>>Violeta: Hi,
everybody! Thank you for joining us today.
Welcome to the Trauma Responsive Care: A Framework for Resilience webinar.
We are so happy that you're here joining
us. Before we get started there's just a
few uh housekeeping items that i would
like to
go over. One: the call is being
recorded.
Two: there's a chat panel and I see a lot
of people are using it and are entering
their hello. That's the
chat panel there for you.
You can add your comments your
questions any troubleshooting. Don't forget to enter it there and
we'll work with you to get it resolved. There are some handouts available for
you in the handouts icon.
So at the bottom of the screen you see a
couple of different like
icons it's the one that looks like a
book if you just click on that it'll
open.
And if you click view it will download
or it's going to open up in a different
browser depending on your settings
um so that that really is it we hope
that you
enjoy your time here with us and i'm
gonna hand this over.
>>Jeanne: Hi, everyone! Welcome to the webinar.
We are so glad you are with us today.
Before we
introduce ourselves we would like to
take the opportunity to find out who's
here today.
Caroline will you share our first poll
please select the role that fits you
best?
Wonderful it looks like we have some
state government professionals
training and technical assistance
as well as some direct service providers.
Awesome.
Great.
And a few others i look forward to
finding out who you
are and where you're from, ah social
services
inclusion and infant toddler specialist
educational coordinator,
oh wonderful, for the tribes, wonderful
glad to have you here today!
Wonderful, great, thank you so much. For
sharing who's here today we always like
to know who's
on board with this webinar. So that we
can make sure that we are
speaking directly to your needs. So we're
going to go ahead and move to the next
slide.
We have a lot to cover in today's
webinar and so
next we will introduce each of us who
are going to present today and Ronna, i'm
going to go to you first.
>>Ronna: Thank you, Jeanne! Hi everyone i'm Ronna Schaefer, I'm the infant toddler
specialist
from region 1 and I am so delighted to
be part of this
really important webinar. Welcome.
>>Holly Wilcher: Hi everyone, I'm Holly Wilcher, I'm so
excited to be here with you today
discussing this topic together and
i'm infant toddler specialist with
region four.
Glad to be here!
>>Jeanne: Thanks, Holly and Ronna and i'm Jeanne VanOrsdal.
I am the region V Infant/toddler
specialist
and i am so excited to cover this topic
today. It's one near and dear to my heart
and so let's get started for those of
you that submitted questions.
Oh my gosh thank you we were so excited
to see
the great questions that you put forward
and we've divided those into buckets.
The general themes of these questions
were caregiver, implementation
strategies for working with families, and
system strategies.
Hopefully you were able to join us in
January when we presented information
on trauma responsive care for child care
providers.
Today's webinar will build on this
previous webinar and delve deeper into
system strategies.
As we think about the impact of the
pandemic that we are all
experiencing we recognize that many of
our children and families will have
experienced
one or more trauma related events
whether it be job loss, food insecurity,
separation from a parent or caregiver or
other adverse event
embedding trauma-responsive practices
such as
recognizing individual needs and
integrating your
knowledge of trauma-informed practices
in
all levels of care for children and
families is best
practice for all families and indeed
will support children and families
impacted by COVID-19.
So i'm going to share with you today the
objectives
of our webinar and then we are going to
go ahead and get started with the first
section. So let's look at these
objectives.
in order for a system of care to be
trauma responsive
the first step is to become trauma
informed.
Therefore, we will start with a short
section on the
impact of trauma on children, caregivers,
and families.
Our second objective is to support
participants
in recognizing the value of responsive
practices.
While responsive practices are important
for
individuals impacted by trauma they are
also
best practice for each interaction we
have with families,
caregivers, and children to support
resiliency
and build protective factors. Finally, we
are going to focus
much of this webinar on the exploration
of elements
that can be implemented to build a
trauma-responsive
system, such as early childhood mental
health supports
and how we think of levers of change in
licensing
quality rating systems and professional
development.
So we will begin with Ronna and she will
walk us through
an overview of trauma. Ronna?
>>Ronna: Thank you so much, Jeanne. So 
let's get started on this i want you to
know
that we realize that so many of you on
this webinar
know the basics of trauma so i'm not
going to spend a lot of time on that.
As Jeanne mentioned and I put the link in
the 
chat pod for you. This webinar will build
on the webinar we presented in january
but we just wanted to spend a couple of
minutes going over some of the basic
ideas.
As a refresher and to ensure that we're
all talking about the same thing.
So the Center for Disease Control and
the Center for Substance Abuse and
Mental Health Services Administration
lovingly known as SAMSA have identified
six guiding principles to a
trauma-informed approach.
They are safety, trustworthiness, and
transparency,
peer support, collaboration and mutuality
empowerment voice and choice and
cultural
historical and gender issues. This is
just
one example of principles that have been
designated, Many organizations developing
trauma-informed approaches
use similar tenants. I really want to
highlight that this approach
includes an ongoing internal
organizational assessment
with quality improvement and stakeholder
engagement.
Later in this webinar, Holly will help us
focus on systemic approaches
that build on some of these principles.
There are many terms we use when
describing trauma and trauma care
this slide and the next two slides show
many of the terms.
Again, i'm not going to go in depth on
all of these but i do
want to hide a few.
First, let's differentiate between
trauma-informed and trauma-responsive
care and systems.
Trauma-informed care is a framework of
thinking
and interventions that are directed by a
thorough understanding of the profound
effects trauma has on an individual
recognizing that person's constant
interdependent need
for safety connections and ways to
manage emotions and impulses.
Trauma responsive care takes it to
another level.
Building on a trauma-informed system
and focuses on being responsive to the
individual
as a whole knowing that trauma is only a
part
of who they are. Both Jeanne and Holly will
expand on these concepts
in a little later in the webinar.
While many organizations are
trauma-informed becoming
trauma-responsive
means looking at every aspect of an
organization's programming environment
language and values and involving all
staff
in better serving clients. We also hear
terms such as acute
chronic and complex trauma these
differentiate the amount of the level of
exposure to traumatic events
for more in-depth definitions of all of
these terms and the ones on the next few
slides.
Please download the handout that's
included in the download
pod.
A few other terms we don't hear quite as
much about but i wanted to include
are crossover trauma which results from
a single traumatic event that is
devastating enough to have long lasting
effects.
Often like a natural disaster a
hurricane or tornado.
Historical trauma is a form of trauma
that impacts an entire community
and racial trauma are traumatic events
that occur
as a result of witnessing or
experiencing
racism discrimination prejudice
and can have a profound impact on the
mental health
of individuals exposed to these events. Intergenerational trauma includes both
historical
and racial trauma.
Additionally there are a few terms
related to
trauma that you may have heard about and
that we were mentioned during this
webinar.
I do see a question about could COVID
be classified as crossover trauma on
children affected.
