ACEs

1. ACEs

2. Welcome and introductions Laura Beard Family Consultant Department for Public Health

3. About Me Love me Some… Netflix Shrimp Tacos Disney World Camping

4. The River Picture Labeled for Reuse: http://www.google.com/url?sa=i&rct=j&q=& Revised July 2018 Pre-Assignment Review

5. What is Strengthening Families Protective Factors Framework? • Aligning practice with developmental science (ACEs) • Building Protective not just reducing risk (6 Protective Factors-Family, 5 Protective Factors for Youth ) • A changed relationship with parents/youth (Family/Youth-Driven) • An approach – not a model, a program or a curriculum (Strength-Based)

6. What is Strengthening Families? 2. 1. 3. Connection Common Language More intentional. Together. Pictures labeled for reuse: https://www.pexels.com/photo/cable-connection-line-macro-46237/; https://www.pexels.com/photo/black-and-white-blackboard-business-chalkboard-356043/ https://www.pexels.com/photo/blue-and-orange-light-projeced-on-left-hand-of-person-87584/;

7. A Balance of Risk and Protective Factors = Hope RiskFactors Protective Factors RiskFactors Protective Factors The strengths that buffer risk to help families succeed Stressful conditions, event or circumstances Positive Outcomes Negative Vulnerability OUTCOMES Well-being Child Abuse

8. But ACES aren’t Destiny All families experience some stress. 59% of Kentuckians report experiencing at least one ACE. But not everyone experiences the negative impact of ACES. WHY?

10. When these 6 PFs are present, regardless of the number of risk factors present in the home, the likelihood of child maltreatment greatly reduces and in exchange the rate of school readiness, children reaching optimal development and the strength of the family unit increases. Six Protective Factors Protective Factors

11. Nurturing and Attachment • Knowledge of Parenting, Child and Adolescent Development • Social Connections • Concrete Support in Times of Need • Cognitive, Social and Emotional Competence • Parental, and Adolescent Resilience. The Six Protective Factors Protective Factors

12. Nurturing & Attachment“Families ensure childrenfeel loved and safe” Learn how Nurturing and Attachment lays the foundation for all future learning and growth. Revised Nov. 2017

13. Knowledge of Child and Adolescent Development “Families learn how their children grow and develop” “Youth understand the science of their development” Revised Nov. 2017

14. Social Connections “Families have friends they can count on “Youth have real connections with others” Social Connections

15. “Families get assistance to meet basic needs” “Youth find resources and support that can help them” Concrete Supports in Times of Need Concrete Supports

16. Cognitive, Social & Emotional Competence “Families teach children how to have healthy relationships” “Youth know how to communicate their thoughts and feelings effectively” Social Emotional Competence

17. Parental and Youth Resilience “Families bounce back” “Youth bounce back when life gives them challenges”

18. Creating the Movement State Leadership Team 2013-Current 2019-Focus on building the regional teams Northern Kentucky Team-2015 Western Kentucky Team-2018 Eastern Kentucky Team-2019 Provide Overview of the Framework Training and Train the Trainer Events Build Capacity to host Parent, Youth and Community Cafes

19. Framework for Supporting Families and Youth Kentucky Strengthening Families builds the foundation for ALL Kentucky children to be healthy, safe and prepared to succeed in school and in life through families that are resilient supported and strengthened within their communities. When children are young their early experiences are important. Families help children thrive by building protective factors as a pathway to children’s well-being. The vision of Kentucky Youth Thrive is to increase the likelihood that ALL youth, including those in systems, are supported in ways that advance healthy development and well-being and reduce the impact of negative life experiences. When children grow into adolescents, their own sense of self and experiences in family, peer, school and community contexts are very important. The protective factors promote well-being and ensure that youth receive the supports, opportunities and experience necessary to thrive as they transition to adulthood.

20. What are Communities Doing? Assessing their attitudes about the guiding premises and looking at training gaps in professional development.

21. Guiding Premises Six Premises Premise #3 Premise #4 People are best supported by providers who understand that attachments, connections and relationships are a primary source of growth and learning. It is in relationships and through our use of relationships that we learn and grow. People are best supported by providers who understand the role race, racism, bias and the ways in which race, other identities as well as privilege and power shape families and service providers. Race, Privilege & Power Relationships Premise #2 People are best supported by service providers who focus on assets and use strength-based, family and youth-driven approaches. Being strength-based means we recognize the things that are going “well” and work to build on them. Premise #5 People are best supported by service providers who understand the need to use trauma-informed practice methods. Trauma response focuses on building resiliency. Trauma Informed Strength Based Premise #6 Premise #1 Self Awareness Culturally Responsive People are best supported by service providers who are culturally responsive and take into account their own culture and the culture of the families and communities they serve. People are best supported by those who understand and recognize the importance of self-awareness and self-care in their own practice.

22. Self-Care/ Self-Awareness “Self-care is NOT selfish” The most powerful tool we have in our work and home is our self. 5:1 Rule Six Premises Picture labeled for reuse: https://pixnio.com/sport/fitness-and-jogging/meditation-on-yoga-class

23. Strength Based • Reflect on the last time “You were at your best”- what core strengths were being used in that moment? • How can we better support families through embracing a more “Namaste” approach? Six Premises

24. Relationships “People attach to people not programs” Think about a time you connected with someone who made a positive impact on your life… How did this relationship affect your growth and learning? Six Premises Picture labeled for reuse: https://www.flickr.com/photos/mynameisharsha/5832815994

25. Race, Privilege and Power “Privileges are unearned advantages” In order to have authentic dialogue we must be aware of our own lens related to race, privilege, power. Six Premises Picture labeled for reuse: https://obamawhitehouse.archives.gov/blog/2012/04/27/president-Obama\

