mobilizing action for resilient communities – training of...

Mobilizing Action for Resilient Communities – Training of Facilitators

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TABLE OF CONTENTS

ORGANIZER’S INTRODUCTION Introduction

Background, Principles, Framework TRAINING PURPOSE AND CORE MATERIALS

Welcome and Context Three-Day Schedule Four Stages of Change Process Core Framework and Messages Sample Slide Presentation/Script Introduction Core Presentation Slides

HOSTING AND FACILITATING MEANINGFUL CONVERSATIONS Systems Theory World Café Crafting Powerful Questions Facilitation Basics Adult Education Basics Shared Leadership Appreciative Inquiry Open Space Circles ACEs, Resilience, Equity, and Social Justice

RESISTANCE, RESILIENCE, AND ACTION PLANNING Challenging Situations – Compassionate Responses Ungar and Pro-action Café Action Plan Form

APPENDIX: Forms, Articles, Resources, References Evaluation


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ORGANIZER’S INTRODUCTION


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Mobilizing Action for Resilient Communities: Using the ACEs and Resilience

Research to Transform Conversations and Practice

Welcome for Facilitator Organizers

In order to build a movement for trauma-responsive and compassionate

communities and organizations, more community members need to understand how to share the research on resilience and childhood adversity, as well as facilitate deeper conversations about how to use it to promote healing. Congratulations! You are thinking of expanding leadership on this important journey.

This manual is intended to provide organizers with a road map and tools to facilitate

trainings and conversations to help people use the neuroscience, child adversity, and resilience research to shift perspectives and practices in their lives, their organizations, and their communities. We have included tips for organizing and hosting the conversations as well as materials you can use in your organizing.

This 3-day workshop is designed to be primarily experiential, using discussion and

planning techniques that facilitators will find useful in their work. As a facilitator, you will need to be familiar and comfortable with the basic research provided in the slides in order to answer any questions that may surface about it. Feel free to seek more information to answer any questions you have and to deepen your understanding on the basic concepts, research, and facilitation practices. As you form a Leadership Team within your organization, seek out some that have experience in Art of Hosting techniques, such as World Café, Pro-Action Café and Open Space, and are familiar with Systems Theory and facilitating diverse groups.

Also, when the participants are truly reflective and learning, there will most likely

occur some pushback and resistance. Expect that resistance. It is a natural part of the change process. The organizers will need to be comfortable with any resistance and be able to navigate it with safety, compassion, and persistence.

After this training and reading through this manual, your CARE Team colleagues

will be a great support and source for what both challenges and what is working. If you need assistance in feel free to contact us: [email protected] or [email protected].

- Kristi, Geof, Heather, and Masa – Whatcom County, Washington


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Background, Principles, and Framework

Background: This 3-day workshop was created as a part of the MARC project in Whatcom County in 2016-17. Our goal was to structure an experience that would help expand the capacity and leadership in our communities to understand and implement trauma-responsive and resilience-building practices. Art of Hosting Principles: All of the organizers have extensive training in the Art of Hosting, which is a group of conversational practices to connect people, create collective group norms, share leadership, build deeper understanding, create spaces for generative and creative group thinking, and surface everyone’s expertise to guide the work. The organizers recognized that there are different stages in acquiring information and then being able to use it. We created this simple graphic to represent different stages we were noticing that individuals and groups experience in the change process. They are not linear and sometimes cycle back as awareness deepens and groups and individuala experiment and adapt.

AwarenessConversations:Introducingtheinformation

o Whattheresearchtellsus,whatitmeans

Reflection:Self-awareness

Conversations

o Whatthisinformationmeanstome,tous.

Practice-ChangeConversations

o Whatthismeans

aboutourcurrentpractices,policiesandwhatwedohere.

SystemandCommunityChangeConversations

o Whatthismeans

toourcommunityandwhatweallneedtodotogether.

Change Framework: This framework helped us design this workshop to help groups who are at different stages of understanding of the information and self-awareness, surface those differences, and build a respectful learning environment for everyone. Participants can support each other, regardless of which stage they may be in at the time, and share their expertise and unique perspectives as they collectively co-learn. Change Agenda: The agenda begins with sharing the basic research content, using group exercises and conversations to help connect participants to each other and deepen each person’s understanding. This builds critical trust, foundational language and understanding. With processes like Open Space or World Café you can surface colleagues burning questions, potential resistance, deepen their connections and create a generative thinking environment. Using Pro-Action Café, Circles, and Appreciative Inquiry-type processes, you can move your group to taking action, changing practices, reflecting on the impact of changes, adapting as you learn, and supporting each other on the journey to creating compassionate organizations and communities.


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TRAINING PURPOSE AND CORE MATERIALS


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Dear Participants,

We are excited to spend these three days together, having transformative conversations to build deeper awareness, deeper connections, and sharing our collective wisdom to create innovative solutions.

These three days will be participatory, experiential, and self-reflective in

individual, small group, and large group activities. We will discuss and clarify the core research content on adverse childhood experiences (ACEs) and resilience, but we will focus on how to engage others in dialogue necessary to implement positive organizational and systems change based on this research.

Our training objectives together are:

o Participants will be able to identify core content for a MARC presentation and

articulate the key messages and themes in the material.

o Participants will be able to articulate their own and their target audiences’ stages of conversational change.

o Participants will practice multiple facilitation techniques, build generative questions, and identify conversational processes useful in facilitation contexts they will encounter.

o Participants will reflect on asset-based, resilience-building group processes

that enhance learning and shape action.

o Participants will practice co-presenting the research and deepen their understanding of their strengths as a facilitator.

o Participants will articulate a plan for how they will use this material in the

future and forming their own leadership teams.

We look forward to a dynamic time together! - Heather, Masa, Kristi, and Geof


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GoalsforOurTimeTogether

• ConnectandBePresentwithOneAnother

• DeepenUnderstandingoftheResearch andHowitRelatestoOurLivesandOurSystems

• GatherIdeasandTools

• PracticeConversationalCo-learning

• DeepenOurSenseofHowWeEachCanLeadinThisWork

(&WhoMightCo-leadwithUs)

• LeaveWitha“NextStep”


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Some Group Guidelines for Our Time Together - Sample

• Speak respectfully • Speak from the heart • Seek first to understand, then to be understood • Step up, step back - notice your impact • Agree to disagree • Respect confidentiality • Expect and accept non-closure • Recognize that discomfort often leads to real growth • Encourage each other • Link, connect, and build ideas, not agreement • Take care of yourself, trust others to do the same • We are smarter together - wait to speak twice • Expect to be changed • Trust you are brilliant, compassionate, and strong already


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Training for Facilitators – Overview of Schedule/Topics

Day 1: 9:00 a.m. to 4:00 p.m.

9:00PM Setting the Context

• Welcome • Introductions • Group Agreements • Resilience Exercise • Overview of training • Core Messages, Iceberg/Systems Theory • Trauma-informed Organizations

Core Training Content: Presentation, Exercises, and Discussions

• Neurobiology

BREAK – 10 min

Noon LUNCH

1:00 Core Content (con’t)

• The ACE Study • Resilience concepts & research

Epigenetics – what do your “people” say about who they are?

o Creating a trauma-informed environments/Self Care o Review Stages of Change Conversation o Questions, Review of Stages of Change Conversations

3:00 PM Closing – CARE Team Meetings


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Day 2: 9:00 a.m. to 4:00 p.m. Conversational Processes For Change

9:00 Welcoming Resilience Activity and Check in

Conversational Processes

• Open Space Activity

12:00 LUNCH

12:30 PM Conversational Processes (con’t)

• World Café – key aspects of hosting & Practice

• Generating Powerful Questions

• Café Practice

Presentation Partner Planning

3:40-4:00 Closing – Check Out


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Day 3: 9:00 a.m. to 4:00 p.m.

Presentation Practice – Action Planning

9:00 Welcome - Check in

Resistance Facilitation & Challenging Questions - What Might Arise When Using This Material

Practice Sessions

Each participant co-presents slides or activity to smaller group • 10 min. presentations – 5 min affirmation feedback

12:00 LUNCH (brought in)

12:30 Practice Sessions (con’t)

o Final presentations to smaller groups • Individual reflections on strengths as presenter/facilitator (10

min) - What I did well, enjoyed, am proud of

Practice session reflection

Pro-action Café (action planning process)

o Overview of Pro-action Café o Volunteer hosts – Implementation idea you want to host o 20 -minute conversations

Debrief as Whole (15 minutes) BREAK

Action Plan Development o Final questions o Individual reflection about next steps (share with an action partner)

(5/10 min)

3:30-4:00 Closing - Check out

Evaluations


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FourLevelsofChangeProcessConversations(ARPS)

Awareness,Reflection,Practices,Systems

Reflection:Self-awarenessConversationsWhatthismeansto

me/us

o Howdoesthisinformationshiftmy&ourperspectivesaboutmyself,ourselvesandourworkplace?

Practice-ChangeConversationsWhatthismeanswe

candohereo Basedonthis

information,whatchangesinourpracticesandpolicieswouldbettersupportstaffandthoseweserve?Whatareournextactionstepstoshiftourpractices&policies?

SystemandCommunityChange

ConversationsWhatthismeansweneedtodoasacommunity

o Basedonthis

informationhowdoweengageothersinabroaderinitiativethatcantransformnotonlyoursystem,butthewholecommunity?Whatarethenextactionsteps?

AwarenessConversationsWhattheresearch

means

HowdoIintroducetheinformationon:

o Impactoftoxic

stressonthebrainandepigenetics

o TheACEStudyo Resilience

theoryandresearch,

tomyaudience(s)andhelpthem

understandwhatitmeans,&doesn’t?


