CAMI Weekly June 20-24, 2022

[VanTil Amanda L]

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  CAMI Weekly News                             June 20-24, 2022



Solicitations and Training
New Tribal, State, and Federal Summit: Courage, Setting the Path for Accountability

New NCAC Training Center: Trauma-Focused Cognitive
Behavioral Therapy Training

New From Anne Seymour's Monday Missives

New Harmon v. Diocese of Albany: The first appellate opinion of its kind under New York's Child Victims Act

New SVAA Advanced Topics Survey

OVC TTAC Appreciative Inquiry: Fostering Individual & Organizational Change

WRCAC: Learning by Doing: Value of Peer Networks

Enhancing the MDT Process

CB Resource: Children's Social Emotional Development and Mental Health: Why Does It Matter?

Four Regional CAC MDT Training Guide

Crime Victims' Compensation Q&A for CAC Advocates

SRCAC: Intersections of Secondary Traumatic Stress with Racism, Historical Trauma, and Other Systems of Oppression



Employment
CARES NW: 2 positions

CASA for Children: CASA Supervisor

Children's Center: Medical Provider

Community Works: Sex Trafficking Intervention Coordinator

Juliette's House: 2 positions

Kids FIRST: 3 positions

WRCAC: 2 positions



Solicitations and Trainings

Tribal, State and Federal Summit: Courage, Setting the Path for Accountability
Free Training Opportunity: Sponsored by The Confederated Tribes of the Umatilla Indian Reservation (CTUIR)
Pendleton, OR August 2 - 4, 2022
In support of the training efforts of The Confederated Tribes of the Umatilla Indian Reservation (CTUIR), the Oregon Department of Justice, Crime Victim and Survivor Services Division (CVSSD) is pleased to offer scholarships for the Tribal, State and Federal Summit: Courage, Setting the Path for Accountability. This free training opportunity includes a screening of "Sisters Rising" with summit topics including Moving Beyond Trauma Informed Care, System Impacts, and how Trauma Impacts our Children.
Participants from tribes in three states (Oregon, Washington, and Idaho) along with state, federal and tribal law enforcement, prosecution, probation and parole, judges and domestic violence advocates have been invited to attend the training.
Scholarship Assistance Available
DOJ/CVSSD will be using grant training funds to offer scholarships to assist in travel, lodging and meal costs in accordance with federal per diem requirements. Please see the attached scholarship application for criteria and terms. There is no registration fee to attend the summit.

  *   For questions specific to the scholarship application process, contact Amanda VanTil at Amanda.L.Vantil at doj.state.or.us<mailto:Amanda.L.Vantil at doj.state.or.us>.
  *   For questions specific to the criteria or terms of the scholarship, contact Diana Fleming at Oregon Department of Justice, Crime Victim and Survivor Services Division, at 503.884.5548 or diana.l.fleming at doj.state.or.us<mailto:diana.l.fleming at doj.state.or.us>.
  *   For questions specific to the conference, contact Desiree Coyote, CTUIR Family Violence Services Program Manager, at 541.429.7415 or desireecoyote at ctuir.org<mailto:desireecoyote at ctuir.org>.

See attached documents for information


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Trauma-Focused Cognitive
Behavioral Therapy Training
October 25-27, 2022

Deadline to apply is June 27th.


TF-CBT is an evidence-based psychotherapy

approach designed to treat traumatic stress in

children and adolescents.
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Learn More<https://r20.rs6.net/tn.jsp?f=001XYVG3MwbIa0tb3t_VHI-XWmpx9moKg_kYD_B60UcChxtIAMayYvJN0BN0X1DQhoq_KKFxOMABLAXfOEznPecKEXuzEOLIyM__i8iXlo_PG_L1fOzmL2zGdR4O04Kc7O-5_Ed3s1tIiMU_9UbX4aQgt9CFpkzDMqyMxG-5Fk8920Kph8E0y1MEQwUrDLIm-g3KNS6lBE1KjJe2SNixAtFjEhoZkCZ3hjm&c=9G_Ao87HbLbct5D1RoVEnN5_G8i3prJ6YS05u0TjLfx_zT2KSs0YhA==&ch=cXg9hEofkkjXQezVeWv5PENPrOq-qhh3CW3-LJmmMH6ntlDYuU4q0g==>


This virtual training is designed for clinicians currently providing therapy services to children aged 3-18. Applicants must be employed by or in contract with a Children's Advocacy Center to provide mental health services. There is no cost to attend.

