This document discusses a collaboration between the National Child Traumatic Stress Network (NCTSN) and a consumer consultant group to redesign web pages for parents and caregivers on child traumatic stress. It describes how the consultant group provided input to make the content more accessible and helpful for the audience. Several drafts were created incorporating consultant feedback. The process took over a year and involved challenges like coordinating long distance and balancing priorities, but resulted in web pages that are welcoming, easy to read, and include the voices and perspectives of parents and caregivers.
This document outlines an innovative planning framework for building collective impact to prevent child maltreatment. Key elements include establishing shared outcomes and indicators across agencies, identifying promising new strategies, and assisting communities to tailor plans to local strengths and needs. Input from a statewide parent survey and focus groups found that parents want accessible, nonjudgmental support for their diverse needs from basic resources to parenting skills. The framework aims to strengthen collaboration, align current investments, engage new partners, and encourage communities to creatively address unique challenges through a flexible yet integrated approach.
This document summarizes the hero's journey framework and how it can be applied to communities seeking social change. It describes a fellowship in Kitsap County, Washington that used collective impact principles to address adverse childhood experiences and build community philanthropy. Key events discussed include developing a theory of change, implementing a collaborative learning academy for non-profits, and efforts to integrate an understanding of ACEs into all aspects of the community through resilience-building. The story highlights the challenges of paradigm shifts and culture change required for long-term success in complex social issues.
This project focused on raising awareness of disabilities and the progress that has been made in helping those with disabilities succeed academically. Members of the Alpha Phi Pi honors society chapter researched the history of disabilities and inclusion in education from the 1970s to the present. They discussed legal advances, classroom changes, medical breakthroughs, and challenges still remaining. The chapter hosted a "Disabilities Awareness Day" with informational kiosks and a panel discussion on improving access and opportunities for those with disabilities in academic settings. The project aimed to encourage people with disabilities to challenge themselves.
Planning for stronger local democracy wv workshop - charlestonMatt Leighninger
This document summarizes a planning meeting for stronger local democracy held in Charleston, West Virginia. It includes an agenda for the meeting covering introductions, best practices in public engagement, building blocks for local democracy, and next steps. Participants shared what they hoped to learn, including how engagement fits in the democratic system and how to get more people involved and overcome apathy. Examples of successful public engagement tactics and case studies from other communities were presented and discussed. Key building blocks for long-term community engagement identified included having a diverse group of participants, a structured process, deliberation, an orientation toward action, using both online and in-person tools, and having a dedicated community space. Next steps discussed for West Virginia included participatory budget
Blogs, Tweets, and Friends: Effective Mentoring in the Age of Social MediaFriends for Youth, Inc.
This document discusses using social media to build relationships and support mentoring programs. It begins by outlining benefits like visibility, recruitment, and sustaining connections. However, it also notes risks like privacy violations and boundary issues. The document then recommends developing policies to guide safe and effective social media use. It suggests policies address monitoring, boundaries, and educating users. The document ends by exploring how to use social media to build communication and relationships while supporting healthy development, noting both benefits and risks to teens from social media and technology.
This document provides tips for conducting effective focus groups with youth. It identifies three common barriers: concerns about privacy when parental consent is required; fears about being seen entering locations associated with sensitive topics; and lack of interest in the focus group topic. It recommends overcoming these barriers by ensuring privacy, selecting neutral locations close to where youth spend time, and promoting topics relevant to youth. The document also lists the top ten elements for successful youth focus groups, such as providing incentives, facilitating discussions to make youth feel heard, maintaining trust throughout the process.
This document outlines an innovative planning framework for building collective impact to prevent child maltreatment. Key elements include establishing shared outcomes and indicators across agencies, identifying promising new strategies, and assisting communities to tailor plans to local strengths and needs. Input from a statewide parent survey and focus groups found that parents want accessible, nonjudgmental support for their diverse needs from basic resources to parenting skills. The framework aims to strengthen collaboration, align current investments, engage new partners, and encourage communities to creatively address unique challenges through a flexible yet integrated approach.
This document summarizes the hero's journey framework and how it can be applied to communities seeking social change. It describes a fellowship in Kitsap County, Washington that used collective impact principles to address adverse childhood experiences and build community philanthropy. Key events discussed include developing a theory of change, implementing a collaborative learning academy for non-profits, and efforts to integrate an understanding of ACEs into all aspects of the community through resilience-building. The story highlights the challenges of paradigm shifts and culture change required for long-term success in complex social issues.
This project focused on raising awareness of disabilities and the progress that has been made in helping those with disabilities succeed academically. Members of the Alpha Phi Pi honors society chapter researched the history of disabilities and inclusion in education from the 1970s to the present. They discussed legal advances, classroom changes, medical breakthroughs, and challenges still remaining. The chapter hosted a "Disabilities Awareness Day" with informational kiosks and a panel discussion on improving access and opportunities for those with disabilities in academic settings. The project aimed to encourage people with disabilities to challenge themselves.
Planning for stronger local democracy wv workshop - charlestonMatt Leighninger
This document summarizes a planning meeting for stronger local democracy held in Charleston, West Virginia. It includes an agenda for the meeting covering introductions, best practices in public engagement, building blocks for local democracy, and next steps. Participants shared what they hoped to learn, including how engagement fits in the democratic system and how to get more people involved and overcome apathy. Examples of successful public engagement tactics and case studies from other communities were presented and discussed. Key building blocks for long-term community engagement identified included having a diverse group of participants, a structured process, deliberation, an orientation toward action, using both online and in-person tools, and having a dedicated community space. Next steps discussed for West Virginia included participatory budget
Blogs, Tweets, and Friends: Effective Mentoring in the Age of Social MediaFriends for Youth, Inc.