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SomeKeyMessagesAboutAdverseChildhoodExperiences(ACEs)BrainScience,Epigenetics,andResilience

General- Theresearchinneurobiologyandepidemiologyaredifferent–oneshowscauseand

effect,theotherindicatesacorrelationtoincreasedrisk.Don’tassume.- Oftendataisdisplayedindeficit-basedways,withgraphicsandmessages.- Theresearchshowsthisissueiscomplexandthereisnosingle,simplesolutionor

answer,butmany.- It’saboutus,notothers.Itcrossesdisciplinesandsectors.- Thisinformationisa“lens”tore-reflectonwhatweknow.- Allowsustocross“siloes”ofthinking,work,andissues–interconnectedpartnerships.- We’reallqualifiedtohelp,caringiseveryone’sjobandopportunitiesareeverywhere.- Weareeagerfor“tools”and“strategies,”however,solutionsbecomemoreclearasour

thinkingchanges.BrainScience/Biology

• Earlyexposuretotoxicstresseffectsbraindevelopment.• Brainsshapetofitourenvironment.• Neuralpathwaysusedmostoftenarestrengthenedanddevelopbehavioralhabits.

Unusedneuralpathwaysareparedaway.• Brainscontinuetodevelopandchangeacrossthelifespananddifferentpartsofthe

brainaregrowdramaticallyatearly,middle,andadolescentchildhood.• Toxicstressimpactsthepartofthebrainmostthatisactivelydeveloping.• Thegoodnews:Traumaisnotdestiny.Wecanlearntoselfregulate.Brainsheal!• Whenthebodyisregularlyfloodedwithstresshormones,braindevelopmentis

impacted,whichcanimpactbehaviorandhealthinthelongrun.• Behaviorisadaptiveforthedifferentliveswehavelived.Whatworksinonemaynot

workinothercontexts.• Wepasssomeofourexperiencestoourchildrenthroughepigenetictags.

AdverseChildhoodExperiences(ACEs)• AdverseChildhoodExperiences(ACEs)areCommon• Traumacanbeinter-generationallytransmitted.• Traumadosematters.• Therearemanymoretypesoftraumathanthe10intheoriginalACEstudy.• ACEscoreisnotadiagnostictool.ACEsarewhathappenedtoyou—notwhoyouare!• Earlytraumaawarenesshelpsusshiftthinkingfrom“what’swrong?”to“what

happened?”Resilience

• ThereareindividualANDcommunitydimensionsandcontextsforresilience.• Resilienceisdynamic,itmaybehigherorlowerindifferentsituations.• Connectionandcaringcanhelppeoplehealandbecomemoreresilient.• MitigatingtheimpactofACEsinadults,reducesfurthertransmissiontothenext

generation.• Social-emotionalskillscanbetaughtandnurtured,expandingaperson’sresilience.


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SampleSlidePresentationandScript

InWhatcomCounty,wehavedevelopedawayofpresentingtheresearchontheeffectsoftoxicstressonbraindevelopment,theACEStudy,andResiliencethatmatchesourparticularstate’sandlocalcommunity’sunderstandingofitsusetodeepenunderstandingandpromotechange.

Thefollowingslidesrepresenttheframeandlensweuse.Webelievethis

researchbringsanoverallmessageofhopeandthatregardlessoftheadversity,brainsandheartshavealimitlesscapacitytohealwhensurroundedbycompassionate,lovingcommunities.

Someoftheseslideswehavepermissiontouselocally,butdonotownthe

copyright,sowhenyoucreatealocaltrainingpresentationtoshare,relyonslidesyoualreadyhavepermissiontouse.Theintentionofshowingyouthispresentationisnottogiveyoua“best”presentation,buttosuggestcoreimages,messagesandaroadmaptousethemtoengageinmeaningfullocalconversations.Theexercisesanddiscussionsyouwillhavewillneedtoadapttoreflectlocallanguage,stories,andreadiness,andthewaysyouraudiencesbestreceiveinformation.Wehaveabbreviatedthe“CreatingTraumaInformedEnvironments”and“SelfCare”sections,togiveyouanideaofwholeconversationsthatneedtobeheldasthisworkcontinuestobuild.

TheinequityoftheburdenofACEsrequiresdeepandchallengingbutnecessary

discussionsontopicssuchasculturalhumilityandeconomicclass,forwhichyouwillneedtoskillsandcouragetonavigatetheresistancetochangeyouwillface.InWashington,webelievethatcommunitymembersmustinternalizeandre-purposecriticalinformationtofithowtheytalk.Itmattersthatwhoisleadingtheworkincludesthosemostimpacted.

Thesesampleslideshaveevolvedoverthepast12yearswehavebeenusing

them,beginninginitiallywithaFamilyPolicyCouncilpresentationdevelopedbyLauraPorterandKristaGoldstein-ColethatfocusedonDr.MartinTeicherandDr.RobAnda’sworkandthenincludedDr.sAnneMastenandPaulineBoss.Additionalslideshavebeendownloadedoradaptedfromdifferentsourcesaswehavediscoveredresearchandexcitingmodelsfromtheincredibleworkofothers,suchasDr.BeckyBailey,Dr.BreneBrown,Dr.MichaelUngar,JimSporleder,andmanyothers.Wealsocreatedsomeofourownslides,aswillyou,andexercises,aswillyou,basedonhowwehaveinterpretedwhatwehavebeenlearning.Thepresentationcontinuestoevolve,aswillyours,basedonthewisdomofaudiences,whatelsewelearn,andwhatnewsongs,poems,andartwediscover.

Wewishyouafruitfuljourney!

-KristiandGeof


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COREPRESENTATIONSLIDESHEREWITHNOTESFOREACH


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HOSTING AND FACILITATING MEANINGFUL

CONVERSATIONS


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What Does Systems Theory Have To Do

With ACEs/Resilience?

A system can be defined as an entity, which is a coherent whole with a boundary perceived around it in order to distinguish internal and external elements (Ng, Maull and Yip, 2009). The boundary helps identify input and output relating to and emerging from the entity. A systems theory is a theoretical perspective that analyzes a phenomenon seen as a whole, not as simply the sum of its parts. A Systems Perspective focuses on the interactions and on the relationships between parts in order to understand an entity’s organization, functioning and outcomes. This perspective implies a dialogue between seeing the pattern of the whole as well as the individual functioning of the parts. A community is a complex system made up of many systems, some very complex on their own, with interacting elements that have qualities and relationships of their own and with each other. A fundamental notion of general systems theory is its focus on interactions and that the behavior of a single element autonomously is different from its behavior when the element interacts with other elements. Also, individual actions not only are effected their connection to a system, they also, in turn, impact other parts of a system and these impacts need to be considered when considering those actions. Systems theory also tells us that our fundamental understanding of how people and the world work shape our policies and practices. Therefore we need to surface those beliefs and “mental models” and address them in order to transform systems. Building a more resilient system or community requires understanding the dynamic interactions and behaviors among its independent parts within an ever-changing environment. This understanding helps identify the leverage points to help a community transform into a more trauma-informed and compassionate system.

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World Café Design Principles For a more in-depth look at the World Café design principles, see the World Café book.

World Café is used to host conversations around a question or issue that matters. The basic concept is to create a café like atmosphere (e.g., tables of 4 or 5 people, refreshments) where participants have a series of conversations with different groups of people. (How often have you solved the problems of the world over a conversation at a cafe?) Sometimes the conversations go for 20-25 minutes although we often use shorter periods. After each conversation, people move to different tables and continue to have a conversation around the same question or a new question. Often one person remains at the table to welcome new people to the table and to provide a brief overview of the conversation held at the table, but sometimes everybody moves. 1) Set the Context Pay attention to the reason you are bringing people together, and what you want to achieve. Knowing the purpose and parameters of your meeting enables you to consider and choose the most important elements to realize your goals: e.g. who should be part of the conversation, what themes or questions will be most pertinent, what sorts of harvest will be more useful, etc.. 2) Create Hospitable Space Café hosts around the world emphasize the power and importance of creating a hospitable space—one that feels safe and inviting. When people feel comfortable to be themselves, they do their most creative thinking, speaking, and listening. In particular, consider how your invitation and your physical set-up contribute to creating a welcoming atmosphere. 3) Explore Questions that Matter Knowledge emerges in response to compelling questions. Find questions that are relevant to the real-life concerns of the group. Powerful questions that “travel well” help attract collective energy, insight, and action as they move throughout a system. Depending on the timeframe available and your objectives, your Café may explore a single question or use a progressively deeper line of inquiry through several conversational rounds. 4) Encourage Everyone’s Contribution As leaders we are increasingly aware of the importance of participation, but most people don’t only want to participate, they want to actively contribute to making a difference. It is important to encourage everyone in your meeting to contribute their ideas and perspectives, while also allowing anyone who wants to participate by simply listening to do so. 5) Connect Diverse Perspectives The opportunity to move between tables, meet new people, actively contribute your thinking, and link the essence of your discoveries to ever-widening circles of thought is one of the distinguishing characteristics of the Café. As participants carry key ideas or themes to new tables, they exchange perspectives, greatly enriching the possibility for surprising new insights. 6) Listen together for Patterns and Insights Listening is a gift we give to one another. The quality of our listening is perhaps the most important factor determining the success of a Café. Through practicing shared listening and paying attention to themes, patterns and insights, we begin to sense a connection to the larger whole. Encourage people to listen for what is not being spoken along with what is being shared. 7) Share Collective Discoveries Conversations held at one table reflect a pattern of wholeness that connects with the conversations at the other tables. The last phase of the Café, often called the “harvest”, involves making this pattern of wholeness visible to everyone in a large group conversation. Invite a few minutes of silent reflection on the patterns, themes and deeper questions experienced in the small group conversations and call them out to share with the larger group. Make sure you have a way to capture the harvest – working with a graphic recorder is recommended.


