2022 - 2023
PACEs and Trauma-Informed Care Training
For Childcare Centers, Schools, and Organizations
Our Mission Center for Child Counseling is building the foundation for playful, healthful, and hopeful living for children, families, and communities. We envision healthy, resilient children and families through ACEsaware and trauma-informed communities. Our values are born from love, family, opportunity, and ingenuity.
We Believe In: A Way of Being with Children The open and trusting nature of children is precious, calling us to nurture and respond to their needs through informed and thoughtful choice of our actions and words. A Trauma-Informed Focus We work to understand, prevent, and heal the impact of trauma on children’s health and relationships, building communities of awareness, equity, and action to address adverse childhood experiences (ACEs) and trauma. Fighting on the Frontline We pledge to support children in their most vulnerable moments as trusted first responders to family and community crisis. Healing and Resilience We exist to bring healing to children and family generations, building their resilience and strength to end cycles of suffering; likewise, we promise to care for our healers in their dedication and service to others. Modeling Success Our goal is to deliver success to our community and others through teaching, training, and replication of a proven approach to ending ACEs and trauma. Relentless Initiative Center for Child Counseling is shaping the field by encouraging forwardthinking and out-front leaders who transform our practice with intelligence, heart, and integrity.
Learn more about our mission: www.centerforchildcounseling.org/mission
Center for Child Counseling: Building Trauma-Informed Communities OUR GOAL: Create trauma-aware adults within our homes, schools, and community service centers who recognize and stop childhood trauma and abuse in its tracks, are part of the healing process, and ensure children grow healthy in mind and body.
Meet Elio He is born in a trauma-informed community, surrounded by adults trained to understand and respond to children and families when they experience crisis.
Community Health
Community
Elio grows strong under the care of traumainformed adults in his life. As a young attorney, he fights beside other leaders to create policies that protect children, giving back to the community that raised him.
Mom suffers postpartum depression but is connected to the support she needs to make Elio feel safe and secure as his growing brain develops.
Neighborhood
Home
Elio acts out at others getting off the school bus. His neighborhood police officer knows Elio is grieving the loss of his sister. The officer is a safe and caring figure in his life who helps buffer Elio’s feelings of stress.
Elio’s sister falls ill, and his parents are forced to work extra jobs to care for her. Elio learns to manage his emotions with online therapy, while Mom and Dad receive parenting support.
School
Elio’s teachers understand he is in trauma after his sister dies. They provide him care and time to deal with fear and anger, reinforcing the resiliency skills he is learning through therapy.
People are ready to assume their place in a trauma-informed community. The foundation for health throughout the lifespan is built in childhood. In Palm Beach County, thousands of children live with daily, chronic and toxic stress related to violence, abuse, poverty, and other adverse experiences. In the absence of healthy or 'buffering' relationships, this stress impacts physical and mental health, continuing the cycle of abuse, violence, and illness for generations. At Center for Child Counseling, our overall goal is to build resilience in the most vulnerable children. Our areas of expertise include Infant and Early Childhood Mental Health and childhood trauma, in addition to the general mental health services we provide for an array of behavioral concerns. A large part of our focus as an agency is on babies and young children because this period of life (prenatal to age 6) provides the foundation for health and learning throughout the lifespan.
THEORETICAL FRAMEWORK
Low Income Crime Domestic Violence Community Violence Arrests Incarceration Parental Absence Racism Abuse Neglect Mental Illness Substance Abuse
Refusing to be held Heightened anger, irritability, or outbursts Withdrawn Low self-regulation Poor impulse control Poor communication Hyper-vigilant Hyper-sensitive Easily startled Fidgety Temper tantrums Shut-down, tuned out Nervous or afraid Aggressive Disturbed sleep or nightmares Disturbed eating Forgetfulness Easily overwhelmed Rigidness Anxious or fearful Poor concentration Disorganized Frequent aches and pains
CHILD, FAMILY, AND COMMUNITY EXPERIENCE ACE RISK FACTORS & EXPOSURE
If a child sustains ACES without "buffers" they are likely to experience one or more adverse effects such as the ones on the left.
