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Bouncing Forward Series for Early Childhood Professionals

June 2020

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!

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Parent Conversation Guide

June 2020

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.

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Joining Forces for Children Early Childhood Resilience Tip Sheets

June 2020

The Joining Forces for Children Early Childhood Channel “Messages of Hope” work group created 5 tip sheets for building resilience with children. These tip sheets outline easy, every day actions that help children build resiliency and develop strong, stable relationships. We know that creating safe, stable nurturing relationships are the key to helping kids overcome life’s challenges. Many parents and caregiver will find they’re already doing many of these things! The work group hopes these tip sheets will help parents and caregivers feel confident in helping children build resilience skills.

Thank you to Julie Herrmann MS, LPCC-S, who led the work group through this production process and continues to serve on the Joining Forces for Children Steering Committee.

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Co-Regulating: Parenting with Power

May 2020

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.

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Being Strong Even When You’re Stressed!

May 2020

Parents and caregivers are incredibly valuable. They are the most important person in a child’s life. When parents and caregivers are strong, it makes it easier for their children to be strong too. Being strong doesn’t mean you have to be perfect or a super hero all the time. This tip sheet outlines 7 ways parents and caregivers can be strong for their families during tough times!

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Tips for Parenting at Different Ages and Stages

May 2020

Parenting a teen is definitely not the same as parenting a newborn! Knowing your child’s developmental needs makes parenting a little easier because it will give you ideas on how to strengthen your relationship with your child at any age. This tip sheet outlines strategies for positive parenting with kids & teens of all ages.

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Self Care for Parents and Caregivers

May 2020

Self care is often described as activities you can do to help boost your resiliency. Exercising, eating right, taking walks, and writing in a journal are all great ways to take care of yourself! But what should you do when you’re feeling overwhelmed in the moment and can’t walk away from a stressful situation? For in-the-moment self-care, use your best and most available resource- YOU! This tip sheet will teach you ways to use your breath and mind to decompress from overwhelming experiences.

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Building Resilience During Tough Times

May 2020

Resilience is the ability to grow and learn from overwhelming, challenging situations- whether it’s  maintaining hopefulness in the face of COVID-19 or daily parenting challenges and stresses, or BOTH. This ability is not something you either have or you don’t, it’s learned through our experiences and those around us. This resource page outlines 5 ways parents and caregivers can intentionally focus on building internal resilience!

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Social Connections to Stay Resilient

May 2020

Feeling connected to people can be a big motivator to keep going, especially when times are
hard. Our circles of support – whether it be family, friends, coworkers, teammates, church
members, or others – help us to manage stress and feel less alone. This tip sheet explores WHY social connections are a key component to maintaining resiliency for you and your family!

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Tips for Teens: How to Manage Stress

May 2020

Whether it is COVID-19 or some other stressful situation, behaviors you see on the outside are
only the “tip of the iceberg”. The feelings underneath can be overwhelming, especially for adolescents and teens. This tip sheet helps teens explore what’s “below the surface” when they’re feeling stressed and overwhelmed and alone.

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Child Adult Relationship Enhancement (CARE) Collaborative

April 2020

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.

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Local Parent Support Video Series

April 2020

Joining Forces for Children partnered with Cincinnati Public schools to produce a weekly video series to help connect parents to support while school buildings are closed. Topics include taking care of your family, asking for help, social emotional learning at home, and much more! Check the Cincinnati Public Schools YouTube channel weekly for updates.

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Free Meal Pick-Up Sites in Ohio

April 2020

Even though school buildings are closed, many schools are operating outreach sites for free meal distribution. Click on this link to see an Ohio map for available meal service in your area. Contact your school or district for details about their meal programs if you have questions!

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Cincinnati Children’s: Helping Families Adapt to Disruptions Caused by Coronavirus (COVID-19)

April 2020

Cincinnati Children’s has curated a bank of resources to help parents and families respond to the disruptions of school, work, travel, and every other aspect of life caused by the coronavirus (COVID-19) pandemic. Check back regularly as these resources are updated weekly!

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Navigating Your Legal Rights and Responsibilities During Covid-19 Pandemic

April 2020

Legal Aid of Greater Cincinnati has an FAQ series which explains your legal rights and responsibilities on a variety of important topics such as paying your rent or mortgage, paying taxes, paying loans, protecting your credit, and going to court. The FAQs also contain current information on key deadlines and next steps for you to take regarding your legal issue. Just click on the links to read or to download and print.