This training will prepare attendees to become nationally certified in Trauma-Focused Cognitive Behavioral Therapy.
Apply Now<https://r20.rs6.net/tn.jsp?f=001XYVG3MwbIa0tb3t_VHI-XWmpx9moKg_kYD_B60UcChxtIAMayYvJN0BN0X1DQhoq_KKFxOMABLAXfOEznPecKEXuzEOLIyM__i8iXlo_PG_L1fOzmL2zGdR4O04Kc7O-5_Ed3s1tIiMU_9UbX4aQgt9CFpkzDMqyMxG-5Fk8920Kph8E0y1MEQwUrDLIm-g3KNS6lBE1KjJe2SNixAtFjEhoZkCZ3hjm&c=9G_Ao87HbLbct5D1RoVEnN5_G8i3prJ6YS05u0TjLfx_zT2KSs0YhA==&ch=cXg9hEofkkjXQezVeWv5PENPrOq-qhh3CW3-LJmmMH6ntlDYuU4q0g==>

This project is supported by Grant No. 2020-CI-FX-K001 awarded by the Office of Juvenile Justice and Delinquency Prevention, Office of Justice Programs, U.S. Department of Justice. Points of view or opinions in this document are those of the author and do not necessarily represent the official position or policies of the U.S. Department of Justice

>From Anne Seymour's Monday Missives


Futures Without Violence has created a powerful new workbook for fathers who have harmed their partners and families and want to change. How Do You Want Your Kids to Remember You?<http://go.futureswithoutviolence.org/e/858853/FathersWorkbook/yjplt/348183300?h=kh9RgM4jUavAmrAeCPMYh2df3Y4d2hULN3lVwLZZ_F4> is designed to help motivate fathers to change by making them aware of the effects of violence on children. It offers practical exercises that fathers can do on their own, or with support, to begin the difficult journey of transformation and healing.


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OJJDP is hosting a two-day web event on June 28 and June 29, from 11 am to 7 pm EST: Following the Evidence in Child Abuse and Child Exploitation Cases. "This virtual training will explore the importance of case coordination and evidence corroboration by multidisciplinary teams when investigating cases of child abuse. Attendees will learn the roles and responsibilities of multidisciplinary team members; how to evaluate evidentiary findings through crime scene images, interviews, and case studies; and how technology is used to groom and manipulate child victims. Registration information is available online." For more information and to register, please visit here<https://ncjtc.fvtc.edu/trainings/TR00011451/TRI0986160/following-evidence-in-ca-ce-cases-online>.


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Harmon v. Diocese of Albany: The first appellate opinion of its kind under New York's Child Victims Act
July 21, 2022, from 12:00 PM to 1:00 PM Eastern Standard Time.

In this webinar, attorney Mallory Allen, a partner with Pfau Cochran Vertetis Amala PLLC<https://victimsofcrime.us10.list-manage.com/track/click?u=db5de61499b6cf77db23bb1ca&id=b82cd03581&e=5b599df8ed>, will discuss the implications of Harmon v. Diocese of Albany, 2022 NY Slip Op 02596 [3rd Dept, April 21, 2022] - the first appellate opinion of its kind under New York's Child Victims Act. In this recent decision, the Third Department held that survivors of childhood sexual abuse at the hands of Diocesan priests can obtain (1) the "secret files" of priests who abused children before or during the plaintiff's abuse, (2) the "sexual deviancy" treatment records of priests that were shared with the Diocese, and (3) the Independent Mediation Assistance Program (IMAP) files of those abused by the same perpetrator. The Court recognized that, as an issue of fundamental fairness, the Diocese could not assert that it acted reasonably given what it knew about child sexual abuse while simultaneously withholding evidence showing what it knew.

Mallory will discuss the arguments made at the trial court level, the nuances of the appellate opinion, and what this opinion means for CVA cases statewide.
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Mallory C. Allen is a partner with Pfau Cochran Vertetis Amala PLLC law firm in Seattle. Mallory has spent her entire career. She is licensed in Washington and New York, and has tried numerous cases to verdict in state and federal courts, resulting in seven and eight-figure awards. Her practice involves litigation, trial work, and appellate work in the areas of sex abuse, medical malpractice, and personal injury. Mallory received her B.A. and J.D. degrees from the University of Washington, where she continues to serve as a student-mentor and has taught Trial Advocacy as an Adjunct Professor. Mallory has been elected a Super Lawyers "Rising Star" five years in a row.
Register<https://victimsofcrime.us10.list-manage.com/track/click?u=db5de61499b6cf77db23bb1ca&id=cc8b268330&e=5b599df8ed>

SVAA Basic Academy Advanced Topics Survey
It was wonderful seeing some of you (virtually!) at NCVLI's Victim Law Conference last Thursday-Saturday!  Now that Conference is over, it's time to dive more deeply into planning some of our upcoming SVAA trainings.  The next SVAA Basic Academy will be held August 2-26th and registration will be opening soon - we will email everyone again once registration is available.  We are also in the process of planning the 2022 SVAA Advanced Academy, which will be offered in September, and we would LOVE your input!  Please take a moment to respond to a quick questionnaire - your responses will assist us as we finalize this year's training topic, and future topics, as well.  The questionnaire is available online at: https://www.surveymonkey.com/r/7Y6JC6K.
Welcome to the beginning of summer, and we look forward to the trainings still to come this year!
Becca
Rebecca S.T. Khalil, JD (She/Her)
Director of Victim Assistance & Training
503-768-6973  | rebeccak at lclark.edu<mailto:rebeccak at lclark.edu>

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Appreciative Inquiry: Fostering Individual and Organization Change


June 27, 2022 | 1:00-2:00 p.m. ET
Please join us on Monday, June 27, 2022, from 1:00-2:00 p.m. eastern time, for the Office for Victims of Crime Training and Technical Assistance Center webinar "Appreciative Inquiry: Fostering Individual and Organization Change," hosted by Judith Walton.