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SomeFacilitationTips

• Establishacollaborativerelationshipwithparticipants

• Helpstocreateandsustainanenvironmentoftrustandopenness

• Ensurethateveryonefeelsincludedandhasanopportunityto

participate

===============================================

• Helpthegroupcommunicateeffectively

• Engageallparticipants,honoreachparticipant,valueallopinions

• Guidegroupdiscussiontokeepitontrack

• Helpsurfaceissuesandassumptions

===============================================

• Helpthegroupunderstanditsownprocesses

• Guideandfocusontheprocess…notthecontent

• Managethetimeforthegroup/keepthegroupontrack–sensethe

group’sflow,pace,dynamic

• Payattentiontothefeelingsofindividualsandthegroup,actively

listen

• Donotbeafraidofsilence,helpgroupswait…

===============================================

• Bewellprepared–winthebattleofstructuresoparticipantscanwin

thebattleofinitiative


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AdultLearningTheory:SupportsforFacilitation“Goodadultteachingisgenerallyseenastheabilitytosetacertainemotionalclimate,touselearners’experiencesaseducationalresources,toprovide

plentyofevaluativeinformationtostudents,andtoencouragecollaborationandparticipation.”(Brookfield,1986,p.135)

TheoryofAdultLearning:

• LifeLongLearning:Humansnaturallytakeinandprocessnewinformationfrombirthuntiltheirlastdays.Whatonelearnsbecomesrelevantonlywhenitcanbeusedoradaptedwithinlifeenvironmentsandcontexts.Facilitateinawaythathelpslearnersidentifytheirlifecontextsandenvironments.• Eachindividualisatadifferentstagewiththeirknowledgeacquisition,opportunitytoapplyorpractice,andabilityoropportunitytothinkcriticallyandreflectonwhattheychoosetolearn.Thisfactisthesourceofdifferentperspectiveandopinion,evendissentionorresistanceduringlearning.Facilitatewithanapproachthathonorswhateachbringsasvaluablewisdomandexperience.Offeropportunityforlearnerstosharetheirview,concisely,andprovidethethinkingthatbringsthemtothatperspective.Facilitatesothatmanyperspectivesarepresented.Beawareofyourown,personalresponsetootherperspectivesthatyoudonotshareortotheresistanceoffered.Acceptitasanopportunitytobehumble,tolearnorexplore.Trynottotakedissentpersonally.

AdultMotivationstoEngage:• Relevance:Adultslearnformanyreasonsthatgiverelevanceorpracticalmeaningtothelearner.Reasonssomelearnincludecultivationoftheintellect;personalandprofessionaldevelopment;organizationaleffectiveness;personalandsocialimprovementandtoacttowardradicalsocialchange.Facilitatetosupportthelearnertoidentifytheirmotivationtolearnandhowwhattheyarelearningisusefuloradaptabletocurrentorfuturesituations.• Opportunityforself-direction—howoneengagesinlearning—increasesmotivation.Provisionofseveraloptionsandmultiple


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methodstoengagewithmaterialisimportant.Providevisualimages,writtenwords—toreadortowrite,audibleinputssuchasspeaking/listening/conversingtoengageadultlearners,andopportunitiestotakeaction—practice,create,movethebodyorobjects.Offeravarietyofsourcesaswell.Facilitatesothatthelearnershaverealoptionsandopportunityforchoice.Expectthemtobend/breaktherulesorinstructionsandpromoteit!Facilitatorsofadultlearningprocessesareadaptable.Novicefacilitatorscanfallintothetrapofofferingonlymethodsthatfittheirownstyleoflearning—naturally,youfindvalueinthesemethodsasanadultlearneryourself.Alwaysreachbeyondyourowncomfortlevelinplanningafacilitatedsessiontoensureinclusionofallthelearnerspresent.

• ReflectionforTransformation:Foradultshowlearninghappensandhowbehaviorsaretransformedbyknowledgedependson1)howimportantthetopicistosurvival—inlifeandintheworkforce;2)howimportantthesubjectistoself-actualization—reachinganimportantpersonalgoal;3)howimportantitissociallytobelong—knowingandbehavingasothersknowandbehave.Facilitatorsprovideopportunityforlearnerstoreflectonhowtheywillputintoactionwhattheyarelearningandtoconsiderhowthistransformationmayimpactselfandothers.

ExperientialLearningCycle:“Learningistheprocesswherebyknowledgeiscreatedthrough

thetransformationofexperience”(Kolb,1984,p.38)

ExperientialLearning(Kolb,1984)isacycleoflearninginwhichadultsgathernewinformationinbothformalandinformallearningsettings(reading,classtime,discussions);haveanopportunitytoseehowtoapplytheinformationinaconcrete/handsonexperience/action;taketimetocriticallythinkandreflectonhowthenewinformationappliesorimpactsthesituation;andthroughthatreflectiveprocessmakesmeaningabouthowtoadoptoradaptthenewskillorknowledgeintotheirownbehaviorinsituations,familiarandunfamiliar,thattheywillexperienceinthefuture.Throughthismeaning-makingandincreasedself-awarenesstheneedformoreinformationoftenarisesandthecyclecontinues.


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Facilitatorswhorelyontheexperientiallearningcyclemakethelearnerthecenterofenergywithinthelearningexperienceandprovideopportunityforthelearnertotravelalongthecycle.

CharacteristicsofanAdultLearner:Foradults:

• Learningisgenerallynotthemajortaskathand—Educationasameanstoachieveaprimarytask.• Havingasenseofsafetyintheenvironmentinwhichtolearn,explore,err,anddiscoverisimportant.• Seekingrelevanceforapplicationismotivating• Enjoying(expecting)self-directedlearningmethodsmeanstheychoosehowtolearn,thesourceoflearning,thestyleoflearningandwithwhomtolearn.• Gainingownershipofmaterialhappensthroughselforgroupdiscoveryandreflection.• Transformingbehaviorisaprocessofdecidingtochangeperspectivefromoneofpostponingapplicationofknowledgetoseeingimmediateneedforapplication.

StylesofAdultLearning:Theconceptoflearningstylesisthatpeoplenaturallyprefercertainwaystolearn.Likely,thereareasmanystylesoflearningastherearepeople.Yetunderstandingdifferentstylesormodelsthatexplainstylescanbehelpfultotheadultlearningfacilitator.

Somemodelscommonlyusedtodiscussstylesinclude:

• PersonalityTraits(Meyers-Briggs/DISC,forexample)• Introvertvs.Extrovert• Kolb(1974):Convergers;Divergers;Assimilators;Accommodators.(Seehandout)• Microwave(gettothecoreofthematerial,makequickconnectionsandletyouknowthey’redone)Vs.Crockpot(soakinmaterial,processquietlyandslowly,butmeldconceptswell.Expectyoutocheckonthem.).


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CreatingMultipleModesforEngagement• Introvert/Extrovert:InternalProcessvs.ExternalProcess(Thinking/Reading/Writingvs.Discussing/Exploring/Sharing)• Visual:Writtenwords;Photos;Images;Focalpoints&ObjectsEnvironment• Kinetic:Movement;Writing;Creating;Drawing;OrganizingObjects• Audible:Lecture/Listen;Conversation/Discussion;Presenting• ReflectionandMeaning-MakingOpportunities:Thinking;Feeling;SeekingThemesandPatterns;ConnectingtoEnvironmentsandContexts.• TestApplication:Practice,Service,Action.

REFERENCES

Brookfield, S. (1986). Understanding and facilitating adult learning: A comprehensive analysis of principles and effective practices. Open University Press.

Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. Cambridge Adult Education. Pennsylvania State University.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development (Vol. 1). Englewood Cliffs, NJ: Prentice-Hall.

Kolb, D. A., & Fry, R. E. (1974). Toward an applied theory of experiential learning. MIT Alfred P. Sloan School of Management.


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Shared Leadership

Pearce & Conger define is as a “dynamic, interactive influence process amongst individuals in groups for which the objective is to lead one another to the achievement of group or organizational goals or both” (2003, p. 1). Allen, Morton and Li define it as “the co-creation of an environment by a group of individuals, organizations, and communities with the intent to accomplish a common vision and collaborative goals” (2003, p. 4). A mash up of those definitions: "A dynamic, interactive influence group leadership process that achieves a common group vision and collaborative group goals". And what that means is a group of people who get together and share out the leadership role amongst themselves: including goal setting, responsibility, authority and getting-on-with-it-ness. The components of shared leadership were defined by Moxley (2000) as balance of power (i.e. equal partners); shared purpose; shared responsibility; mutual respect; commitment (through the hard and the good). For the model to work, you need a very egalitarian balance of power, and everyone needs to use their own “gifts and skills, competence and expertise” to co-create win:win outcomes. By the same token, no one in the group can use coercive or position power, else they will undermine the whole model. Everyone in the group has to be truly equal partners, and work hard at empowering each other. Creating a real balance of power is probably absolutely the hardest piece of putting together the shared leadership puzzle (Moxley, 2000, p. 96; Ferkins, 2007). Every member of the leadership group has to believe in act on and follow the group's shared purpose. Individuals have to mobilize their differences for the good of the group. Shared leadership has room for different tactics, debate and working through conflict, but


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the purpose remains the same. The partners honor the opinions of all, but the shared commitment to the group’s intended outcome is always clearly in view and being aimed for by all. Responsibility and accountability for partnership work is also essential. This cannot be an “us and them” model; “it can only be us. There is no waiting for someone else to act.” Shared leadership needs to separate authority and accountability, regardless of position, so that every role in the organization is where the ‘buck stops’ (Moxley, 2000, p. 76). Deep respect for the” inherent worth and value” people is an essential element of shared leadership; embracing diversity, and assuming that all participants bring unique gifts, skills and energies. Respect also requires dignity, respect and truly valuing each individual. The final requirement is partnering in the nitty-gritty, with all participants work together, interdependently, to make sense of demanding, complex, real and concrete problems. Sharing in the tough times when change is mission-critical can be easier than creating shared outcomes when life is easy, where egos and agendas bloom. With a shared leadership model, no one will save you but yourself; there is no manager who will decide and tell the team what to do. With Shared Leadership, relationships transform into partnerships, inspiring a feel and tone of increased vitality and energy; even spirituality (Moxley, 2000).

References: Allen, Beverlyn Lundy, Morton, Lois Wright & Li, Tianyu (2003). Shared Leadership.

USA: Iowa State University. Retrieved 19 January 2009 from http://www.soc.iastate.edu/extension/pub/tech/RDI125.pdf

Ferkins, Lesley (2007). Sport Governance: Developing strategic capability in national sport organisations. Australia: Deakin University, unpublished doctoral dissertation

Moxley, Russell S. (2000). Leadership and Spirit. USA: Jossey-Bass. Pearce, Craig L., & Conger, Jay A. (2003). All those years ago: The historical

underpinnings of shared leadership. In C. L. Pearce, & J. A. Conger (Eds.), Shared leadership: Reframing the hows and whys of leadership. USA: Sage (pp. 1−18)


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Generic Processes of Appreciative Inquiry Below is a graphic illustrating the five core processes of Appreciative Inquiry; often referred to as the 4 (or 5)-D’s.