This document discusses using social media to build relationships and support mentoring programs. It begins by outlining benefits like visibility, recruitment, and sustaining connections. However, it also notes risks like privacy violations and boundary issues. The document then recommends developing policies to guide safe and effective social media use. It suggests policies address monitoring, boundaries, and educating users. The document ends by exploring how to use social media to build communication and relationships while supporting healthy development, noting both benefits and risks to teens from social media and technology.
This document provides tips for conducting effective focus groups with youth. It identifies three common barriers: concerns about privacy when parental consent is required; fears about being seen entering locations associated with sensitive topics; and lack of interest in the focus group topic. It recommends overcoming these barriers by ensuring privacy, selecting neutral locations close to where youth spend time, and promoting topics relevant to youth. The document also lists the top ten elements for successful youth focus groups, such as providing incentives, facilitating discussions to make youth feel heard, maintaining trust throughout the process.
Follow these steps:
1. Identify the current culture and values of your organization
2. Understand why people don’t share their knowledge
3. Help them see why they should share their knowledge
4. Overcome reluctance to ask for help
5. Increase trust
6. Work out loud
7.Create a vision of the culture you want
8. Get executives to lead by example
9. Motivate knowledge sharing
10. Reuse good examples of other organizations
The document provides an overview of mentoring high-risk youth in juvenile justice settings. It discusses six juvenile justice settings - juvenile detention, corrections, probation, delinquency court, youth court, and dependency court. The objectives are to understand each setting, the advantages and challenges of mentoring within each, and promising practices for referral and mentoring.
#BLC17 Rebranding through Social Media HandoutChris Shade
In an article in the Denton Record Chronicle, Denton ISD Superintendent Jamie Wilson discusses engaging the community to help shape the future of the district. He notes that while the district appreciates support from individuals, businesses and organizations, the role and purpose of education has changed from the early 1900s when its focus was producing industrial workers. Today a high school diploma provides access to more opportunities. The superintendent encourages community input to determine current needs as the board and Education Improvement Council establish the district's mission, vision and goals. Denton ISD will actively solicit feedback from various stakeholders to help guide its path forward.
This document discusses collaboration in blended and online learning environments. It defines collaboration as a group coming together, driven by mutual self-interest, to constructively explore new possibilities and create something greater than what they could individually. The document justifies collaboration, stating that employers prioritize collaborative skills and constructivism requires social interaction and knowledge building. It then outlines features in Canvas that support collaboration, such as groups, wikis, shared files and Google Docs integration.
The document summarizes the vision and work of Family Justice Centers, which aim to provide coordinated support services to victims of domestic violence and their families. It discusses the evolution of the movement from specialized interventions to co-located services. Key aspects of the Family Justice Center model include being survivor-centered, collaborative, and constantly adapting to meet needs. Initial outcomes data suggests Family Justice Centers increase safety and support for victims while reducing dropout rates from services. The document envisions expanding this model internationally and providing additional economic and social services through Family Justice Centers.
Public awareness: What is it? Why do it? How to do it? ILRI
This document provides an overview of public awareness efforts at the International Livestock Research Institute (ILRI). It discusses what public awareness is and is not about at ILRI, including increasing support for ILRI and partner work. Examples of effective public awareness products and campaigns are given. The importance of story, quality, and relevance are covered. New trends in public awareness like engaging publics rather than just informing them are mentioned. The document concludes with reflections on priorities and next steps to better promote ILRI's work publicly.
The National Dialogue on Mental Health (National Dialogue) was launched to give Americans a chance to learn more, from research and from each other, about mental health issues. People across the nation have organized community conversations to assess how mental health problems affect their communities and to discuss topics related to the mental health of young people. In a variety of ways, they have taken action to improve mental health in their families, schools and communities. These actions have encompassed the prevention of mental illness, promotion of mental health, public education and awareness, early identification, treatment, crisis response, and supports for recovery.
Several deliberative dialogue organizations, including Everyday Democracy, came together to form Creating Community Solutions (CCS) to support the National Dialogue. An evaluation of CCS was conducted to understand the extent to which a large-scale public conversation can lead to greater public awareness, education, and local action on mental health and what it takes to connect local conversations to issues of national significance. Since the spring of 2013, CCS helped to organize 6 lead city, large-scale dialogues reaching 1,741 participants, and 258 distributed conversations, totaling over 11,000 participants. An innovative, texting-supported, face-to-face process called “Text, Talk, Act” (TTA) engaged an additional 27,500 participants. In total, the project has touched directly over 40,000 individuals.
This document summarizes findings from a system scan of early childhood services. It identifies several issues, including a lack of coordination and communication across services, cultural and language barriers that restrict access to care, long wait times for evaluations and services, insufficient support for at-risk families and underperforming students, and gaps in high-quality instruction and support for teachers. Providers feel they lack voice in decision-making and that a top-down approach is used. Parents also show distrust of institutions and lack understanding of early childhood development.
Inter-Generational Mentoring Relationships PowerPoint Mark Pomeroy
Goal: Convert already developed content for the pilot into a multimedia rich experience.