We often look at what isn't working within ourselves and within our organizations. Appreciative Inquiry takes an alternative approach and looks at what IS working. It is a theory-based change process that searches for the best in people and their organizations. It is a positive and strength-based approach that builds on our strengths, successes, and best practices to build resilient individuals and strong organizations. In this webinar, we'll learn what Appreciative Inquiry is, the Appreciative Inquiry process, and how you can apply it in the victim services field on both the individual level to build resilience and the organizational level for positive change.

The "Appreciative Inquiry: Fostering Individual and Organization Change" webinar is part of the Vital Subjects series. This series addresses topics that are critical to the victim services field across the country.

REGISTER TODAY<https://r20.rs6.net/tn.jsp?f=001LEGKI7uOEpnoFz6XssWnbS3XFW9bhVNHY7lKdlRiJSRmcNlbyZ2ddrGvaGXv4LoL94ei8rHO_jysbRxqGqTgCvdtcYfHr12O6t4EWMbVa3ksiOlEphZWB47dTxPBbrkIveGQUwM0H2RUf87fGY1IrKG75ND6NM71e_ac9w8XIuhnT2g4vaTpnGAHGOyBJSuhhs7RAXrs0Ls=&c=59pHgvV4Jk_dvY5bhGGtEjJI4Y_c0cPiGW2a1RVD6-9kA1K1AKdMHQ==&ch=ilDJf7pwJfgbOYT1wCxmABhVqeYN8XuXjFcEHA9cV8QwkmStgO0CbQ==>

OVC's Training and Technical Assistance Center (OVC TTAC) provides training to support professional development, enhance services to the community, and expand outreach to underserved victims of crime.
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OVC shares your mission and has a wide range of resources to help you accomplish it. Visit the National Criminal Justice Reference Service (NCJRS)<https://r20.rs6.net/tn.jsp?f=001LEGKI7uOEpnoFz6XssWnbS3XFW9bhVNHY7lKdlRiJSRmcNlbyZ2ddhKiVp1oD_H509EKr3qXOBijlChjTxAORKwt1UAEqBBdtsTeD04dTpBKoVqnd8zLg2zzPWIYtmvkca9SNKwQgTq8LtyyW85EfnRsU0HPjvRnhXTpp3lNJkk=&c=59pHgvV4Jk_dvY5bhGGtEjJI4Y_c0cPiGW2a1RVD6-9kA1K1AKdMHQ==&ch=ilDJf7pwJfgbOYT1wCxmABhVqeYN8XuXjFcEHA9cV8QwkmStgO0CbQ==> online to register for services or to find out more.

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Learning by Doing: The Value of Peer Networks
Oftentimes the hardest part of attending a training is what happens after the training ends. How do you take all the knowledge and skills you have learned in the controlled setting and apply it to the reality of your multi-disciplinary team (MDT) or children's advocacy center (CAC)? How do you know if you are adapting and implementing the knowledge effectively? The ability to transfer learning from training into practice has been estimated to be as low as 15 percent,1 which suggests other strategies are needed to make learning more effective and grounded in real-life situations.

This finding is one of the essential reasons why peer learning can become a critical part of a capacity building strategy for MDT professionals. For example, there currently aren't opportunities to go to school and earn a degree in how to be an MDT facilitator. Instead, stepping into the MDT facilitator role is an example of "learning by doing," but you are most often doing it solo. The pandemic safety measures that led to remote work for many only exacerbated the isolated nature of the position. But what if you could learn by doing with others? How could that change things for you?

Peer learning has been used predominantly in academic settings and clinical contexts. The operationalization of peer learning can take different forms - mentorships, study groups, project-based groups, and community activities - yet all forms include a common purpose of reciprocal learning that makes it different from a traditional one-way didactic approach. In other words, it is a learning model as compared to a teaching model.2 Peer learning is intended to be mutually beneficial because it is based on the exchange of knowledge, ideas, and experience. Another important consideration is who gets defined as a "peer" and how that group composition benefits the exchange. While there isn't a pre-requisite for the kind of knowledge or experience peers bring, they represent individuals in similar roles who do not have power or supervisory authority over each other in their responsibilities.

Studies on peer effects in the classroom are common3 but empirical evidence on the benefits of peer effects in the workplace has typically been centered on improved productivity, increased wages or the psychosocial benefits for employees.4 There are fewer studies on the difference in outcomes of peer learning compared to traditional training in the workplace. However there is evidence indicating that a learning culture that prioritizes efficiency over the importance of learning will hinder the potential for creativity and productivity.5 A survey of over 5,000 managers and employees found the least valued ways of learning were in traditional forms of classroom or e-learning, and the top two most valued ways of learning were self-organized and self-managed.6 Shared learning that provides an opportunity to engage in discussion and be accountable for one's own learning can lead to more critical thinkers.7 This ongoing give-and-take synthesis of experiences and information that happens during peer learning can lead to identifying innovative practices that meet the unique needs of the learner's specific situation.

