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Great video that incorporates TBRI

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ALL RISE: For the Good of the Children takes you inside the courtroom of an unconventional judge in East Texas who takes a trust-based, trauma-informed approach to healing broken families in the child welfare system. Two families share how their lives were transformed through the support and intervention offered by Judge Carole Clark and her team of lawyers, mental health experts and child advocates.

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ALL RISE: For the Good of the Children takes you inside the courtroom of an unconventional judge in East Texas who takes a trust-based, trauma-informed approach to healing broken families in the child welfare system. Two families share how their lives were transformed through the support and intervention offered by Judge Carole Clark and her team of lawyers, mental health experts and child advocates.

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Principles of a Trauma Informed Approach

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Principles of a Trauma Informed Approach

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Resources for Holding Icebreaker Meetings Between Birth and Foster Parents - The Annie E. Casey Foundation

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Building relationships between birth parents, foster parents and caseworkers can be extremely important for foster kids, and using Icebreaker meetings can be an effective mechanism for doing that.

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TBRI Available training by Zoom - Mentioned in 4/10/2021 Training.

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Trainer: Brenda Ursel, ACRF Adoption Specialist
Tuesday, June 8 9:30-11:30am

Thursday, June 10 9:30 - 11:30am

Tuesday, June 15 9:30 - 11:30am

To register: acrf@nwresource.org or 279-1799.

We have more information about TBRI on our web page: TBRI Resources

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Introduction to Trust-Based Relational Intervention (TBRI) via zoom

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Trainer: Brenda Ursel, ACRF Adoption Specialist Tuesday, June 8 9:30-11:30am Thursday, June 10 9:30 - 11:30am Tuesday, June 15 9:30 - 11:30am To register: acrf@nwresource.org or 279-1799. We have more information about TBRI on our web page: TBRI Resources

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Section 2: Building the Relationship & Goal Setting

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Section 2: Building the Relationship & Goal Setting

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Section 2_Building the Relationship and Goal Setting_Case 3_Fillable

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Section 2: Building the Relationship & Goal Setting

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Section 2: Building the Relationship & Goal Setting

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Section 2_Building the Relationship and Goal Setting_Case 4_Fillable

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Section 2: Building the Relationship & Goal Setting

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Section 2: Building the Relationship & Goal Setting

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Section 2_Building the Realtionship and Goal Setting_Case 2_Fillable

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Section 2_Building the Relationship and Goal Setting_Case 1_Fillable

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Alaska Center for Resource Families- Icebreaker training for FP's

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Alaska Center for Resource Families- Icebreaker training for FP's

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What do you appreciate about and hope for your family and your children? Sure, you have everyday-and major-challenges to deal with. When you step back, though what do you value and hope for in your family? In our experience, mothers, fathers, and other parenting adults from many backgrounds and circumstances appreciate . . .

Having deep connections with each other, through thick and thin.

Noticing what's going well, not just the problems they must deal with.

Meaningful and fun opportunities to spend time together to strengthen families.

Discovering new things about each other as everyone grows and changes.

This website (and the in schools and organizations) invites you to explore these kinds of questions and topics for strengthening families. Yes, it includes practical information about what you'll encounter across the Keep Connected program ages and stages of kids growing up, from birth through the teenage years.

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Bringing Out the Best in Your Family - Keep Connected

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What do you appreciate about and hope for your family and your children? Sure, you have everyday-and major-challenges to deal with. When you step back, though what do you value and hope for in your family? In our experience, mothers, fathers, and other parenting adults from many backgrounds and circumstances appreciate .

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Section 5_Bringing it all together_Case 3

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Section 5_Bringing it all together_Case 2

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Section 5_Bringing it all together_Case 4

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What do you appreciate about and hope for your family and your children? Sure, you have everyday-and major-challenges to deal with. When you step back, though what do you value and hope for in your family? In our experience, mothers, fathers, and other parenting adults from many backgrounds and circumstances appreciate . . .

Having deep connections with each other, through thick and thin.

Noticing what's going well, not just the problems they must deal with.

Meaningful and fun opportunities to spend time together to strengthen families.

Discovering new things about each other as everyone grows and changes.

This website (and the in schools and organizations) invites you to explore these kinds of questions and topics for strengthening families. Yes, it includes practical information about what you'll encounter across the Keep Connected program ages and stages of kids growing up, from birth through the teenage years.

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Bringing Out the Best in Your Family - Keep Connected

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What do you appreciate about and hope for your family and your children? Sure, you have everyday-and major-challenges to deal with. When you step back, though what do you value and hope for in your family? In our experience, mothers, fathers, and other parenting adults from many backgrounds and circumstances appreciate .