The pilot will have a group experience to discuss and apply the following in the participants’ lives:
• Relationships: Inviting Reconciliation into Your Life
• Perspective: Viewing the World Through God’s Eyes
• God: Living by Faith
• Community: Discovering God’s Design
• Influence: Changing Your World (Interactive Game/Choose your own adventure)
Virtual Small Group Relationships PowerPointMark Pomeroy
Phase 1: Working with InspireHUB progressive web app--won’t allow API for video chat or two-way text--open in another window. Simulate experience but navigation not seamless.
Phase 2: Provide basic functional app with all the developed content but without functional video conferencing, journaling, and integrated chat features. Study participants provide feedback.
The document provides social media and networking guidelines for staff of an organization. It encourages staff to promote the organization's mission on social media. It lists common social media sites and notes how lines between private and public sharing have blurred, requiring staff to understand what is recommended when posting online. The goals of using social media are to spread awareness of the organization's work and engage supporters. Staff are advised to be responsible for what they write, consider privacy, and correct any mistakes while maintaining integrity.
It Takes All of Us: A Seminar Series About Educating and Developing Youth, Pa...Friends for Youth, Inc.
This document summarizes a webinar presented by Friends for Youth and the Kettering Foundation about community educators and expanding education beyond schools. Dr. Patricia Moore Harbour discussed how community members and organizations provide learning experiences for youth to improve academic performance and community connections. Special guests from two organizations discussed their work. The webinar encouraged participation through polls and a question-and-answer section. Community educators were defined as ordinary people working together to shape the future of youth and their community through innovative after-school programs and bringing together citizens, community, and institutions.
This document summarizes the opening conference for Northwestern Michigan College in January 2014. It discusses accomplishments from the previous semester, ongoing initiatives, and strategic directions for the college. Key points include:
- Celebrating accomplishments in accreditations, partnerships, and AQIP projects from the fall semester.
- Providing status updates on major initiatives such as implementing a new technology plan and online programming.
- Outlining strategic directions going forward such as preparing learners for success, establishing credentials of value, and developing lifelong relationships.
- Discussing challenges facing higher education nationally and trends to monitor including federal rules, performance funding, and college affordability.
Educating Policy Makers and Telling Our StoryJim McKay
Policy presentation at the Alabama Children's Trust Fund Grantees meeting in Birmingham, AL, Aug. 2, 2016.
Federal updates on child welfare legislation are included.
This document discusses co-production and examples of how healthcare centers have incorporated patients and families as partners in quality improvement efforts.
It defines co-production as patients, families, clinicians, and researchers collaborating as equal partners to improve healthcare and health outcomes. Examples are provided of how different centers have engaged parents in leadership roles to help guide improvements.
The presentation emphasizes that co-production is not just another intervention but a way of working that allows moving further and faster by incorporating meaningful input from families. It acknowledges potential concerns about co-production taking more time but argues that it can help streamline projects when integrated into standard practices. The document provides suggestions for small initial tests healthcare centers can do to start engaging parents as co
The document provides guidance for mentors working with youth in the juvenile justice system. It discusses how mentors should respond to various scenarios that may come up and stresses the importance of being a positive role model. Effective mentoring relationships are built on trust, communication, and holding mentees accountable. Programs should provide training to help mentors understand adolescent development and handle challenges appropriately. Monitoring progress and collecting evidence of outcomes is also important.
Dianne is a Project Manager, Community Developer, agent of change health promotion consultant with experience at the local, provincial/territorial and federal levels of government and with NGO's.
Dianne Rogers has over 25 years of experience working with Indigenous communities in various roles related to child and family services, health promotion, and community development. She has a master's degree in human systems intervention and organizational change and is a certified addictions counselor. Her experience includes developing parenting programs, facilitating community dialogues on issues like violence against women, and partnering with First Nations and Inuit communities on health initiatives. Currently, she works as a consultant providing expertise on maternal and child health issues for Indigenous communities.
Follow these steps:
1. Identify the current culture and values of your organization
2. Understand why people don’t share their knowledge
3. Help them see why they should share their knowledge
4. Overcome reluctance to ask for help
5. Increase trust
6. Work out loud
7.Create a vision of the culture you want
8. Get executives to lead by example
9. Motivate knowledge sharing
10. Reuse good examples of other organizations
The document provides an overview of mentoring high-risk youth in juvenile justice settings. It discusses six juvenile justice settings - juvenile detention, corrections, probation, delinquency court, youth court, and dependency court. The objectives are to understand each setting, the advantages and challenges of mentoring within each, and promising practices for referral and mentoring.
#BLC17 Rebranding through Social Media HandoutChris Shade
In an article in the Denton Record Chronicle, Denton ISD Superintendent Jamie Wilson discusses engaging the community to help shape the future of the district. He notes that while the district appreciates support from individuals, businesses and organizations, the role and purpose of education has changed from the early 1900s when its focus was producing industrial workers. Today a high school diploma provides access to more opportunities. The superintendent encourages community input to determine current needs as the board and Education Improvement Council establish the district's mission, vision and goals. Denton ISD will actively solicit feedback from various stakeholders to help guide its path forward.
This document discusses collaboration in blended and online learning environments. It defines collaboration as a group coming together, driven by mutual self-interest, to constructively explore new possibilities and create something greater than what they could individually. The document justifies collaboration, stating that employers prioritize collaborative skills and constructivism requires social interaction and knowledge building. It then outlines features in Canvas that support collaboration, such as groups, wikis, shared files and Google Docs integration.