It's so hard to know what the lasting
effects of a pandemic will be
since we really fortunately haven't
experienced that.
In our generation it will be
interesting to see what kind of effects
they have
but certainly COVID will have effects
and with some individuals it will be
traumatic.
So here are a few more terms that i just
wanted to mention.
I'm sure many of you on this webinar are
familiar with the adverse
childhood experiences study or ACES. We
did include resources regarding the
study and the impact it has on informing
our work.
We're not going to talk about that study
very much today.
Triggers are signals that act as signs
of possible danger.
They're based on an individual's
perception of danger and they really
vary significantly from person to person.
We also hear more and more about
vicarious trauma,
secondary traumatic stress and
compassion fatigue.
All these terms refer to an individual's
exposure
to another person who has experienced
trauma and the impact of working with
and caring for that person.
As Jeanne mentioned there are quite a few
questions submitted to us.
Many were about how to support children
who have experienced trauma
specifically, what can be done in the
classroom and what training is needed
hopefully we'll be able to answer some
of these questions in the next few
slides.
Some of the questions that were sent
also were regarding wellness for staff
and how to support staff who are
experiencing secondary traumatic stress
and there are many resources that can
help with this.
I suggest you check out the National
Child Traumatic Stress Network for some
really great information.
It's really important for us to
understand and address the effects of
working with children and families
who have been affected by trauma for
many reasons including the significant
impact that we
adults have on children in our care.
The National Traumatic Stress Network
reminds us that any educator who works
directly with traumatized children
is vulnerable to the effects of trauma
which is referred to as compassion
fatigue or secondary traumatic
stress this may be physical
mental or emotional impacts they may
feel worn out or overwhelmed,
and all professionals working with
children who have experienced trauma
can learn approaches and strategies to
protect themselves from being
emotionally overwhelmed by this work.
The ability to help these children
depends on our ability to stay
emotionally healthy
and i'm motivated in, I'm sorry,
emotionally healthy and motivated
in difficult and often very frustrating
situations.
It's also important to recognize that
your own
trauma past memories can prevent you
from being the warm responsive person
you would like to be.
There are many tools and tool kits
available to help with this.
So let's think a little a little bit
about the signs of trauma or stress.
Again, this was this was
one of the many questions that was asked
to us.
We'll talk about this a bit in the next
few slides
but if you still have questions you
might want to look at Dr. Srrell's book
that is referenced here on this slide. I
also want to mention again that if
you've
found if you did not see the webinar in
January.
It might be really helpful to view that
webinar
and there's a resource in the resource
handout called
One Two Three Care that was developed in
Washington
that may be helpful. So i'd like to hear
your or read your thoughts about the
signs you've seen as red flags.
I encourage you to write in the chat pod
as i'm reviewing some of these signs of
trauma,
things that you have seen or or
include your reactions to what I talk
about.
As I hear these signs and symptoms of
trauma in infants
we can really think about them in three
buckets;
physical dysregulation,
relational dysregulation and behavioral
dysregulation.
Some signs and symptoms that infants may
show for physical dysregulation
include eating and sleeping issues. They
may be easily startled
or you may see failure to thrive for a
relational dysregulation.
Infants may arch their back when they're
held they may look away
or push a kid get his face away and
sometimes they don't cry when they're in
need.
Behavioral dysregulation in infants
might include
intense prolonged crying and an
inability to be soothed
or they may be maybe very passive
some physical signs and symptoms that a
toddler may have related to trauma
might include a delay in toiling or
walking they may have rigid muscles they
may be
a lack of appetite or the reverse
overeating.
Relational signs may include that they
run away or become defiant towards
caregivers
or they may be very clingy alternately
they may not seek being close to a given
when they're in distress.
Behavioral signs may include tantrums
reckless behaviors they may be accident
prone.
They may be aggressive show extreme
sadness
or have language delays, but keep in mind
that some of these behaviors
preschool and young school-aged children
exposed to traumatic events may
experience a feeling of helplessness
uncertainty about whether there is
continued danger
and a general fear that extends beyond
the traumatic event
and into other aspects of their lives.
They may have difficulty describing in
words what is bothering them or what
they are experiencing
emotionally this feeling of helplessness
and anxiety is often expressed as a loss
of
previously acquired developmental skills
children who experience traumatic events
might not be able to fall asleep on
their own.
They may be uncomfortable playing away
from
their family members.
Moving to some signs of trauma
and school-aged children is they may
have difficulty paying attention they
may be either withdrawn
or quiet or very assertive and
aggressive
they may be very sad
or burst into tears without explanation.
They often may talk about scary feelings
and ideas
and have difficulty transitioning.
Adults who experience ACEs in their
early years
can exhibit reduced parenting capacity
or adaptive responses to their children
the psychological changes that have
occurred to an adult stress response
system
as a result of earlier trauma can result
in diminished capacity to respond
to additional stressors in a healthy way.
All of these can affect parenting in a
negative way
and perpetuate a continuing exposure to
ACEs
across generations.
I'm sorry, Violeta, my screen is not moving. Can you can somebody move me to slide
12 please?
Thank you. 
Can we move forward to slide 12?
I'm so sorry for this everyone.
I may have lost my connection and can't
move the slides.
If someone else could move that would be
great i'm going to continue.
The good news is that if we are
trauma-informed
and trauma-responsive we can mitigate
the effects of trauma on young children
there are many strategies that have
proven effective in supporting children.
I invite you to also add in the
chat
strategies that have you have found
effective in working and supporting
children who have experienced
trauma.
The first step is to ensure that all
staff have received
training on this topic and understand
that sometimes behaviors are a result of
the experience the child has endured
thinking about not what is wrong with
this child,
but what has happened to this child what
has he
or she experienced there are many
resources for finding these kinds of
trainings.
Some may be available right in
your community.
Think about partnering with infant early
childhood mental health agencies
or child welfare departments.
A few strategies that i want to mention
are to use relationship-based care as
Jeanne did mention
and i'll talk a little bit more about
that shortly.
Also emotional literacy,
which means helping children to identify
and label feelings
is a great strategy. The pyramid model
has many suggestions for emotional
literacy
and i'm going to put in the website for
that into the chat room
for you.
We also need to make sure we validate
children's feelings
all feelings are worthwhile and all
feelings need to be respected.
Continuity of care allows children to
develop strong
and trusting relationships with adult
caregivers.
It's also important that children become
familiar with routines
and schedules as this gives them a sense
of security.
Another really important strategy is
allowing for dramatic play.
Lots of opportunities for children of
all ages
often some of their fears come out in
this dramatic play.
Sometimes what we hear during dramatic
play may make us feel uncomfortable
but we need to be able to respect and
accept their thoughts and ideas
and again i suggest you take a look at
the pyramid model if you're not familiar
with it
because they have a lot of information
about
trauma-informed care and they even have
a trauma informed
checklist that may be helpful.
