PW! Update 2-11-2020

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Prevention Works!
Prevention Works!
Mission: Prevention Works! is a coalition that promotes positive childhoods in Clallam County
PW! Update 2-11-2020





FEBRUARY 26, 2020

4 PM TO 6 PM


For annual Meeting Picture


SPEAKER: ANN CHIHAN, Child Care Action Alliance

Also: How to Create a Family Friendly Workplace

Vision: All Children of Clallam County Will Thrive

PW Logo 2

Chair: Mary Wegmann, Ph.D.    

Program Coordinator: Tracey Hosselkus 


Washington State Legislative Bills to check out:

Public Hearing:

  1. SSB 6255- Supporting access to child care for parents who are attending high school or working toward completion of a high school equivalency certificate.
  2. SB 6540- Concerning working connections child care payment authorizations.
  3. SSB 6309- Expanding access to nutritious food.
  4. SSB 6422- Establishing the family connections program.
  5. SSB 5494- Concerning the baby court initiative.
  6. SSB 6264- Concerning school district consultation with local tribes.
  7. SSB 5908- Providing training for equity and cultural competency in the public school system.
  8. SSB 6511- Increasing equitable educational outcomes for foster care and homeless children and youth from prekindergarten to postsecondary education.
  9. SB 6425 - Establishing the American Indian cultural study grant.



Saturday, March 7, 2020
31st Annual Kids Fest Hosted by Kiwanis Clubs of Port Angeles and LCSNW Parent Line 


Saturday, March 14, 2020 8:15 a.m. to  5:00 p.m.
Olympic Peninsula Chapter of WAEYC's 26th Annual Early Childhood Conference "Building the Future" Featuring … Music with Mar

Maryann Harman Maryann “Mar.” Harman is a music educator with a Bachelor’s Degree in Music and a Master’s in Education, with an emphasis in Early Childhood and is certified in Level I Orff. These degrees contribute to her ability to write songs that are musically and educationally sound for children as well as fun and easy to use for teachers and parents. She is the founder of the internationally enjoyed Music with Mar. Brain Research Based program, Music with Mar. International (Beijing, China) and hosted BAM! Radio Music and Learning Channel. “My passion is tying together the effectiveness of music in overall development with the current research and creating music / music activities to help parents / teachers put it in action.”


Self-regulation Through Music In order to develop into a well-functioning adult, children must learn how to self-regulate. How are you supposed to learn if you cannot self-regulate? When too much focus is put on getting cognitive skills in too early, our little ones cannot learn and much of the knowledge we are putting out is not absorbed properly. It is through the ability to control our bodies that we learn to sit and listen as well as when to move and how to do so appropriately with awareness of those around us. Using a combination of music, movement, yoga and breathing techniques, this workshop shows ways to help children learn to control their bodies whether it be to energize, focus or calm.

Music, Movement & Manipulatives Engage the children and the brain with music and manipulatives that are fun for learning. Enjoy songs with Mar. that will get you moving while preparing the children for school. This presenter's goal is to have those attending become more comfortable with using manipulatives and knowledgeable as to why they are important. As we draw more senses to the learning experience, children retain more. Participants will be shown how to enhance learning by combining music and movement with puppets for visual, aural and tactile stimulation. The importance of using props with music and movement will be discussed and validated. How to physically involve children in playful storytelling will be a focal point and demonstrated. How the brain works during these activities will also be examined and demonstrated.

Registration can be downloaded here...


April 13-17, 2020
NAEYC Week of the Young Child


May 6-8, 2020
Infant and Early Childhood Conference in Tacoma

Conferenc Brochure can be downloaded here...


SAVE The Date May 9, 2020 Forks!!! 10 a.m.-2:30 p.m.

Bonnie Schmidt will present 2 hours on ACEs and NEAR Sciences and 2 hours on Conscious Discipline - the focus will be on Early Childhood and STARS hours and lunch will be available! Stay tuned for registration information



Save the Date – May 18, 2020, Clark County (location TBD) ACEs and Resilience Community of Practice Event

Registration information and draft agenda coming soon

Mark your calendar for the fifth Washington statewide ACEs and Resilience Community of Practice Convening, hosted by Essentials for Childhood.

