Our School Age Channel developed a collection of posters & reflection sheets for promoting Social-Emotional Resiliency. Linked below are the posters for children aged 9-12 and 5-8. These posters are an exciting way to build children’s’ skills for weathering strong emotions. Soon, individual reflection sheets will be available to be paired with posters.
Resource Topic: Trauma-informed practices
Online Trauma-Informed Skills Training for Adults
There is a clear and urgent need for more trauma-informed support for youth and families. Mayerson Center for Safe and Healthy Children at Cincinnati Children’s Hospital Medical Center and McKinsey Health Institute collaborated to develop the Supporting Children & Youth Experiencing Trauma Training: a FREE, interactive training series for educators and supportive adults, focused on equipping them with the foundational knowledge and trauma-informed skills needed to support youth. This skills-based training is made up of 4, 1-hour sessions and available in English, Spanish, and Czech. The Center also offers free implementation supports, such as certificates of completion, participant progress summaries, and impact reports.
Learn more at strongresilientyouth.org
New Therapeutic Childcare Classrooms in Cincinnati
Some children need additional supports in developing ways to cope with feelings and form positive relationships. Early intervention services provided in a classroom setting ensures they develop critical skills needed for future success in school and life. To meet an increasing need for early intervention and support, CoStars Early Childhood Services recently launched a new Therapeutic Child Care (TCC) program at their Westwood and Madisonville preschool centers. Designed to promote children’s social and emotional development, CoStars Therapeutic Child Care (TCC) integrates quality early care and education with Best Point’s Early Childhood Mental Health expertise. Learn more about this new model of care by clicking here!
Bouncing Forward Series for Early Childhood Professionals
The Consortium for Resilient Young Children (CRYC) launched a new virtual program for early childhood professionals and families as they balance all the new transitions and stresses from the COVID-19 pandemic. Focusing on children birth to age 5, CRYC has traditionally offered coaching and consultation services to child care programs. In response to the COVID-19 pandemic- CRYC is expanding access to their programming.
Bouncing Forward is a new set of resources and programming that is flexible and virtual. Bouncing Forward provides opportunities for professionals and parents to gain some practical guidance on lessening the impact of stress and adversity being experienced by so many during this pandemic. For more information or to register for Bouncing Forward events email mlindner@costars.org. Joining Forces is pleased to collaborate with CRYC on this exciting effort!
Parent Conversation Guide
This guide is intended to help professionals engage parents and caregivers in supportive conversations that assess risks and needs, with the ultimate goal of supporting family wellness. Establishing rapport and using the tips outlined on the guide will help build trust, even if the conversation must happen virtually. It may take multiple conversations for parents or caregivers to feel safe enough to share their concerns or ask for help. Across our region, providers have been using these strategies to regularly engage families.
If you have questions about the guide or would like additional training in motivational interviewing basics, please contact the Joining Forces for Children training team at alison.savage@cchmc.org.
Co-Regulating: Parenting with Power
Researchers have found that when a person observes the experience of another person, the same areas of the brain light up as the person having the experience. Simply put, mirror neurons are linked to our ability to connect with other’s experiences and develop empathy. This resource lists 5 ways parents and caregivers can help a child deescalate by using a “mirror” technique called co-regulating.
Child Adult Relationship Enhancement (CARE) Collaborative
CARE is an evidence-based universal approach to help any adult interacting with children or teens. It uses skills designed to enhance child-adult relationships and to reduce mild to moderate behavior problems. CARE is a trauma-informed training model for caregivers and professionals, paraprofessionals, and lay public who interact and work with children. CARE workshops actively build skills through discussion, demonstration, practice, and live coaching—all within a fun and engaging learning environment!
The International CARE (iCARE) Collaborative is a group of experts and all-around fun people who are excited to share the power of Child-Adult Relationship Enhancement (CARE) with others. Visit the website for informational videos and trainings.
Oprah on 60 Minutes: Treating Childhood Trauma
Oprah Winfrey reports on how trauma plays a role in childhood development and what new methods are being used to help kids who have experienced it
ACEs Connections: Ohio ACEs Initiatives and Actions
As knowledge about the science of adverse childhood experiences (ACEs) spreads, ACEs initiatives have launched in all 50 U.S. states and the District of Columbia. Hundreds of cross-sector collaboratives are educating and engaging organizations and policymakers about ACEs science. In turn, these organizations are implementing trauma–informed and resilience-building practices and policies based on ACEs science; many legislatures are passing resolutions and/or bills.
Joining Forces for Children, part of the Building Community Resilience initiative, spans counties in Ohio, Indiana, and Kentucky. More than 50 organizations and 200 members from school systems, social service agencies, medical providers, parenting support organizations, early childhood professionals, Home and visitation services participate in the collaborative, led by Cincinnati Children’s Hospital Medical Center.
Student Trauma Is Widespread. Schools Don’t Have to Go It Alone.
Community partnerships can help schools support students facing adversity. For example, in Cincinnati, efforts to bring trauma-informed practices to public schools began with principals who realized that many students bring the effects of childhood trauma into the classroom, which interfered with learning. Social-emotional learning techniques alone fell short in addressing students’ needs. In 2015, the school district partnered with a community initiative called Joining Forces for Children to tackle ACEs and give students access to a broad network of trauma-informed social and family services.