I'm going to try again to move these
slides.
If you're following along in some other
way we should be on slide 13.
Unfortunately, these slides don't seem to
be advancing I apologize.
Hopefully you've download downloaded the
Power Point.
Before I turn this over to Jeanne to talk
about strategies to support families and
caregivers
i want to bring your attention to the
program for Infant/Toddler
Cares Relationship-based Care Practices.
There are six
practices that are important for all
children but especially for those
impacted by trauma.
In addition we wanted to share with you
the effects of unresponsive care for
young children.
The center for the developing child at
Harvard university
has done a study and has come up with
this wonderful chart which might be
hard for you to read but the website is
available for you.
It shows that the impact of unresponsive
care
which helps us to remember how important
it is
that all caregivers all people who are
touching the lives of babies
engage in responsive caregiving and
relationship-based care.
If you would like more information about
the program for infant childhood cares
relationship-based care
i suggest you visit the infant toddler
resource guide and i'll put that
link in the chat pod too and there's a
lot of information in there about
relationship based care.
And now i'll turn it over to Jeanne to
talk about supporting families
and caregivers.
>>Jeanne: Thank you, Ronna. As I mentioned at the
beginning of this webinar
responsive practices for families and
caregivers build resiliency.
As we start this section I wanted to
share some of the wonderful questions we
got
prior to the webinar. During your
registration
regarding families
regarding caregivers how do I best
support providers
that when dealing with children who have
experienced trauma,
experience secondary traumatic stress?
How do we reach teachers and helping
them understand
how much their well-being manners?
What can child care health consultants
early childhood
mental health consultants and infant
toddler specialists do
to support a trauma-responsive system?
So let's talk about some of these
strategies we can use
to support all of those populations that
we serve
and answer some of these questions.
Again, we want to step back and think
about
what is trauma informed versus trauma
responsive.
Dr. Ginwright wrote an article and his
article really
was the impetus for me to make this
shift from trauma informed to
trauma-responsive care.
In his article he highlights that at the
heart of trauma-informed care
is sensitivity to a child's past and
current adverse experiences
and a deeper understanding of why they
may be acting out.
Still the term trauma-informed care
has its limitations a responsive
approach
views trauma not simply as an 
individual isolated experience but
rather highlights the ways in which
trauma and healing are experienced
collectively trauma responsive care
encourages support and treatment
of the whole child caregiver or family
in the context of their collective
experience.
Rather than focusing on only
learning about trauma so how does trauma
responsive practice
look in a program organization or system?
Well first of all it realizes the impact
of trauma
and potential paths for recovery;
secondly,
recognizes signs and symptoms of trauma
in families and stress;
third, it integrates the knowledge about
trauma
into policies procedures and practices;
and finally it actively seeks to resist
re-traumatize the family caregiver or
child.
So are there ways of identifying the
impact of trauma on children
caregivers and families. How do we know
if our organization or our state system
is being responsive to those impacted by
trauma
screenings and assessments exist to
assist
in determining just those answers?
In early childhood we talk often about
screenings and assessments
but we typically are talking about
developmental screenings and assessments.
When we are concerned about a child's
development,
the first step we use is to screen a
child
to determine whether a child has any red
flags.
Are there any concerns with the child's
development?
A trauma-informed screening refers to a
brief focused inquiry to determine
whether an individual or family
has experienced specific traumatic
events.
When there are concerns a trauma
assessment
is a more in-depth exploration
of the nature and the severity of the
traumatic events,
the consequences of those events and
current
trauma-related symptoms an assessment
is typically done by an early childhood
mental health specialist
or a child welfare professional there
are screening tools that
can be used with children and families
by caregivers,
increasing early childhood professionals
capacity
to recognize and respond to trauma as
the first step
in building trauma responsive child care
systems.
As Ronna mentioned child care providers
who work with young children
are also vulnerable to the effects of
working with children
or families impacted by trauma
caregivers
may use a self-assessment tool
which assists the caregiver in
identifying areas of strength
and growth related to self-care and in
developing a self-care plan.
Organizational assessment tools assist
state agencies
in recognizing areas of strength as well
as
areas for improvement in providing
responsive services
for children caregivers and families.
Let's look at some of the responsive
responsive practices
that we can use with families.
As we talk about building a responsive
system
responsive caregiving for children is
key.
As Ronna touched on earlier the
difference between
responsive care for young children
versus
unresponsive care is significant
and can change a child's life trajectory.
Therefore we know that responsive
caregiving
is best practice since we have covered
that in greater detail in that previous
webinar we won't focus our time there
today but be sure to check out that
webinar which is housed
on the Infant/Toddler Resource Guide. If
you want more information
children exist within the context of
their families
consider where a family connects to an
early childhood system.
So where are the points of contact the
subsidy caseworker,
an employment agency,
child care providers, Maybe it's the
consumer engagement website that you
have in your state
at each connecting point how
are families being treated
how can a trauma responsive lens
be used to improve their experience
in the system and to support resilience.
Remember we want to avoid
re-traumatizing families so whenever we
can provide them
with a system that supports their
well-being
we are building their capacity for
resilience.
Building protective factors
into the system is one strategy
we have heard about risk factors that
can result in trauma
for young children and their families
things like food insecurity
living in poverty lack of social
supports,
losing a job, a previous trauma
and abuse in the home. So what are
protective factors? In the context of
this webinar
protective factors are strategies that
support
the healthy development of children and
families
reducing the risk of children's and
families exposure to trauma
and helping buffer against the harmful
effects of traumatic experiences
culture is interwoven with traumatic
experiences,
response, and recovery. You cannot
separate
out a person's culture from their
experiences.
Whether it is addressing biases to
create culturally responsive services
or recognizing that intergenerational
trauma
working with caregivers or families who
they themselves
have experienced trauma influences the
way in which services
should be and are provided and received
culture alone is a protective factor for
families and caregivers.
Connecting with our community and having
social supports
are characteristics that build
resiliency
and assist in recovery.
Whether parents are applying for child
care assistance
or searching for child care they need to
be
confident that they will be supported by
a workforce that
understands the impact of trauma
one state that we are familiar with uses
relationship-based competencies for
their caseworkers.
This allows them to build in
those responsive practices so that they
are responding to
and supporting the families that they
serve in a holistic manner.
Staff in every part of the system need
to be trained in trauma-responsive
practices
and this system should promote trust and
transparency.
When the culture of the system is based
on resiliency and healing
there is a much lower risk of
re-traumatizing families.
Another example of this would be those
states that have a no wrong door system
one state that i'm familiar with
allows the child care providers to
become certified
to work with parents to apply for
the programs and supports they need to
meet the needs of their family,
so there is no wrong door. They can go to
a caseworker
or they can go to the child's care
provider but they can access the
supports that they need most
incorporating the perspectives of the
families that
use your system allows you to do
continuous quality improvement in
delivering services.