Unaddressed, these behaviors frequently result in a formal mental health diagnosis.
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LEVEL 1: UNIVERSAL
Prevention, Promotion, and Education to Build Child, Adult, and Community Capacity.
Who: Children and Youth Community Leaders Parents and Adult Caregivers
How: Role modeling, consultation, teacher and caregiver workshops, on-line learning, classroom based support, classroom curriculum, and support groups. Outcome: Increase in understanding child development, behaviors, and needs. Increase in selfregulation. Increase in social skills. Decrease in internalizing and externalizing behaviors.
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LEVEL 2: TARGETED
Identification of needs and early intervention to promote increased wellbeing and resilience.
Who: Children and Youth Childcare and School Leaders Parents, Caregivers, and Staff
How: Individual classroom support, targeted workshops, mental health consultation and support, crisis intervention, small group play therapy, and psychoeducational groups. Outcome: Dyadic regulation, increased attachment and security, co-regulation, and social skills.
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LEVEL 3: INTENSIVE
Treatment to improve child and family mental health.
Who: Children and Youth Parents/Caregivers Childcare/School Staff
How: Evidence-Based Individual, Group, and Family Therapy (CPP, Filial Therapy, TF-CBT, Play Therapy, EMDR, CBT, etc.). Outcome: Healthy communication, attachment, positive parenting and caregiving, and relational health.
Center for Child Counseling: Our Approach Our programs and expertise, spanning from prenatal to age 18, is grounded in research about early brain development and the impact of adversity and trauma on development, family systems, and generations. Violence and abuse in the earliest years of life are forms of “toxic stress” that can fundamentally change the developing brain, impacting wellness in adolescence and throughout the lifespan. Relational health and connection matter. Secure, stable, supportive relationships between children and caring adults in the family and community contribute significantly to children’s healthy brain development, socialemotional wellness, and mental health. Center for Child Counseling has been recognized for excellence in programming, including being the recipient of the following awards and recognition 2005 National Easter Seals Award of Excellence. 2008 Florida Blue Foundation's Sapphire Award. 2018 Nonprofits First "Hats Off" Award Nonprofit of the Year. 2018 Palm Beach County Medical Society "Heroes in Medicine" Award: Best Community Organization. 2018 4 programs included in 'A Showcase of Florida's Cutting Edge Trauma Initiatives' published by Florida State University's Center for Prevention and Early Intervention. 2019 Published "A Public Health Approach to Fighting ACEs in Palm Beach County" 2021 5th Publication of “A Way of Being with Children: A Trauma-Informed Approach to Building Resilience,” a manual and curriculum offering practical, insightful information, strategies, and activities for educators, parents, and adult caregivers of children. Platinum-level GuideStar Exchange recipient and a Top Rated Nonprofit through Great Nonprofits each year since 2012, showing our commitment to transparency and excellence as an organization Learn more about us: www.centerforchildcounseling.org
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Center for Child Counseling: Fighting ACEs "Adverse Childhood Experiences (ACEs) are the single greatest unaddressed public health threat facing our nation today." Dr. Robert Block, former President, American Academy of Pediatrics. Every child is filled with tremendous promise – and we have a shared obligation to foster their potential. ACEs are Adverse Childhood Experiences - situations where a child faces trauma or sustained stress that becomes toxic. ACEs are abuse (physical, emotional, or sexual), neglect, or household dysfunction. Nationally, the most common ACEs are caused by economic hardship, divorce issues, community and domestic violence, family mental illness or addiction problems, or loss of a parent through death, abandonment, or incarceration. The pandemic has added another layer of stress for our children and families, with escalating rates of mental health and behavioral concerns - and the burnout of staff caring for them. Children are especially sensitive to the repeated stress activation caused by trauma because they’re still developing. High doses of adversity affect brain structure and function, the development of the immune and hormonal systems, and even the way DNA is read and transcribed. Simply put, the brains of children with ACEs that cause trauma are structurally altered, threatening their ability to grow up to be productive, contributing members of society. ACEs prevalent. 