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
Heisborninatrauma-informed community,surroundedbyadultstrained tounderstandandrespondtochildrenand familieswhentheyexperiencecrisis
Community
Eliogrowsstrongunder thecareoftraumainformed adultsinhis life Asayoungattorney, hefightsbesideother leaderstocreate policiesthatprotect children,givingbackto thecommunitythat raisedhim
Neighborhood
Elioactsoutatothers gettingofftheschool bus Hisneighborhood policeofficerknowsElio isgrievingthelossofhis sister Theofficerisa safeandcaringfigurein hislifewhohelps buffer Elio’sfeelingsofstress
Community Health
Momsufferspostpartumdepressionbut isconnectedtothe supportsheneedsto makeEliofeelsafeand secureashisgrowing braindevelops.
Home
Elio’ssisterfallsill,andhis parentsareforcedtowork extrajobstocareforher Eliolearnstomanagehis emotionswithonline therapy,whileMomand Dadreceiveparenting support
School
Elio’steachersunderstandheisin traumaafterhissisterdies They providehimcareandtimetodealwith fearandanger,reinforcingthe resiliencyskillsheislearningthrough 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 Florida, 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 promote safety, positive childhood experiences (PCEs), and 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.
1
LEVEL 1: UNIVERSAL
Prevention, Promotion, and Education to Build Child, Adult, and Community Capacity.
How:
Who: Children and Youth Community Leaders Parents and Adult Caregivers
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.
2
LEVEL 2: TARGETED
Identification of needs and early intervention to promote increased wellbeing and resilience
How:
Who: Children and Youth Childcare and School Leaders Parents, Caregivers, and Staff
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
3
LEVEL 3: INTENSIVE
Treatment to improve child and family mental health.
How:
Who: Children and Youth Parents/Caregivers Childcare/School Staff
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
2023 publication of “A Way of Being with Children: A Trauma-Informed Approach to Building Safety and Resilience in Elementary School ”
2023 recipient of the ATHENA Organizational Award from the Chamber of the Palm Beaches
Top Rated Nonprofit through Great Nonprofits each year since 2012, showing our commitment to transparency and excellence as an organization
Accredited by Nonprofits First (excellence standards), has a platinum rating on Candid, and 4-star rating on Charity Navigator, highlighting the organization’s commitment to transparency and excellence
Learn more about us: www.centerforchildcounseling.org
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 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 positive, 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 communities to buffer the effects of ACEs through appropriate, HOPE (Healthy Outcomes from Positive Relationships) and trauma-informed prevention and early intervention efforts. Research shows that comprehensively addressing ACEs in communities through this type of innovative approach can improve longterm 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 and www.centerforchildcounseling.org/traumatohope
Center for Child Counseling: Expertise in ACEs and
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-S, 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 S major in P various ch her family focus in Co
Learn more: www.centerforc
Center for Child Counseling: Expertise in ACEs and Trauma
Clarissa DeWitt, MS, LMHC, RPT, 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.
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
r. Anne Holland-Brown, Psychologist, Education & Prevention Services is a censed psychologist with a Ph D in psychology from the University of Pennsylvania he has over 26 years of mental health experience working with economically, racially, nd ethnically diverse children who have experienced maltreatment and other types of auma Prior to relocating to South Florida, Dr Holland-Brown lived and worked in hiladelphia serving in the following professional roles: clinician, psychological and orensic evaluator, program developer/director, clinical supervisor, researcher, and ctim/community activist
NLjubica “Jibby” Ciric, Psy.D., Senior Director, Strategic Impact completed a Bachelor Degree in Public Health, Masters Degree in Mental Health Counseling, and Doctorate in Psychology. Her passion is bringing healing to others and promoting not only individual health, but improving the welfare of the community. Her background work reflects her passion.
Among other positions, Ljubica worked as a mental health professional at the correctional facility and intervention therapist for victims of natural disaster. As Vice President of Child and Family Mental Health Services, Ljubica provided oversight to Community Partners of South Florida’s clinical programs. Ljubica has extensive experience training mental health professionals entering the field, as well as creating and managing innovative programs related to inclusion of the most vulnerable communities in Palm Beach County
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
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 Director, 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
PACEs and Trauma-Informed Care Training
CEO, Board of Directors, and Leadership Team Training
Building a HOPE and Trauma-Informed School or Organization
ACEs, PCEs, 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) and positive childhood experiences (PCEs) affect a person.
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 (positive and adverse childhood experiences), 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
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.