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Ways to Keep Kids Exercising During COVID-19

April 2020

Have you noticed increased irritability in your household? You’re not alone! Dr. Kelsey Logan from Cincinnati Children’s Sports Medicine says “brains need physical activity to stay psychologically healthy. If your child has stopped exercising, you may notice an increase in emotions, especially irritability. ” Dr. Logan’s shares helpful tips to stay active while staying at home!

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Attention Parents: It’s OK to Ask For Help!

April 2020

The roller coaster of parenting is exhausting.  One day you have so many parenting wins you feel like people should be consulting you about how to be a parent The very next day is like someone gave you a whole new set of children, and nothing seems to go right.  So, if we all acknowledge parenting is exhausting, why is it so hard to ask for help? 

The Joining Forces for Children team created a helpful tip sheet to make it easier to reach out for concrete support when you need it most! Click below to see how local parents are supporting one another.

 

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Parenting in the Time of COVID-19

March 2020

Can’t go to work? Schools closed? Worried about money? It is normal to feel stressed and overwhelmed.

To help parents interact constructively with their children during this time of confinement, the World Health Organization published six one-page tips for parents and caregivers on planning one-on-one time, staying positive, creating a daily routine, avoiding bad behavior, managing stress, and talking about COVID-19. These tip sheets are available in 13 languages!

Use them to your and your kids’ advantage, and have fun! Laughing, having fun and building positive memories can help the whole family reduce stress.

 

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Talking to Kids About Stressful Situations

March 2020

One of the best things about the internet?  Resources at our fingertips.

One of the worst things about the internet?  Resources at our fingertips.

With so much information out there, how are we expected to really know what’s going to help our kids?  It helps to look for the common themes. For example, are you wondering how to talk to your kids about stressful situations, such as COVID-19?

Common themes most experts are recommending:

  1. Remain calm and reassuring: If you remain calm when they are not, they will eventually feel and mirror your calm.
  2. Make yourself available to talk: Disconnect from whatever task needs to be done and focus all of your attention on your child. Respond with love and assure them you are here for them no matter what. You might say, for example, “You are scared right now, and that is OK. We will get through this together.”
  3. Avoid blaming: Most of the time stressful situations are complicated. Blaming one person or group actually causes more anxiety for children. Instead, help your family focus on what they can control, like hand washing!
  4. Limit access to social media and TV: It’s OK to turn off the news for a little while. Constant focus on the crisis at hand increases everyone’s anxiety. Focus on making positive memories with your child while you take a break from social media and the news. Eventually, a conversation starter might be “what did you do during the COVID-19 crisis?”  Provide them with some cool memories to talk about in the future!
  5. Maintain a normal routine to the extent possible: Keep a regular schedule. Structure promotes a feeling of safety.
  6. Be honest and accurate: If kids don’t have the facts, they will often use their imagination to fill in the blanks. Avoid this by answering your child’s questions honestly. Remember, it’s OK not to have all the answers. Just reassure them that you love them and you will get through this together.

Helpful links:

 What to say when the news is scary:

https://www.npr.org/2019/04/24/716704917/when-the-news-is-scary-what-to-say-to-kids

Raising Kids Who Thrive:

 https://www.pbs.org/parents/thrive

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Oprah on 60 Minutes: Treating Childhood Trauma

March 2018

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

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Dayton Independent Schools_Seedlings Issue_ACEs and Building Resilience through Protective Factors

December 2017

A local publication shared within the Dayton, KY community that shares helpful information to parents about ACEs and ways that can help build a bright future for their children.

For more information about this publication and additional information about training in trauma-informed care, please reach out to Brittney Howell, Director of Special Education/Early Childhood for Dayton Independent Schools at brittney.howell@dayton.kyschools.us

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ACEs Connections: Ohio ACEs Initiatives and Actions

February 2018

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.

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Student Trauma Is Widespread. Schools Don’t Have to Go It Alone.

February 2018

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.

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Sesame Street in Communities: Resilience

October 2017

Sesame Street in Communities is here to support parents and caregivers as the foundations for children’s healthy development. Thoroughly researched and tested with families, these resources are proven to make a measurable difference for kids, and make your job as a parent a little bit easier.

Here you’ll find tons of multi-media tools in both English and Spanish designed for children from birth to six, a period when brains are developing rapidly and your nurturing interaction makes a lasting difference. The videos, activities, printables, and digital interactives feature our friendly, furry Muppets and help you playfully, meaningfully engage with kids during everyday moments. The site covers a wide range of topics, from school readiness to building healthy habits to tough issues such as divorce and hunger.