Do you have a mechanism in your state
that allows you to
get family feedback  If you do would you
mind dropping a note in the chat
and telling us a little bit more about
that I would love to hear
how states are working with families
or programs or other systems
are working with families to get
feedback
about the services they receive and i'm
sure
the others on this webinar would love to
hear those same things.
Some states choose to incorporate
strengthening families
framework and approach which is based on
the identification
of five protective factors these factors
include
parental resilience, social connections,
knowledge of parent and child
development,
concrete support in times of need and
social and emotional competence of
children.
The strengthening families framework is
a research
informed approach to increasing
a family strengths enhancing child
development
and reducing the likelihood of child
abuse and neglect.
So we see how building protective
factors aligns with trauma-responsive
systems.
It realizes the impact of trauma and
potential paths for recovery.
Recognizing the signs and symptoms of
trauma in families and stress
integrates knowledge about trauma into
policies procedures and practices.
So next we will consider what an
environmental approach
looks like.
Oh wonderful, Courtney, thank you for
sharing that you use
the five protective factors for your
child abuse prevention council
in California. That's a wonderful example!
So just as a child exists in the context
of their family
a family exists in the context of their
community.
Using an ecological approach to
promoting resilience
in children and families who experience
trauma is useful
as it recognizes the multiple levels of
influence on a family's susceptibility
to risk factors
and strengthening resilience. So consider
for a moment
when a young child has their first fever
or cold
who does the caregiver go to for advice
or support.
Love to hear from you in the chat box
who would a caregiver go to
for advice or support when their child
has their first fever or cold.
The doctor, sure.
Their own parents yes their own mother,
right, a nurse.
What about the internet?
A lot of folks go to the internet
a nurse hotline, .wonderful
Their child's care provider, yes I see
teacher.
Google! Google's a big one family members
are physicians
right Webmd, Yeah, you just never know
and how do they know what is a reliable
source of information.
Right family member, yep.
All of these folks all of these
different members of their community
influence
how supported this caregiver feels in
responding to their child.
And yes, Jennifer, the internet can be
dangerous, you really have to be careful
in an early childhood system.
If we promote resiliency at multiple
levels
then we have to think about those points
of contact
and all those multiple levels of
influence.
All those people that influence them on
a daily basis
is that partnering with schools early
head start
head start programs early event or
early intervention. What about a
therapist?
If they had a therapist
who was working with their child early
childhood mental health consultants
and other early childhood services.
All of partnering with all of
those folks is important because it
allows for a better understanding
of the impact of trauma and potential
paths of recovery for
each individual family within
your early childhood system and just
like we talk about
individualized care. When we talk about
working with
responsive practices individualized
services for families making sure that
we are reaching families
on meeting their individualized needs is
extremely important. When we think about
a responsive system
being visible in the community for
families allows
families to connect to your important
services,
and finally encouraging a shared vision
with all community and state partners
allows for the integration of knowledge
about trauma into policies
and procedures and practices
throughout the system. So not only
at the level of the program
but moving on up to the level of
licensing
and moving into the system level of
thinking
about your QRIS, your professional
development pieces that you're offering. All of those pieces are part of that
puzzle and encouraging a shared vision
allows for the integration of trauma
responsive
practices into all of those parts of the
system.
Comprehensive services is a team
approach to serving families
convening state and community-based
collaborations
build local and state capacity
to improve the availability of
trauma-responsive
culturally-based, family support services
these supports include services listed
on the slide,
such as food assistance,
the supplemental nutrition assistance
program, or better known as
SNAP or women's women
infants and children's programs, so we
have the WIC program
food banks programs that serve
families experiencing homelessness
quality child care is a service respite
care is a service
food and housing supports parenting
programs,
family support centers for families
exposed to violence,
positive fatherhood programs
and programs that work with families
impacted by substance misuse.
Don't forget these are often the same
supports that our caregivers
need as well they often qualify for the
same programs.
As our families so connecting
folks with services and connecting
programs with services will benefit
multiple levels of the system.
Jennifer, how exciting that you provide
respite care for military families with
special needs children
what a gift that must be for those
families.
So another example of providing support
is to increase child care health
partnerships
such as working with a child's care
health consultant
or other health professional this will
improve
identification of children in need of
services
provide support to the caregiver in
providing
safe and healthy care and it promotes
support that families need to succeed
and prevent or heal the trauma they may
have experienced
early childhood systems have the
opportunity
to consider how they are ensuring that
trauma-responsive
language and practices are built
throughout their system
as they update or write their new state
plans.
And as child care providers or programs
write or update emergency program plans
do you have language in there that
considers
not re-traumatizing families.
Is there an effort to include the
information that you will learn about
trauma-informed care
into your plans so that your plans
become trauma responsive
all of those are points to consider.
So we're going to shift our focus
slightly we're going to think about the
caregivers in the classrooms or family
child care homes.
Where are the connecting points for
those folks within your system
caseworkers maybe they're calling
in to check on payments
quality consultants infant toddler
consultants
and remember that was one of our
questions was where do these consultants
fit into the system
well all of you are able to support
these caregivers by using responsive
practice and parallel
process with them but then you also
teach them about
using responsive practices. 
Licensing trainers, coaches these are all
places
where caregivers connect into the system,
supporting caregivers with shared
services,
eases their burden in finding and paying
for needed supplies for their programs
family child care networks and child
care associations
provide communities for caregivers to
feel
seen and heard and remember
that community builds resilience
these are strategies that some states
are currently using
to build resiliency in caregivers.
Today we are going to focus on the
following strategies for support
supporting caregivers impacted by trauma
strengthening workforce, wellness and
training.
Getting started with mindfulness, using a
caregiver assessment tool,
utilizing resources from the national
technical assistance centers.
All of these things are points that we
will consider
in supporting the caregivers.
As you consider your workforce in your
state
how prepared are they to work with
children
and families impacted by trauma
in the chat box please share if your
state
provides training to the early childhood
system.
So is there training available
for family child care providers
child care center providers, is there
training available for your licensing
staff
or your eligibility workers? What kind of
training
is already being provided within your
state?
And i'm going to give you a few seconds
to start putting a few ideas
in your in the chat box so that we can
share.
What kind of training is being provided?
As the local planning council
coordinator, we offer
all kinds of training. Oh wonderful
Courtney.
Illinois does provide training for both
LFC, and child care centers
DCF provides nice.
In our cultural context there is a large
mistrust of
providers that need such a delicate
partnership
until we build trust with families. Yes
and Jane, I  will actually step back to
that for a moment
too. And I love that all these ideas are
coming in.
I recently have worked with the state on
how to build trust with providers and
families
and we're actually looking at that
through
multi multiple cultural lenses
and one of them is through the tribal
lens and really thinking about
in all of the different cases of of
how to work with families or caregivers
what is most important and i can tell
you overall
time and time again it's that
relationship.
