Events & Workshops
Even our events and workshops are intentionally designed in a trauma-informed format. They provide participants with a high degree of psychological safety in order to maximize learning and growth. They are intimate, interactive, collegial, and collaborative.
More than 95% of surveyed participants rate our workshops and events as “excellent.” Many comment that we offer the best training they have ever attended! We hope you join us to experience HERE this NOW.
understanding and initiating trauma-informed systems change
The Ecological Perspective : Two-Day Intensive
Most people working in schools and social services are saying things just got harder. Mental health issues, disruptive behaviors, and addiction are adding stressful new challenges for families and institutions already feeling overwhelmed.
We try to address these issues one-by-one – by “referring out” – hoping a doctor or mental health professional can “fix” the person. Yet, this keeps us in a reactive mode, investing in ever more ineffective treatments, programs, and pills.
There is an alternative. Groundbreaking scientific research has shown that Adverse Childhood Experiences (ACES) are an underlying root cause of many of the health and social challenges we face. Communities and organizations having adopted a “trauma-informed” approach were able to reduce the rates of a host of health and social problems simultaneously.
When organizations and communities apply the science of trauma and resilience, it opens the door to a wide range of effective solutions and helps us see where the ways we have tried to help individuals may inadvertently be making the situation worse.
It requires changing the culture and practices of institutions, communities, and systems to create environments where people feel belonging and a sense of safety and have opportunities to participate.
Leading this type of change takes a broader set of systems change skills.
Explore and learn about the research and skills to affect change through this interactive workshop, including:
- An understanding of the implications of the science of ACES, PolyVagal Theory, and Pair of ACES (Adverse Community Experiences) for how we work (e.g., revisiting long-held assumptions and paradigms)
- Developing personal and relational skills to work in trauma-informed ways
- Learning practical strategies to build work cultures where people feel a sense of safety and belonging, meaningful participation, and agency
- Cultivating skills to guide change at a community/system scale, including working across disciplines and organizations to develop workable solutions
- Expanding how to “see the system” including acknowledging how the history of a system, community, or place has affected the current situation, such as the impact of historical inequities, racism, and traumatic events.
Through guided group and individual exercises, you will apply what you are learning to your own context and identify actions for initiating change. You’ll identify points of access at various scales where you can affect change (e.g., personal, relational, team, organization, ecosystem/network.)
The focus throughout the workshop is how to embed trauma-informed approaches over the long haul.
This workshop is co-presented by Emily Daniels and with seasoned complex systems consultant, Beth Tener. The workshop setting is designed to provide a restorative learning environment. Located in the pastoral village of Hancock, NH in the peace and comfort of The Hancock Inn, a historic country inn.
Participants will leave this workshop feeling connected, informed, inspired, and better prepared to champion trauma-informed change in their respective settings.
Two full scholarships are available for participants from the Monadnock Region of NH, thanks to the generous sponsorship of Monadnock Voices for Prevention. Please email email@example.com for details.
BECOMING A TRAUMA-INFORMED SYSTEM
When: January 16 – January 17, 2020
Who: Mental health counselors, school counselors, teachers, social workers, social service administrators, school administrators, DCYF employees, juvenile justice workers, health care professionals, public safety professionals, social change advocates, and anyone interested in how to apply trauma-informed approaches. We encourage you to come with colleagues as a team.
Where: Hancock, NH | The Hancock Inn
Time: 9:00 am- 4:00 pm
Cost: $399.00, lunch provided at The Hancock Inn
Full scholarships are available for participants from the Monadnock Region of NH, courtesy of sponsorship by Monadnock Voices for Prevention. Please inquire about a scholarship with firstname.lastname@example.org
Lodging: (not included in cost, mention workshop for discounted rate) The Hancock Inn
Contact Hours: 12
Understanding and Healing Parenting Survivors
Mental health professionals, family case workers, and other human service professionals have among the highest ACE scores of any profession. Many are drawn to the work because of their lived experience. Sometimes this is a benefit in efforts to deliver trauma-informed care but it can often be a hindrance too.
In this one-day workshop offering, participants will gain a deeper understanding of what often drives seemingly neglectful and/or abusive parenting. Moreover, participants will gain insight into how to apply this understanding in their personal and professional lives. This workshop will be led by a childhood abuse survivor and experienced human service worker, mother, and author Dawn Daum. Participants will learn about:
- common triggers parenting survivors experience;
- common reactions and symptoms experienced by parenting survivors;
- the role self and co-regulation play in re-calibrating the body’s stress response system
- interrupting the cycle of abuse
Intentionally offered in the bucolic village of Hancock, NH, participants will complete this workshop feeling supported, informed, validated, and equipped to strengthen their individual resilience and aid the healing of those they serve.
Learn more about Dawn Daum.