45% of U.S. children have at least one ACE; 10% have three or more. Research indicates a strong correlation between high ACE scores and health outcomes. Adults with four or more ACEs have five times the depression risk, ten times the intravenous drug use, and 12 times the suicide rate. On average, they die 20 years younger than those with no ACEs. High ACE scores can negatively impact an individual’s lifelong physical health, too. They’re associated with rocketing rates of diabetes, heart disease, stroke, and hypertension. Research also shows that ACEs are not destiny and there are pathways to healing and wellness through buffering relationships and effective, early intervention. Fighting ACEs aims to increase awareness of the impact of ACEs on health and wellness at the child, family, and community level; promote a trauma-informed workforce with demonstrated knowledge and skills; provide evidence-based screening to identify ACEs in childcare, school, and pediatric settings; and build the capacity of Palm Beach County to buffer the effects of ACEs through appropriate, trauma-informed prevention and early intervention efforts. Research shows that comprehensively addressing ACEs in communities through this type of innovative approach can improve long-term health and wellness outcomes. Through an array of prevention, early intervention, and treatment strategies, our overall goal is that children attain wellbeing and resilience, allowing them to reach their full potential.
Learn more at: www.centerforchildcounseling.org/fightingACEs
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Center for Child Counseling: Expertise in ACEs and Trauma Board Chair, Eugenia Millender, Ph.D. is a psychiatric nurse practitioner who is currently an Associate Professor and Graduate Coordinator within the Psychiatric Mental Health NP Certificate Program at Florida State University College of Nursing. Work with vulnerable populations has taken Dr. Millender to Haiti, Panama, and Peru where she and others provided comprehensive health care for individuals and communities.Her areas of expertise include stress, trauma, and diabetes that is often expressed among minority groups and under-served populations in the United States. Renée E. Layman, MS, LMHC, President & Chief Executive Officer brings over twenty-seven years of experience in mental health. In her various leadership roles, Renée has been a passionate advocate for child and family health, racial equity, and bringing high quality prevention and trauma-informed services and solutions for some of the most pressing issues facing vulnerable children, families, and communities. In recognition of her work, Renée received the Hats Off Nonprofit Executive of the Year Award in 2017, the 2021 Women in Leadership Award (WILA) from Executive Women of the Palm Beaches, and Leadership Palm Beach County’s 2021 President’s Award. Stephanie De La Cruz, LMHC, RPT-S, Senior Clinical Director, Clinical Services is a Licensed Mental Health Counselor, received her Bachelor of Arts degree in Psychology at Boston University, and then completed her Master of Science degree in Counseling Psychology at Northeastern University in Boston, MA. Stephanie has been working in the mental health field since 2008, and has experience working with both adults and children in various settings. She has provided individual, group, and family therapy in both English and in Spanish. Dominika Nolan, MS, LMHC, RPT, NCC, CCMHC, LPHA, EMDR Certified Therapist Director, Education and Prevention Services is a licensed mental health counselor, registered play therapist, national certified counselor and certified clinical mental health counselor. Dominika is an EMDR Certified Therapist and she is a Registered Circle of Security Parenting facilitator. She received a Bachelor’s Degree in Arts with a major in Psychology from Dublin Business School in Ireland in 2012. She organized various charity events for non-profit organizations in Ireland and moved to Florida with her family in 2014. In 2016, she graduated with a Master’s Degree in Science, with a focus in Counseling Psychology from Lynn University. Learn more: www.centerforchildcounseling.org