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Guiding Purposeful Family Contact and Parental Skill Development

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Center on the Developing Child at Harvard University

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There is large amount of evidence from developmental psychology about the importance of contingent, reciprocal interaction ("serve and return") for many aspects of early childhood development (see Working Paper 1). But how do we know it actually "builds brains"? An increasing number of more recent studies, utilizing brain imaging and other new technologies, now document the impact of nurturing, supportive interaction and "sensitive caregiving" on both brain function and structure. A sampling of these studies are cited below.

"Neuroimaging revealed a neural mechanism by which language experience may influence brain development; namely, children who experienced more conversational turns exhibited greater activation in left inferior frontal regions (Broca's area) during language processing, which explained nearly half the relationship between children's language exposure and verbal abilities."

Romeo, R.R., Leonard, J.A., Robinson, S.T. et al. (2018). Beyond the 30-million-word gap: Children's conversational exposure is associated with language-related brain function. Psychological Science, 29(5), 700-710.

"Sensitive parental care, characterized by prompt and adequate response to the child's signals and needs, predicts a more secure attachment relationship, higher levels of cognitive competence, and fewer psychological problems."

"Parental sensitivity in early childhood was positively associated with markers of more optimal brain development at age 8 years, including a larger total brain volume, larger gray matter volume, and thicker cortices in the precentral, postcentral, caudal middle frontal, and rostral middle frontal gyrus."

Kok, R., Thijssen, S., Bakermans-Kranenburg, M. et al. (2015). Normal variation in early parental sensitivity predicts child structural brain development. Journal of the American Academy of Child and Adolescent Psychiatry, 54(10), 824-831.

"Variations in typical mother-infant interactions are associated with differences in infant brain volumes. Specifically, we found that lower maternal sensitivity was correlated with smaller subcortical grey matter volumes"

Sethna, V., Pote, I., Wang, S. et al. (2017). Mother-infant interactions and regional brain volumes in infancy: An MRI study, Brain Structure and Function, 222, 2379-2388.

"After considering age at imaging, household income and postnatal maternal anxiety, regression analyses demonstrated significant indirect associations between maternal sensitivity and bilateral hippocampal volume at six months. ... Moreover, functional analyses revealed direct associations between maternal sensitivity and connectivity between the hippocampus and areas important for emotional regulation and socio-emotional functioning."

Rifkin-Graboi, A., Kong, L., Sim, L.W. et al. (2015). Maternal sensitivity, infant limbic structure volume and functional connectivity: A preliminary study. Translational Psychiatry, 5, e668.

"Parent-child synchrony provides the first experience of nonverbal resonance where the mother adapts her gaze, affective expression, vocal quality, and movements to the infant's earliest signals to create a shared dialog. Synchrony supports the development of abilities that sustain social engagement, including symbol formation, moral understanding, emotion regulation, and frustration tolerance and provides a template for biological synchrony; during synchronous moments parent and child coordinate their heart rhythms, neural response, and oxytocin release, hence, synchrony is a mechanism by which the parent's mature physiological systems externally-regulate the child environment-dependent systems and tune them to social life. Here, we show that synchrony longitudinally shapes the neural basis of empathy in preadolescence and specifically targets brain areas that underpin the interface of cognitive and affective empathy."

Levy, J., Goldstein, A. & Feldman, R. (2019). The neural development of empathy is sensitive to caregiving and early trauma. Nature Communications, 10, 1905.

"7-mo-old infants activate auditory and motor brain areas similarly for native and nonnative sounds; by 11-12 mo, greater activation in auditory brain areas occurs for native sounds, whereas greater activation in motor brain areas occurs for nonnative sounds, matching the adult pattern. We posit that hearing speech invokes an Analysis by Synthesis process: auditory analysis of speech is coupled with synthesis that predicts the motor plans necessary to produce it. Both brain systems contribute to the developmental transition in infant speech perception."

Kuhl, P.K., Ramírez, R.R., Bosseler, A., Lin, J.L. & Imada, T. (2014). Infants' brain responses to speech suggest analysis by synthesis. Proceedings of the National Academy of Sciences. 111(31) 11238-11245.