Ideally, peer learning is not an ad hoc event but is integrated into regular contact and dedicated spaces for learning. Most studies have evaluated peer learning within a single organization, rather than across organizations, so further research is needed on what is most effective for peer learning in our regional or national MDT and CAC context. The SCARF model developed by Dr. David Rock is based in neuroscience and can be used to facilitate effective collaboration and learning by "maximizing positive engaged states of mind."8 Considering ways to positively influence peer learning opportunities across the SCARF domains is likely to improve their impact (see table below). This model is grounded in safety, equality, and mutual support - all concepts that are fundamental to strong teams - and which can also be utilized as a framework for building and evaluating effective peer learning programs for MDTs and CACs.
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Table: David Rock's SCARF model has been applied to peer coaching9, and can be further applied to peer learning.

So how can this be applied to the CAC or MDT and contribute to continuous improvement? Typically professionals in specific MDT disciplines - medical, mental health, child protective services, law enforcement, prosecution, and victim advocacy - can find peer learning opportunities through their parent organization or other professional member affiliations or organizations. But some team members, like MDT facilitators, find themselves in a very different situation; there are not multiple MDT facilitators at their workplace and there is no professional association of MDT facilitators. To help fill those gaps, Western Regional Children's Advocacy Center (WRCAC) has dedicated resources to support the following peer learning opportunities adapted to the unique needs of specific professional groups.

Building Resilient Teams (BRT)<https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7czhBavU5wMDN8G48-siydp6vukg0uyhY7D-o1b4_jzE-Xk3L3iq-9TR3m7KFllfjcxiZhpeIMSr6c-vrkhA4mUmpW2pLzLQ51q4ZzmnxcBtbZCtEtX_NOe0MwSkt6OsCY2DL58P6Aq90sjpocbHJu4UCjghUolvQAM_zS00oXCaA&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==> <https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7czhBavU5wMDN8G48-siydp6vukg0uyhY7D-o1b4_jzE-Xk3L3iq-9TR3m7KFllfjcxiZhpeIMSr6c-vrkhA4mUmpW2pLzLQ51q4ZzmnxcBtbZCtEtX_NOe0MwSkt6OsCY2DL58P6Aq90sjpocbHJu4UCjghUolvQAM_zS00oXCaA&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==> is designed as a collaborative online discussion group to promote resilience and provide support for implementing strategies that encourage resiliency in the MDT. MDTs participate as two-person teams, with at least one individual from each team having a leadership role within the MDT, to help encourage the successful implementation of new strategies. A WRCAC facilitator organizes the discussion groups, establishes the ground rules, and shares relevant resources, but the structure of the group is based on forming a collaborative community of mutually beneficial learning. The WRCAC facilitator is not the "expert" or "trainer," but rather encourages mutual engagement from all participants. An assessment of the first three cohorts of BRT indicated the model of collaborative learning was helpful in creating new ideas and sharing resources.

The RCACs recently launched quarterly MDT Facilitator Peer Forums<https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7c3v5NLRF-0rXoVbezJisfuuH2C-kZ-teVQE1TljBWgfzSAgmFoeMeqQB3K-sJUxeXr5fvbbXslnZRNa4TL1QG0fSCzZYv5hcQJa24u90CnteWvBoO43KiFJA83syW8jPIgHZRfLI1RKikp355bpuvzgAmQ2KRAzcyYw99Ovmu_xObTG7sB7hgXE=&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==> to provide dedicated virtual space for MDT facilitators across the country to share information, exchange strategies, brainstorm new ideas, and reinforce the mutual "we're all in this together" perspective that enables solutions to be identified for common challenges. This structured forum begins with a RCAC facilitator briefly presenting key concepts of a pre-selected topic, which is followed by small-group discussion, and then ends with a Q&A session. Two peer forums have been hosted this year and 98% of evaluation respondents expressed they felt comfortable sharing their ideas in their small peer learning groups, 93% found that sharing and receiving information from their peers was helpful, and 96% believed they will be able to apply what they learned to their work.

WRCAC partners with NCA to offer quarterly Mental Health Peer Consultation Forums<https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7c9Y9Eg9_xmXFUlwAptX1cDjZOvwWiIh4QI_zzhI-M_3XvCBma7HkyF2Fmf8zUPKJfWRJ1V3LxxvFlA-7lJKLt0MhhnuTtmbGgGMXsNF_PqOJcOIbCmuRZMycKedVf9R6cKG5M6p3exMoOfqIQP6xTYImOJWkBkbRfZ_1k0lZecPPqdqVdri34hYLgr2VoLSAJw==&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==> for clinicians serving CAC clients. Each forum starts in a large-group format to introduce the topic, and then participants are placed in breakout rooms of five to six to allow for small-group discussions and resource sharing. Participants are encouraged to share case examples in their small groups and solicit feedback from peers. At the end, participants are brought back together in one large group for a Q&A with clinical experts. One evaluation respondent shared that they are "pretty isolated as the CAC therapist, so it is greatly appreciated to hear how other clinicians at CACs around the country are doing and, how they are doing it. Great fellowship!" Since the forums were launched in 2020, approximately 90% of evaluation respondents have reported that they are "very likely" to continue participating.