If you build a relationship with that
person first
you are much more likely to be able to
identify their needs
and meet their needs and so I appreciate
that you talk about that delicate
balance it is
really truly very important I see that
there's
training for both in Iowa
trauma-informed care
and the CCNR&R does many trainings to
include this
ELCs offer trauma-informed care.
We are hearing more and more and more
of the states picking up this
trauma-informed care
and so i'm so excited because
thinking about what you come to this
presentation with today.
You come with that trauma-informed lens
and now it's about really thinking about
how
you take that information and put it
into practice
with families with caregivers
so thank you.
So much all of you for responding what a
great response.
While you're sharing think about
how your state is really preparing the
workforce to recognize the signs of
trauma and children.
Are there ways are they aware of the
benefits
of using responsive caregiving practices?
Is there training available to connect
providers with community resources and
services?
Are the trainings available in the
provider's
first language?
Are there trainings that are culturally
responsive and relevant?
Excuse me and that goes back to what you
were saying, Jane,
are the trainings culturally responsive
and relevant?
Do you have supports in place for
supporting
caregiver wellness? So all of these
things are really important to be
thinking about as you're considering what your
state is doing to support
the training and the staff
and the
caregivers in each of the programs.
So the last few months have brought
clearly into focus
the importance of caregiver mental
wellness.
We hear a lot about taking care of
yourself.
Mindfulness can help us acknowledge our
situation
without allowing us to be carried away
with strong emotions.
So how do we define mindfulness? Well
mindfulness is the ability to stay
focused on what is happening right now
without labeling it as good or bad
traumatic situations.
One resource that we wanted to make sure
to share with you
is a tool kit that was developed by Zero to Three.
Zero to Three has developed this
toolkit for early childhood
organizations in which caregivers can
learn
more about the case for implementing
mindfulness techniques
into their daily work and organizational
culture.
They can try hands-on strategies
and learn more from organizations that
have begun this journey.
So we thought that that particular
resource might be very helpful to you
as you think about being an infant
toddler consultant to our child
care health consultant and you're going
into programs and you're wanting to help
them
find tools that can help them implement
mindfulness techniques into their daily
work
to support a sense of mental health and
well-being.
While this is not a federal tool that
you see right now
this tool is an example of how
caregivers can assess
their own well-being this tool was
developed by the American Institutes for
Research.
As a result of COVID-19,
it includes a self-care assessment
with key strategies for fostering
resilience
and a planning tool to assist caregivers
in identifying areas of strength and
growth
related to self-care and developing
self-care plans.
So I'm hoping that all of these
resources that we are sharing with you
in this section will be resources that
you can share out
with your communities that you work with
or with the
colleagues in your program.
Finally the National Center on Early Childhood Health and Welness has a
great number of resources available
on the early childhood knowledge and
learning center website
or e-click two of the resources that
they have developed.
They have specifically made available
for you on this webinar you will find these in
the download pod.
The first resource is a facilitator's
guide for taking care of ourselves,
stress reduction workshop. The purpose of
this workshop
is to help participants think about what
stress is, 
how to identify the feelings of stress,
what they can do to add or to reduce
to their own stress responses, and how to
find healthy ways to deal with stress.
The second resource is a wellness guide
for program administrators
and their staffs
in addition to the resources provided by
health and wellness. I want to tell you
about some additional resources that are
available to you
in the download pod. The national center on Early Childhood Quality Assurance has
provided links
to their family child care policy tool
a brief on staffed family child care
networks,
and a brief on trends in family child
care home licensing requirements
the national center on after-school and
summer enrichment
has provided a link to their adverse
childhood experiences
related resources which include research
briefs,
and an online learning module all of
these resources
resources are meant to support children
caregivers and families in their
well-being
and building resilience. And we hope that
those of
you that actually work as consultants
or coaches to programs will be able to
take these and use these to help support
the caregivers.
For those of you that are caregivers we
hope that you'll take these
and use these to build your own
resiliency
and do some self-care and we want to
take
this opportunity to thank our partners
at the National Centers for all these wonderful
resources they identified for this
webinar.
Now I will turn this over to Holly. 
Holly is going to walk us through
connecting all of these pieces to build
a trauma responsive state
system. Holly?
>>Holly:
Oh thank you so much, Jeanne, and thank you,
Ronna. I
can tell we're just in the midst of
really great trauma sensitive and
trauma-responsive
professionals. I've seen so much helping
going on in the chat
and sharing and it's like Mr. Roger says
when
we're in crisis or times of trouble just
look for the helper and
we have no further to look than in this
this chat room with this great community
y'all created today.
So I'm so excited to spend the next few
minutes
talking with you moving up the ladder
just a little bit.
Ronna set the stage for us
we're talking about. Let's steep
ourselves and what do we what do we mean
when we talk about trauma?
And what what are we talking about here
and  what does re-traumatization mean,
and
you have lots of good questions about
those definitions and then
Jeanne really walked us through you know
what trauma is, what is
trauma-responsive programming and
practices and strategies and
what do those look like, those approaches
and how can we best support
those who are caring for children and
families and those who are caring for
children and
families. And
i'm going to take us up the ladder a
little bit to a 15, 30, 000
foot view to look at how can we make
sure our child care systems are trauma
informed and trauma responsive. So those
of you working
in programs and organizations  and
at the state level, we're going to
spend the next couple of minutes
looking at how do we make sure that we
are
our child care systems are truly in
parallel
process responsive like the programs and
the practitioners we want. So
you know just as we have a better
understanding of the importance of
trauma exposure and preventing trauma
recommendation  preventing
retardation and strengthening perfected
protective factors in children and
family,
that create resilience in the face of
adversity. Luckily, we also have
information about what makes systems
trauma sensitive and that's really
exciting,
as well as responsive. And so like I said
we're going to spend the next portion of
our time talking about that together.
We want to make sure that in parallel
process we address that challenge that
we have a child care system that ensures
that
all of the initiatives all the projects
that you work on
that touch the lives of children and
family across all of our child care
levels of change.
But that responsiveness permeates all
those levels of that system
so that all the individuals who touch
the lives of the children from policy
makers at the state level
to licensing specialists conducting
those on-site visits,
hopefully in the future, to the coaching
provided.
Providing reflective questioning to
teachers to those caregivers with the
babies in arms and the teachers on the
carpet square
are all responsive and that comes from
that
system level down responsive to the
needs of children and families and
caregivers
who have experienced or
are at risk of experiencing trauma
exposure.
So before we go any further. Let's just
take a look.
Ronna provided definitions of what
trauma is and the different types of
trauma.
And before we dive into looking at those
critical elements of a trauma-responsive
trauma-informed health care system.