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Center for Child Counseling: Expertise in ACEs and Trauma Clarissa DeWitt, MS, LMHC, RPT-S, Infant Mental Health Specialist, Senior Clinical Director, Child First Program is a Licensed Mental Health Counselor, Registered Play Therapist, and Certified Circle of Security therapist who has worked with children and families since 2006, after graduating from Nova Southeastern University with a Master’s Degree in Mental Health Counseling. She has training in a wide variety of best practice and evidence-based treatment models including Play Therapy, Filial Therapy, Triple P Parenting Program, Infant Mental Health, Child-Parent Psychotherapy, Trauma-Focused Cognitive Behavioral Therapy, and EMDR. Amber Payne, MSW, MPH, Strategic Initiatives has over a decade of experience working with foundations, governmental agencies, non-profits, and community organizations in South Carolina, Georgia, Iowa, and Florida. She is a Cum Laude graduate of Clemson University in Organizational Communications and Sociology. She obtained a dual Masters in Social Work and Public Health from the University of South Carolina. Amber has earned the International Certificate of Prevention Specialists for work in Substance Abuse Prevention. Anne-Marie Brown, LCSW, MSW, MCAP, CIP, ICADC, Director, Education and Trauma Services has worked in the field of mental health for over 15 years. She is an EMDRIA Certified Therapist, a TF-CBT Certified Therapist, an EMDR Consultant in Training, a Registered Circle of Security Parenting Facilitator, and a Qualified Supervisor for addiction professional candidates. Anne-Marie has experience working with children, adults, and families who have experienced significant trauma, adolescents and adults struggling with substance use disorders, and individuals with co-occurring disorders. Darla Mullenix, MS, LMHC, Director, School and Community Services has received her Bachelor’s Degrees from the University of Central Florida in 2006, with a double major in Psychology and Interpersonal Communications and her Masters of Science Degree from Troy University in 2009 in Counseling and Psychology/Clinical Mental Health. Darla joined the team in 2019 as a Therapist for the CCSEW Program and worked as a Senior Therapist within our Education and Prevention Services. Darla has been working with children and families for over 10 years in various capacities. Dr. Anne Holland-Brown, Psychologist, Education & Prevention Services is a licensed psychologist with a Ph. D. in psychology from the University of Pennsylvania. She has over 26 years of mental health experience working with economically, racially, and ethnically diverse children who have experienced maltreatment and other types of trauma. Prior to relocating to South Florida, Dr. Holland-Brown lived and worked in Philadelphia serving in the following professional roles: clinician, psychological and forensic evaluator, program developer/director, clinical supervisor, researcher, and victim/community activist.
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Center for Child Counseling: Expertise in ACEs and Trauma Nida Paul, LMHC, Supervisor, Education and Prevention Services is a Licensed Mental Health Counselor and National Certified Counselor who has worked with children and families since 2010, with a primary focus on working with young children and their parents, caregivers, and families. Nida received her Master’s of Science Degree in Mental Health Counseling from Nova Southeastern University and has training in Child-Centered Play Therapy (CCPT), Group Play Therapy, Infant Mental Health, Child-Parent Psychotherapy (CPP), Movement Desensitization and Reprocessing (EMDR), and Trauma-Focused Cognitive Behavioral Therapy. Nida has been instrumental in enhancing CFCC’s CCSEW Program and ‘A Way of Being with Children’ manual and virtual curriculum. Nida is passionate about working with children and families who experienced trauma and helping them heal from these adverse experiences. She provides individual, group, dyadic, and family therapy and focuses on providing Child-Parent Psychotherapy to children and parents who suffer from post-traumatic stress and attachment issues. Nida has been a qualified supervisor with the state of Florida since 2017. She provides workshops and mental health consultation for caregivers and providers on an array of topics and interventions.