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Sesame Street in Communities: Traumatic Experiences

October 2017

Sesame Street in Communities is here to support parents and caregivers as the foundations for children’s healthy development. Thoroughly researched and tested with families, these resources are proven to make a measurable difference for kids, and make your job as a parent a little bit easier.

Here you’ll find tons of multi-media tools in both English and Spanish designed for children from birth to six, a period when brains are developing rapidly and your nurturing interaction makes a lasting difference. The videos, activities, printables, and digital interactives feature our friendly, furry Muppets and help you playfully, meaningfully engage with kids during everyday moments. The site covers a wide range of topics, from school readiness to building healthy habits to tough issues such as divorce and hunger.

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Article

From homeless to Dean’s List: What Scholar House means for this mom and her kids

November 2017

A local story highlighting the two-generation approach to reducing poverty though the Lincoln Grant Scholar House

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Deer Park school sets up “safe haven” for students dealing with stress

February 2018

Local Story featuring Deer Park Junior-Senior High School –
As more schools deal with bullying and violence, a local school comes up with a way to stop things from escalating before they start. Everything from the lighting to the sounds in a room at Deer Park Junior-Senior High School are calming. It’s called the “Recharge Room”.

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Study: Many Ohio kids experience early childhood trauma

February 2018

Economic hardship, neighborhood violence, split-up parents and substance abuse. Any one of those conditions can make for problems that follow a kid through childhood and beyond.
A new report based on data from the 2016 National Survey of Children’s Health found that Ohio is among five states with the highest share of children — as many as one in seven — who had faced three or more of the potential trauma measures known to researchers as adverse childhood experiences

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ACEs Connections Network: ACEs in Pediatrics

February 2018

An open community that allows individuals to share resources and best practices in pediatrics to address ACEs in children and their parents or caregivers. 

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We Can Prevent ACEs (Centers for Disease Control & Prevention)

November 2017

Childhood experiences, both positive and negative, have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. As such, adverse childhood experiences (ACEs) are an important public health issue. Learn how everyone can help prevent ACEs by using strategies to create safe, stable, nurturing relationships and environments for all children.

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The Resilience Effect

December 2017

The Resilience Effect is our philanthropic initiative to take on childhood adversity in the Bay Area and build lifelong health. Together with our partners, we hope to design, test and scale the most effective ways to address childhood adversity and strengthen resilience — so that all children can have healthy and vibrant futures

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Laying the Groundwork for Trauma-Informed Care – Brief

Adopting a trauma-informed approach to care has the potential to improve patient health outcomes as well as the well-being of providers. While becoming a trauma-informed health care organization can be time and resource-intensive, there are relatively simple, foundational steps that providers can take to move toward fully adopting a trauma-informed approach to care. This brief includes practical recommendations for health care organizations interested in becoming trauma-informed. It draws from the experiences of pilot sites in Advancing Trauma-Informed Care (ATC), a national initiative made possible by the Robert Wood Johnson Foundation and led by the Center for Health Care Strategies (CHCS).

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What Do Asthma, Heart Disease And Cancer Have In Common? Maybe Childhood Trauma

January 2018

A discussion with Dr. Nadine Burke Harris, a pediatrician and founder/CEO of the Center For Youth Wellness, who works to raise awareness about the dangers of childhood toxic stress.

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Health Policy Brief: The importance of early learning

October 2017

The first five years of a child’s life are a time of both great opportunity and vulnerability. Early
childhood lays the groundwork for physical, emotional, social and intellectual development later in life. The human brain grows more quickly during infancy and early childhood than at any other time. However, adverse environments and experiences during these early years can have a critical impact on development and subsequent functioning of the brain and biological systems, leading to lifelong threats to educational attainment and health.

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How Schools Use Brain Science To Help Traumatized Kids Heal and Learn

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Positive Parenting Tips – Centers for Disease Control and Prevention

As a parent you give your children a good start in life—you nurture, protect and guide them. Parenting is a process that prepares your child for independence. As your child grows and develops, there are many things you can do to help your child. These links will help you learn more about your child’s development, positive parenting, safety, and health at each stage of your child’s life.

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Developmental Milestones for Children – CDC

January 2018

Skills such as taking a first step, smiling for the first time, and waving “bye bye” are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move (crawling, walking, etc.).

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MyPre-K (in Kentucky)

January 2018

My Pre-K is for parents, caregivers, and anyone in Kentucky looking for an easy way to find programs and opportunities in their community before entering Kindergarten.