Let's take a look at what is the
definition of a child and
family serving system that is
trauma-informed
and a trauma-informed child and family
service system is one where
all of those folks who touch the lives
of children and families all those
parties involved
recognize and respond to the impact of
traumatic stress, on those who have contact with the
system including those children the
caregivers and the service
providers and that programs and agencies
within that system that are supported
infuse and 
sustain the trauma awareness and
knowledge and skills into their
organizational culture
into their practices and their policies. And
they act in collaboration with all those
involved in the life of the child and
the family based on. The best available data and science that
we have about what
works right to maximize that physical
and psychological safety that we know is
so
necessary and critical for supporting
resilience and promoting protective
factors and that facilitate the recovery
of the child and family and support
their ability
to not only manage through trauma but to
thrive and to be successful.
And so this next resource that you see
on this slide
you can you may ask yourselves in your
organization. How do i know if my
organization or my project or my
initiative
is really trauma informed and this is a
great resource for reflection for you
and it really does frame the the
elements that we're going to discuss
in the slide afterwards to say okay what
are those critical elements
and as gene mentioned the critical
approach of
a trauma-sensitive approach. This is the
critical approach of a trauma-sensitive
system that we're going to explore next
and this slide does share with you those
primary components that we're going to
talk about and
I'd love for you as we're sharing these
components. If you can mention the chat
which ones you feel are the strongest in
your system, 
which ones as you're reflecting on these
elements? Do you feel like you know what
my state or territory
or my tribe is doing this really, really
well and I'm really proud of this and I
want to share it.
So again, as a trauma-informed early
childhood system
is one that has the potential to be
trauma responsive
and we want to make sure that
the agencies programs and service
providers who touch the lives of
children and families are doing the
following right
that they're routinely and proactively
screening for trauma exposure and
related systems
and related symptoms, excuse me, that
they're using
using evidence informed and
evidence-based
culture responsive assessment and
treatment for traumatic stress and
associated mental health systems
symptoms. And we've got some in the
resources and the handout and the
resources following
some really good examples
of assessment methods for you
systems who are trauma sensitive and
responsive make resources available to
children families and providers
on trauma exposure on the influence of
trauma and on
treatment and healing interventions for
trauma. So maybe you're doing that really
well and you want to mention that
and those systems also engage in efforts
to strengthen
proactively engage in efforts to
strengthen resilience and protect the
factors of children.
And likewise to mitigate this influence
of risk factors on families have
experienced or are vulnerable
to experiencing trauma those systems
address
family and caregiver trauma that that
trauma in that system
that Jeanne talked about. We know that
we
don't wave the magic wand anymore right
to fix the child
and then put the child back in the
system where they were and expect
everything to go well.
We we want to work with the whole system
it also tells us that
systems approach is sustainable for
change right.
And these systems also emphasize the
importance
and practice continuity of care and
collaboration across
child care systems right so we're not
handing off children and families to
multiple hands and as many people as we
can.
We're trying to minimize 
those nurturing relationships and
continuity of care with that no wrong
door approach
and also having that kind of service
care and coordination approach that
early intervention has with children who
have been identified to be at risk for
developmental delays or disabilities
where that one person kind of
shepherds them through the process so
maintaining that
that child care system really emphasizes
that continuity of care and
collaboration across service systems so
that
children don't feel like they're
bouncing around a
ping pong table.
And then finally that that child care
system those trauma responsive maintains
that does this in parallel process right.
It maintains an environment of
care for staff that addresses and
minimizes and treats the secondary
traumatic stress
and increases staff wellness it cares
for the caregiver that cares for the
staff.
So if you're reflecting on your system
and you're saying oh
hopefully you're saying I see that our
system our organization,
our program, our project does a lot of
these things and hopefully you're
feeling validated when you look at many
of these components.
As i know I've seen in the chat that
many of you have so
that's really exciting to see and this
next slide
really focuses and hones us in on those
child care levels of change. As we
mentioned a trauma-informed trauma
responsive child care system is one that
collaborates and works in partnership
not only with those children and
families in the community
but one that aligns child and family
services and supports internally across
and within
its own child care system partners. So
every child care level of change that
you see here at the top of each of these
columns of this table,
from licensing quality assurance to our
quality frameworks or
if maybe you have a quality waiting
improvement system to our
subsidy or child care assistance
programs to our professional development
system to provide the
workforce credentialing and coaching and
training that all of those
levers of change who directly or
indirectly touch the lives of the
children and families and the workforce
that supports them.
They all play a critical and important
role in providing trauma-responsive
supports and services.
So maybe you're thinking 'Okay, Holly, I
work in one of these
levers of change here' and
maybe your state or territory has
leveraged or married efforts to provide
trauma-informed approach.
Maybe it's for a referral process you
developed for trauma-informed child care
or maybe it's a training that your state
adopted or developed
that supports caregivers to nurture
responsive and caring relationships with
young children.
We know investing in responsive is one
of the most important trauma informed
and trauma responsive strategies we can
we can offer so while i'm sharing some
examples you've come across
I want to encourage you and hopefully
have you share in the chat mod share
your examples of how
your state or territory is promoting
trauma-responsive child care within
one of these child care levers or maybe
even more
or across these levels of change of your
health care system.
How is your state or territory
investing in
one or many trauma responsive
approaches and one of these levers of
change or
that marries all of these levels of
change and while you're doing that? I'm
going to share a few examples
that Ronna and Jeanne and our team
have come across that we'll take a look
at.
And then time for meeting we'll share
some of the resources and examples and
approaches that you
have mentioned in the chat pod
and also sharing in the chat pod. I
want you to think about these reflective
questions they're not exhaustive by any
means
but they really do. If we reflect
on these questions and we ask ourselves
and we have responsive to these.
This is how we're working towards
creating a system
that in parallel supports
trauma-responsive programs, a system
is trauma responses. So the first example
that we know about
is one stage that has developed a free
centralized referral system
that provides free trauma screening
referral and follow-up services to
children who are exposed to trauma
that whole process the state has
developed.
It takes no more than two days and
engages
subsidy the child care workforce
resource and referral initiative and the
licensing
system to achieve that effort that
supports these families. So they've
worked across
three of those levels of change there.
Another example
we often see is that some states have
adopted professional development
approaches
that engage not only that direct
caregiver but also the families and the
ancillary supports.
My twin sister Kendall down the road, she
works with trauma smart model.
Many head start programs have adopted
this and the trauma spark model
curriculum where all the adults
in the child's life have the knowledge to help
parents, grandparents, teachers
administrators a school bus driver even.
They're all prepared to spot the signs
of trauma and help kids
cope and heal and many states have
adopted pure
professional development models like
this aimed at developing
trauma-responsive culture across the
services that really respect the
trauma-related needs of young children
the families and the early childhood
professionals providers.