WRCAC also offers Mental Health Peer Discussion Groups for CAC Leadership<https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7c8ivE_JsZg3zHGEwNzU_5Jf9Xg3WCxAhptfrdPVJjvl4FjrfnB6bCBNF7KUe6NWweOucijV1pBtQs6jiP6II485DXKBr-EquwuzZ-Ox3KC3r3zqKWnq_AtIEeRg0IoDXneEMkuHjoQrTOMI4Wpry62cvZnZOpEHkh5LHepTT4PeGCvOt_gnMdyerGQYjaAAow9N6OZA-cL9AnmqLBUtFIOA=&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==> for CAC directors who are navigating the challenges of meeting the mental health needs of children and families served at their CAC. These facilitated peer-group discussions are based on the premise that many CAC directors have not worked as direct service providers, do not have a mental health background, have a small (or no) mental health team (or rely on linkage agreements with a community-based mental health agency), and do not have a clinical supervisor position. The groups are made up of 5-10 Executive Directors who meet for a series of 4 one-hour sessions. A recent participant shared that they appreciate the one-hour time frame as it allows them to fit the sessions into their busy schedule. Participants have also shared that they appreciate the safe and supportive space, and the reminder that "we are all in this together."

While not designed exclusively as a peer learning activity, WRCAC's State Chapter Forums provide additional data to assess the effectiveness of peer learning. These forums provide an opportunity for state chapter leaders to benefit from peer learning in small-group discussions. Through these discussions, chapter leaders can explore specific strategies unique to their roles and share examples of successes implemented across a broad range of areas including program/training development, advocacy, resource development and organizational management. One result of these powerful discussions is that chapters can learn about effective strategies implemented in another state and consider how they might replicate them for a similar value in their own state. In recent years, 100% of the evaluation respondents found the peer-led discussions valuable, with multiple respondents highlighting the small-group discussions as positive opportunities to share information, connect with others facing similar challenges, and take discussions deeper into relevant experiences. In one forum, 90% of evaluation respondents indicated the meeting was effective at providing peer learning relevant to topics for state chapter development.

As travel begins again for many, and the interest in joining in-person trainings becomes a renewed part of capacity building, it will be important to remember the benefits experienced with peer learning and find ways to continue incorporating peer learning into broader professional development planning. If you have questions about any of the peer learning opportunities above, please reach out to us at wrcac at rchsd.org<mailto:wrcac at rchsd.org>
[1] Susan Cromwell and Judith Kolb (2004) An examination of work-environment support factors affecting transfer of supervisory skills training to the workplace. Human Resource Development Quarterly 15(4).
[2] David Boud, Ruth Cohen, and Jane Sampson (2001) Peer Learning in Higher Education: Learning From & With Each Other
[3] Cited in Thomas Cornelissen, Christian Dustmann, and Uta Schönberg (2017) Peer Effects in the Workplace, American Economic Review 107(2) https://www.aeaweb.org/articles?id=10.1257/aer.20141300<https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7c9YkHiR_a0HA2ua7ShnYOXF5zRfSj6aqj9PQx20W9-P41MkT20tEzEbaoWy-cdQRHe-9YlkXmnEhUNIvXxpuBd5vvIp_ys5qRid9RfvQEYT4CEMoWlcir_rG1_wz5zrZJ-u8awaAX2R5&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==> and David Boud, Ruth Cohen, and Jane Sampson (2001) Peer Learning in Higher Education: Learning From & With Each Other
[4] Thomas Cornelissen, Christian Dustmann, and Uta Schönberg (2017) Peer Effects in the Workplace, American Economic Review 107(2) https://www.aeaweb.org/articles?id=10.1257/aer.20141300<https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7c9YkHiR_a0HA2ua7ShnYOXF5zRfSj6aqj9PQx20W9-P41MkT20tEzEbaoWy-cdQRHe-9YlkXmnEhUNIvXxpuBd5vvIp_ys5qRid9RfvQEYT4CEMoWlcir_rG1_wz5zrZJ-u8awaAX2R5&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==>
[5] Cited in Richard Ladyshewsky (2017) Peer coaching as a strategy to increase learning and development in organisational life - a perspective, https://researchportal.coachfederation.org/Document/Pdf/3119.pdf<https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7c9YkHiR_a0HAJTLWRB9z7EsWzgwaUlhWP-WjrDiNZ24KzeLwV0CLZnBf672sUX6kDlY2F8EHOycPvzQj6NNNCuQFKSwK2s901aIo-wqqRIKmzCNo3RwB_Ri9lFnnVxN9b7Nsfvg6_mJpxpmkWleNsqA=&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==>
[6] Judith Heerwagen, Kevin Kelly, and Kevin Kampschroe (2016) The Changing Nature of Organizations, Work, and Workplace, https://www.wbdg.org/resources/changing-nature-organizations-work-and-workplace<https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7c9YkHiR_a0HAgQa6zKPgoYhVl3QurQuZW8vkKYHf5X3h0-CRIF5Zw5UvNkbA9y2fiVC0CCvS3nK0iArahZytRp0cgGu7L6_Gfhm1zRcDxBbj3d0wihFQ4y311VqmHykw82f7mwgeINtmM2aVqOXhtXwraiiwwGgfDKFu7APYAspi&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==>
[7] Cited in Deborah S. Laurel and Piotr A. Korynsky The Peer Learning Group Model https://peerlearninginstitute.com/wp-content/uploads/2021/07/White-Paper-The-Peer-Learning-Group-Model-1.pdf<https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7c9YkHiR_a0HAu3o3Wu2X8FylKjdXe74rR0dmElbt0Zv6VD7ZqdRIaD90OcYdfYJGj7OZ5-hQMjh8BsNzo5tGhn_vEH2rOr7_LrtOXiponXG_ksBb2O_k5hNIn0uhqruqfM2s9jxQv5ok6C59nsHKP5ss5fZ7W6l_NB08ZcpxB5S9G3RuDvdVsBrhd3eYCmaOk2Cp-YeL0CBOLj8WBTbSMeE=&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==>
[8] David Rock (2008) SCARF: a brain-based model for collaborating with and influencing others, https://schoolguide.casel.org/uploads/sites/2/2018/12/SCARF-NeuroleadershipArticle.pdf<https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7c9YkHiR_a0HAGl_f7f_g2uHdj7AydbOvXRELj3W--Ujo21G4RSqAEQy7MeayGy-GMiSkviGY03IVaOmnBwWKvWgF420bAZB2BwLIxh21Klth_jUovA_vQBevqpqGL7lOOUE8h1LVD4cFt8XSZil8z5hVSpcpdKWqvP2EuZANGeRHAymYs5gUmxgz8uOUuNmgsw==&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==>
[9] Cited in Richard Ladyshewsky (2017) Peer coaching as a strategy to increase learning and development in organisational life - a perspective, https://researchportal.coachfederation.org/Document/Pdf/3119.pdf<https://r20.rs6.net/tn.jsp?f=001BedIcU0HTm7rLQ027WE51hnxKynP8V6Z11NgItWNoLV0DXX1TUY7c9YkHiR_a0HAJTLWRB9z7EsWzgwaUlhWP-WjrDiNZ24KzeLwV0CLZnBf672sUX6kDlY2F8EHOycPvzQj6NNNCuQFKSwK2s901aIo-wqqRIKmzCNo3RwB_Ri9lFnnVxN9b7Nsfvg6_mJpxpmkWleNsqA=&c=SW78K-TmfK7kurnPb4oTyR6BeqwmBxOEVzEk0oVCVlYVYFd44vGpOw==&ch=h-rPj6_VDoDKZSK3EOsZNUlWBI87q8_KSl8xVmF8lC-ivsjMlMzpwA==>