The document summarizes the vision and work of Family Justice Centers, which aim to provide coordinated support services to victims of domestic violence and their families. It discusses the evolution of the movement from specialized interventions to co-located services. Key aspects of the Family Justice Center model include being survivor-centered, collaborative, and constantly adapting to meet needs. Initial outcomes data suggests Family Justice Centers increase safety and support for victims while reducing dropout rates from services. The document envisions expanding this model internationally and providing additional economic and social services through Family Justice Centers.
Public awareness: What is it? Why do it? How to do it? ILRI
This document provides an overview of public awareness efforts at the International Livestock Research Institute (ILRI). It discusses what public awareness is and is not about at ILRI, including increasing support for ILRI and partner work. Examples of effective public awareness products and campaigns are given. The importance of story, quality, and relevance are covered. New trends in public awareness like engaging publics rather than just informing them are mentioned. The document concludes with reflections on priorities and next steps to better promote ILRI's work publicly.
The National Dialogue on Mental Health (National Dialogue) was launched to give Americans a chance to learn more, from research and from each other, about mental health issues. People across the nation have organized community conversations to assess how mental health problems affect their communities and to discuss topics related to the mental health of young people. In a variety of ways, they have taken action to improve mental health in their families, schools and communities. These actions have encompassed the prevention of mental illness, promotion of mental health, public education and awareness, early identification, treatment, crisis response, and supports for recovery.
Several deliberative dialogue organizations, including Everyday Democracy, came together to form Creating Community Solutions (CCS) to support the National Dialogue. An evaluation of CCS was conducted to understand the extent to which a large-scale public conversation can lead to greater public awareness, education, and local action on mental health and what it takes to connect local conversations to issues of national significance. Since the spring of 2013, CCS helped to organize 6 lead city, large-scale dialogues reaching 1,741 participants, and 258 distributed conversations, totaling over 11,000 participants. An innovative, texting-supported, face-to-face process called “Text, Talk, Act” (TTA) engaged an additional 27,500 participants. In total, the project has touched directly over 40,000 individuals.
This document summarizes findings from a system scan of early childhood services. It identifies several issues, including a lack of coordination and communication across services, cultural and language barriers that restrict access to care, long wait times for evaluations and services, insufficient support for at-risk families and underperforming students, and gaps in high-quality instruction and support for teachers. Providers feel they lack voice in decision-making and that a top-down approach is used. Parents also show distrust of institutions and lack understanding of early childhood development.
Inter-Generational Mentoring Relationships PowerPoint Mark Pomeroy
Goal: Convert already developed content for the pilot into a multimedia rich experience.
The pilot will have a group experience to discuss and apply the following in the participants’ lives:
• Relationships: Inviting Reconciliation into Your Life
• Perspective: Viewing the World Through God’s Eyes
• God: Living by Faith
• Community: Discovering God’s Design
• Influence: Changing Your World (Interactive Game/Choose your own adventure)
Virtual Small Group Relationships PowerPointMark Pomeroy
Phase 1: Working with InspireHUB progressive web app--won’t allow API for video chat or two-way text--open in another window. Simulate experience but navigation not seamless.
Phase 2: Provide basic functional app with all the developed content but without functional video conferencing, journaling, and integrated chat features. Study participants provide feedback.
The document provides social media and networking guidelines for staff of an organization. It encourages staff to promote the organization's mission on social media. It lists common social media sites and notes how lines between private and public sharing have blurred, requiring staff to understand what is recommended when posting online. The goals of using social media are to spread awareness of the organization's work and engage supporters. Staff are advised to be responsible for what they write, consider privacy, and correct any mistakes while maintaining integrity.
It Takes All of Us: A Seminar Series About Educating and Developing Youth, Pa...Friends for Youth, Inc.
This document summarizes a webinar presented by Friends for Youth and the Kettering Foundation about community educators and expanding education beyond schools. Dr. Patricia Moore Harbour discussed how community members and organizations provide learning experiences for youth to improve academic performance and community connections. Special guests from two organizations discussed their work. The webinar encouraged participation through polls and a question-and-answer section. Community educators were defined as ordinary people working together to shape the future of youth and their community through innovative after-school programs and bringing together citizens, community, and institutions.
This document summarizes the opening conference for Northwestern Michigan College in January 2014. It discusses accomplishments from the previous semester, ongoing initiatives, and strategic directions for the college. Key points include:
- Celebrating accomplishments in accreditations, partnerships, and AQIP projects from the fall semester.
- Providing status updates on major initiatives such as implementing a new technology plan and online programming.
- Outlining strategic directions going forward such as preparing learners for success, establishing credentials of value, and developing lifelong relationships.
- Discussing challenges facing higher education nationally and trends to monitor including federal rules, performance funding, and college affordability.
Educating Policy Makers and Telling Our StoryJim McKay
Policy presentation at the Alabama Children's Trust Fund Grantees meeting in Birmingham, AL, Aug. 2, 2016.
Federal updates on child welfare legislation are included.
This document discusses co-production and examples of how healthcare centers have incorporated patients and families as partners in quality improvement efforts.
It defines co-production as patients, families, clinicians, and researchers collaborating as equal partners to improve healthcare and health outcomes. Examples are provided of how different centers have engaged parents in leadership roles to help guide improvements.