And what they found is when we
potentially include
the subsidy quality licensing specialist
as well as the teachers in the PD
approach
that there's seamless messaging. That's the culture that's created
that a lot of you have talked about
earlier
for families and trauma-responsive
practices across the child care serving
team. So
maybe you've even adopted a social
emotional professional development
approach in your state like
to mention the pyramid modeled or
stacked others there's a gazillion of
them really good ones out there that
focus on relationship
relationships. One state even ensures
actually that their licensing
subsidy and quality specialists are all
trained in relationships,
building social and emotional, a
relationship building social and
emotional professional development
approach.
And I think it's just beautiful knowing
that cultivating nurturing and
responsive relationships is one of the
most trauma-responsive approaches that
we can offer. Another state that we know
of is providing
a trauma-informed endorsement and I
think a couple of you are on from that
state that
meets the needs of early childhood
program director credentialing
requirements. So
how about feeding two birds with one
hand there right a trauma responsive
credential
that also supports the professional
development credentialing requirements, how wonderful is that?
Another child care level lever to
promote trauma responsive care
is actually a quality framework. So maybe
you're thinking about
my quality rating and improvement system
and you're being really involved in
trauma. It just rates the quality of
child care.
Well it is a primary level of change
for supporting trauma-responsive
approaches.
States and territories can actually support
like a voluntary recognition
system that acknowledges and even
celebrates when a child care program
leads the way in trauma-responsive
practices. So just like we can celebrate
the five-star rating or the a-plus
rating.
We can find voluntary ways to celebrate
this program is a trauma-responsive and
trauma-sensitive program
and we can include trauma-informed
practices and staff training within the
quality frameworks or
quality rating and improvement system
standards.
For example, we know of one state which
requires programs
rated at the top levels at the four and
five
to make sure that they participate in
training specific to trauma and
adversity
and then one state has truly bridged
child care services for children and
caregivers
there's one program called the bridge
program and this program is so beautiful.
This bridge program consists of three
parts, there's an emergency
and the whole goal of it is to work with
children in foster care to successfully
place them in home-based settings
to increase the capacity of child care
programs to meet the needs of children
receiving foster care.
So here's how it goes the Bridge
program
starts off with that emergency child
care voucher for that
eligible family serving the child in
foster. They receive a time limited child
care voucher or payment to help pay for
the child care costs
and then that child a child care
navigator is assigned from a local
resource and referral agency
and that that referral
navigator agency helps provide the
family
and assisting them with finding that
child care provider
and securing that subsidized child care
placement and completes the child care
program applications for them and
develops a plan for
long-term care, so exciting, and then
finally,
when that when that child is placed
there's an alert for that program so
that trauma-informed training
and coaching is happening and child care
providers who participate in the bridge
program receive
access to trauma informed care and
training coaching from their local
resource and referral agency.
So what a beautiful 180 kind of cycle
from the voucher to the navigator
to the coaching that happens so that's
another example of a child care system
really engaging those three levers there
to
really model that parallel process. We
know
one state and many of you have had this
role that you mentioned in the chat
has developed relationship-based
competencies for their caseworkers who
work with families to find
quality care and apply for child care
assistance
and these competencies support and
assist the caseworkers and recognizing
the signs and symptoms of trauma and
families
and stress and integrating knowledge
about trauma into policies and practices, 
and finally one state has developed a
voluntary program for caregivers called
carewell be well.
And each child care program
participating in the be well carewell
work with a well-being coach. How
exciting is that? I want one
who assists with linkages to local
community health and wellness partners
create
fun activities and learning
opportunities that promote overall
well-being
and the same state knowing the evidence
based behind
mindfulness practice and
reduction in caregiver stress and
burnout
and turnover as well as the correlation
and child care between
integrating mindfulness practice and the
reduction in
suspension and expulsion that child care
studies have shown
has invested in a mobile phone-based
mindfulness app for the early childhood
workforce, so
how wonderful is that? I'm really
focusing in on the evidence-based
research and mindfulness and return
in reducing turnover of staff and
burnout of staff as
and also in the really great outcomes
that we see in children
who's his workforce, whose caregivers
participate in mindfulness activities as
well.
So these are just a few examples and
these questions again are just
that you see on the slide are just the
tip of the iceberg for questions that we
can start to ask
and reflect on for how to strengthen our
child care levels of change so that we
use the information we have about trauma
to be responsive to children and
families
who've experienced significant adversity
toxic stress and the like. So just going
to check the chat and see
anybody promoted practices that you're
really,
really proud about for your levers of
change?
Mark says it's a great question about
the quality
rating and improvement system, if any of
your state's quality rating and
improvement systems have meaningfully
embedded a trauma
sensitive or responsive approach and
that lever of change.
I'm seeing that mark you're going to
follow up and see hey maybe you do and
we're just not aware of it yet
sometimes it's innovative and next
practices take a while to get rolled out
to everybody
to be in the know and Jane says you
don't believe
Oregon's quality rating improvement
system has criteria for trauma-informed
PD but you're going to follow up,
so it's really good to know too. So
again reflecting these questions
if you're asking, if you're
answering yes, you know our family
partnerships are being cultivated
through child care assistance and yes
our requirements
do honor continuity of care for
nurturing caregivers and
there is a comprehensive trauma-informed
professional learning
strategy for the early childhood
workforce in my state. We hope you're
feeling really
validated and and if not hopefully
inspired to say you know what
at the state level at the program and
project
and quality initiative level there's a
lot we can do
at that 30,000 foot level to make sure
programs at the 5, 000 foot level
with the babies in arms are really
supported to sustain these practices.
So I'm going to pause here no that's
been a lot
and just let us think for a moment
and reflect together
on what is something that I heard today
that takes my thoughts for planning in a
new direction.
What is something that Iheard today
that takes my thoughts before we get to
some
exciting resources, we want to hear your
response to
this question and then a couple of other
questions we have for you coming up,
What's something that you heard? I
know some couple of you early on were
asking about the specifics of some
resources,
a couple of you were asking for
clarification on training,
trauma related training. That's
something you've heard today that's
taking your thoughts or planning on this
topic in a new direction.
Hopefully the silence in the chat is
lots of thinking going on
for our trauma-sensitive friends here.
Trying to respond to friends
okay while you're thinking about those
and adding us in the chat.
We have a couple of questions for you
before we share some exciting
some more exciting resources that we
think will really help your work a lot.
And being trauma trauma sensitive and
trauma responsive
Jennifer, you're saying you'd like to
do more research about this topic so
that I can be more aware when I work
with my children.
Absolutely, that's the true spirit of
lifelong learner and someone who
is trauma responsive and thank you for
your
your humble inquiry there, and as you're
adding your
your inspirations and thoughts that are
just going in a new direction with this
topic or something that sparked a light
bulb moment for you
or whatnot we want to ask you a couple
of questions okay.
So the first the first question that
we want to ask is 'How much did your
understanding about this topic
improve as a result of the webinar we
covered kind of basic definitions of
trauma
then we covered you know programmatic
approaches that are evidence-based
and then we've covered the system level'? 