Enhancing the MDT Process
Self-Care is So Yesterday: How to Re-Focus on Worker Well-Being and Foster Psychological Safety

"A psychologically safe workplace as one in which staff feel 'connected, accepted, respected, and supported' and 'free to take an inter-personal risk, able to disclose a mistake, able to describe when you have a concern about a decision being made-willingness to engage in a point of disagreement.'" - Dr. Tiffany Lindsey, EdD, LPC-MHSP
Is your MDT struggling with member burnout, group dynamics that are not productive? Do you want to learn more about safety culture? Perhaps the information and ideas in this article<https://blog.teamnorthwoods.com/resources/blog/worker-well-being-and-psychological-safety> by Laura Haffield can help.  The concepts discussed apply just as much to MDTs as they do to the organizations and agencies of the MDT membership. Consider sharing with your team and/or using it to initiate a conversation about enhancing the MDT process.



[A group of people sitting on a couch looking at a paper    Description automatically generated with medium confidence]
NEW RESOURCE
Children's Social Emotional Development and Mental Health: Why Does It Matter?
________________________________
[Graphical user interface, website    Description automatically generated]<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMDMsInVyaSI6ImJwMjpjbGljayIsImJ1bGxldGluX2lkIjoiMjAyMjA1MzEuNTg2NzM3MjEiLCJ1cmwiOiJodHRwczovL2NibGNjLmFjZi5oaHMuZ292L3NoYXJlYWJsZS1tZWRpYS92aWRlb3MvYWNmLXZpZGVvLXNlcmllcy9jaGlsZHJlbnMtc29jaWFsLWVtb3Rpb25hbC1kZXZlbG9wbWVudC1hbmQtbWVudGFsLWhlYWx0aC13aHktZG9lcy1pdC1tYXR0ZXIvP3V0bV9tZWRpdW09ZW1haWwmdXRtX3NvdXJjZT1DQkxDQ3ZpZGVvQ0IwNTMxMjIifQ.lVJs_i7MmH6YEIixfg79GItNUvrV-wTTvhucqvi6xM4/s/996670601/br/132146356255-l>

The Children's Bureau is excited to announce a new video, Children's Social Emotional Development and Mental Health: Why Does It Matter?<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMDQsInVyaSI6ImJwMjpjbGljayIsImJ1bGxldGluX2lkIjoiMjAyMjA1MzEuNTg2NzM3MjEiLCJ1cmwiOiJodHRwczovL2NibGNjLmFjZi5oaHMuZ292L3NoYXJlYWJsZS1tZWRpYS92aWRlb3MvYWNmLXZpZGVvLXNlcmllcy9jaGlsZHJlbnMtc29jaWFsLWVtb3Rpb25hbC1kZXZlbG9wbWVudC1hbmQtbWVudGFsLWhlYWx0aC13aHktZG9lcy1pdC1tYXR0ZXIvP3V0bV9tZWRpdW09ZW1haWwmdXRtX3NvdXJjZT1DQkxDQ3ZpZGVvQ0IwNTMxMjIifQ.vYymY1xAfp56jD_bCV2CixC0UzJHdwlbejQgPj0Te84/s/996670601/br/132146356255-l> The video emphasizes the importance of robust social emotional development and mental health support strategies within programs serving young children and their families.



