support, etc.||Participants are trained to become trainers and coaches in their district for implementing trauma-informed practices as developed by Saint A, a Wisconsin-based mental health provider with significant experience working with schools.||Coordinated through Southern Oregon Success at firstname.lastname@example.org||Presented by Sara Daniel, MSW, LCSW, director of Clinical Services for Saint A, who has been working with school districts since 1997. For more info: www.sainta.org||X||X|
|THE WHYTRY PROGRM||Please check whytry.org for pricing info; different packages available||OUR PROGRAMS: For 20 years, the WhyTry Program has been using SEL to help struggling students make positive life changes. Our engaging new Resilience for Youth Program provides strategies to help all students develop lifelong resilience. TOOLS|
WhyTry programs use a unique multisensory approach that allows students to see, hear, and experience the concepts being taught. Visual analogies give students achievable steps to gaining life skills and developing resilience in academic and real-world settings. For the hands-on learner, our programs use activities with relevant tie-ins, helping facilitators reinforce social emotional principles in an engaging way. With visual learners in mind, we encourage teachers to use relevant video to spark classroom discussion, and take advantage of the art and writing activities found in our journals. WhyTry music uses hip-hop and other genres to help teachers get past students’ defenses and reach them in a language they understand.
YoMIND emphasizes the practice of mindful movement and focused breathing practicesat short intervals throughout the day to strengthen the ability to direct focus, manage stress and regulate emotions.
YoMIND encourages students to embrace “kindness as a superpower," scientifically showing how being kindcan help optimize brain function. YoMind teaches compassion for self and for others, both on and off the yoga mat.
YoMIND teaches that each of us has the ability to train our own minds, consciously direct our focus, and shift our perceptionsso that we can interact with and respond to the world in a favorable way---one that is in alignment with our own personal values.
|Agnes Wolfe from SOESD Psychologists attended a confernece on this program and strongly recommends it for consideration. Grants Pass School District is inviting a speaker from WhyTry to be here next August. If your district is interested in more info, please contact email@example.com or firstname.lastname@example.org||X||X||X||X|
|YoMind||TBD||YoMIND helps students connect with their bodies and harness their minds so they can rise above the stress of their lives and thrive.||Currently offering classes in the Ashland and Phoenix/Talent School Districts. For more information, please see yomind.com||X||X||X|
|Strengthening Families Protective Factor Framework||NO COST||Strengthening Families is a training for agency partners that serve families and is a great next step after taking the ACES training, offering strategies for working with famililes. The training focuses on a strength based approach highlighting the 5 protective factors that reduce child abuse and neglect. The training is interactive including videos, small group learning and reflection. The series includes 7 sessions. The training is flexible and adaptable can be offered in a variety of ways to meet the needs of the professionals attending.||There are 21 trainers from many sectors who can offer this training. Particiants receive a packet of resources with each session. For information about the training please contact, Chelsea_Reinhart@soesd.k12.or.us at the Early Learning Hub.||Strengthening Families is a research-informed approach created by The Center for the Study of Social Policy to increase family strengths, enhance child development and reduce the likelihood of child abuse and neglect. It is based on engaging families, programs and communities in building five protective factors: Resilience, Social Connections, Concrete Support, Parenting and Child Development and Children's Social/Emotional Competence. https://www.cssp.org/young-children-their-families/strengtheningfamilies/about/the-research-behind-strengthening-families||"Gives me the hope that I what I have been doing is worth it!" I enjoyed the exercises." "It helped develop self-awareness regarding my own bias." "I learned about my own temperament and how to support families better."||X||X||x||X||X|