And what does the trauma
responsive system look like so 'How much
did your understanding about the topic
improve as a result of'
Before we get to resources, results
'How did your how does your knowledge
or understanding of the topic improve
today'?
There's a couple of choices we'll give
you these responses are anonymous you're
not going to be able to see the feedback
but we appreciate your time and
in responding to them. And I'm going to
while we're waiting for a couple more
responses.
I see that Christine has said ensuring
our enrollment and advocacy
are trained in being trauma informed
when asking possibly sensitive questions
for triggering questions. Christine, that
is a beautiful,
beautiful respectful response.
Jane, you're saying that i want to
build connections with families
that are sensitive to trauma reframing
the approach to referral and
consultation so the parent is not
defensive.
That's right, it doesn't feel like
something wrong has happened to them
and it feels as if they are or something
is wrong with them rather and feels as
they are a part of the team
has the best interest of their children
in mind, that's right, you're getting that
full story of that family,
thank you. And then the next we're
going to pop another question up here
before we get to resources
and that is what, pull up the question,
says "How likely are you to use one of
the strategies or practices
that we that either was shared in the
chat by your
help or friends today, your trauma
sensitive peers or that was shared by
Ronna or Jeanne or myself'?
How likely are these one of the
strategies or practices presented today?
And we've again in the handouts we've
got a bunch of resources that we just
couldn't fit into this
this section but we will cover a couple
of resources here.
Mindy, I love that what you're saying I
want to see how I can get trauma
informed training added to our quality
rating improvement system
absolutely. I want to hear back to you
Mindy in a few months on how that's
going. Gabriella, encouraging trauma-informed
care training for members of the
community
who are likely to interact with children
and families we work with, yes
everybody who touches the life of that
young child
so so important. 
Tell us a couple of many of you are
responding to this question
about the strategies and I see you're
also responding to
strategies and practices you're gonna
and
approaches you're going to take on
your own. So i'm really inspired by those
give you a couple more seconds
and finally you know our team is always
this topic came up and we're offering
this
this strangely because it is always on
our radar as an ask.
And we want to ask you just a final
question quickly before we go into
resources. Are there any other topics
that would be useful to you?
Will you take some time in the
chat
to list those are there webinar
topics that would be useful to you.
Please take some time to respond in
the chat.
And we'd love to to synthesize those
and be helpful
in the future to support you.
I see Allison, mindfulness is a great
idea for helping with self-care
however it needs to be handled carefully
with children and adults who've
experienced trauma.
You've got that right. Depending on their
their their experience, mindfulness
can trigger painful memories as with
secondary trauma training.
It's important not to jump right in so
yes, the practices of mindfulness is
evidence-based when done with
kind of fidelity of implementation in
those early childhood programs
and done in the best practice like with
with good frame.
So Heather Hines, you're saying any new
trainings on this and any new resources
that come out?
You've got it. Alright, so continue.
we're going to move along with the
resources and as we're moving along with
these additional resources
that we want to just highlight for you
that we think will be super
helpful. And moving forward with
trauma-sensitive
approaches and your work we want to
actually just
chat in there in this chat
your inspirations what you need
more
of, what you would like to see
in the future. So here we go.
This one is kind of a great
meta-analysis if you will of
how to create trauma-informed early
childhood system. I covered a lot
just in the last 15 minutes about this
but if you want some interviews with
trauma experts to gain
just some kind of how strategies have
been implemented
in a trauma-informed way, intervention
approach in programs. This brief is a
great one for you so you might want to
check that one out.
And finally, not finally, this is an
information memorandum that was issued
by the Administration for Children and
Families. Once the
childcare development block grant
reauthorization happened and it's
just really support for programs on how
to how to promote a social and emotional
strong social and emotionally strong
approach in early childhood programming.
And we know that that relationship
investment is such a trauma
responsive approach and an
evidence-informed one so hopefully
there's some
helpful guidance in there and resources
for you there.
This is a research to practice brief
that you know there's so much that we're
learning
still about regarding the influence of
trauma on
young, very young children and this
brief
talks about services for families and
infants and toddlers
experiencing trauma. It's a research to
practice brief and I think it was Jane
earlier or someone who was saying
i really wish the peer-reviewed research
was more readily available for us
in layman's circle. Here you go, a
research to practice brief for you
on how to we take that research to
practice to support
infants and toddlers and those serving
families of infants and toddlers who've
experienced trauma.
So look for this research to practice
please. Here
is a working concept paper
these are shared understandings of the
concept that are appropriate across
an array of service systems that stan
that the
SAMSA has developed and got guidance for
trauma-informed approaches that you
might
adopt. This one is
a review of trauma-informed initiatives
at the systems level so
say you are a policy maker state level
decision maker
and you're thinking about adopting a
trauma-informed
initiative, you want to make sure you're
doing one that has a lot of integrity
right and validity and reliability.
And this brief
report will help you
think about how to do that and and looks
at trauma-informed initiatives
at the state level and their efficacy
and outcome data.
And then this brief is a great one that
talks about
a lot of the service systems that have
married their applications
for children and
families who need
services who have probably experienced
trauma or at risk of
experiencing trauma, how they streamline
all of these child and family serving
systems to really make sure that there
is just
one door that children and families go
to and that they're not passed around
and bounced around like the ping pong
a ball. And this one is if you're again
wondering how do I make sure my
organization
my program is trauma informed. This is
a great tool kit for you
that you can look at and say here are
some pieces that I can put together
to make sure that I'm really
implementing a trauma-informed approach
and there's how-to manual for creating
organizational change
that really reflects that trauma
responsive culture. And then finally if some of
you
talked about assessment earlier we
talked about making sure that our
assessments and our screenings do not be
traumatized and they're
super sensitive and responsive and the
National Child Traumatic Stress Network has a great
searchable database where you can say
you know I really think about adopting a
screening and assessment measure
but I'm not even sure where to start
well the National
Child Traumatic Stress Network has a
whole compendium of measures and reviews
of efficacy usage data so
look at that website and search those database for
screening and assessment measures.
Hopefully it's validating  to you as
well if you've already adopted one and
you see yours in there.
So just a few resources again use the
handouts icon.
That's at the bottom there
and I just want to thank you for your
great participation, Violeta and Caroline,  for your
technical support as well and I'm going
to pass this over to Jeanne
to send us out with some concluding
remarks. Thanks, everyone!
>>Jeanne: Thank you so much, Holly, I really hope
that you have
gained some resources and ideas for how
to
build trauma responsiveness within your
state system.
We have a very unique opportunity when
we work with early childhood folks
to build in resources that will matter
for a lifetime for these children
so thank you so much for being here
today. Thank you to my colleagues for all
their work
and for the support that we had today
and we really appreciate your
participation.
Have a great day!
 