1. Choose the Positive as the Focus of Inquiry (Definition)

When individuals, teams, or organizations want to make changes, usually a ‘fix it’ model is employed. People will often collect data, identify obstacles, make diagnoses OR we can choose to seek out what is already good and right about the individual, team, or organization. That’s the Appreciative Inquiry (AI) approach. The difference is in the questions asked. “What can we to do minimize client anger and complaints?” is an example of an old-style question. In an AI process, we would ask, “When have customers been most pleased with our service and what can we learn and apply from those moments of success?”

It is important to define the overall focus of the inquiry (what the entity wants more of). Due to our traditional, deficit-based problem-solving mind sets, it is sometimes easier for us to first identify an important gap, issue, or problem (what we want less of) instead of reframing it into what we want more of.

2. Inquiry into the Exceptionally Positive Moments (Discovery, part 1)

In Appreciative Inquiry we use interviews as the way to evoke stories that illuminate an individual, team, or organization’s strengths. When are we functioning at our best? What characteristics are present? Positive stories – unlike data, graphs, lists, etc. – stir imaginations and generate excitement about the individual, team, or organization and what it is capable of accomplishing in the future. This way we build on what is already working.


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When developing positive questions that explore the topic, it is important to be mindful of the language used. The language of these questions will determine the direction the inquiry will take (negative or positive), and the results of the inquiry (negative or positive). Just asking the questions begins to bring about a change in any human system, so be careful what you ask for.

3. Share the Stories and Identify Life Giving Forces (Discovery, part 2)

The goal in this stage is not to choose the best stories, or even those that represent the norm, rather the purpose is to find what elements are common to the moments of greatest success and fulfillment. In this stage ask yourself, ‘what are the most promising and inspiring components of a desired future? Just imagine is all those exceptional moments became the norm in the future!

Life Giving Forces (LGFs) are elements or experiences within the organization’s past and/or present that represent the organization’s strengths when it is operating at its very best. A life-giving force could be a single moment in time, such as a particular customer transaction, or it could be large in scope. It can be any aspect that contributes to the organization’s highest points and most values experiences or characteristics.

4. Create Shared Images of a Preferred Future (Dream)

Continuing with the energy in stage 3, this step asks individuals to create a future in which the high points identified in the stores are the everyday reality. The individual, team, or organization will literally design the structure – whether it is resources, business processes, policies, whatever – for achieving this desired future. “…the ability to express a vision in metaphors….is an essential quality of leadership” (Capra, 2002). Visioning or dreaming process consists of a visual image and word image.

Visual images can consist of drawing, songs, skits, collages, dances, etc.

Word images result from visual images. In other words, you are translating the visual image into a word image, called a Provocative Proposition (sometimes referred to as a Possibility Statement, Shared Vision, or Dream Statement). A provocative proposition bridges the best of ‘what is’ with your/their own speculation or intuition of ‘what might be’. It is provocative to the extent that it stretches the realm of the status quo, challenges common assumptions or routines, and helps suggest real possibilities that represent desired possibilities for the individual, group, or organization.

5. Innovate and Improvise Ways to Create the Future (Design & Destiny)

This step puts the flesh on the skeleton that is coming to life. Individuals, team and/or organizational members innovate and improvise ways to create the preferred future by continuously improvising and building Ai competencies into the culture. It also includes noticing and celebrating successes that are moving the system toward the preferred future the organization or group co-created. For some organizations, this might mean a new way of communicating with customers (internal or external) or perhaps develop a new management training program – the possibilities are endless.

Bibliography:

Capra, F., The Hidden Connections: Integrating the Biological, Cognitive, and Social Dimensions of Life into a Science of Sustainability, New York: Doubleday, 2002.

Mohr, B. J. & J. M. Watkins, The Essentials of Appreciative Inquiry: A Roadmap for Creating Positive Futures, Waltham, MA: Pegasus Communications, Inc., 2002.


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OpenSpace–Self-OrganizingAgendas

Open Space is a process of convening a group of people to self-organize authentic discussions and actions on a particular issue common to the group. After the organizers have committed to using this process follow the steps below.

A very brief overview of the process

The spaces needed for an Open Space process are 1) a large gathering space to have everyone sit in a circle and wall space to create a gallery of topics and notes from the small group meetings, and 2) enough smaller spaces (within or out of the large space) to hold the number of small groups that will meet. Open Space begins in a circle - center empty but blank paper/markers.

1. Convener states the topic or question to be addressed together. Creation of a powerful theme statement is critical, for it will be the central mechanism for focusing discussion and inspiring participation. The theme statement cannot be a lengthy, dry, recitation of goals and objectives. It must inspire participation by being specific enough to indicate the direction, while open enough to allow for the imagination of the group to take over. Pause a moment and invite the group to think about the theme and notice where their curiosity and energy are.

2. Invite the group to identify any issue or opportunity they see around the theme that they would like to convene around, give it a short title and write that down on the paper provided. Each person, as they identify a topic, stands up in front of the group, says what their issue is, and posts the paper on the wall space set up for convening. Remind people they should have real passion for this issue for themselves, as they will be expected to take personal responsibility for the discussion. “As soon as you are ready, stand up where you are, read out your title, and tape it to the wall. Don't wait to be asked. Go when you are ready."

3. Once the members stop announcing topics, ask if all the issues are up. Notice that there is a large number of burning topics generated by the group. There is a lot we care about. Then invite everyone to come to the wall and sign up for as few or as many of the groups as they desire. After everyone has signed up, if there is enough time, you just jump into having folks pick a space and time to meet and begin. If there is limited time or space, you can think of ways to limit the discussions to the number of available spaces and times. Say, if there is only one time and eight meeting spaces, you could put eight pieces of paper in the center for topics and announce it will be first come first serve for topics.

4. Have people go to their meeting space for the times allocated. Ask them to make notes on an easel sheet of key points in their conversation, whether it is ideas, questions, or actions. If you have a longer time period set up, set a general time for the conversations, they can self organize around how long they meet. If they want to continue, they can move to another space if another topic is convening in the space they are in. The Law of two feet tells the leader if the topic has the energy to continue.

Events that use an Open Space process exclusively are managed differently from those that use the process as a part of an overall event. The Convener will need to decide which will work best for the group’s overall needs, stage of development, and desired outcomes.

5. When the group is reconvened, have each group hang their easel sheets so the group then can do a “gallery walk” and review all of the discussions. Debriefing as a whole is optional, depending upon your overall process, time, and goals for next steps.


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Open Space in pictures

Facilitator opens the space by walking around the circle and inviting people to post topics.

People writing agenda topics. It never takes very long before the creative juices start

flowing.

Participant posting his topic on the agenda wall.


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Group checking out the topics on offer. Each topic has a post-it note with the time and place

on it showing when and where the conversation will convene.

Small group hard at work. Participants can reach very deep levels of engagement and

dialogue in Open Space.

The news wall. The proceedings of the day are added as they are produced, making for a

living record of the day's events.

Photos on this page courtesy of Judi Richardson, Pono Consultants from the "Becoming a Peacemaker" Conference we co-facilitated in Fairbanks Alaska, April 2002


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THECIRCLEPROCESS:APathforRestorativeDialogue*

JeanGreenwoodOctober2005

“Everything the Power of the World does, it does in a circle. The sky is round, and I have heard that the

earth is round like a ball, and so are all the stars. The wind, in its greatest power, whirls. Birds make their nests in circles, for theirs is the same religion as ours. The sun comes forth and goes down again in a

circle. The moon does the same, and both are round. Even the seasons form a great circle in their changing, and always come back again to where they were. The life of a man is a circle from childhood

to childhood, and so it is in everything where power moves.” Lakota holy man in Black Elk Speaks, John Neihardt

THECIRCLEIS:

AWAYOFTALKINGTOGETHERINWHICHALLOFUS...• arerespectedandtreatedequally• havetheopportunitytospeakwithoutinterruption• tellourownstories• speakandlisteninadeeper,moreheartfeltway

VALUESUNDERLYINGCIRCLES:• mutualconcern&respect •sharedresponsibility• consensualdecision-making •personalaccountability• appreciationofdifferences •equalopportunity• voluntarydirectparticipation •personal&communityvalues• interconnectedness •wholisticapproach• focusoninterests&meaning • flexibility

CIRCLESCANBEUSEDTO:

• achievegreatermutualunderstanding• developaspiritofcooperationandcollaborativeskills• workthroughdifferences,difficultissues,painfulexperiences• makedecisionstogether,buildingconsensus• repair,heal,andbuildrelationshipsandasenseofcommunity• developagreementsthatbringresolutionandclosure• planforthefuture• ritualizeorsymbolizeconnections,transitions,significantchange

School of Social Work College of Human Ecology

AnInternationalResourceCenterinSupportofRestorativeJusticeDialogue,ResearchandTraining


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THECIRCLEPROCESS:ANOVERVIEW The circle process creates a distinctive kind of space for restorative dialogue. Circles are fashioned in such a way that interconnectedness, interdependence, and equality within the community are highlighted. Participants are encouraged to share a sense of mutual responsibility for the well being of the community and the individuals within it, and an understanding that what happens to one person affects all.

In the circle, all participants, regardless of role or status, age or experience, are considered of equal importance, with equal voice. Everyone in the circle is invited to speak and listen from the heart, or to initiate silence. No one sits above or below others, or outside of the circle. The circle is inclusive. Even the circle keeper participates in the circle, in addition to facilitating the process. A circular seating arrangement and the use of a talking piece help define the process. While circles vary somewhat in style and structure, they all seek to cultivate a climate of mutual respect and caring that is value-oriented and heart-based, that engages the emotions as well as the mind. Circles are inclusive also in content, designed to allow space for all dimensions of human life, including the spiritual values and traditions of the participants.