The presentation emphasizes that co-production is not just another intervention but a way of working that allows moving further and faster by incorporating meaningful input from families. It acknowledges potential concerns about co-production taking more time but argues that it can help streamline projects when integrated into standard practices. The document provides suggestions for small initial tests healthcare centers can do to start engaging parents as co
The document provides guidance for mentors working with youth in the juvenile justice system. It discusses how mentors should respond to various scenarios that may come up and stresses the importance of being a positive role model. Effective mentoring relationships are built on trust, communication, and holding mentees accountable. Programs should provide training to help mentors understand adolescent development and handle challenges appropriately. Monitoring progress and collecting evidence of outcomes is also important.
Dianne is a Project Manager, Community Developer, agent of change health promotion consultant with experience at the local, provincial/territorial and federal levels of government and with NGO's.
Dianne Rogers has over 25 years of experience working with Indigenous communities in various roles related to child and family services, health promotion, and community development. She has a master's degree in human systems intervention and organizational change and is a certified addictions counselor. Her experience includes developing parenting programs, facilitating community dialogues on issues like violence against women, and partnering with First Nations and Inuit communities on health initiatives. Currently, she works as a consultant providing expertise on maternal and child health issues for Indigenous communities.
This document provides an overview of a web-based training module on family centered practices in early intervention. It was developed by three collaborating partners with input from various state organizations. The training aims to define family, describe the philosophy of family centered practices, consider personal values and biases, identify key features of family centered practices, and explain the rationale for implementing these practices. It includes a video example, learning activities for reflection, and covers topics like culture, effective relationships, family definitions, and the principles and characteristics of family centered services. The overall goal is to help participants understand and apply a family centered approach in their work.
It wouldn’t be KMb without KB - Insights into the role of knowledge brokers in supporting child and youth mental health and addictions communities of interest in Ontario
by: MaryAnn Notarianni and Angela Yip
9-10 June 2014
Canadian Knowledge Mobilization Forum
Saskatoon, SK
This document provides an overview and guide for the Education for Parenthood program, which aims to educate teenage boys and girls about parenting. It details the demonstration programs conducted by several youth organizations, summarizes the evaluation findings, and provides curriculum materials and guidance for developing parenting education programs. The evaluation found that the programs generally improved participants' opinions and knowledge about children and parenting. Participants reported increased skills and felt the programs would help them be better parents. The materials and lessons covered a range of parenting concepts to educate and prepare teenagers for future roles as parents or childcare workers.
KIDS Independent Support report_highlightsAnna Route
The document outlines three proposed models for an Independent Support workforce, with the first model focusing on outsourcing advice and guidance services to existing voluntary sector providers in Hull. It describes how the model was inspired by stakeholder feedback calling for independent advice and would build on existing services provided by KIDS to offer seamless support to families during the transition to the new SEND system. Case studies and risks are presented for each model along with aims, objectives and workforce details.
Connect the Dots: Building a Movement for Children and Families -- Project LA...Jim McKay
This document discusses building a social movement to promote protective factors for children and families. It provides examples of how individuals, community organizations, and policymakers can collectively work to connect actions that strengthen families. This includes faith-based organizations promoting protective factors, a community dashboard to track outcomes, and advocating for policies that reduce senior poverty through programs like Social Security and Medicare. The overall goal is for diverse stakeholders to take coordinated actions and measure shared outcomes to achieve greater impact in supporting children and families.
(2018) Exploring the service needs of youth experiencing early psychosis in N...Dr. Chiachen Cheng
2018 International Early Psychosis Association (IEPA) 11th Biennial Conference: Boston, MA. October 7-10, 2018.
Poster Presentation
CHENG C, NADIN S, LEM C, KATT M, DEWA CS
Acknowledgements: The NorthBEAT Project was funded by the Sick Kids Foundation in partnership with CIHR (2012-2015). The NorthBEAT Collaborative is supported by St. Joseph's Care Group and funded by the Ontario Trillium Foundation Youth Opportunities Fund (2017-2021).
This document provides an overview and introduction to the "From Age-ing to Sage-ing" project, which engaged senior citizens in Northeast Edmonton to support children living in poverty through intergenerational relationships and activities. The project was hosted by the Seniors Association of Greater Edmonton and used a community development approach to identify ways for seniors to contribute their skills, experience, and caring to help build resilience in children and the community. Through conversations with seniors, the project explored activities like gardening, reading with children, teaching skills, and providing emotional support. The project demonstrated the value of tapping into seniors as a community resource and using collective action to address social issues.
The document provides an overview of efforts by several states - Connecticut, Missouri, Tennessee, and Washington - to support families who have members with intellectual and developmental disabilities (I/DD) through the lifespan as part of a national Community of Practice. The states are working on initiatives like reframing their messaging to focus on supporting families, developing tools and materials to help families navigate services, and enhancing cross-agency collaboration to provide integrated supports. They are also gathering input from families to inform their efforts. The Developmental Disabilities Councils in these states are involved in the work by providing resources, disseminating information, and engaging stakeholders.
Ppb national meeting ambassador marketing toolkit_11.23.15_for distributionLisa Coleman Curtis, Esq.
The document provides information about The Practical Playbook's inaugural national meeting to bring together public health and primary care practitioners and organizations. It includes an agenda for the meeting with sessions focused on collaboration best practices, data use, funding sustainability, and keynotes. It also provides tools and suggested language for meeting ambassadors to promote the event through emails, social media, and their own networks.
Telehealth ROCKS RAISE Health Innovations Presentation - HIT September 2023KC Digital Drive
These slides were presented at the September 2023 meeting of the KC Digital Drive Health Innovation Team.