Early Childhood experiences can strengthen or disrupt a young child's social, emotional, and cognitive development. Supporting the social emotional development of young children and the well-being of their caregivers is a proactive prevention approach to promoting positive long-term outcomes for children and their caregivers.



Produced by the Children's Bureau in partnership with the Office of Early Childhood Development, the Office of the Assistant Secretary for Planning and Evaluation, the Office of Head Start, and other federal caregivers, both parents and early care and education providers, and systemic supports essential to promoting mental health and well-being.



For more information and to view the video, visit the CBLCC website<https://lnks.gd/l/eyJhbGciOiJIUzI1NiJ9.eyJidWxsZXRpbl9saW5rX2lkIjoxMDUsInVyaSI6ImJwMjpjbGljayIsImJ1bGxldGluX2lkIjoiMjAyMjA1MzEuNTg2NzM3MjEiLCJ1cmwiOiJodHRwczovL2NibGNjLmFjZi5oaHMuZ292Lz91dG1fbWVkaXVtPWVtYWlsJnV0bV9zb3VyY2U9Q0JMQ0N2aWRlb0NCMDUzMTIyIn0.-6FdCTFxXtGjlhYpMKA_tbcWPiJs5pa6MYCsliKwc70/s/996670601/br/132146356255-l>.


[Text    Description automatically generated]<https://r20.rs6.net/tn.jsp?f=001EX1x7auk4A1rAt0vwsKxPgjvwAGJp2jJrRSzWwn1phUBiQDU8D5g7IBqDL5R0yvgAYKkf4w8KWjqujhJ2nJ1d1rfU79R7SNKlzxW2EI4jCRttWfE-NqG7lAYM9IL8n2qQnidia-M4oqCf0cG4imiBJsLEI9n78SFXEHLNVUoQbIA3F1tuIkRlw==&c=mHrMhXaLUgRn2tsYSnAVNwsjU0wDuvOS5wzZn9xwJZz1GUpHgavFMA==&ch=zE9psnDbpGcfZmqFu5byYLKHlcyQwE9CYzZfTyFx3hiZZ_hRwNip5Q==>


The four Regional Children's Advocacy Centers

are pleased to launch the

Multidisciplinary Team Facilitator Training Guide!

This new guide, a collaborative project among the four Regionals, provides Team Facilitators with a comprehensive list of opportunities to access training. These trainings can help Team Facilitators meet the eight hours required in the revised 2023 accreditation standards.

Click the link below to view the guide on our new RCAC website!
MDT Facilitator Training Guide<https://r20.rs6.net/tn.jsp?f=001EX1x7auk4A1rAt0vwsKxPgjvwAGJp2jJrRSzWwn1phUBiQDU8D5g7IBqDL5R0yvgj8QZ5vDwji94Iv0AhtVw4_o7orqgPJUlptvU3OHBpwozRsJQeHeYix7fX7WVY7PMCNRmTM_OwgnA9pI1AEoTUjUynFAMMdrJBubq0i1Svim8JR6-icJ3XCOypSntSm7GslspaMQ_Gm0aIjXbPVCMSCpvKnZWfMeECK8-NVOlm6HGy0_vY2ycAYUyR7KaqYrK-mHO5UL37mM=&c=mHrMhXaLUgRn2tsYSnAVNwsjU0wDuvOS5wzZn9xwJZz1GUpHgavFMA==&ch=zE9psnDbpGcfZmqFu5byYLKHlcyQwE9CYzZfTyFx3hiZZ_hRwNip5Q==>


[Qr code    Description automatically generated with low confidence]<https://www.regionalcacs.org/>

[A close up of a flower  Description automatically generated with medium confidence]NEW DATE and TIME:
Crime Victims' Compensation Q&A for CAC Advocates
Have you taken CVC training, but still have questions about how the program works? Do you want to share some hypothetical situations to see if CVC is a good resource for someone?

This session is for you! You've got questions, we've got answers.

Wednesday, August 10th, 9:30 to 10:30 am - Register here.<https://www.eventbrite.com/e/crime-victims-compensation-qa-for-advocates-tickets-320931042387>

Children's Advocacy Center Advocates be sure you have taken the Crime Victim Compensation for Children's Advocacy Centers training (time to complete: 30-45 minutes) within two years of the Q & A.

Please visit the CVSSD website to access this training<https://www.doj.state.or.us/cvssd-trainings> <https://www.doj.state.or.us/cvssd-trainings> and the registration<https://www.doj.state.or.us/workday-learning> <https://www.doj.state.or.us/workday-learning> for it.