Learn more: www.centerforchildcounseling.org 7
Center for Child Counseling: Expertise in ACEs and Trauma Board Vice Chair, Eddie Stephens is a Board Certified Marital and Family Attorney at Stephens & Stevens, PLLC. With offices in West Palm Beach, the firm serves clients throughout the Palm Beaches. With 25 years of litigation experience, Eddie specializes in high-conflict matrimonial law. He has earned the AV Preeminent™ Peer Review Rating by Martindale-Hubbell, a professional rating indicating the highest ethical standards and professional ability, and has been selected for inclusion in Best Lawyers in America, a peer-review publication recognizing the top 4% of attorneys in the country. In addition to practicing family law, Eddie is an author, lecturer, and community leader who supports a number of local civic and charitable organizations. Eddie has developed a successful family law practice focused on highly disputed divorces. He is a popular and engaging motivational speaker. He has presented to community leaders at Center for Child Counseling’s Lead the Fight event and oversees the organization's CLE series for family law attorneys. His personal motto is “Do Something that Matters,” and in that spirit, he brings a passion for inspiring others along with his own personal childhood experiences overcoming adversity to his work at Center for Child Counseling. Learn more: www.centerforchildcounseling.org
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Center for Child Counseling: Expert Consultants Jane Robinson, LMHC, Registered Play Therapist-Supervisor, Infant Mental Health Specialist, Founder and Volunteer Consultant founded the Center for Child Counseling in 1999 as All ‘Bout Children. Jane retired in May 2013 but continues to work as a consultant to the CEO and volunteers her time providing training through our Institute for Clinical Training, supervising interns, as well as providing clinical services and education in local childcare centers. Jane founded the organization with the vision of providing free mental health services to the youngest and most vulnerable children in our community. As a Licensed Mental Health Counselor, Registered Play Therapist-Supervisor, and certified Infant Mental Health Specialist through The Center for Prevention and Early Intervention Policy at Florida State University, she has been an strong advocate for young children in our community for the past 16 years. In her leadership role in the area of early childhood mental health, Jane collaborated with the local community colleges and universities in training students, teachers, and graduate level mental health counselor/social worker interns in Play Therapy for the young child (ages birth-5). Medical Consultant, Shannon Fox-Levine, MD has been a pediatrician in Palm Beach County since 2003 at Palm Beach Pediatrics, where she is a managing partner. Dr. FoxLevine received her medical degree from the University of Maryland at Baltimore and trained in Pediatrics at NYU/Bellevue Hospital in Manhattan. She has always had a special interest in development and behavior in children. As the current President of the Palm Beach County Pediatric Society, one of her longterm goals is to bridge the gap in the continuity of care of children with mental health issues between therapists and the county's pediatricians. She is also involved in improving the screening process of children for mental health issues by pediatricians, serving as a leader in this effort.
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PACEs and Trauma-Informed Care Training Training Steps Step 1 in Building a Trauma-Informed Organization is through ACEs Awareness and Trauma-Informed Care Training. Training for CEO, Board of Directors, and Leadership Team: Becoming a trauma-informed organization starts with its leadership, including a bold plan and vision to support children and staff. Provided by CFCC's CEO and designated leaders, this customized training can be 90 minutes to 4-hours, depending on needs and availability. Please Note: Participation of the CEO and leadership team is required.
We work with each organization's leadership team to individualize the training plan and consultation options.
PACEs and Trauma-Informed Care Training CEO, Board of Directors, and Leadership Team Training Building a Trauma-Informed School or Organization ACEs and Your Staff For better or worse, we all bring our childhood experiences with us into our adult relationships. Unresolved adversity and trauma can have direct impacts. Stress can overload the ability to manage emotions, not only impacting interactions with children, but with colleagues. If you care about staff burnout, turnover, and your bottom line....you need to care about ACEs. Raising awareness about ACEs offers an incredible, three-fold opportunity to: Help employees understand the root origins of their physical and emotional health concerns, with specific information and strategies to get support, Reduce the ACEs-related impacts on employee performance and improve the workplace environment for all concerned, and Help the organization become trauma informed — meaning to understand how trauma (ACEs, childhood trauma) affects a person, an effect that can be reversed once understood and addressed. Enhancing personal insight and understanding is the first step in becoming trauma-informed. A shared language and understanding, from the CEO and throughout all levels of the organization, promotes a culture that truly shifts mindsets, providing optimal support for staff that in turn promotes the resilience and wellbeing of children that comes from healthy child-caregiver relationships. If we ensure that staff is equipped to support children who have experienced ACEs and trauma, we make resilience a real possibility. A Trauma-Informed Organization Promotes Child Resilience Being able to have trauma-informed conversations with children, youth, and families about difficult things they have experienced is critical. All adults in a child's life need to be equipped with trauma-informed training, strategies, and skills. Four Factors that Boost Children’s Resilience Harvard University’s Center on the Developing Child has identified four factors that can buffer children who have experienced adversity from negative longterm outcomes These factors include Supporting strong relationships with adults; Building the child’s sense of can-do; Strengthening the child’s ability to manage their emotions and impulses; and Tapping into sources of hope, such as faith.