The University of Kansas Medical Center's Telehealth ROCKS program is a federally-funded collaborative effort involving government, state and local organizations, universities, health care providers, and school districts to collectively meet the behavioral health needs of children and their families. The program focuses on comprehensive approaches, including a focus on the social drivers of health, targeted services, and clinical care.
Topic This Is A Grant Proposal About ChildrenAdolescents With ADHD.docxcandycemidgley
Topic: This Is A Grant Proposal About Children/Adolescents With ADHD in Durham NC
Objective: You are to use the topic and create a Proposal on ADHD Children/Adolescents In Durham NC
Paper Structure: Problem identification, prevalence, assessment of resources, impact of the problem, implementation plan and a closing statement should be your subtitles for the proposal and this is what should be answered in each section:
Problem Identification:
Research and identify resources for a specific developmental, behavioral, or diagnostic need for children or adolescents in your community (3–4 pages):
a. Prevalence: Determine a necessary program or service by examining current needs for children or adolescents in your community, using the standards established by the American Psychiatric Association.
i. What is the issue you have chosen to address? Who is affected? What data do you have that points to the prevalence of this issue?
ii. What is the necessary service or program? How will it address the needs you have examined?
b. Assessment of Resources: Evaluate available and needed resources in your community.
i. Evaluate the resources available for providing a program or service such as the one you have identified. ii. Determine necessary resources that are not available and explain their importance in providing the identified program or service.
c. Impact of Problem: Describe the impact of the problem on individuals, families, and the community. Construct an impact statement based on the prevalence of the identified issue and the lack of community resources. i. Articulate how the lack of the identified program or service has an impact on the community.
ii. How is the lack of available resources exacerbating the issue?
II.
Literature Review:
Conduct a review of available literature around developmental theory in regard to your identified issue (3–4 pages):
a. Problem/Need: Using American Psychiatric Association criteria and current professional research publications, how is the identified developmental, behavioral, or diagnostic problem identified/diagnosed in children and adolescents?
b. Theory Survey and Comparison: Survey current developmental theories.
i. Identify the factors that contribute to the prevalence of the problem according to these theories.
ii. How do these different theories compare? What are their contrasting opinions in regard to prevalence and diagnosis of your identified problem?
III.
Intervention Strategy:
Research and justify the selection of a theoretically supported and effective intervention strategy for addressing the target issue (2–3 pages):
a. Efficacy: Analyze and critique at least two established intervention strategies for inconsistencies and effectiveness.
i. Critically examine intervention strategies fo ...
Join Dr. Anthony Levinson and Kalpana Nair, PhD from McMaster University as they discuss the Early Years Check-In (EYCI) and its companion web-based resource, Play&Learn. Designed for parents of children 18 months to 6 years of age, the EYCI helps parents quickly identify any concerns they may have about their child’s development across four domains: social and emotional, language, movement, and thinking and learning. The EYCI can be used as a discussion aid to foster dialogue about early child development between parents and practitioners providing early years services, creating opportunities to build relationships as well as provide education and support to parents to foster their child’s development.
The document discusses the importance of permanency for youth in foster care through family reunification and reintegration into their communities. It describes Casey Family Programs' goal of reducing the need for foster care by half while strengthening families. The CPS Reintegration Project aims to move youth with complex needs from group homes back into family care through intensive wraparound services. The video highlights key values like prioritizing permanency for all youth, family engagement, cultural competency, and providing long-term support post-reunification.
This document describes a collaborative project between Southern Regional AHEC and Duke University's Department of Psychiatry to provide behavioral health training to advanced practice professionals. The project included an intensive year-long program and shorter one-day academies that utilized blended learning. Over 110 providers were trained across North Carolina. Evaluation found high levels of satisfaction and improved knowledge and skills among participants. While patient-level outcomes were difficult to measure, other evidence supported changes in provider practice from the educational intervention. The project demonstrated the value of AHEC collaborations in developing flexible training to address gaps in behavioral health education for advanced practice professionals.
This workshop brought together, for the first time, the pioneers and the partner organisations of the Integrated Care and Support programme. It focused on building a learning community that will help develop, share and spread knowledge and solutions at scale and pace across the country.
More information: http://www.nhsiq.nhs.uk/news-events/events/integrated-care-and-support-pioneers-inaugural-workshop.aspx
More about the integrated care and support pioneers programme: http://www.nhsiq.nhs.uk/7862.aspx
Stocktake of Prevention, Education and Frontline responses to Child Abuse in ...WERDS_NZ
This stocktake report was commissioned by the Every Day Communities unit of Child Youth and Family and the Waitakere Anti-Violence Essential Services. The report identifies trends, issues and gaps in child abuse prevention and response services across the Waitakere area., and makes recommendations for improvemen
The document summarizes a regional breakout session meeting between professionals from programs that support individuals with autism and developmental disabilities. The group discussed current and potential collaborative activities. They decided to create 1) a shared online space to post resources like videos and training materials and a list of members' expertise, and 2) a survey for members to detail their areas of expertise. The goal is to increase information sharing and cross-program collaboration in the region.