The contemporary circle process draws upon an historic indigenous tradition practiced commonly in North America, the talking circle, which utilizes a talking piece that is passed from person to person around the circle, signaling the opportunity to speak. When you receive the talking piece, you may speak without interruption, hold the talking piece in silence, or simply pass it in silence to the next person. The use of a talking piece, in essence, slows the pace of dialogue, encourages quieter people to have an equal voice, assists participants in modulating and shaping the expression of strong emotions, and allows for deeper conversation, more careful listening and thoughtful expression.

In indigenous practice, ritual is typically used both to open and close a circle. These symbolic gestures mark a transition in time and space, setting apart the circle process as a sacred place where participants may experience themselves and others in a significant way that moves beyond the ordinary. Such rituals help to weave the fabric of community, by creating commonality of meaning through shared experience. Some of the most powerful rituals actually grow out of people’s experiences, as well, rising out a need in the community or a defining event.

In addition to indigenous traditions, the circle process resonates with other conceptual frameworks and experiential practices that seek to give voice to participants, equalize power, integrate wholistic perspectives, build toward consensus and cooperation, and draw upon innate wisdom and experience.


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RESOURCES For a more detailed discussion of the circle process, see: Pranis, K., B. Stuart, and M. Wedge (2003). Peacemaking Circles, From Crime to Community. St. Paul, MN: Living Justice Press. ~~~ * Some material adapted from: Greenwood,J.(2005).Conflictresolutionandmediationtechniques.InM.Arnold,L. Heyne, & J. Busser, Problem solving: Tools and techniques for the park andrecreation administrator (4th ed., pp. 111-127). Champaign, IL: SagamorePublishing.


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ACEs, Resilience, Equity, and Social Justice

• TheburdenofACEsandabundanceofAssetsisnotthesameforallgroups,andhasbeenrelatedtoincome,neighborhood,gender,identity,andrace,amongfactors.Weneedtoassesshowtheburdenofadversechildhoodexperiencesisdistributedacrossourcommunities.

• Theinequityofthis“burden”canleadtoareinforcingofbiasaboutcertaingroups.Theymaybeseenaseithertheproblemorresponsibleforthatinequity.Thisimpactsbothourindividualaswellassystems’responses.Lookforthisbias.Inequityisinvisibletomanywithprivilege.

• Trauma-informedpracticesbecomemoreequitablewhen:o Socialjusticeissuesaresurfacedandsysteminterventionsandindividualinterventionsbothchallengethetraumaandimpactofsystemicoppression,

o Thoseimpactedmostareleadinganddecidingonsolutionsfortheircommunities,and

o Awarenessofprivilege,socialbias,andequityarecompletelyinfusedintodevelopingtrauma-informed,compassionateenvironments.

o Ifitisnotraciallyjust,itisnottrauma-informed.• Socialactivismisoftenhowbothindividualsandcommunitieshealfromtheeffectsoftraumaandbuildtheresistancenecessaryforresilience.


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RESISTANCE, RESILIENCE, AND

ACTION PLANNING


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Some Tips for Handling Challenging Situations

Tip 1: Check in – Notice Your Reaction If you are feeling reactive, defensive, or challenged, take the time to check in and calm yourself. It will be easier to avoid judging or reacting in a way that isn’t helpful and maintains the opportunity for group learning. Tip 2: Wait...what is the opportunity? Leaders or facilitators often feel it is their job to “fix it” or have the right answer. Waiting allows time for the group to check in as well and share leadership in the response. Look for the core issue underneath the challenge or question and what is the group discussion opportunity? Tip 3: Create Safety and Belonging Acknowledge the person as soon as you can so that they know they are still safe, welcome, and belong in the group. That will help reduce any stress they were feeling that generated their resistance. Tip 4: Practice gratitude Resistance is an opportunity for growth. Practice being grateful for the challenge (unless the person is being triggered in a way that makes it too hard for them to self-regulate.) Use the facilitation principles of listening for what is trying to emerge. Tip 5: Actively listen Alwaysagoodidea.Give the speaker your undivided attention. Acknowledge the message. Show That You're Listening. Use your own body language and gestures to convey your attention. Provide Feedback. Defer Judgment. Respond Respectfully Tip 6: Maybe ask the group to answer/respond Asking the group what they think pulls the facilitator out of the “expert” role and into a role of eliciting the group’s best thinking. The facilitator can help to keep the discussion respectful and positive, so that resolution is strength-based and the person with the challenge is included and appreciated. You might think of open ended questions to further the group inquiry. Tip 7: Aim for a “connecting” outcome Create space for the group and person being challenged to come together in their thinking and the outcome of the question that reduces resistance and opens co-learning. Also, check in with the person at a break if it looks like it was not resolved. Again, avoid a “fixer” role. Trust they are on a journey and will figure out what they need to know. Bottom Line – Handling difficult situations is just part and parcel of managing and leading. So where do you need to focus your attention in terms of developing your capacity and modeling your compassion?


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NineThingsAllChildrenNeedToBeResilientMichaelUngar,Ph.D

1.Structure–reflectssafety,childdevelopmentstages,andvalues

2.Consequences–accountability,canfixmistakes,valuestheybelong

3.Parent-childconnections–therewhenneeded,butknowchildis

capable

4.Lotsandlotsofstrongrelationships–relationalskills,

interconnectedness

5.Apowerfulidentity–adultsasmirrorsreflectingbackwhotheyare

6.Asenseofcontrol–practicecontrollingtheirlives,learning

consequences

7.Asenseofbelonging/spirituality/lifepurpose–values,culture,

meaning

8.Rightsandresponsibilities–environmentswherechildistreated

fairly,learnstoadvocateforwhattheirneeds,andfindstheirbenefit

toothers

9.Safetyandsupport-basicneeds,safeneighborhoods,opportunities

togrow


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Pro Action Café combining world café and open space

content from the Art of Hosting community

The Pro Action Café is a space for creative and action oriented conversation where participants are invited to bring their call - project - ideas - questions or whatever they feel called by and need help to manifest in the world. The concept of Pro Action Café is a blend of “World Café” and “Open Space” technologies. It was first conceived by Rainer von Leoprechting and Ria Baeck in Brussels, Belgium. What is Pro Action Café Good For? As a conversational process, the Pro Action Café is a collective, innovative methodology for hosting conversations about calls, questions, and projects that matter to the people that attend. These conversations link and build on each other as people move between cafe tables, cross-pollinate ideas and offer each other new insights into the questions or issues that are most important in their life, work, organization, or community. As a process, the Pro Action Café can evoke and make visible the collective intelligence of any group, thus increasing people’s capacity for effective action in pursuit of good work. Pro Action Café can be used with a network of people and/or as a methodology for a specific, group, organization, or community to engage in creative and inspirational conversation leading to wiser and more collectively informed action. General Flow of a Pro Action Café A quick check in circle to connect to purpose of the session and with each other. If check-in has already taken place as part of a longer process go straight to building the agenda. You need 2 1/2 to 3 hours for a good Pro Action Café. Invite participants to step forward with their call and in that way ask the community for the help you need to move your project into action. People with a call/project stand up, speak it and write it on the agenda that corresponds to a numbered cafe table. Count the amount of participants, divide by four - this gives you the amount of callers with projects/sessions that can be worked. (i.e. with 40 participants, you can have 10 callers maximum) The principle is first come, first served. If you have less callers, add chairs to cafe tables but no more than 5 at a table. During this process each contributing participant (those who do not step forward) get to support up to three different calls/projects. When the agenda has been created, invite the callers to go to their numbered café tables. There will be three rounds of conversation in café style of 20-30 minutes - each guided by a few generic questions to help deepen and focus the conversations.


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Round 1 What is the quest behind the call/question/project? – to deepen the purpose of the call Round 2 What is missing? - when the quest has been deepened, explore what could make the project more complete and possible Round 3 What am I learning about myself? What am I learning about my project? What next steps will I take? What help do I still need? - to help bring it all together for the caller and their project

Round 3 is in 2 steps: __ 1. First 20-25 minutes for the callers to reflect by themselves on the 4 questions

above and harvest their key insights. __ 2. Round proceeds as the previous rounds – in conversation with participants. The

new participants visit the table to listen to the harvest of the caller, their learning, their steps, help needed - and then offer any insight and any further support they can offer.

Between each round, create breaks for the participants to have a drink, relax together, and get ready to support another caller in their quest/project. Last step is to meet in circle and invite the callers from each table to share answers to these two questions: __1. What am I grateful for? __2. What are my next steps? If there is time, the whole group can shortly reflect on: What applications do we see for practicing Pro Action Café in our contexts? End the Pro Action Café with a collective gesture to appreciate the work done and the gifts offered and received. Materials and Set Up

• Ideally create a large circle in one part of the room and enough café tables with four chairs in another part. (If the size of the room does not allow this, then participants will move the tales and chairs themselves as soon as the agenda is created.)

• Dress the tables with flipchart paper, colored pens, and markers as basic café set up.

• Prepare the matrix for the agenda setting of the session with the right amount of sessions according to the number of participants divided by four.

• Have fun and do good work together. http://sites.google.com/a/pro-action.eu/pro-action-cafe/ how-to-become-ahost/ hosting-kit


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MyPersonalActionPlanWhyIwanttousethisinformationorpracticesinmylife,work,orcommunity.Whoelsecaresaboutthisinmywork/community?WhataretheopportunitiesIhavetosharethisinformationorusethesepractices?Thinkingofthefourstagesofchange,wherewouldIplacethemonthiscontinuum?Whatmightgetinthewayofmyactuallytakingadvantageoftheseopportunities?WhatsupportdoIneedtodothis?WhowillIcalltotalkaboutthisorworkwithme?Whatismynextstep?


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APPENDIX


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REFERENCES & RESOURCES

BRAINRESEARCH

Bailey,B.(2017).ConsciousBrainStatesModel.Retrievedfromhttps://consciousdiscipline.com/methodology/brain-state-model/CenterontheDevelopingChild.(2017).ThreeCoreConceptsinEarly Development.HarvardUniversity.2017.Retrievedfrom https://developingchild.harvard.edu/resources/three-core-concepts-in-early- development/Teicher,M.,etal.“Neurobiological&BehavioralConsequencesofExposuretoChildhoodTraumaticStress,”StressinHealthandDisease,Arnetz&Ekman(eds).2006.

