Skip to main content

Register now! Building a National Movement to Prevent Trauma and Foster Resilience Workshop Series Friday, April 1, 2022 from 1-5pm ET/10am-2pm PT - Activating and Equipping Community Coalitions!

 

It's free to join, so sign up at this link today!

You’re invited to participate in Building the Movement in Activating and Equipping Community Coalitions, the seventh of eight remarkable workshops featured in the series, “Building a National Movement to Prevent Trauma and Foster Resilience”. This half-day workshop will occur virtually on Friday, April 1 from 1 p.m. - 5 p.m. ET. The half-day convening comprises presentations made up of educators and experts from across the country who will present and engage in discussion.

Speakers will advise on how to activate cross-sector communities and how to equip them to be successful.  Resources that support implementing policies and practices based on the science of prevention, trauma, and positive and adverse childhood experiences will be shared. There will also be opportunities for participants to share their stories of trauma and resilience to further reinforce the need for trauma-informed mindsets, systems and policies.

Sign up for the workshop series if you have not already done so for free, and if you have then you can join the workshops with the same link you received for prior workshops.

“Building a National Movement to Prevent Trauma and Foster Resilience” comprises a series of eight virtual workshops held every two weeks, starting on January 7, 2022, and going through April 15, 2022. The half-day workshops are designed to provide information and tools for community coalitions to integrate trauma-informed, resilience-focused and healing-centered approaches into their local systems. These include child welfare, education, health care, justice and faith-based systems. Themes across all sectors include diversity, equity and inclusion; racial justice; community voice; a cross-sector approach; opportunities for youth; individual, families, and communities. The goal is to reduce individual, organizational and community exposure to trauma, particularly in underserved and marginalized populations. People with experience in relevant areas will lead each session for participants, which include community stakeholders, practitioners and administrators.

The series is presented by the Campaign for Trauma-Informed Policy and Practice, the National Prevention Science Coalition to Improve Lives, and PACEs Connection. It is co-sponsored by the National Youth Employment Coalition; the Center for Trauma Resilient Communities; the Institute on Violence, Abuse and Trauma; the Frank Porter Graham Child Development Institute; the Kellin Foundation; MARC, a program of the Health Federation of Philadelphia; Penn State College of Health and Human Development; Edna Bennett Pierce Prevention Research Center; the Center for Community Resilience; Child Trends; Zero to Three; Attachment & Trauma Network; and the International Transformational Resilience Coalition.

The workshop schedule focuses on Building a Movement and will close April 15 with a session on policy and advocacy.

If you miss any sessions, they will all be recorded and available to watch on demand.

For more information about this session, contact Jesse Kohler at jesse@traumacampaign.org.

For details about the conference in general, go to the conference website or contact Jesse.

Add Comment

Comments (1)

Newest · Oldest · Popular

By not teaching child development science along with rearing to high school students, is it not as though societally we’re implying that anyone can comfortably enough go forth with unconditionally bearing children with whatever minute amount, if any at all, of such vital knowledge they happen to have acquired over time? It’s as though we’ll somehow, in blind anticipation, be innately inclined to fully understand and appropriately nurture our children’s naturally developing minds and needs.

Certainly, some people will argue that expectant adults can easily enough access the parenting experience and advice of other parents in hardcopy and Internet literature, not to mention arranged group settings. However, such information may in itself be in error or misrelated/misinterpreted and therefor is understandably not as beneficial as knowing the actual child development science behind why the said parental practice would or would not be the wisest example to follow.

As for the likely argument that high school parenting courses would bore thus repel students from attending the classes to their passable-grade completion, could not the same reservation have been put forth in regards to other currently well-established and valued course subjects, both mandatory and elective, at the time they were originally proposed?

In addition, the flipside to that argument is, such curriculum may actually result in a novel effect on student minds, thereby stimulating interest in what otherwise can be a monotonous daily high-school routine. Some exceptionally receptive students may even be inspired to take up post-secondary studies specializing in child psychological and behavioural disorders.

Post
Copyright © 2023, PACEsConnection. All rights reserved.
×
×
×
×
Link copied to your clipboard.
×