Salud America! is a program led by Dr. Amelie Ramirez that focuses on addressing adverse childhood experiences (ACEs) through health communication and advocacy. The document provides examples of programs and initiatives that help children who have experienced trauma, such as a school-based intervention providing mental health services, a district-wide trauma-informed task force, and the "Handle with Care" program which notifies schools when a student has experienced trauma. Salud America! has created action packs and advocacy efforts to help expand these types of trauma-sensitive programs and policies.
Open resources for women at risk | Emerge 2015, Saïd Business SchoolHera Hussain
I was invited to do a presentation at Emerge 2015 (7-8 Nov) at Saïd Business School, University of Oxford. The session was "Gender and Technology: The new frontier for women’s rights". Here's the session description:
As access to technology increases globally, more women are benefitting from the autonomy and connectivity that comes with using a mobile phone or computer. In spite of this, there remains a wide digital divide between the genders, with 1.7 billion women in low and middle income countries still without access to a mobile phone. What are the barriers to putting the power of technology into the hands of women? Does access to technology put women at increased risk of harassment, or can it be an opportunity for improving their safety? This session will examine some of the latest research regarding women’s access to – and use of – technology, particularly in developing economies. We will then take a deeper look at one project that has used open data as a strategy to prevent violence against women.
I had the pleasure of speaking at the session alongside Claire Sibthorpe, Head of Connected Women at GSMA. The session was facilitated by my friend and fellow feminist, Gianna Goulding.
Sally Baggett, Carolina Health Centers, Inc.
Georgia Deal, Carolina Health Centers, Inc.
Mary Allison McCaskill, MSW, LMSW, Carolina Health Centers, Inc.
Open resources for women at risk | Emerge 2015, Saïd Business SchoolHera Hussain
I was invited to do a presentation at Emerge 2015 (7-8 Nov) at Saïd Business School, University of Oxford. The session was "Gender and Technology: The new frontier for women’s rights". Here's the session description:
As access to technology increases globally, more women are benefitting from the autonomy and connectivity that comes with using a mobile phone or computer. In spite of this, there remains a wide digital divide between the genders, with 1.7 billion women in low and middle income countries still without access to a mobile phone. What are the barriers to putting the power of technology into the hands of women? Does access to technology put women at increased risk of harassment, or can it be an opportunity for improving their safety? This session will examine some of the latest research regarding women’s access to – and use of – technology, particularly in developing economies. We will then take a deeper look at one project that has used open data as a strategy to prevent violence against women.
I had the pleasure of speaking at the session alongside Claire Sibthorpe, Head of Connected Women at GSMA. The session was facilitated by my friend and fellow feminist, Gianna Goulding.
Sally Baggett, Carolina Health Centers, Inc.
Georgia Deal, Carolina Health Centers, Inc.
Mary Allison McCaskill, MSW, LMSW, Carolina Health Centers, Inc.
Trauma Warning signs.
Jennifer Hunter, Andrea McIntosh, Enedina Mendoza, Samantha Jimenez, Tommie Billingslea, Emanuel Peña.
Training teachers and administrators to recognize and adjust based upon trauma being experienced by children. Avoiding further traumatizing students. As adults recognize trauma, children thrive emotionally. The ability to process trauma has life long benefits.
A Presentation by Prevent Child Abuse AmericaMichelle Gross
Presentation by Ben Tanzer, Senior Director of Strategic Communications at Prevent Child Abuse America, at the recent NYS Parenting Education Partnership full membership meeting.
Description: We and our students are faced with varying degrees of health, financial, and emotional changes as we all navigate the impact of the pandemic. In this session, we will (1) provide some concrete examples of how to engage in self-care for ourselves, (2) share some ideas about how to encourage our students to engage in self-care activities during these unprecedented and uncertain times, and (3) encourage you to share your own methods and examples.