PACEs and Trauma-Informed Care Training Staff Training Learning Competencies In addition to the array of specific skills and strategies included in the PACEs, Trauma-Informed Care, and A Way of Being with Children curriculum, general learning competencies encompass: Attitude. Gain knowledge in the power of adult’s attitude in relationships. Trauma-Informed Lens. Gain knowledge of early childhood development and behaviors through a traumainformed lens. Skills to Promote Positive Relationships. Increase skills to promote positive relationships. Training Plan The following pages include training levels and options for all staff, delivered after the initial leadership training. The training plan is customized for your organization, including relevant examples of concerns so role plays and consultation can target specific behaviors and attitudes. TIC Champions will be identified, serving as individuals who can promote this work throughout the organization and clubs.
www.centerforchildcounseling.org
PACEs and Trauma-Informed Care Training Training Options:
Level
ACEs, Trauma, and Toxic Stress 1.5 Hours
Learning Objectives Participants will learn... About the ACE study, including outcomes and findings; Definition of toxic stress and its impact on the developing brain in early childhood and throughout the lifespan; Impact of early adversity on lifelong health, mental and physical; About the ACEs and Resilience Surveys; and The importance of creating trauma-informed and resilience-building practices based on the findings of the ACEs research.
www.centerforchildcounseling.org
PACEs and Trauma-Informed Care Training Training Options:
Level
ACEs, Trauma to Resilience 4 Hours Learning Objectives Participants will learn: About the ACE study, including the ACE pyramid which provides the conceptual framework for the study; Outcomes and findings of the ACE study; Team building exercise with the Brain Architecture Game; Definition of toxic Stress and its Impact on the developing brain in early childhood and throughout the lifespan; Impact of early adversity on lifelong health, mental and physical; About the ACEs and Resilience Surveys, including participants' own scores; How resilience trumps ACEs; The importance of creating trauma-informed and resilience-building practices based on the findings of the ACEs research; Role plays practicing effective communication strategies, including reflective statements; and Shifting thinking and practice to become trauma-Informed.
PACEs and Trauma-Informed Care Training Training Options:
Level
PACEs: Building Trauma Informed Communities 4.5 Hours Learning Objectives In this intensive workshop, participants will learn about: Types of trauma, including individual and community levels; Brain development and neuroscience; About the stress response system, and the impact of toxic stress; An in-depth look at positive and adverse childhood experiences and its impact on the individual; ACEs in the community, including and overview of epigenetics and historical Trauma and toxic stress; A look at the impact of trauma and toxic stress on the mother and on the baby; The antidote to ACEs, Positive Childhood Experiences (PCEs); and About resilience, with early intervention strategies. *Participants must have completed level 1 and/or 2 prior to completing level 3.
PACEs and Trauma-Informed Care Training Training Options:
Level
PACEs, Trauma, and Toxic Stress Intensive Limited to 12 Participants Learning Objectives: In this day-long intensive, participants will learn... About the ACE study, including the ACE Pyramid which provides the conceptual framework for the study; Outcomes and findings of the ACE study; Definition of toxic stress and its impact on the developing brain in early childhood and throughout the Lifespan; Impact of early adversity on lifelong health, mental and physical; About the ACEs and resilience Surveys, including reflecting on their own scores; How resilience trumps ACEs; The importance of creating trauma-informed and resilience-building practices based on the findings of the ACEs research; Role plays practicing effective communication strategies, including reflective statements; About the antidote to ACEs, Positive Childhood Experiences (PCEs); and About resilience, with targeted early intervention strategies; and Shifting thinking and practice to become trauma-informed *Participants must have completed level 1 and/or 2 and level 3 prior to completing level 4.