[Graphical user interface, application    Description automatically generated]


Intersections of Secondary Traumatic Stress with Racism, Historic Trauma, and Other Systems of Oppression


This two-hour webinar will focus on how secondary traumatic stress (STS) intersects with issues related to identity and oppression. Participants will increase their understanding of how racial inequality, historical trauma and other systems of oppression can exacerbate the impact of STS on direct service providers.

The expert presenters will share their personal experiences and offer strategies for individuals, leaders and organizations to address these topics and increase resiliency in the workplace.

Webinar Details:

Date: June 30, 2022

Time: 1:00-3:00 p.m. (Central time)

Deadline to register is June 29.

There is no fee to attend. Once you register, a link to the webinar will be sent to you.
Register Here!<https://r20.rs6.net/tn.jsp?f=001CwhF1N2jo66zxxl2H2hTHu3f_EmMsLNMH9xHv8Ic4ZLAUmWdjXGakWVv-XsrQ3OtOY_uJqOOpyZGp1Qozw0tBs_kjnqfkzWjTP8fJ7lZQ28u1EL0IQIL5xhBCJ9K6zzizwJrpO0F-yaXqrx2SD6fJJeudYSgrT1G30IaAgWgvuaojnEvw1jkBFu90kw9Favg9CP3Nc9sd1c=&c=UnN8SHiqg2Sg0ic8sE8kdP9x0qlY-dLpoDrC8DZYMazRRdupjp3ytA==&ch=MDlzlvxa1s9ZADcsXJa9SqBH9gWJGCMOsukRLcH33CO5Qaxv9U05rw==>

The presentation will be followed by a Q&A time where participants can pose questions and engage in discussion with the presenters.

If you have any questions about registering for this webinar, contact Meredith Wilkes<mailto:mwilkes at nationalcac.org>.

This project is supported by Award No. 2019-CI-FX-K003 awarded by the Office of Juvenile Justice and Delinquency Prevention, Department of Justice.
[Logo, company name    Description automatically generated]
[https://imgssl.constantcontact.com/letters/images/PT12868/MultiDivider.png]




Employment
Unless indicated, please view corresponding attachment for full details
CARES NW
Child Abuse Specialist
Pediatrician
Employment - CARES NW<https://www.caresnw.org/employment/>

CASA for Children (Multnomah)
CASA Supervisor

Children's Center
Medical Provider<https://childrenscenter.hiringthing.com/job/300537/child-abuse-medical-provider>

Community Works
Sex Trafficking Intervention Coordinator
Additional Positions<https://www.community-works.org/about/careers/>

Juliette's House
Licensed Mental Health Provider

Kids FIRST
Child Abuse Medical Provider/Medical Director<https://www.kidsfirstcenter.net/employment>

Western Regional Children's Advocacy Center
State Chapter Liaison<https://r20.rs6.net/tn.jsp?f=001oyDTcl-Cj0e5Rbk-EOk-yqlS2ROFdpIGKLjnS-76M1mUAdzXVZ2QKdxRJA8eEnhPdbVneDL-5AaubDWiLvRLqTKH7g9uJUv44ej6217z0AR1uBl1dlj3RCDd0MO9rYuE8229RFpYllhBFIExfN2_SEfnujcSlYxnuLGYt-gzb0ShqMypGeEf7SvWtVxrUd7zdi2XfDRI2w9GtzaTsy4ra0_k93H6dZZiR3KAKaByP1JhvGXttNWb6l8OxWJS0Z_zRerayQ7AV1IXUKmSlQtTQQ==&c=CUs5Bt72BNThE5tM1Re6oj0qIQegy1uOdJ1xOQaDlAq3_QosU2TyhA==&ch=XkT98-UFiRCrBTr0ew8ehww-G_v8VYwQ9NZGVqbiFrPWeE3zJukGLQ==>
Training Specialist<https://r20.rs6.net/tn.jsp?f=001oyDTcl-Cj0e5Rbk-EOk-yqlS2ROFdpIGKLjnS-76M1mUAdzXVZ2QKdxRJA8eEnhPfVy6a3U9Gv2v0PePgdiNRcecKiyM585GDAJBs3Lal9T7e0fSQb8HPDw_w9wUineMKSR77y9pislYgdtFJuxXpTz1LtcGy-uwNzr_z_LuH13mW1KoH7P7edG5-k70Qe5UsqJj7sqUJdcfdfoWmOczjjApboAXmJVnWuMB_SX7Ew4tQatZsqBj9CHs_Swc_1Cv8O3M5-OHXLQ=&c=CUs5Bt72BNThE5tM1Re6oj0qIQegy1uOdJ1xOQaDlAq3_QosU2TyhA==&ch=XkT98-UFiRCrBTr0ew8ehww-G_v8VYwQ9NZGVqbiFrPWeE3zJukGLQ==>







*****CONFIDENTIALITY  NOTICE*****

This e-mail may contain information that is privileged, confidential, or otherwise exempt from disclosure under applicable law. If you are not the addressee or it appears from the context or otherwise that you have received this e-mail in error, please advise me immediately by reply e-mail, keep the contents confidential, and immediately delete the message and any attachments from your system. 

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