"The quality of the interactions between parents and their children, measured with gesture and speech, is associated with advanced language development ... Infants' language learning is enhanced in one-on-one social contexts, perhaps because these contexts allow more contingent social interaction between adult and child. ... Evidence is accumulating to indicate a greater role for social interaction and social contingency in language learning. A large number of studies now suggest an important role for social behavior in language learning, among them: (1) the necessity of a social context for phonetic learning from exposure to a new language (Conboy & Kuhl, 2011; Kuhl et al., 2003); (2) the role of contingent response to infants' babbling... (Goldstein et al., 2003; Goldstein & Schwade, 2008), (3) the role of social behavior (eye gaze) as a tactic that provides vital information for language learning in infants (Brooks & Meltzoff, 2008). ... These findings contribute to our understanding of the social foundations of language, as observed in both typically developing and developmentally challenged young children, suggesting that language acquisition fundamentally requires social interaction to instigate learning (Kuhl, 2007; Kuhl, 2011; Kuhl, Coffey-Corina, Padden, Munson, Estes, & Dawson, 2013)."

Ramírez-Esparza, N., García-Sierra, A. & Kuhl, P.K. (2014). Look who's talking: Speech style and social context in language input to infants is linked to concurrent and future speech development. In press: Developmental Science, 17(6), 880-91.

"Our findings, derived from the moment-to-moment tracking of eye gaze of one-year-olds and their parents as they actively played with toys, provide evidence for an alternative pathway, through the coordination of hands and eyes in goal-directed action. In goal-directed actions, the hands and eyes of the actor are tightly coordinated both temporally and spatially, and thus, in contexts including manual engagement with objects, hand movements and eye movements provide redundant information about where the eyes are looking. Our findings show that one-year-olds rarely look to the parent's face and eyes in these contexts but rather infants and parents coordinate looking behavior without gaze following by attending to objects held by the self or the social partner. This pathway, through eye-hand coupling, leads to coordinated joint switches in visual attention and to an overall high rate of looking at the same object at the same time, and may be the dominant pathway through which physically active toddlers align their looking behavior with a social partner."

Yu, C. & Smith, L.B. (2013). Joint attention without gaze following: Human infants and their parents coordinate visual attention to objects through eye-hand coordination. PLoS One, 8(11), e79659.

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5 Steps for Brain-Building Serve and Return - Center on the Developing Child at Harvard University

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Child-adult relationships that are responsive and attentive-with lots of back and forth interactions-build a strong foundation in a child's brain for all future learning and development. This is called "serve and return," and it takes two to play! Follow these 5 steps to practice serve and return with your child.

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Enhancing & Practicing Executive functioning

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Enhancing & Practicing Executive functioning

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Search Institute-- Helping Young People Be and Become Their Best Selves

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Search Institute bridges research and practice to help young people be and become their best selves. Our applied youth development research, including Developmental Assets® and developmental relationships, has helped young people succeed since 1958.

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Adverse childhood experiences (ACEs) can have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. CDC works to understand ACEs and prevent them.

Adverse Childhood Experiences (ACEs) Prevention Strategy Plan [3 MB, 20 Pages]
This resource outlines CDC's specific goals and objectives for ACEs prevention and response. The goals and objectives aim to prevent ACEs before they happen, identify those who have experienced ACEs, and respond using trauma-informed approaches in order to create the conditions for strong, thriving families and communities where all children and youth are free from harm and all people can achieve lifelong health and wellbeing.

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Adverse childhood experiences (ACEs) can have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. CDC works to understand ACEs and prevent them. Adverse Childhood Experiences (ACEs) Prevention Strategy Plan [3 MB, 20 Pages] This resource outlines CDC's specific goals and objectives for ACEs prevention and response.

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R.O.C.K. Mat-Su (Raising Our Children with Kindness) is a cross-sector collaborative of community members joining together to promote family resilience and reduce child maltreatment in Alaska's Mat-Su Borough. R.O.C.K. Mat-Su adopted a strategy to coordinate ...more

© 2023 R.O.C.K. Mat-Su - Powered by Castos

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R.O.C.K. Mat-Su (Raising Our Children with Kindness) is a cross-sector collaborative of community members joining together to promote family resilience and reduce child maltreatment in Alaska's Mat-Su Borough. R.O.C.K. Mat-Su adopted a strategy to coordinate and optimize family contact in 2017 to tackle the systemic challenges involved in providing family contact services for children in out of home placement in the Mat-Su.

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Family Contact Improvements - R.O.C.K. Mat-Su

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In 2017, the Butler Institute for Families partnered with R.O.C.K. Mat-Su and the local Office of Children's Services (OCS), in the south-central region, to evaluate the systemic challenges involved in providing family contact services. By evaluating the systemic challenges involved in family contact resources, the partnership between R.O.C.K.