Who Should Attend?

  • Anyone working to build resilient communities, address and prevent Adverse Childhood Experiences (ACEs), Adverse Community Environments, and other forms of trauma, or to create communities where ALL children thrive in safe, stable, nurturing relationships and environments.
  • Whether this is your first Community of Practice event or you have joined us in the past, we’d love to see you there.

Travel Assistance – we have a limited budget to cover travel costs for people who don’t have an organization that can support their travel and who are traveling over 100 miles. You will be able to request travel assistance when you register.

Spread the word: Please forward this announcement to other leaders and organizers in your community, including parent leaders

If you want to get future information about the Community of Practice, email and ask to join the distribution list. Registration information and draft agenda coming soon.


June 6, 2020 9 a.m. to 5 p.m
Youth Mental Health First Aid Training Peninsula Behavioral Health Port Angeles

Free classes made possible through grant funding from Clallam County Health an Human Services. Youth Mental Health First Aid is a nationally recognized certification course that will teach you how to identify, understand, and respond to signs of mental illness, substance abuse disorders and challenges that youth face in our community.

Space is limited! Reserve a seat today! Contact Kathy Hansen at 360-457-0431 x139 or, Casual setting, bring a sack lunch.



I’d Like to Melt Down When My Kids Do -Here’s how I keep it together.

The panic alert bracelet was only for true crises, and I had to use it just once. Emergency services were at the group home within minutes, but it took my heart rate hours to return to normal. The cause of the morning’s disruption was a tiny 9-year-old, her anger rooted in experiences no kid should ever have. Normally we had a good connection, but that day I struggled to keep her, myself and the other clients safe from her outbursts.

Before having my own children, managing kids in crisis was part of my job; I worked in residential settings with vulnerable youth, many of whom had long lists of diagnoses before they entered grade school. I held hysterical children in my arms and often addressed dozens of heated conflicts before the breakfast oats were cool. For the most part, however, I kept my emotions in check. And so, with a smugness reserved for parents-to-be, I assumed I was prepared for whatever my own kids might throw at me — figuratively or literally. Now that I’m the mother of a highly spirited preschooler and a precocious toddler, I realize how wrong I was. The hardest part of parenting is managing my own emotions when my kids are melting down.



Integrating Healthcare and Early Childhood Systems Requires Capacity and Expertise

Pediatric well-child visits represent a critical, often untapped opportunity to ask families about unmet social care needs and connect them with early childhood and other community services. Innovating in this space to address social determinants of health, early childhood organizations are increasingly building healthcare partnerships with the goal of increasing family access to services and preventing challenges from becoming crises. However, it can be difficult to establish shared priorities between early childhood and health care, let alone reorganize care around family needs. Pediatric clinic staff are challenged by the task of asking families about their social care needs in the context of a well-child visit based on the practical logistics alone. Innovators in this work have begun to identify common barriers associated with startup, sustainability, and continuous improvement of healthcare and early childhood systems integration. Lessons learned from these innovations can enhance ongoing and future implementation and help ensure systems integration efforts align with what families actually want to support the health and well-being of their infants.


BABY ACES: When we consider the traumas that qualify as ACEs, babies need their own list.

Babies are obviously very different from older children developmentally, including their ability to understand and process trauma.  Indeed, a baby may be completely unaware of an actual ACE— say, the incarceration of their father— which a middle schooler would be painfully aware of.  Yet at the same time, the baby could be much-more-acutely impacted by the secondary effect of this same ACE: a sad, stressed, and distracted mother.   Similarly, if a parent dies in a car accident when a child is in middle school: that child will experience the pain and trauma of the loss, but will also have the developmental maturity to know they have not been deliberately abandoned, as well the support of a larger network of attachments, to bolster and comfort them.  A baby does not have these buffering factors, and will experience the death of their mother as utter abandonment. 