Additional Requirements Participants are required to... Complete and sign a non-disclosure agreement (NDA) agreeing not to use proprietary CFCC content.
www.centerforchildcounseling.org
Becoming Trauma-Informed A Way of Being With Children Building a Trauma-Informed School or Organization A Trauma-Informed Approach to Building Resilience Developed by Center for Child Counseling, ‘A Way of Being with Children: A Trauma-Informed Approach to Building Resilience’, is an 80-page educational guide for adult caregivers of children. The manual and curriculum are research-informed from best practices, with skill-based applications customized and designed solely from the 20year longitudinal implementation in Palm Beach County by the Center for Child Counseling staff and therapists. Based upon the science of Adverse Childhood Experiences (ACEs), the impact of trauma on the developing brain and resilience, the curriculum has been utilized to train thousands of teachers and adult caregivers. Core Strategy The core strategy underlying our A Way of Being approach includes ensuring that organizational leadership, staff, and adult caregivers: Understand trauma and its impact: All staff share a common understanding of trauma and its impact on children, families, and staff. There is a shared mission to create an environment that acknowledges and addresses the impact of trauma. Believe that healing happens in relationships: Creating shared belief that establishing safe, authentic, and positive relationships can be corrective and restorative to survivors of trauma and resilience building for everyone. This principle encompasses relationships among and between staff, children, and families. Ensure emotional and physical safety: Commitment to establishing a safe physical and emotional learning environment where basic needs are met; safety measures are in place; and staff responses are consistent, predictable, and respectful. Support choice, control, and empowerment for students, staff, and families: Organization operates in a way that supports choice, control, and empowerment for children, families, and staff. Strive for cultural competence: By acknowledging and respecting diversity; considering the relationship between culture, traumatic experiences, safety, healing, and resilience; and using approaches that align with the cultural and linguistic backgrounds of children, families, and the broader community. CFCC provides the following opportunities to address the needed principles for adult learners: Adults can self-direct their own learning. The manual is easily divided by content area to enable learners to flip to subjects of interest. The manual builds upon concepts, however it is organized in a way that content and learning objectives can be easily located. Online training content can be accessed at any time with the learner determining their own pace and ability to stop and start modules.
Becoming Trauma-Informed A Way of Being With Children Building a Trauma-Informed School or Organization Adults have opportunities for critical reflection when learning new information. The manual includes notes sections to encourage reflection and input as well as guided questions to encourage a focus on the intended competencies and new content. The online content provides in-depth, guided reflection and visual application of competencies in “real world” settings. Adults can access their own experiences when learning something new. Additionally, adults will have new experiences for learning to “stick.” The included manual reflections ask the learner to recall personal experiences and/or observed experiences. The on-line training and support features will introduce and demonstrate new ways of interacting and navigating the competencies. Adults connect with a purpose for learning. There is an achievable goal or outcome, to motivate adult learners since many adults do not learn just for the sake of learning. The manual helps to frame the importance of learning the new skills in the manual based on the caregiver’s role and common challenges caregivers experience with children. The online training supports caregivers to visually see a way to improve their environment, routines, and/or interactions resulting in improved quality and satisfaction with interpersonal child relationships. CFCC’s educational manual, online training, and in-person applied learning, competency-based support account for adult learning styles. Visual and Print. Visual learners will see simple, easy-to-process design and layout of written words. The online training includes PowerPoint presentations with helpful graphics. Print learners will have space and guidance to write in the manual. Aural. Aural learners will be able to hear the voice overs in the accompanying on-line learning platform as well as helpful and informative videos to reinforce competencies. Tactile. Tactile learners will be encouraged and coached to practice a scripted scenario in the online and in person trainings. Interactive and Kinesthetic. Interactive learners will be encouraged to discuss learning concepts in the online breakout discussions with Q&A formats to support the objectives and competencies. Kinesthetic learners will have training exercises and role plays to help give people the flexibility to stand and move about the space to reinforce learning. Training options include live, Zoom and/or online 24/7 on-demand access to a 5.5 hour A Way of Being with Children training with a printed copy of the manual for each participant and supplemental workshops. For more information, visit www.centerforchildcounseling.org/awayofbeing.