EPIDEMIOLOGICALRESEARCHAnda,R.&Porter,L.(2014).ACEInterface:MasterTrainerEducation.Retrievedfrom http://www.aceinterface.comBlodgett,C.(2015).NoSchoolAlone:Howcommunityrisksandassetscontributetoschool andyouthsuccess.[LegislativeReport].WashingtonStateUniversity.Retrievedfrom http://erdc.wa.gov/sites/default/files/publications/noschool_alone.pdfFelitti,VJ,Anda,R.F.,etal.(1998).RelationshipofChildhoodAbuseandHousehold DysfunctiontoManyoftheLeadingCausesofDeathinAdults.American JournalofPreventiveMedicine.14:4.WashingtonStateDepartmentofHealth.(2011)BehavioralRiskFactorSurveillanceSurvey (BRFSS).


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RESILIENCERESEARCH

Masten,AS.(March2001).OrdinaryMagic:ResilienceProcessinDevelopment.American Psychologist.56:3,pp.227-238.Boss,P.(2006).Loss,TraumaandResilience–TherapeuticWorkwithAmbiguousLoss;WW Norton&Company.Longhi,D.&Porter,L.(2009a).CommunityNetworks–BuildingCommunityCapacity, ReducingRatesofChildandFamilyProblems:TrendsamongWashingtonState Countiesfrom1998to2006.ExecutiveSummaryandTechnicalPaper,OlympiaWA: FamilyPolicyCouncil.Longhi,D.&PorterL.(2009b).Social-NormativeChangesinRuralHighRiskCountieswith

HighCommunityCapacitythatAccountedforDecreasesinYouthSubstanceUsefrom2000-2008.ResearchBrief.Olympia,WA:FamilyPolicyCouncil.

Ungar,M.(2008,2017).WhatisResilienceResilienceResearchCenter.Dalhousie University,Toronto.Retrievedfromhttp://resilienceresearch.org

Epigenitics:

DetmedisinskefakultetUiO.Jan29,2016.Epigenetics:Naturevsnurture.Retrievedfromhttps://www.youtube.com/watch?v=k50yMwEOWGUGuerro-Bosagna,C.(Video).June27,2016.Whatisepigenetics?TED-Ed.Retrievedfromhttps://www.youtube.com/watch?v=_aAhcNjmvhcSciShow.(Video).Jan.22,2012.Retrievedfromhttps://www.youtube.com/watch?v=kp1bZEUgqVI


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Mobilizing Action for Resilient Communities: Workshop Evaluation TRAINERS: DATE: Pleaseratethefollowingstatementsaboutthetraining: Highly

AgreeAgree Disagree Highly

DisagreeMygoalsandexpectationsforthistrainingweremet. Thequalityofthematerialandfacilitationmetmyexpectations. ThispresentationprovidedmeinformationIwilluseinmylifeandwork.

Theactivitieshelpedmyunderstandingandmyconfidencetousethismaterial.

Thematerial,exercises,andpacinghelpedmelearn. Commentsorrecommendationsforimprovingtheworkshop:

As a result of this training, will you: Highly Unlikely

Possibly Most Likely

Definitely

1. Share this information with others?

2. Help facilitate conversations about how to use this information in your work or community?

3. Shift some practices or policies based on your understanding about ACEs and resilience?

4. Advocate for incorporating the framework of understanding ACEs and resilience into your organization?

5. Incorporate this perspective into community efforts to increase social justice and equity?

What other ideas do you have that you’d like to share with the planners and facilitators?

◊ Iwouldliketoremainconnectedtothisgroupoftrainers.◊ Iwouldliketogetinformationforotherrelatedevents.

Contact:

First! Please complete Pre/Post survey on other side


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Pre/Post Survey

How do you rate your knowledge about:

PRIOR TO THIS WORKSHOP

AFTER THIS WORKSHOP

Very Low

Low

Moderate

High Very High

Very Low

Low Moderate

High Very High

1. The importance of understanding the impact of adverse childhood experiences (ACEs)

2. ACEs’ impacts on brains and behavior

3. How ACEs may have impacted your own life or your family

4. My understanding of the power of connection and resilience-building in the mitigation of the impact of ACEs

5. My ability to share what I have learned about ACEs/resilience

6. The role of this research in my organization and work

7. How this research relates to my community and the value of mobilizing to address ACEs and build resilience

8. What it takes to develop a community-wide, trauma-informed system

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Crafting Powerful Questions The questions(s) you use for a World Café conversation are critical to its success. Your Café may explore a single question or several questions may be developed to support a logical progression of discovery throughout several rounds of dialogue. Keep in mind...

• Well-crafted questions attract energy and focus our attention to what really counts

• Conversation-generating questions are open-ended—the kind that don’t have yes or no answers, or a yet-known answer.

• Good questions need not imply immediate action or solutions, but invite inquiry and discovery.

• You’ll know you have a good question when it continues to surface

new ideas and possibilities.

• Bounce possible questions off of key people who will be participating to see if they sustain interest and energy.

A Powerful Question…

• is simple and clear • is thought-provoking • generates energy and excitement • focuses inquiry • surfaces unconscious assumptions • opens new possibilities • generates deeper curiosity among participants • doesn’t have an answer • leads to more questions

Introduction to the Core Research Presentation:

There is a growing body of interconnected research in brain development, adverse childhood experiences, epigenetics, and resiliencethat reinforces what we actually already know:

That caring for and understanding one another is what children, parents, adults, and our communities need to overcome adversities, be resilient, and flourish.

1

We will focus on these main points from the research:

Toxic stress effects brain development Toxic stress is common & we can pass it on to our children It does not define who we are. The past does not define our future or who we can be

We can all heal – through compassion, understanding & connection

This means that we can change ourselves, our practices and policies, and our communities based on this information

2

The debate of nature vs. nurture is now seen as a both/and.

There is a growing body of research in neurobiology that is telling us that brain development is deeply effected by our experiences.

And this development effects how we perceive and respond to future experiences in predictable and understandable ways.

Our experiences also shape what we believe about the world , what it is like and how it works, as well as what people are like.

3

Our brains are amazing. They develop to help us survive in our environments, to get what we need. They do not develop what our environments tell us we don’t need. At birth, ourbrains are just starting to be built, looking outward for input as to what connections it will need to survive.

By seven years old, our brains have develop enormous amounts of synapses we will need. Even by this age, many connections have been pruned away, such what language sounds we need to understand and whether we need to stay regularly hyper vigilant or whether we can regularly relax because we are safe.

(Can talk about babies capacity to speak all languages at birth but by two, much of that ability to hear and distinguish other language sounds is gone. – Find interesting brain development stories that intrigue you.)

As we continue to grow, the brain prunes out the connections it doesn’t use or need and at 15 years you can see quite a bit of thinning out has happened. For instance, if you do not use or trigger your fight or flight response that often, some of those connections are pruned and others built.

4

Again, the genes set the stage, but experience provides the direction.The brain’s development is experience and activity dependent and develops from the stem, the back, to the front, or the frontal cortex, where executive functioning is built. Our most sensitive periods of brain development actually last longer into early adulthood than we used to think, at least until 27.We used to speak of birth to three or to five as the most important ages for brains, but the research is telling us that experiences impact us all across early childhood to early adulthood. Ginsberg calls adolescence the new “birth to three.” All developmental stages are critical to healthy functioning.

5

The limbic system, located just beneath the cerebrum on both sides of the thalamus, is not only responsible for our emotional lives but also many higher mental functions, such as learning and formation of memories.

It regulates the release of cortisol and adrenalin that produce the fight or flight response. The response also includes freeze, hide, or appease, depending upon what worked for each person at the time to remain . These powerful hormones are essential to brain development but are healthy only for short periods of time. If they remain in the brain for extended periods of time, they significantly impair brain development, specifically those parts that are most actively developing at the time.

Source: Boundless. “The Limbic System.” Boundless Psychology Boundless, 20 Sep. 2016. Retrieved 06 Feb. 2017 from https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/biological-foundations-of-psychology-3/structure-and-function-of-the-brain-35/the-limbic-system-154-12689/

The limbic system has an important role in the “fight or flight” response to danger.

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Adrenaline is an important part of your body's ability to survive, but sometimes the body will release the hormone when it is under stress, but not facing real danger. This can create feelings of dizziness, lightheadedness and vision changes. Also, adrenaline causes a release of glucose, which a fight-or-flight response would use. When no danger is present, that extra energy has no use, and this can leave the person feeling restless and irritable. Excessively high levels of the hormone due to stress without real danger can also cause heart damage, insomnia and a jittery, nervous feeling.

Cortisol is also released under stress. . Cortisol prepares the body for a fight-or-flight response by flooding it with glucose, supplying an immediate energy source to large muscles. Cortisol inhibits insulin production in an attempt to prevent glucose from being stored, favoring its immediate use.Cortisol narrows the arteries while the epinephrine increases heart rate, both of which force blood to pump harder and faster.

In short, the theory is that with an ever-stressed or fast-paced lifestyle, our bodies are pumping out cortisol almost constantly, which can wreak havoc on our brains and our health. So this is what we mean when we talk about toxic stress. Not the kind of stress that is normal for growth, learning, and taking healthy risks, that gets reduced by the love and support of others, but the kind that is so frequent and extended that we are not able to recover.

It is important to note that what may be toxic stress to one person can be tolerable to another with the addition of the support of a caring adult.

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With his team at Harvard and McLean Hospital, Dr. Martin Teicher continues to learn about the human brain and biology through a systematic process, isolating one factor at a time. He compares the brains of people who have experienced neglect or abuse to brains of people who have not. His findings suggest that maltreatment effects brain development in predictable ways.

Assuming a neutral start at conception, the brain is shaped by experiences. This is a generalization, but it basically describes Teicher’s findings. Walk through the visual as slowly or quickly as your audience needs.