Children's Self-Control Improves When Cooperation With Others Results in Rewards

New research finds that children are more likely to control their immediate impulses when they and a peer rely on each other to get a reward than when they’re left to their own willpower. Investigators say their experiments are the first to show that children are more willing to delay gratification for cooperative reasons than for individual goals.


Youth Discussion on Racism "Not My Idea: A Book About Whiteness"

Written and illustrated by Anastasia Higginbotham 




What did you think about when you first learned about ACEs? If you have completed the 10-question ACE survey, you will know your score and might have some idea as to the score of your parents or your children. What is your perspective? Where do you stand? By placing yourself in one or more of the following categories, which I will call ACE PLACES, you will be taking the first step toward the healing and prevention of ACEs.



20 Tips to Help De-escalate Interactions With Anxious or Defiant Students

Students’ behavior is a form of communication and when it’s negative it almost always stems from an underlying cause. There are many reasons kids might be acting out, which makes it difficult for a teacher in a crowded classroom to figure out the root cause. But even if there was time and space to do so, most teachers receive very little training in behavior during their credentialing programs. On average, teacher training programs mandate zero to one classes on behavior and zero to one courses on mental health. Teacher training programs mostly assume that kids in public schools will be “typical,” but that assumption can handicap teachers when they get into real classrooms.



How white families with young children can work to undo racism

By Maggie Beneke,Manka Varghese and Caryn Park Special to The Times

Young children are actively noticing racial differences from the moment they are born. As early as age 3, children express racial preferences and exhibit discriminatory behaviors. They internalize messages about their own racial identities and how people are treated differently based on race. Young children continually witness racial hierarchies in their neighborhoods, schools, books and mass media.

Despite this, we often hear white parents say that their children are “too young to learn about racism.” Families of color are not afforded this kind of innocence. Black and brown families discuss racism with their young children out of necessity, and the onus of naming and resisting racism should not be placed solely on them.

Even in “liberal Seattle,” white families rarely broach these conversations with children. Last year, a national survey of parents by Sesame Workshop and NORC at the University of Chicago found that only one-quarter of white families discuss race. And when white families remain silent about racial hierarchies, such as the ways whiteness is often equated with smartness via ability grouping in schools, children learn that racial patterns are earned or justified.


Maggie Beneke is an assistant professor at the University of Washington College of Education in Seattle.Manka Varghese is a professor at the UW College of Education.Caryn Park is a member of the core faculty at Antioch University Seattle’s School of Education. (From Seattle Times Op-Ed section, Jan. 20, 2020)



Quileute Tribe



Family Service Worker (Port Angeles)

Lead Teacher (Full time Sequim)


Peninsula College

Early Childhood Education Instructor


Lower Elwha Klallam Tribe

Substitute Teacher Aide


Child Care Lead Teacher Toddler

Early Childhood Mental Health Consultant




Grants Strengthen Services for People With Autism
Autism Speaks: Local Impact Grant Program

Autism Speaks is dedicated to promoting solutions, across the spectrum and throughout the life span, for the needs of individuals with autism and their families. Through the Local Impact Grant Program, Autism Speaks funds nonprofit organizations that provide people with autism with social and educational experiences. The focus is on local services throughout the U.S. that enhance the lives of those affected by autism spectrum disorders. Careful consideration will be given to applications that specifically address the needs of underserved communities, which can include rural towns, non-English speaking populations, and other vulnerable groups. Grants of up to $5,000 are available. The application deadline is March 6, 2020. Visit the Autism Speaks website to download the Applicant Guidebook.

Program Supports Mental Health Initiatives in Native Communities
Department of Health and Human Services

The Planning and Developing Infrastructure to Promote the Mental Health of Children, Youth, and Families in American Indian/Alaska Natives (AI/AN) Communities program provides tribal and urban Indian communities with tools and resources to plan and design a holistic, evidence and community-based, coordinated system of care to support mental health for children, youth, and families. These grants are intended to increase the capacity and effectiveness of mental health systems serving AI/AN communities. The program has a strong emphasis on cross-system collaboration; inclusion of family, youth, and community resources; and cultural approaches. The application deadline is March 9, 2020.


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