Center for Child Counseling: For More Information ACEs Toolkit: www.centerforchildcounseling.org/programs/acestoolkit Fighting ACEs White Paper: www.centerforchildcounseling.org/fightingaces/whitepaper A Way of Being with Children: www.centerforchildcounseling.org/awayofbeing Ways to Talk to Children: www.centerforchildcounseling.org/waystotalk Fighting ACEs includes advocacy, outreach, and awareness using a public health approach to mitigate the impact of Adverse Childhood Experiences, Adverse Community Environments, and trauma, which can impact health throughout the lifespan. Please connect with us on social media and help us to collaborate, share, and drive this important work forward in our community. Social Media www.facebook.com/centerforchildcounseling www.twitter.com/childcounselpbc www.instagram.com/childcounselpbc www.youtube.com/c/centerforchildcounseling www.pinterest.com/cfccplay www.linkedin.com/company/centerforchildcounseling
Center for Child Counseling: PACEs Resources
PACEs Connection
www.pacesconnection.com PACEs (Positive and Adverse Childhood Experiences) Connection is supporting communities to accelerate the use of PACEs science…to solve our most intractable problems.
PACEs Science The science of PACEs refers to the research about the stunning effects of positive and adverse childhood experiences (PACEs) and how they work together to affect our lives, as well as our organizations, systems and communities. Learn more at www.pacesconnection.com/blog/aces-101-faqs
PACEs is free to join and includes: PACEs Connection Resource Center - PACEs science presentations, surveys, videos, webinars, training….and more. Including our Anti-Racism Resources and COVID-19 Resource Lists. PACEs Connection Speakers & Trainers Bureau - a service that provides PACEs Connection members a database of PACEs speakers and trainers. How-Tos - Directions on how to post a blog, calendar event, comment, etc. Growing Resilient Communities - Launching or growing a local PACEs initiative? They have tools & guidelines. PACEs 101 - The five parts of PACEs science, plus links to articles, books & videos. What ACEs and PCEs do you have? - Do the ACEs & resilience questionnaires. Learn about other ACEs. Learn more... www.pacesconnection.com
Center on the Developing Child at Harvard University www.developingchild.harvard.edu Centers for Disease Control and Prevention www.cdc.gov/violenceprevention/aces www.cdc.gov/vitalsigns/aces ACEs Too High www.acestoohigh.com/got-your-ace-score Center for Child Counseling www.centerforchildcounseling.org/ACEsToolkit
Center for Child Counseling: Trauma-Informed Equity Lens
At Center for Child Counseling, the foundation of our mission is working with our partners to build healthier, safer, more nurturing families and communities — where all children have the opportunity to thrive. To truly achieve this mission, we must acknowledge and address the trauma related to racism. Center for Child Counseling is committed to using a trauma-informed equity lens in all aspects of our work and services, endorsing the Diversity-Informed Tenets developed by the Irving Harris Foundation. The infographic above represents the next level of integrating practices and policies based on the science of positive and adverse childhood experiences (PACEs). PACEs Connection has a wealth of anti-racism resources on the impact of structural racism and trauma on individuals, families, and communities. PACEs Resources: www.pacesconnection.com/g/aces-and-african-americans/blog/anti-racism-resources-list Talking to Kids About Race: www.centerforchildcounseling.org/resources/parentresources
info@centerforchildcounseling.org Telephone: 561-244-9499 www.centerforchildcounseling.org
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