COST: $1,000
PACEs and Trauma-Informed Care Training
ACEs, Trauma to Resilience All Day
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;
PACEs and Trauma-Informed Care Training
Training Options:
Learning Objectives
In this intensive workshop, participants will learn about:
Define terms and provide history relevant to race and racism. Describe the impact of Adverse Childhood Experiences and trauma in the context of race. Reflect on individuals' experiences with racism and racial trauma. Describe resiliency in the face of racism. Share opportunities for learning, growth, change, and healing.
PACEs and Trauma-Informed Care Training
Training Options:
Level
Learning Objectives:
PACEs, Trauma, and Toxic Stress Intensive
Limited to 12 Participants
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 COST: $5,000
*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.
Stay KidSafe!™ Training
Educator and Kindergarten - Grade 5 student training
Personal safety program
Stay KidSafe!™ is a engaging curriculum designed to prevent child sexual abuse, human trafficking, and exploitation by providing children the foundational knowledge of personal safety. The lessons teach personal safety - both online and in "real life" with developmentally appropriate skills and videos for each grade level.
The research shows that the two most effective ways to prevent child sexual abuse are through education and training (Committee for children, 2016).
Stay KidSafe!™ lesson plans cover the following topics:
Safety Voice
Digital Safety
Circle of Safe Adults
My Body is Special and Belongs to me
Stranger Smarts
Safe Touch and Unsafe Touch
Good Secrets and Bad Secrets
Personal Safety
Consent
Recognizing Red Flags
Think, Feel, Do
Digital Dangers
Each grade will have two to four lessons and include a two-minute, animated video introducing and reinforcing the lesson goal. By scheduling your lesson once-a-week for two to four weeks, you help children build on skill sets.
Educators play a key role in protecting children from sexual abuse. Educators can build student supports for understanding and reporting abuse, and foster students' safety by establishing and enforcing preventative policies and procedures in school settings.
The best way for teachers to be advocates is to know the facts about abuse. Stay KidSafe!™ helps educators take the following steps to protect children and prevent sexual harm:
Learn about age-appropriate sexual development. Knowing what's expected of children at different developmental stages helps us identify sexual behaviors that are healthy and typical.
Learn the warning signs in children of possible abuse. Knowing the behavioral warning signs makes us more alert to the possibility that an adult is at risk of abusing a child, or that a child has a sexual behavior problem or may be experiencing sexual abuse.
Learn about your role as a legally mandated reporter and learn about reporting. All states have laws that require certain professionals to report suspected cases of child abuse to the police or to child protective services. Laws vary by state, but teachers and childcare providers are almost always legally mandated to report suspected child abuse.
CampSafe® Training Camp Leadership, Staff, and Volunteer Training Abuse
Prevention Training for Summer Camps
In the past 25 years, more than 575 cases of child sexual abuse have been reported at camps in North America.
Educated staff equals safer camps! CampSafe® is an innovative eLearn program designed to protect campers and staff from child sexual abuse.
Benefits of the training:
Whole-Camp Approach: All staff and volunteers go through the training BEFORE arriving at camp. This includes counselors, dining, maintenance, administration, specialist, health providers. Everyone.
Powerful Messaging: Demonstrates to parents that protecting their children is your foremost concern. Demonstrates to staff and volunteers applicants that your camp has zero tolerance for sexual abuse.
Orientation Kickstart: Reinforces and enhances orientation week sessions focused on abuse prevention. Harm Reduction: CampSafe trained staff reduce the risk of sexual abuse at camp.
Cultural Education: Ensures that international staff understand American culture regarding child sexual abuse.
Training staff and volunteers helps break the cycle of child sexual abuse and shines an important light on this oftentaboo topic. This results in educated staff, safer camps.
The goal of this training is for all staff, including counselors, administrators, supervisors, dining, health, volunteers, and board members to arrive at camp with the same strong foundational knowledge of child sexual abuse prevention and awareness. It is created with our young adults in mind (18 to 26), for them to take the topic seriously, but not instill fear.
Our philosophy is to empower caregivers in all settings with a level of confidence around this topic, therefore better protecting our staff and campers. (The training takes approx. 40 minutes to complete.) The course has pre and post testing and certification.
The Director training modules include:
Screening, interviewing and background check protocol
Child protection policy and procedures
Supervising around the issues of child sexual abuse prevention
In person follow-up training to provide during Pre-camp week
Links to state resources
Establishing healthy boundaries ice breakers for counselors/campers
Sexual harassment
Letters to parents and staff
Pre and Post Testing for certification
Money back guarantee within 7 days of purchase.
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
We can customize training to meet the needs of you childcare center, school, organization, or community. Reach out to info@centerforchildcounseling org or complete the online interest form at: www centerforchildcounseling org/training/traumainformedcare
Online, on-demand Learning: www kidsafe org
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
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
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
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.
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