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Trauma Informed Community Building Evaluation

At its core, Trauma Informed Community Building (TICB) aims to increase the readiness of the community to sustain personal and
neighborhood change. TICB strives to promote social cohesion and foster resiliency so that residents will have the capacity to adjust to changing circumstances, including the transition to a mixed-income neighborhood. Informed by the socio-ecological model, TICB acknowledges the interplay of
individual, interpersonal, community and system level factors on residents’ experiences, and aims to simultaneously target each of these levels in all aspects of community building efforts (Weinstein, Wolin, & Rose, 2014).

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Trauma Informed Community Building

Pervasive current and historical trauma demands a community building approach that takes into account residents’ emotional needs and avoids
re-traumatization triggers, which “traditional” models of community building may ignore or exacerbate. Just as a “trauma informed approach” is now
accepted as essential for effective service delivery to many individuals living in these communities (SAMHSA, 2012), a trauma informed approach to
community building is required to create sustainable improvements to their social and physical environment.

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Embedding the Brain Story: To Catalyze Sustainable Change For Children And Families

The Alberta Family Wellness Initiative has targeted key leverage points across all the major systems, addressing early childhood development and its connection to later physical and mental health outcomes, including addiction.

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Trauma-Sensitive School Checklist

A traumasensitive school is a safe and respectful environment that enables students to build caring relationships with adults and peers, self-regulate their emotions and behaviors, and succeed academically, while supporting their physical health and well-being.

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Supporting Students Experiencing Childhood Trauma: Tips for Parents and Educators

Schools have a unique opportunity and responsibility to help these children recover from trauma and develop the skills necessary to experience academic and social success. This begins with educating school personnel on trauma and effective interventions.

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Restorative Practices: A Guide for Educators

Educators across the nation recognize the importance of fostering positive, healthy school climates and helping students learn from their mistakes. Increasingly, they are partnering with parents, students, district officials, community organizations, and policymakers to move away from harmful and counter-productive zero-tolerance discipline policies and toward proven restorative approaches to addressing conflict in schools

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Project AWARE Ohio: Advancing Wellness and Resilience in Education

Project AWARE Ohio is a partnership between the Ohio Department of Education, the Center for School Based-Mental Health Programs at Miami University and the educational service centers within three pilot communities: Cuyahoga County, Warren County and Wood County. Funded through the U.S. Department of Health and Human Services. Project AWARE Ohio supports schools and communities in:

  • Raising awareness of behavioral health issues among school-aged youth;
  • Providing training to detect and respond to mental health challenges and crisis in children and young adults; and
  • Increasing access to behavioral health supports for children, youth and families.
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Child Trauma Toolkit for Educators

The Child Trauma Toolkit for Educators was developed to provide school administrators, teachers, staff, and concerned parents with basic information about working with traumatized children in the school system.

Research suggests that approximately 25% of American children will experience at least one traumatic event by the age of 16. A child’s reactions to trauma can interfere considerably with learning and/or behavior at school. However, schools also serve as a critical system of support for children who have experienced trauma.

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Activities Guide: Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence

Executive function and self-regulation (EF/SR) skills provide critical supports for learning and development, and while we aren’t born with these skills, we are born with the potential to develop them through interactions and practice. Each chapter of this guide contains activities suitable for a different age group, from infants to teenagers.

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Article

Adverse Childhood Experiences: Assessing The Impact On Health And School Engagement And The Mitigating Role Of Resilience

Using the 2011–12 National Survey of Children’s Health, we assessed the prevalence of adverse childhood experiences and associations between them and factors affecting children’s development and lifelong health. After we adjusted for confounding factors, we found lower rates of school engagement
and higher rates of chronic disease among children with adverse childhood experiences.

We found higher rates of school engagement among children with adverse childhood experiences who demonstrated resilience, as well as higher rates of resilience among children with such experiences who received care in a family-centered medical home.

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Adverse Childhood Experiences and Mental Health, Chronic Medical Conditions, and Development in Young Children

To determine the relationships between adverse childhood experiences (ACEs) and mental health, chronic medical conditions, and social development among young children in the child welfare system. This cross-sectional study used a nationally representative sample of children investigated by child welfare (National Survey of Child and Adolescent Well-Being II) from 2008 to 2009.

ACEs were associated with poor early childhood mental health and chronic medical conditions, and, among children aged 3 to 5, social development.

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Using Brain Science to Create New Pathways Out of Poverty

Experiences of social bias, persistent poverty, and trauma can directly undermine brain development and the EF skills most needed for success. The areas of the brain affected by adverse experiences of social bias, persistent poverty, and trauma remain plastic well into adulthood and, through proper coaching, may be strengthened and improved.