An Introduction to The Regulated Classroom:
“Bottom-Up” Trauma-Informed Teaching
When educators learn about the devastating impact of ACEs (Adverse Childhood Experiences), childhood trauma, and toxic stress on a child’s developing body, brain, and behavior, they often remark, “Well..what do I do now?” The Regulated Classroom answers that question.
In this one-day workshop experience, educators will deepen self-awareness and capacity for self-regulation through a new approach to trauma-informed teaching. The Regulated Classroom: “Bottom-Up” Trauma-Informed Teaching is an approach to creating a safe and connected classroom environment by understanding the role of the autonomic nervous system in human behavior.
Educators experience their own stress reactions when they encounter challenging student behavior. If their bodies perceive threat from a student or in the school environment, they are more likely to respond in defensive ways. This dynamic human experience (i.e. “you’re threatening me; I am threatening you”) undermines connection and fuels power struggles and defensive reacting in children and adults. This is especially true if there is a history of trauma.
The Regulated Classroom: “Bottom-Up” Trauma-Informed Teaching helps educators deepen self-awareness about their cycles of stress activation and settling in their bodies. They learn to recognize the signs of “activation” and “settling” in their bodies through various exercises, sensory tools, and four kinds of classroom practices – Connectors, Activators, Soothers, and Affirmations.
These tools and practices are incorporated into classroom routines as a means of building psychological safety and establishing self-regulation in educators and their students. When the classroom environment is “well-regulated,” human synchrony and harmony ensue. This creates safety – the optimal condition for learning and building relationships.
Emily Read Daniels, HERE this NOW, developed The Regulated Classroom after spending more than 20 years fine tuning her capacity for self-regulation in order to support vulnerable youth as a school counselor and educator. The approach is steeped in tenets of The PolyVagal Theory and informed by principles of Somatic Experiencing,™ Responsive Classroom,™ Project Adventure,™ and Mindfulness-Based Stress Reduction.™
The Regulated Classroom:
A New “Bottom-Up” Approach to Trauma-Informed Teaching
Who: classroom teachers, special educators, specialists, OT/PT, speech practitioners, behaviorists, paraeducators, school counselors, adjustment counselors, student assistance counselors, administrators
Where: The Hancock Inn
Cost: $259.00 - includes lunch
Contact Hours: 6 contact hours
An Introduction to NMT™(neurosequential Model of Therapeutics):
Dr. Bruce Perry’s Approach to Treating Trauma
HERE this NOW is thrilled to host Steven Bradley for two days in NH. In this two-day training, Child Trauma Academy Fellow Stephen Bradley will lead participants in understanding the core concepts of NMT™ (Neurosequential Model of Therapeutics) and neurodevelopmentally-informed practice in school and community settings.
Day 1: Intro to NMT™ Core Concepts
This workshop will introduce participants in the fields of education and mental health to core concepts in the Neurosequential Model of Therapeutics (NMT™) as they apply to working with children who have experienced developmental trauma in a variety of settings. Particular attention will be paid to “operationalizing the concepts” in practice and to the relevance of early intervention. Descriptions of core concepts in practice will illustrate their revelance in “real life” settings and situations. Pragmatic hands-on emphasis will be a key focus throughout this training.
OBJECTIVES: Participants will become familiar with Core Concepts used in the NMT™:
- Sensitization and Tolerance
- State based Functioning
- Stress Response Systems
- Sequential Development
- Differential Plasticity
- Relationship, Reward, Regulation
Participants will be introduced to key components of a neurodevelopmentally attuned assessment process. Participants will have opportunities for hands-on experiential learning activities that incorporate key principles of neurodevelopmentally attuned intervention.
- Experiential Intervention Fair
- Discussion of key resources for further application in practice
Day 2: Neurodevelopmentally-Informed Practice in School and Community Settings
This day will provide hands-on opportunity for practitioners to discuss actual cases with other professionals from their fields. Opportunity will be provided for case consultation demonstration and small group discussion to support practice application of core concepts of NMT™ as well as more in depth discussion of the brain mapping process and use of the metric tools in the NMT™. Participants will leave with frameworks and tools for implementation back in their respective settings.
- Participants will learn and discuss sequential processing and it’s relevance to intervention development including the “6 R’s” of intervention development and implementation;
- Participants will have opportunities to discuss the application and relevance of core concepts;
- Participants will practice developing an initial treatment/intervention plan that incorporates low brain/somatosensory activities;
- Participants will become familiar with resources to support further implementation;
- Participants will have the opportunity to see case consultation “in action.”
An Introduction to NMT™
NEURO-SEQUENTIAL MODEL OF THERAPEUTICS
Who: teachers, special educators, school psychologists, occupational therapists, school counselors, mental health counselors, community support professionals, substance misuse professionals, social workers, administrators.
When: March 23 & 24, 2020
Where: ONLINE via ZOOM
Location: The Hancock Inn
Time: 8:30am - 3:00pm
Contact Hours: 12