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Collaboration to Expand Accessibility: The Role of Consumers in Web Content Development
1. Collaboration to Expand
Accessibility: The Role of
Consumers in Web Content
Development
Cathryn Chiesa, MLS, NCCTS Duke University
Resource Librarian
Nathalie Reid, MLIS, MA, NCCTS UCLA
Information and Resource Manager
David Knox, DC
NCCTS Consumer Consultant Group
2. Presentation Objectives
During this presentation audience participants will…
1) Learn the benefits and challenges of working with various
stakeholders including parents, caregivers, and youth on web
projects
2) Understand how input from a consumer consultant group
improves content, design, and overall user experience
3) Explore how their own future projects can be developed to
include the participation and voice of consumers
4) Encourage others to utilize consumers in the development of
(web) projects
3. The National Child Traumatic Stress Network
Our Mission
The Mission of the National Child
Traumatic Stress Network (NCTSN) is to
raise the standard of care and improve
access to services for traumatized
children, their families and communities
throughout the United States.
4. Child and Family Serving Systems
Public Child Welfare Agency & Foster Care Agencies
Department of Social Services (Child and Family Services)
Public and Private Mental Health Agencies
Non-Profit Social Service Agencies
Specialty Programs (i.e., Substance Abuse and Domestic Violence)
Juvenile Delinquency and Family Courts
Juvenile Justice Residential/Correctional Facilities
Law Enforcement
Attorneys and Advocates
Child Advocacy Centers
Schools
Public Health Department
Tribal, Community, and Faith-Based Organizations
Military
5. What is the National Child Traumatic Stress Network?
The NCTSN brings together
expertise to address the
specific needs of all ages of
children (preschool and school
age children and adolescents)
who are exposed to a wide
range of trauma, including:
Physical Abuse Sexual AbuDomestic Violence CoNatural Disasters & TerrorismAccidents/Violent Death of a Loved OneRefugee & War Experiences Life Threatening Injury & IllnessChild Service Systems
Child
Traumatic
Stress
6. Our National Reach
In 2000 the Network
had 17 centers.
Today the Network
has
• 78 Currently
Funded Centers
(not including NCCTS)
• 45 Affiliate
Organizations
• 67 Individual
Affiliates
7. NCCTS ROLE
The National Center for Child Traumatic Stress (NCCTS) housed
jointly at UCLA and Duke University works with the Substance
Abuse and Mental Health Services Administration to develop
and maintain the NCTSN structure, provide technical assistance
to grantees within NCTSN, oversee resource development and
dissemination, and coordinate national education and training
efforts.
NCCTS staff worked with the NCCTS Consumer Consultant
Group, editors, and NCTSN members in the redesign of the
family and caregiver’s web pages.
8. NCTSN VISION FOR FAMILY AND YOUTH
INVOLVEMENT
Early in it’s history NCTSN fostered small groups to develop and
review information and materials for youth and families
NCTSN vision was “to build a partnership among youth,
families, caregivers, and professionals based on mutual
respect, a common commitment to healing and shared
responsibilities for planning, selecting, participating in and
evaluating trauma services and supporters”.
9. History of Parent, Caregiver, and
Youth Involvement
In October 2005, NCTSN convened the Family and Consumer Engagement
Summit in Arlington, VA. The purpose of summit was to bring diverse
youth and family participants together with NCTSN members to develop a
guiding framework, vision, and goals for involving youth and families at all
levels of NCTSN activity. The result of the meeting was a this resource:
This product provides a structure for examining and
expanding the role of youth and families in
organizations on both the clinical and
organizational levels.
http://www.nctsn.org/sites/default/files/assets/pdfs/Pat
hways_ver_finished.pdf
10. History of Parent, Caregiver, and
Youth Involvement
In 2007, the NCCTS Family Youth Involvement Internal Team
was formed. The team represented personnel from product
development, website, liaisons, training and NCCTS leadership.
Team met monthly to discuss ways to move forward with
working with families and youth.
In 2010, the NCCTS Family team began the process of hiring a
consumer consultant. After careful review of the process the
team moved from hiring one consultant to developing a family
and consumer consultant group.
11. NCCTS Consumer Consultant Group
In December 2010 The NCCTS Consumer Consultant Group was
established to:
• To ensure there is a consumer and family voice across all National Center
activities
• To raise awareness and educate others regarding trauma and its effects
• To provide NCCTS with feedback and ides on product literature and website
content
• To develop ideas of how NCCTS can better reach a family and youth
audience
Initially only one member per family was in the group. It then
became apparent having both partners in the group would provide
a unique perspective from each partner.
12. History of the Web Project
The National Child Traumatic Stress Network provides information on
its website and through its publications as a public service. The
primary audience are those who provide services to children and
families. In the beginning, a single page of information designed for
parents/caregivers was available.
13. History of the Web Project
In March of 2011 the Consultant Group began looking at the
webpages. The group’s goal was to make the webpages more user
friendly and to provide more information about treatment,
resiliency, and hope.
In June 2011, Nathalie Reid made a visit to NCCTS-Duke. During
the visit ,she spoke with Judy Holland, the lead staff for the NCCTS
Family Youth Involvement Internal Team. Judy expressed great
interest in making the web project a priority. Nathalie agreed and
the work began.
July-August 2011 NCCTS staff began discussion about the best
way to go about revising the pages.
14. Consumer Consultant Group Wish List
WISH LIST FOR PARENTS’ AND CAREGIVERS’ PAGES: WHAT WAS DONE
http://www.nctsn.org/content/resources-parents-and-caregivers
What we were able to do from you wish list:
Spell out CTS
Is this spelled out adequately on the first page uder What is Child Traumatic Stress? In the
Understanding CTS tab, if possible should CTS be spelled out?
