Community Resilience Conference: Pursuing, Healing, Justice, and Wellness Together
1st Annual 2022 Community Resilience Conference: Pursuing Healing, Justice, and Wellness Together
AT THE CONCLUSION OF THIS ACTIVITY, THE PARTICIPANT SHOULD BE ABLE TO:
- Describe the concepts of Positive Psychology and the benefits of utilizing it to manage every day, and long term, stress.
- Discuss the concepts of the Big Five Personality Traits and how these can be utilized to overcome barriers in your life and overall society.
- Describe how to become an advocate to make change in your community utilizing what is innately part of you to introduce tools that can be used to develop resilience and hope (such as the Four S’s.
- Identify the core competencies of SEL.
- Recognize the research and evidence behind SEL programming.
- Examine an evidence base of behavioral effects and engage in a discourse about the findings.
- Describe historical and racial trauma through the eyes of the Black/African American Experience.
- Identify the themes and the structures that sustain generational trauma, the systemic barriers, and racial disparities.
- Identify opportunities to remove systemic racial barriers through trauma-informed organizational, policy, and environmental change.
- Describe how Historical Trauma presents today,
- Recognize the impact of racial trauma, describe symptoms of racial trauma, understand similarities/differences between Trauma-Informed Care & Racially Conscious Trauma Informed Care.
- Identify strategies to address racial trauma in a racially conscious way.
- Describe the process of institutional change in an organization over decades.
- Explain the challenges created by institutional change and two strategies to address those challenges,
- Identity five areas that need to be considered when implementing DEI efforts in an organization.
- Discuss what inclusive conversations are and why they are important.
- Recognize cultural competence and humility to build better collaborative relationships.
- Describe what unconscious bias is, how to overcome it, and how overcoming it supports trauma-informed initiatives.
- Convey an understanding of stress and trauma.
- Recognize the importance of a Bottom-Up approach to treating Trauma symptoms.
- Introduce an awareness of an in-built skill for resiliency, the self-regulation offered by world renowned TRE®.
- Discuss the prevalence of classism experienced by BIPOC students and clients in higher education and other settings.
- Discuss the prevalence of various resiliency factors experienced by BIPOC individuals and communities.
- Recognize ways to advocate for BIPOC individuals and communities.
- Identify 5 areas of ethical risk in the treatment of traumatized individuals.
- Describe several ways in which the trauma-informed care philosophy is attentive to ethics issues as outline by the American Psychological Association and other professional organizations.
- Describe several strategies that support self-reflection, self-management, and self-care when ethical dilemmas arise in the provision of services to traumatized individuals.
- Describe the role of trauma in suicide behaviors.
- Define the role of trauma in coping with suicide loss and in post-traumatic growth.
- Identify specific trauma informed strategies to utilize with survivors of suicide via promoting each principle of trauma informed care.
This conference is taking place virtually via Zoom
- Mandy Fauble, Ph.D., LCSW, Director of Clinical Care Services, UPMC Western Behavioral Health at Safe Harbor
- Christine A. Courtois, PHD, ABPP, DE Licensed Psychologist and Board-Certified Counseling Psychologist
- Lucy Parker-Barnes, Ph.D., LPC, CCMHC, NCC
- Kevin Berceli, LPC, Counterpoise Solutions LLC
- Julie Thorpe, LSW FFT, OPC, Family Services of NWPA
- Darrell Thorpe, SHRM-CP, MSM Diversity, Equity, and Inclusion Consultant, Erie Insurance
- Adrienne Dixon, Ph.D., President & CEO, Sarah A. Reed Children’s Center
- Linda McRoberts Flemin, Ph.D., APA Internship Director & Associate Vice President of Quality Assurance Improvement, Sarah A. Reed Children’s Center
- Kendra S. Roman, School Counselor, LPC
- Joseph A. Jablonski, Ed.D., Principal of Grandview Elementary School in Millcreek Township School District
- Dr. Eric J. Bieniek PhD, BCBA-D, Independent Contractor, PREVAIL Consulting, LLC. & Classroom Consultant, Keysource Educational Consulting Group
- Sharon Sandberg, LSW, UPMC Western Behavioral Health at Safe Harbor
- Monique W. Morris, Ed.D.
- Daniel Mennow, Principal General McLane High School
- Pamela Mackowski, Associate Principal General McLane High School
- Alicia Terrill, Literacy Interventionalist, Librarian, Teacher, General McLane High School
- Nathan Moore, Teacher, General McLane High School Robert Stauffer, Teacher, General McLane High School
- Lauren Cassano, Teacher, General McLane High School Kristin Hersch, Acting Associate Director of Community Outreach of CORE
- Dr. Charisse Nixon, Associate Director of CORE
- Mr. Brandon Wiley, Founder and Executive Director of Opened Eyes
- Mr. Thierno Barry, Community Health Net's Board of Directors Chairman
All individuals in a position to control the content of this education activity have disclosed all financial relationships with any companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients. All of the relevant financial relationships for the individuals listed below have been mitigated
- Joseph Jablonski serves as a consultant on the Committee for Children
- Christine A. Courtois receives book royalties from American Psychological Association, Academic Press, Guilford Press, W. W. Norton
No other members of the planning committee, speakers, presenters, authors, content reviewers and/or anyone else in a position to control the content of this education activity have relevant financial relationships with any companies whose primary business is producing, marketing, selling, re-selling, or distributing healthcare products used by or on patients.
In support of improving patient care, the University of Pittsburgh is jointly accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC), to provide continuing education for the healthcare team.
The University of Pittsburgh designates this live activity for a maximum of 6.75 AMA PRA Category 1 Credits™. Physicians should claim only the credit commensurate with the extent of their participation in the activity.
A maximum of 6.75 nursing contact hours will be awarded. Participants will be able to claim credit commensurate with the extent of their participation in the program.
OTHER HEALTHCARE PROFESSIONALS
Other health care professionals will receive a certificate of attendance confirming the number of contact hours commensurate with the extent of participation in this activity.
- 6.75 AMA PRA Category 1 Credit™The University of Pittsburgh School of Medicine is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians.
- 6.75 ANCCUPMC Provider Unit is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation
- 6.75 Attendance