26. Trauma Informed “It’s not “What’s wrong with you?” it’s… “What’s happened to you?”, or “What’s your story?” Approach to services that acknowledges the role trauma plays in a person’s life. Six Premises Picture labeled for reuse: http://www.jbsa.mil/News/News/Article/1138873/jbsa-to-host-events-to-raise-awareness-of-child-abuse/

27. Culturally Responsive • The culture we create must be safe, healthy, and accessible to all we serve in order to create an atmosphere for healing, learning and growth • Anyone change their practice to be culturally responsive and it completely changed the outcome of a situation? Have you been a recipient of culturally responsive services? “Recognize CELEBRATE the unique identity of each individual” Six Premises

28. The Ask? Change Your Lens/Perspective Focus on making small but significant changes in our everyday actions and interactions with ALL families Shift from focus on family’s deficits and risk factors to family’s strengths and skills Shift from “fixing” families to respecting and working with families Shift from focus on “at risk” families to ALL families Six Premises

29. What are communities doing continued… • Hosting Regional events • Screening of the Resilience and Paper Tigers Film • Summits, Conferences and Symposiums • Regional Leadership Team Meetings • Café Collective • Working Together Intentionally • Providing Opportunities for Parent and Youth Leadership • Expanding Strengthening Families through the Preschool Development Grant

30. Film Screening • System of Care Academy in Lexington-June 19th • This area June 26th-28th • Prevent Child Abuse Kentucky

31. Conferences, Training etc. • Panel Discussions • Networking • Opportunities to partner together • Learn about resources

32. Regional Leadership Team Meetings

33. Café Collective

34. Intentional Together

35. Eastern Kentucky Café Training

36. Opportunity for Parent and Youth Leadership

37. Preschool Development Grant • Expand Kentucky Strengthening Families into more communities. • Increase the number of trainers who can provide KY Strengthening Families Training of Trainers to build capacity within local communities. • Provide local early child care directors with training to recognize and become more acquainted with ACES and both the short term and long term impacts on child development. • Provide expanded support for the Kentucky Strengthening Families strategic goals and initiatives, including integration, evaluation, learning communities, partnerships and communication.

38. Presentation References: Center for Disease Control and Prevention. (2014, May 13). ACES Study [Webpage]. Retrieved November 10, 2014, from http://www.cdc.gov/violenceprevention/acestudy/index.html Center for the study of social policy. (2013). Strengthening families 101: An introductory powerpoint presentation [PowerPoint]. Retrieved November 10, 2014, from http://www.cssp.org/reform/strengtheningfamilies/2014/StrengtheningFamilies101.pptx Center for the study of social policy. (n.d.). The research behind strengthening families [PowerPoint]. Retrieved November 10, 2014, from http://www.cssp.org/reform/strengtheningfamilies/about/the-research-behind- strengthening-families Center on the Developing Child at Harvard University. (2014, January 1). Three core concepts in early development [Video]. Retrieved November 10, 2014, from http://developingchild.harvard.edu/resources/multimedia/videos/three_core_concepts/ Center for the study of social policy (2018). Youth Thrive. Resources. Retrieved July 2 2018, from https://www.cssp.org/reform/child- welfare/youththrive/resources

39. PresentationReferences: • Center on the Developing Child at Harvard University. (2013, January 1). Building adult • capabilities to improve child outcomes: A theory of change [Video]. Retrieved November 10, 2014, from http://developingchild.harvard.edu/resources/ • multimedia/videos/theory_of_change/ Child Welfare Information Gateway. (n.d.). ACES Study [PPT]. Retrieved Dec. 1, 2014 from https://www.childwelfare.gov/calendar/cbconference/fourteenth/presentations/ahdc /index.cfm Child Welfare Information Gateway. (n.d.). Positron Emission Tomography (PET) scan [Image]. Retrieved November 10, 2014, from https://www.childwelfare.gov/calendar/cbconference/fourteenth/presentations/ahdc /sld046.cfm National Alliance of Children's Trust and Prevention. (2014). Bringing the protective factors framework to life in your work: A resource for action[Online Training]. Retrieved November 10, 2014, from http://ctfalliance.org/onlinetraining.htm Nelson, C. (2000) Core concepts in the science of early childhood [PDF. Pg. 3]. Retrieved November 10, 2014, from http://developingchild.harvard.edu/index.php/download_file/-/view/1110/

40. Presentation References: Palix Foundation: The Brain Architecture Game (2018) Production and distribution information. Purchased on August 27th 2018 from https://dev.thebrainarchitecturegame.com/about-the-game/team-history/ Shonkoff, J. P. (2008, June 26). The Science of Child Development and the Future of Early Childhood Policy [PDF, Pg. 19]. Retrieved November 10, 2014, from http://developingchild.harvard.edu/resources/multimedia/symposium_presentations_ and_videos/ Shonkoff, J. P., Phillips, D., & National Research Council (U.S.). (2000). From neurons to neighborhoods: The science of early child development [PDF]. Washington, DC: National Academy Press. Retrieved November 11, 2014, from http://www.nap.edu/openbook.php?record_id=9824&page=R1 Shonkoff, J., Garner, A.S., The Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent care, & Section on Developmental and Behavioral Pediatrics. (2011). The lifelong effects of early childhood adversity and toxic stress. American Academy of Pediatrics [Online Journal Article] PEDIATRICS 2012 129(1):E232-E246]. Retrieved November 11, 2014, from http://pediatrics.aappublications.org/content/early/2011/12/21/peds.2011- 2663.abstract#cited-by

41. Contact Information: Laura Beard, Family Consultant. laura.beard@ky.gov kysf@ky.gov