Add pictures:
This has been accomplished. Today you will see the pictures we have chosen to add. Let us know if you
would like to see different pictures. We included the various populations and parenting styles you
suggested at the last meeting.
Would you like to see pictures on the Understanding CTS and Trauma Treatment pages?
A picture link to the new pages will be added as part of the flash pictures currently available on the
home page. Will be like the current picture linking to Spanish resources.
Tabs at the top of the pages:
Welcome
Understanding CTS
Trauma Treatment
Resources
Are these tabs appropriately labeled?
• In September 2011, staff met
with NCCTS Consumer
Consultant Group
• Wish list was produced
• Short and long terms goals were
set
• Importance of Consumer
Consultant group feedback early
on was prioritized and relayed to
the group
• We promised to explain why or
why not items on the wish list
were completed
15. WORK PLAN
• Helped in delegating tasks and predicting timelines
• Although we did not stick to the plan, it helped to get the process
started and provided direction.
16. The Long and Winding Road
Between October 2011 and June 2013 we worked at writing new
information, finding engaging pictures, finding quotes, and making
the reading level appropriate. Many drafts were created……
17. Consultant Group Feedback
Prior to Developing First Draft
Content should be welcoming to families and caregivers
Content should include minimal professional jargon or
terminology
Design of content needs to be easy to read, not text dense
Images of diverse families are important
Voices of parents and caregivers should be present throughout
Message of hope and resiliency must be present
18. Content Development Process
• Used existing products
for language & text
• Consultant feedback
included
• Subject experts weighed
in on the proposed
content
• Made pages welcoming
• Easy to read content was
a priority
20. How to Tell if Your Child Has CTS
Various Formats Considered
Consumer group was very against the chart
with check marks. We followed their
suggestion.
This is the list of symptoms
as recommended by the
group. There is a box for
three different age groups,
no checkmarks.
24. New Changes Made to NCTSN.org
Based on Consultant Group Feedback
• Information grouped under 5
tabs
• Treatment section offers hope for
recovery
• Resource section expanded
• Voices of parents and caregivers
were included and highly visible
on the web pages
• Images of diverse families, in a
variety of forms are represented
• Content was placed in bulleted
form when possible
25. Consumer Group’s Benefit from Participating
NCCTS Family and Youth Consultant Group Survey
For each of the following items, please indicate whether or not you have
personally received the benefit as a result of participation in this
consultant group.
26. Benefits and Challenges
Benefits:
• Able to include information
relevant to parents/and
caregivers
• Able to make text broadly
accessible 8th grade
reading level
• Many eyes made the pages
suitable for the audience
• End result was welcoming
and easy to read pages
Challenges:
• Restraints of website
platform
• Time constraints
• Geographic distance
• Numerous groups involved
• Sharing multiple revised
formats
• Competing priorities
27. Concluding Remarks
Working with a Consumer Group
Creating and working with the group:
• Create a heterogeneous consumer group
• Lay a groundwork of trust and respect
• Include youth who are 18 or older
• Consider participants overall health and readiness, including where
they are in the treatment process
• Listen to their suggestions
• Follow-up and let the group know why or why not their suggestions
were used
• Acknowledge their contributions at the end of their service
• Be available to talk with them other than just at meetings
• Share the final product
28. Benefits of Working with a Consumer
Consultant Group
Enhances cultural competence
Enhances clinical treatment approaches
Enhances suitability of print products
Increases public awareness
Provides more effective outreach to other families
Improves access to services
Improves organizational management and leadership
Influences changes in policies, training, and consumer
education materials
29. Future Directions
Working with the NCTSN Birth Trauma Committee to add
information to the Parent’s/Caregiver’s pages for birth parents
who have lost custody. Decided to launch before that
information was added,
In the beginning stages of planning to create web pages
designed for youth.
30. NCCTS CONSUMER CONSULTANT GROUP & NCCTS STAFF
Celebrating launch of revised parents/caregiver’s pages September 2013
31. For more information on NCTSN resources, or
for up-to-date and scientific information on
child and adolescent trauma, please visit:
www.NCTSN.org
32. Learn More about Creating a Partnership with Consumers,
Family Members, and Youth
Pathways to Partnership: Tips for Developing an Effective Advisory Board
(2009)
http://www.nctsn.org/sites/default/files/assets/pdfs/Pathways_AdvisoryBdTipsheet.
Pathways to Partnership: Tips for Incorporating Peer-to-Peer Support Into Your
Program (2009)
http://www.nctsn.org/sites/default/files/assets/pdfs/Pathways_PeertoPeerTipsheet
Pathways to Partnership: Frequently Asked Questions on Compensation for
Family, Youth, and Consumer Involvement (2009)
http://www.nctsn.org/sites/default/files/assets/pdfs/Pathways_CompensationTipsh
Partnering with Youth and Families in a Trauma Setting Speaker Series
http://learn.nctsn.org/course/view.php?id=40
So, in response to this reality - We were established as part of the federal Children’s Health Act of 2000 and then launched in 2001 in response to the events of 9/11.
Our mission - is to raise the standard of care and improve access to services for traumatized children, their families and communities across the US
So, how have we responded to this mandate?
Just to drive this point home since I know many of you provide TA and I image are always searching for helpful and local resources– our Network members are embedded across all service systems – we work with…
AND refugee/undocumented communities…
….we are comprehensive and our hope is that after today you’ll access the Network, access our membership, access our website and our products/resources for really whatever your TA needs are.
AMBER: Thank you HHD and your tech team David and Jenny for a seamless job today!