Hosted By: Annie Crossland, Kristin Spencer, & Lisa D'Adamo-Weinstein (Associate Professor, Department of Arts & Media, SUNY Empire State College)
Youth Centered Health Solutions to Mental Health and Dating Violence for TeensYTH
At REALM Charter High School, we learn by doing. And in our TLC Lab, we use youth centered health design to take charge of our own health! TLC Lab is a think tank and project space where we think about what the most important health topics are youth, and use the most innovative and engaging strategies to share information and resources. This quarter, TLC students are taking on healthy and unhealthy relationships, among a few other topics, and hope to spread awareness, share stories, and offer resources through a school-wide Instagram campaign.
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This presentation from Ben Tanzer, Director of Strategic Communications for Prevent Child Abuse America, explores the latest research about communications and messaging related to child abuse prevention.
Providing Therapeutic Transition to Schools for Children who have Experienced Trauma.
Presented by:
Angela Kretz, Program Co-ordinator, Act for Kids Wooloowin
Marina Ringma-Mclaren, Early Intervention Teacher, Act for Kids Wooloowin
You have been tasked with orienting new registered nurses in the emergency department in your hospital about how to manage child abuse and neglect cases. The orientation should cover child abuse and neglect definitions, prevention, detection, intervention and treatment, reporting, and interdisciplinary resources.
Trauma can have a profound impact on students, staff, and schools, interfering with cognitive and social-emotional processes needed to thrive in school and in life. Yet transforming the way we support student success and wellness takes innovation, focus, and deep partnership between the education and health sectors. CSHA and Alameda County will share their work with school systems in the Bay Area and across the state to create trauma- and healing-informed schools. We will share the basics of trauma awareness, lessons learned from school- and district-based efforts, and planning tools to apply to your own districts and school communities.
Jails and PrisonsLooking inside total institutionsDefini.docxvrickens
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te ...
Trauma Warning signs.
Jennifer Hunter, Andrea McIntosh, Enedina Mendoza, Samantha Jimenez, Tommie Billingslea, Emanuel Peña.
Training teachers and administrators to recognize and adjust based upon trauma being experienced by children. Avoiding further traumatizing students. As adults recognize trauma, children thrive emotionally. The ability to process trauma has life long benefits.
A Presentation by Prevent Child Abuse AmericaMichelle Gross
Presentation by Ben Tanzer, Senior Director of Strategic Communications at Prevent Child Abuse America, at the recent NYS Parenting Education Partnership full membership meeting.
Description: We and our students are faced with varying degrees of health, financial, and emotional changes as we all navigate the impact of the pandemic. In this session, we will (1) provide some concrete examples of how to engage in self-care for ourselves, (2) share some ideas about how to encourage our students to engage in self-care activities during these unprecedented and uncertain times, and (3) encourage you to share your own methods and examples.
Hosted By: Annie Crossland, Kristin Spencer, & Lisa D'Adamo-Weinstein (Associate Professor, Department of Arts & Media, SUNY Empire State College)
Youth Centered Health Solutions to Mental Health and Dating Violence for TeensYTH
At REALM Charter High School, we learn by doing. And in our TLC Lab, we use youth centered health design to take charge of our own health! TLC Lab is a think tank and project space where we think about what the most important health topics are youth, and use the most innovative and engaging strategies to share information and resources. This quarter, TLC students are taking on healthy and unhealthy relationships, among a few other topics, and hope to spread awareness, share stories, and offer resources through a school-wide Instagram campaign.
Storytelling, Social Movements and the Prevention of Child Abuse and NeglectJim McKay
This presentation from Ben Tanzer, Director of Strategic Communications for Prevent Child Abuse America, explores the latest research about communications and messaging related to child abuse prevention.
Providing Therapeutic Transition to Schools for Children who have Experienced Trauma.
Presented by:
Angela Kretz, Program Co-ordinator, Act for Kids Wooloowin
Marina Ringma-Mclaren, Early Intervention Teacher, Act for Kids Wooloowin
You have been tasked with orienting new registered nurses in the emergency department in your hospital about how to manage child abuse and neglect cases. The orientation should cover child abuse and neglect definitions, prevention, detection, intervention and treatment, reporting, and interdisciplinary resources.