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Strong at the Broken Places: The Resiliency of Low-Income Parents

By examining factors that promote or hinder children’s healthy development, this policy report draws on recent studies to illustrate the importance of parent resiliency in the development of social-emotional competence among low-income children. The report concludes with program and policy recommendations that have proven effective in promoting the development of protective factors, reducing vulnerabilities, and cultivating resiliency among low-income parents and, consequently, their children.

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Early Stress Gets under the Skin: Promising Initiatives to Help Children Facing Chronic Adversity

Many children experience adversity in the form of poverty, abuse or neglect, homelessness, or other conditions that make them vulnerable to the damaging effects of chronic stress. New research reveals that chronic stress alters their rapidly developing biological systems in ways that undermine their ability to succeed in school and in life. The good news is that we have strong evidence for programs and approaches that policy makers could use to help these children overcome the effects of stress.

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Adverse Community Experiences and Resilience

This report offers a groundbreaking framework for understanding the relationship between community trauma and violence. Until now, there has been no basis for understanding how community trauma undermines both individual and community resilience, especially in communities highly impacted by violence, and what can be done about it.

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Helping Traumatized Children Learn: Creating and Advocating for Trauma-Sensitive Schools

As a follow up to Helping Traumatized Children Learn: A Report and Policy Agenda, this hopes to move beyond awareness of trauma’s impacts on learning to help schools become trauma-sensitive learning environments that can improve educational outcomes for all students

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Helping Traumatized Children Learn: A Report and Policy Agenda

 

A collaboration among educators, parents, mental health professionals, community groups, and attorneys determined to help children experiencing the traumatic effects of exposure to family violence succeed in school.

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Three Principles to Improve Outcomes for Children and Families (Center on Developing Child, Harvard University)

The science of child development and the core capabilities of adults point to a set of “design principles” that policymakers and practitioners in many different sectors can use to improve outcomes for children and families. That is, to be maximally effective, policies and services should:

  • Support responsive relationships for children and adults.
  • Strengthen core life skills.
  • Reduce sources of stress in the lives of children and families

These three principles can guide decision-makers as they choose among policy alternatives, design new approaches, and shift existing practice in ways that will best support building healthy brains and bodies.

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Consortium for Resilient Young Children

The Consortium for Resilient Young Children brings together the best of Early Childhood and Mental Health practices. Historically, these two disciplines have operated without integration. The Consortium promotes best practices related to quality child care and access to children’s mental health services.

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Trauma Toolbox for Primary Care

September 2017

Helping Foster and Adoptive Families Cope With Trauma: A Guide for Pediatricians

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Article

San Diego Unified Transitions Toward a Trauma-Informed School District

October 2015

A school administrator adopts trauma-informed approach where staff members strive to meet the emotional and physical needs of children in addition to their academic needs

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Supreme Court of Ohio: Juvenile Court Trauma-Informed Practices

February 2017

The Supreme Court of Ohio’s updated practices through a trauma-focused lense (considering trauma in children)

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The Foundations of Lifelong Health Are Built in Early Childhood

July 2010

Reevaluates the health dimension of early childhood policy by showcasing the developmental needs of young children is as much about building a strong foundation for lifelong physical and mental health as it is about enhancing readiness to succeed in school

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Early Childhood Adversity, Toxic Stress, and the Role of the Pediatrician: Translating Developmental Science Into Lifelong Health

January 2012

As trusted authorities in child health and development, pediatric providers must now complement the early identification of developmental concerns with a greater focus on those interventions and community investments that reduce external threats to healthy brain growth.

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The Adverse Childhood Experiences (ACE) Study

May 1998

The original ACE Study – Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults

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CDC Overview of Kaiser ACE Study Overview

June 2016

Highlights from the CDC about Kaiser Permanente Adverse Childhood Experiences (ACE) Study, one largest investigations of childhood abuse and neglect and later-life health and well-being

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Child Care and Early Education for Children Who Have Experienced Trauma: Research-to-Policy Resources

January 2017

Identifies resources in the Research Connections collection published in the past 10 years that examine the role child care and early education can play in both preventing traumatic experiences and in supporting children who have experienced or are at risk of experiencing trauma

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Article

The secret ingredient that helps kids overcome the toxic stress of poverty

April 2017

Tangible examples of the importance of building resiliency in children. Teachable factors that appear to help make a child resilient rather than at-risk

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How Childhood Trauma Affects Health Across a Lifetime

September 2014

Pediatrician Nadine Burke Harris explains that the repeated stress of abuse, neglect and parents struggling with mental health or substance abuse issues (ACEs) has real, tangible effects on the development of the brain.

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