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Early – hippocampus/amygdala (early all, 3-5 sexual)•Memory consolidation and retrieval •Puts a brake on some of our behaviors that may have risky consequences•In non-stressed states, be logical, linguistic, rational, but when they enter a highly emotional state they may have less control through thoughts and logic and be less able to use logic and reason to regulate behavior. •Delayed effects

Middle – Corpus Collosum: (neglect in infancy and sexual abuse around ages 7-10)• Functions get isolated in one side or the other•Interpretation of symbols -- language and math – difficulty explaining math, eg•Complex thought and analysis•Aha insights and other functions of learning•Picking up social cues

Late – Cerebellar Vermis (all pre-puberty) AND Cortex•Critical to our attention :Peripheral details ; ADD and ADHD.•Release of our feel-good hormones, norepinephrine and dopamine. Size and functionality affected: vulnerability to depression.•Seat of mental health. -- role in virtually every mental illness, including schizophrenia, borderline personality disorder and depression.

Executive Function continues to develop, third decade of life… window of opportunity Adolescence has been called the Age of Opportunity or the next birth to three.

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• This is another way to describe Dr. Teicher’s research. • All brains are made to adapt in response to the environment and stressors in the environment.

This is normal. In a perfect world, this process ensures a good fit between the individual and the environment. It also means our experience becomes part of our biology.

• Adaptations in the shape of the brain’s key regions, chemistry and the electrical grid result in predictable patterns of development in behavior, disposition and other characteristics.

• On the whole, we can expect a high stress child to arrive at school ready to compete—ready to push others out of the way to get what they want or need. Their temper will heat up quickly and cool off slowly. They expect danger at every turn, so they may pay more attention to other people than to books. They are unlikely to sit still. After all sitting still IS a sitting duck.

• Our society tends to see these things as bad or broken. But when you take the larger view, this adaptation has value. Being ready, willing and able to respond to danger helps the species survive in difficult times. People who are wired with these characteristics are incredibly good in a crisis. They can respond quickly and decisively.

• We may tend to see the bottom track, where people are laid-back and relationship oriented as “good.” And it certainly can be easier to manage children who want to be cooperative and get along and keep the peace.

• But that’s not always useful. Raise your hand if you have ever worried about a kid because he or she had no “street smarts” or was way too trusting of other people? These “good”characteristics are helpful in times of peace and plenty. But not so much in times of danger.

• Both pathways are normal. Both pathways are about the biology potential that is inside of us. And both pathways have up sides and down sides.

• Our culture is pretty good at helping people on the bottom pathway build needed skills. For example, we teach stranger danger and self defense.

• But what do we do for the kids on the top path? Do we make a real effort to teach a “hot head” how to use their constant search for competition and danger in ways that are socially and economically valued? Or do we suspend them from school as too hard to manage?

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DISCUSSION TIME: Give discussion questions one at a time. This helps people get engaged.

•Let’s spend some time discussing this challenge. How do we help young people who have lived a life of toxic stress develop socially and economically valued skills that build on individual characteristics.

•Keep in mind that “hot-tempered” can be transformed to passionate, “impulsiveness” can be developed as the ability to act decisively with limited information. “Hyper vigilant” could result in scanning the landscape for changing conditions or unusual circumstances. And “Brawn over brains” could become just plain fearless.

•CLICK for first question. Read for participants Give 3 minutes in pairs. Take a few minutes to brainstorm: How do schools respond to children and adults with these characteristics? Is that working well?

•After 3 minutes, gather everyone’s attention. CLICK for next question. What needs do we think children or parents are trying to get met?

Give 3-5 minutes to group to call out for each. List on easel sheet.

•CLICK for next question. What asset-based terms or descriptions could be used? Go through most of the list quickly. People get it…

•NOTE SHORTEN TIMES TO 2, 4 and 4 minutes when your speaking time is shorter.

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•At the end of discussion, ask everyone Please jot down one or two things you discussed that you want to be sure and remember, and possibly act on when you get home.

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•CLICK for next question. Read for participants Give a few minutes to respond:

OPTION:

At the end of discussion, ask everyone Please jot down one or two things you discussed that you want to be sure and remember, and possibly act on when you get home.

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One simple way to describe large brain systems is this. When we are not feeling safe or cared about, we are responding from the stem as well as the limbic system. When the other two are assured, we can use our executive functions to learn.

We often try to teach or reason with children and adults who are not feeling safe or cared about. They are not ready and it is important we are aware of the state they are in and help them move to safety and connection first, before trying to reason or teach.

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This chart is another visual of the previous brain slide adapted from Jim Sporleder. Learning and growth happen between being completely comfortable and a triggered state where safety and connection are not certain.

When working with others, it is important to go through these four processes – 1) check how you are doing, are you triggered. If so, do what you need to do to calm yourself, even if it means taking a step away or time out. 2/3) Notice how they are doing. Are they triggered? If so, first you must create safety and connect with them to help calm them down. 4) Then you can problem solve with them about what happened, possibly teaching some calming techniques and skills they need to learn to manage their stress or build their capacity. Find their strengths and build on them.

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This one is just for you to consider putting on your wall to remember or work with others about…. Where do you think you are at this point, red, yellow, or green zone? Maybe we should wait to talk until you’ve had a chance to take a deep breath and feel safer.

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Epigenetics—60 year old science informing us that DNA is not all there is to how we become who we are. The epigenetic coating around our DNA gets coded by everyday behavior on an on-going basis. Again, our experiences with the world and others are remembered in our bodies AND these behaviors create tags that can get passed down to the next generations.

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This can be for better resilience or for worse…not just all bad news. Again—what we do daily matters! Especially before and during conception.

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This exercise help people take on multiple perspective and see what needs each has.

Self explanatory sheet

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We have been talking about the effects of toxic stress on individuals. Now, we’re going to switch gears and talk about the effects of toxic stress on the population as a whole and epidemiology, the study of population health.

Epidemiologists are scientists who study the origins of disease, disability, productivity and health in a population. They help us to focus our efforts on issues and processes that will make the most difference for the well-being of everyone.

We’re going to talk about the largest epidemiological study about the enduring effects of Adverse Childhood Experience to date which is the foundation of much of the work that has been done in this area in the last 15 years. Dr. Rob Anda and Dr. Vincent Felitti are the co-principal investigators of the study, which they call “The ACE Study”.

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I’m going to share with you findings from the Adverse Childhood Experience Study… We’ll call it “the ACE Study”. The ACE Study confirms, with scientific evidence, that adversity early in life increases the risk physical, mental and behavioral problems later in life. The ACE Study is the largest study of its kind, with over 17,000 participants. It was developed and co-sponsored by Kaiser Permanente (managed care consortium) of San Diego, California, and the Centers for Disease Control and Prevention in Atlanta, Georgia in the early ‘90s. Dr. Vincent Felitti and Dr. Rob Anda are the co-principal investigators of the ACE Study. Dr. Anda, who designed the ACE Study while he was working as a Senior Scientist at the CDC, reviewed and approved all the information from the study that we’ll present.

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Scientific research begins with a hypothesis, an educated guess about what will be found. The ACE Pyramid represents the hypothesis that Drs. Anda and Felitti were testing with their public health study. When they developed this hypothesis, the leading edge thinking at the time was about how risk factors lead to disease and early death -- just the top three layers of this pyramid.

But Drs Anda and Felitti knew that something must be missing – they could see this because the risks are not random; they are concentrated in some populations, and not others. And people who have one risk tend to have others; that is, they cluster. So, they decided to test their hypothesis that multiple forms of childhood adversity could be a major determinant of health.

The ACE Study (hypothesis) concept is that ACEs lead to impaired neurodevelopment, which in turn lead to social, emotional and cognitive adaptations that can then lead to the risk factors for major causes of disease, disability, social problems, and early death.

The ACE Pyramid is a life course model, from conception to death that is designed to understand how adverse childhood experiences ACEs influence human development in predictable ways.

This is important because what is predictable is preventable.

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ACEs include:• Four forms of abuse: physical, emotional, sexual and violence against the mother; • Neglect; and• Indicators of household functioning: mentally ill, depressed or suicidal person in the home, drug addicted

or alcoholic family member, incarceration of a family member, and loss of a parent.

The researchers deliberately decided to label these adverse childhood experiences and that term now is part of the language we use to describe childhood trauma.

Some people have asked if there are other ACEs. The answer is “yes”. These ten types of experience are proxy for toxic stress – the kind that creates elevated stress hormones for prolonged periods of time –through critical or sensitive developmental periods. Researchers at Washington State University Area Health Education Center discuss these issues using the term “complex trauma”. They explain that complex trauma includes episodic traumatic events – when the child doesn’t know when the next blow is coming – stress hormones remain elevated for long periods of time.

These ten were selected because they are attached to huge costs in our systems to respond to and because they are linked to attachment, two critical research areas that interested the CDC. There have been other studies looking at other “ACEs” that you can research, but the good news/bad news, adding other adversities does not challenge this study, but only say children face even more than the study found.

• OTHER INFORMATION

The researchers did ask about severity of abuse, duration and other kinds of questions that are important to folks working in child safety. But when it comes to health outcomes, they found that what matters is the number of kinds of adverse childhood experiences.

This information can be hard for us, for a variety of reasons. We all know people who have struggled with adverse experiences. Many of us have served children who are struggling with them. And adverse childhood experiences are personal to most people taking this course. The study found that over 60% of Americans has one or more of these experiences, so the data can really hit home.

I want to let you know that over 60,000 Washingtonians have seen some version of this Power Point to date. Some folks have been very deeply touched by the data—moved to tears, even. And that’s really okay. I want you to know that many of those folks have said afterwards that they feel liberated. They will often say: “Oh, these things in my life are connected. My life is hard for some very good reasons.”

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People have known that abuse in childhood or forms of childhood trauma effect one’s later life, but one of the significant new findings of the ACE Study was that ACEs are more common than people thought.

This data is from the ACE Study and the WA State Behavioral Risk Factor Surveillance System (BRFSS) survey that is administered every year by the Centers for Disease Control and Prevention through state health departments. The WA and Whatcom data was collected between 2009-2011 where eight of the ACEs questions were added to the BRFSS in Washington State. The last column can be compiled from pre-ACE and Asset surveying of group participants. We have found that this data is a powerful message of “this is us.” We are not just talking about those people or those we work with. We here have also been impacted by ACEs.