Trauma can have a profound impact on students, staff, and schools, interfering with cognitive and social-emotional processes needed to thrive in school and in life. Yet transforming the way we support student success and wellness takes innovation, focus, and deep partnership between the education and health sectors. CSHA and Alameda County will share their work with school systems in the Bay Area and across the state to create trauma- and healing-informed schools. We will share the basics of trauma awareness, lessons learned from school- and district-based efforts, and planning tools to apply to your own districts and school communities.
Jails and PrisonsLooking inside total institutionsDefini.docxvrickens
Jails and Prisons
Looking inside total institutions
Definition of total institution
Canadian Erving Goffman coined this term
He wrote, “A total institution may be defined as a place of residence and work where a large number of like-situated individuals cut off from the wider society for an appreciable period of time together lead an enclosed formally administered round of life (Goffman, 1968: 11).
"Total institutions (such as prisons, boarding schools, psychiatric hospitals, concentration camps, etc. ) are distinctive and have much in common" (Goffman, 1968: 15) because, as Goffman points out, they depart from the basic social arrangements in modern western society "that the individual tends to sleep, play and work in different places with different co-participants, under different authorities and without an overall rational plan" (Goffman, 1968: 17).
Glimpses inside the total institution
It is very difficult to appreciate what life is like in jail or prison so I have selected a few videos, and stories for you
Please listen to Ismael Nazario who speaks about his experience in Rikers as a youth https://www.ted.com/talks/ismael_nazario_what_i_learned_as_a_kid_in_jail?language=en#t-671125
Also, please read a piece published by the Marshall project here https://www.themarshallproject.org/2018/07/12/a-day-in-the-life-of-a-prisoner
Finally, hear the story of Mr. Melendez who spent 17 years on death row for a crime he did not commit. Now exonerated, he has visited UTA and spoken about this experience. He paints a vivid picture of those 17 years here https://www.youtube.com/watch?v=9k6C7ZVhaHE
Why is working in prisons important for social workers?
Criminal justice system is marked by the confluence of race, class, gender, and inequality in the United States
Mass incarceration has been called one the most pressing social problems of our time (Mauer & Chesney-Lind, 2002)
The CJ system is fragmented
Over 50,000 different agencies responsible
Prisons account for the fastest growing segment of government employment (nearly 750,000 people in 2004)
Most people are imprisoned for non-violent crimes
Remember that Race, Class, Gender Matter
African American men disproportionately imprisoned
Women account for the fastest growing prison population
African American women: 571% increase in 20 years
Latinas: 131% increase in 20 years
Caucasian women: 75% increase in 20 years
More women are incarcerated per capita for drug crimes than men (about 34% of women and 19% of men)
60% of men and 40% of women unemployed at arrest, 1/3 earned less than 5000$ last year.
Privatization of prisons – total institutions and turning a profit for shareholders
Beck, A.J. (2000). Prisoners in 1999. Washington, DC: Bureau of Justice Statistics; Guerino, P., Harrison, P.M., & Sabol, P.M. (2011). Prisoners in 2010. Washington, DC: Bureau of Justice Statistics. Prisoners in 1999 available online here: http://bjs.ojp.usdoj.gov/content/pub/pdf/p99.pdf
Private prisons in Te ...
Similar to Think Science: ACES, by Dr. Amelie Ramirez (20)
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Defecation
Normal defecation begins with movement in the left colon, moving stool toward the anus. When stool reaches the rectum, the distention causes relaxation of the internal sphincter and an awareness of the need to defecate. At the time of defecation, the external sphincter relaxes, and abdominal muscles contract, increasing intrarectal pressure and forcing the stool out
The Valsalva maneuver exerts pressure to expel faeces through a voluntary contraction of the abdominal muscles while maintaining forced expiration against a closed airway. Patients with cardiovascular disease, glaucoma, increased intracranial pressure, or a new surgical wound are at greater risk for cardiac dysrhythmias and elevated blood pressure with the Valsalva maneuver and need to avoid straining to pass the stool.
Normal defecation is painless, resulting in passage of soft, formed stool
CONSTIPATION
Constipation is a symptom, not a disease. Improper diet, reduced fluid intake, lack of exercise, and certain medications can cause constipation. For example, patients receiving opiates for pain after surgery often require a stool softener or laxative to prevent constipation. The signs of constipation include infrequent bowel movements (less than every 3 days), difficulty passing stools, excessive straining, inability to defecate at will, and hard feaces
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DIARRHEA
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FLATULENCE
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Artificial Intelligence to Optimize Cardiovascular Therapy
Think Science: ACES, by Dr. Amelie Ramirez
1. Salud America!
Amelie G. Ramirez, DrPH
Director, Salud America!
Director, Institute for Health Promotion Research
Chair, Population Health Sciences
UT Health San Antonio
Salud America! Program Team:
Dr. Amelie G. Ramirez (Director), Cliff Despres (Communications Manager), Rosalie Aguilar (Project Coordinator), Curators:
Amanda Merck, Stacy Cantu, Pramod Sukumaran, Josh McCormack
Using Health Communication and
Advocacy to Address ACEs
salud-america.org | @SaludAmerica
2. We focus on childhood trauma
www.salud-america.org
3. We know trauma happens a lot
Learn more: Salud America! Research Review, 2017, salud.to/latinochild
4. We know trauma’s impact
Learn more: Salud America! Research Review, 2017, salud.to/latinochild
5. But what happens next?
The day after trauma, kids
have to go to school.
Are they…
• Hungry?
• Falling asleep in class?
• Doing homework?
• Failing a test?
• Staring off into space?
• Having an outburst?
6. Trauma turns off a
kid’s learning switch!
A traumatized kid
sees the world as a
dangerous place,
including school.
But what happens next?
7. We know the early care/school setting
plays an important role
8. Example: Heyman Oo
Dr. Oo is a California
pediatrician who encounters
lots of traumatized immigrant
children in clinics
Here’s what she did:
• Joined a task force charged to
address rise of unaccompanied
minors apprehended at state border
• They started a school-based intervention to provide mental health
services to students who may otherwise fall through the cracks.
• They use art therapy, mindfulness, trauma narrative therapy, and
psychoeducation to help students process their journeys
salud.to/FUERTESF
9. Example: John Hernandez
John is the student support
leader at EC ISD in San Antonio
Here’s what he did:
• Start a district-wide trauma-
informed task force with reps from
each campus and department
(athletics, nutrition, etc.)
• Task force built a vision, action plan
• Created a system, using school software they already had, to
identify, track/monitor, and help kids who face trauma
• System uses chain of command, community resource guide,
tracking system, professional development, district awareness
salud.to/ECCares
10. Example: John + Salud
We worked with John to
create an Action Pack with
FAQs, model emails, templates
to help school leader make
their school trauma-sensitive!
1. Start the Conversation with Leadership
2. Create a Task Force and Develop Vision
3. Take Immediate Action: Trauma-
Informed Care System
4. Take More Comprehensive Actions
5. Raise Community Awareness
640+ downloads!
salud.to/traumakit
11. Example: Handle With Care
How the “Handle With Care” program works
Pilot test of HWC in West Virginia yielded 508 notifications
involving 1,056 kids; those kids would have otherwise
received no trauma-sensitive support
12. Example: Handle With Care + Salud
Today 65+ cities have
HWC … we want more!
So we worked with San Antonio
HWC leaders and HWC
originators in West Virginia to
create a “How to Start Handle
With Care” Action Pack with
FAQs, model emails, templates,
flyers, so any school or district
could start the program
salud.to/handlewithcaresalud.to/handlewithcare425+ downloads!
13. Our members
sent 2,214 emails
to U.S. HHS to
add trauma
objectives to
Healthy People
2030
(results still
pending)
We also advocate nationally
15. We need the notoriously
collaborative public health
field to work across sectors
to come up with policies and
practices to PREVENT and
manage childhood adversity!
Homework…