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Another way to break the data out. The BRFSS in Washington only asked eight of the ten questions, leaving out emotional and physical neglect, due to space. Some states included them all.

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This slide can be generated from having the group complete the ACEs/Assets Questionnaire

Another things that makes a huge difference in our lives is the assets we have/ These significantly mitigate the impactof toxic stress and ACEs. The majority of us have significant amounts of resilience factors or protective factors in our lives, both internally and externally, that allow us continue to care and do the work with others that we do. As one of our team says, ACEs is what happened to us, our resilience is who we are. Our assets are why folks are often in helping and community professions. They have found support to transform their experiences into gifts and wisdom.

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The other major finding of the study is that the dose, or number of ACEs, is more predictive of risk across the population than the severity or duration of any single ACE.

Because this is research about the population as a whole, we can’t use this research to know what will happen to an individual as a result of their childhood experience. An ACEs score is not a diagnosis. Population data can show us the probability of experiencing various life challenges, and how that probability is related to childhood experience. We are learning about probability – not personal pathways. It will be important to note in the coming slides that the majority of those with high ACEs did not exhibit the health problem, it only increased the population’s risk.

As we talk through this material try to resist the urge to use it to mentally diagnose individuals –instead invite yourself to think about what it means for the groups of people in your lives – how you might understand patterns of behavior, health, life challenges and work performance and how you might interact differently with these groups to be more helpful.

The primary finding of the ACE Study is a dose-response relationship between adverse experiences and poor physical, mental and behavioral health.

That is, the bigger the dose of ACEs, the higher the risk of a number of health problems.

When the population as a whole has a bigger dose of adverse childhood experience, there is more disease.

These charts show the dose-response relationship between higher ACE categories and various kinds of behavioral health problems. These charts are all read the same way:The vertical access is the percent of the population with the disease or condition; along the horizontal access, from left to right are the number of ACE categories reported. So, among people who reported 0 ACE categories, 10.4% currently smoke; among people who reported 6,7, or 8 ACE categories, 28.5% currently smoke. The higher the ACE “dose” the greater the probability of current smoking. That is what we mean by a dose-response relationship between ACEs and mental, physical and behavioral health problems. So, let’s look at some other kinds of adult challenges, and their link to ACEs.

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Heavy drinking – We usually just note increase in risk between 0 and 6 or more in each of the following slides. It is a pattern of increased risk in all of these.

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Here is a list of some of the health and social problems documented by ACE Study publications.Because ACEs have a powerful impact on many health and social problems, the ACE researchers concluded that ACEs are the leading cause of health and social problems in our nation. And this should lead to thinking about prevention.

We are living in a time with stunning potential for shifting the trajectory of health and wellbeing for generations to come.

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Depression is the leading cause of disability in developed countries. Here we see that the risk of depression increases for both men and women in a “dose-response” fashion as the ACE Score goes up.

ACEs are held in the body, leading to mental, physical, behavioral health problems in adulthood. Some of those problems are unintentionally handed to the next generation. Becoming an alcoholic, marrying an alcoholic, and suffering from depression are a part of the intergenerational transmission of Adverse Childhood Experiences.

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One of the strongest relationships seen in the ACE Study is between ACEs and the risk of suicide attempts. People with an ACE Score of 4 have almost 20 times the risk of suicide attempts as people with an ACE Score of 0.

At this point, I talk about how the study frames risk and that it tells the negative story. Another way to look at this is that 82% of those with 4+ ACEsDid not attempt suicide. What the work is what assets do people have to be resilient in the face of significant adversity In general, people do well because of connections that heal.

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How data is presented tells a specific story. We have been forced on increase risk for specific for what we

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This slide shows the persistence of protection, resilience, and resistance to adversity. This resilience is what we want to increase and promote. Our actions generally are more successful when we focus on what we want, not what we don’t want. This does not in any way negate the ACE Study’s findings about increase risk to health, but we must remember to reframe it to get what we want to seem more.

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This describes how ACEs are transmitted to the next generations.The responses to trauma lead to parents passing that ACE on to their children, and the cycle of stress continues.

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This protocol from Jefferson County Public Health Department is an example of the “conversation” the ACE questionnaire can generate and the asset-based way of addressing trauma. The person who knows their ACE score is the only one who can tell us how it has and does impact them.

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Find a partner, someone you haven’t spoken with yet and share your answers to these questions.Read the questions and then take five minutes for the first, three for the next and three for the next.

These questions help our understanding of the impact of childhood experiences, positive and negative, on our lives, but also shapes the kinds of conversations that are not labeling or diagnostic, but assume that adults and even children can understand how they may have been affected and lead to empowering conversations of asset-building, personally and with others.

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• Resilience is the core set of skills, attributes and relationships we draw on to solve problems, particularly in the face of adversity.

• “As former American Red Cross President Elizabeth Dole put it, ‘When the river is rising and it’s 2:00 am, that’s not the time to start a relationship. The relationship has to be there first.’ If you don’t have the web or fabric of good, trusting relationships, you can’t suddenly pick up the phone and say, ‘I need you.’” (Margaret Wheatley, Kansas Health foundation, 2000)

• Because life is sometimes hard, we all come with the built-in ability to develop resilience. If we never face any challenges, our resilience can be stunted. On the other hand, if we face a tsunami of life challenges, our ability to bounce back or positively adapt may be overwhelmed.

• For members of our community who have faced toxic stress or high ACEs and who now find it difficult to sustain a daily routine due to sickness, chronic pain, mental illness or other life challenges, having social-emotional support, hope for the future and a sense that good things are still to come is critical to doing well despite adversity.

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• People mostly have studied the individual traits that support a person’s ability to be resilient.

• But Michael Ungar has expanded that idea to point out that there is a context that supports or hinders people to allow their natural resilience to emerge and “right” them when they are knocked over. Where there are spaces (cracks) in the adversity (concrete) is where natural resilience can emerge. We need many blossoms around us in the community that can help mentor and inspire us as well as champions that crack the concrete for each other.

• It is important to also notice that this community context is often where support, adversity and opportunities are inequitably distributed for different groups.

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When people hear about the ACE Study findings, they often ask about resilience.People get excited about the notion of resilience, in part because it reminds us that our supportive actions matter. Our desire for resilience leads naturally to a search for ways to help families and communities.

Three protective systems interact and guide positive adaptation. These powerful systems are individual capabilities, attachment and belonging with caring and competent people, and protective community, faith, and cultural processes.

What do we know about individuals who do well despite adversity? We know that the three protective systems are nested: people do best when they are living in thriving families and communities. We can help one another to develop personal attributes that help us all weather life’s storms. Personal attributes like positive view of one’s life, self-efficacy and self-regulation are all discussed at length in the resilience literature.

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Discuss each briefly….

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This slide is another visual of the previous slides.

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Resilience happens at all levels and goes both ways. We need resilience ecosystems to support human resilience and vice versa. All levels are places where we need to build safety, connection, and support for communities to flourish and be resilient.

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Write for 2 minutes - Find a partner and for 3 minutes - share your answers to these questions.

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ACTIVITY:

Prepare a easel sheet for the wall with the triangle graphic.

Ask participants to think of of a hard time for them in their lives and what got them through it. Write on the sticky note not the description of the incident but what got them through it and then go to the wall and place there sticky note close to (or between) the core protective system where they feel it most relates. If time, some people can speak out what it was. Facilitators reflect on the distribution of the stickies on the sheet and comment that all core systems are important and to create practices that support the wide range of what gets people through hard times.

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Put on screen (optional) while group is putting up stickies on the wall TRIANGLE

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PAIR of ACEs Graphic

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Here is a graphic that represents more what we are trying to build not reduce, and the context we are creating that gives us life and hope in the work.

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Some initial research using the results from the 2009-2011 WA State Behavioral Risk Factor Surveillance System Survey, the Department of Health’s annual health survey, shows that people with high ACEs who also have high levels of support, life satisfaction, and hope are less likely to have heath and health-debilitating issues impacting their lives. You may want to find some local slides from local protective factor/risk data and insert them here. The research really does show that caring, support, hope, and belonging mitigate the impacts of and provide protection from risk. This is the work of resilience-building.

So as our friend, Teri Barila, from Walla Walla says, Resilience Trumps ACEs.

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A discussion to help focus on the resilience of groups that may be seen as primarily having deficits. You can choose your own suggested groups, depending upon the audience.

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Supporting and connecting with parents and other adults mitigates ACE effects and improves wellbeing. With the impacts reduced, safety and protection for children improves, creating a cycle of health improvement and ACEs reduction across generations.

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Describe slides from WA State BRFSS 2009-11.

High feelings of support, satisfaction, and hope allow more positive physical health days despite ACEs, vs. low feelings of support, satisfaction, and hope.

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It is the same for mental health days…

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Showing up is one of the most powerful indicators of success in life…..

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There’s a predictable pattern to transformative change. It begins with discovery and communication, which leads people to clarify their values and thinking. With new knowledge and new habits of thinking, people change the actions they take in every-day life.

The collective actions of many people shape a new reality that becomes institutionalized in organizational and policy change. The truth is that people create a new reality long before new laws are passed!

Change is up to us –It is shaped by our thoughts, our conversations, the way we relate with one another in relationships, in families, and in communities.

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When we talk about Adverse Childhood Experiences in our community– improvements and change will come from focusing on the magnitude of the solution.

We are living in a community of great innovations and collaborations and great possibilities. Through conversations and sharing of this information, we increase our collective capacity to understand the breadth of the solutions and the actions necessary to create the caring, healthy, and safe community we want. So talk to others, think well together, and act from the future we want for the people living today, the environment, and all their relations.

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Some References

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Some references

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Self explanatory for discussions about trauma-informed environments and self careMore can be found online…..

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We did not include all of our slides for this topic, since we did not get an opportunity to discuss this in depth at the training. However, there are many materials out there you can adapt. We feel the key points to include are on the next two slides.

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