The Innovative Uses of Mind Matters to Promote Youth & Family Well-Being This webinar will describe implementation approaches, including adaptations, of Mind Matters across diverse populations and settings, including traditional school, alternative schools for at risk students/young adults, residential treatment for youth, community-based organizations, and college campuses. The presenters will then review data collected from a series of grants/research projects evaluating Mind Matters with a focus on the impact on knowledge of trauma, trauma related coping skills, PTSD symptoms, resilience, and social skills. This discussion will also include various evaluation strategies and guidance on how to gather essential data for continuous quality improvement and documentation of impact. Lastly, the presenters will share emerging opportunities for applications of Mind Matters to new populations and issues including parents and children affected by the opioid epidemic, racial trauma, and supports for refugee/immigrant youth and families. Objectives: Participants will be able to: Describe implementation strategies and adaptations of Mind Matters across diverse populations…
At-Risk Youth
Strengthening Facilitation Skills: A Training Curriculum for Programs Working with Youth, is a free, three-module curriculum designed to help facilitators of youth-serving programs improve the quality of their facilitation skills. It was developed as part of a formative evaluation of Healthy Marriage and Relationship Education programs conducted by Mathematica and its partner Public Strategies in conjunction with two community-based organizations called STREAMS. Join Erin Welch and Scott Roby for this webinar where they will share details about the curriculum’s development, describe its resources, and explain how it can be used to foster facilitators’ development. Learn how you can maximize learning and engagement using best practices and participant-centered and trauma-informed facilitation Objectives: Participants will internalize the goals and development process of the Strengthening Facilitation Skills curriculum. Participants will explore the content and resources included in the curriculum. Participants will understand how to use the curriculum and hear tips from the field….
From underperforming schools to unsafe neighborhoods, from institutional racism to other structural barriers, hindrances often stand in the way of financial success for young adults from disadvantaged backgrounds. Given these challenges, many young adults lose hope, thinking they have no way of changing their life trajectories. However, there is a path that frequently leads to the “American Dream” and away from poverty. This path is called the “Success Sequence.” The sequence entails three steps: (1) getting at least a high-school degree, (2) working full-time, and (3) marrying before having children. Young adults who manage to follow the sequence – even in the face of challenges – are much more likely to forge a path to a better economic life. Join Brad Wilcox and Wendy Wang as they discuss how poverty is basically nonexistent among young adults who followed all three steps according to their new analysis of data from the…
Youth Voice and Youth Engagement are pillars in youth development and program implementation. As part of the implementation plan for their Teen Pregnancy Prevention (TPP) grant, The YMCA of Greater Louisville partnered with the Teaching and Learning Magnet of Central High School to train seniors as peer facilitators in Love Notes. The peer facilitators then led sessions of Love Notes with adult support, both within their schools and at other community programs. Join YMCA of Louisville’s TPP grant manager, Kelley Luckett, as she describes their model of program implementation that uses peer facilitators to increase both youth voice and engagement. This presentation will demonstrate how this model benefits not only the youth participants but also the peer facilitators. Objectives: Participants will be able to: Describe how the YMCA of Louisville used peer facilitators in the implementation of Love Notes. Explain how the use of peer facilitators increases youth voice. Explain…
Youth Voice and Youth Engagement are pillars in youth development and program implementation. As part of the implementation plan for their Teen Pregnancy Prevention (TPP) grant, The YMCA of Greater Louisville partnered with the Teaching and Learning Magnet of Central High School to train seniors as peer facilitators in Love Notes. The peer facilitators then led sessions of Love Notes with adult support, both within their schools and at other community programs. Join YMCA of Louisville’s TPP grant manager, Kelley Luckett, as she describes their model of program implementation that uses peer facilitators to increase both youth voice and engagement. This presentation will demonstrate how this model benefits not only the youth participants but also the peer facilitators. Objectives: Participants will be able to: Describe how the YMCA of Louisville used peer facilitators in the implementation of Love Notes. Explain how the use of peer facilitators increases youth voice. Explain…
Young mothers in Delaware have the option of attending school with other expecting and parenting young ladies in one of three locations throughout the state. This alternative educational option is the 54-year-old organization called the Delaware Adolescent Program, Inc. (DAPI). DAPI combines programming for pregnant and parenting teens through academics, health, and outreach. DAPI’s model helps its “DAPI Daughters” soar to new heights both academically and personally. Join DAPI’s executive Director, Doris Griffin, as she discusses the DAPI model and how relationship education is an integral part of that work. Objectives: Participants will learn: Information about the Delaware Adolescent Program, Inc. (DAPI) What makes the DAPI model different from other alternative education How DAPI integrates relationship education in their work About DAPI’s goals for future programming Presenter: Doris L. P. Griffin, Ed.D., Executive Director of the Delaware Adolescent Program, Inc. Who should attend: Program managers working with expecting and parenting youth,…
The University of Louisville, Center for Family and Community Wellbeing study found that Mind Matters: Overcoming Adversity and Increasing Resilience significantly reduced Post Traumatic Stress Symptoms and increased trauma coping skills. What makes Mind Matters so effective? In this webinar author Carolyn Curtis reviews the research behind Mind Matters’ effectiveness. She discusses the program’s theory of change as well as the individual lessons that bring results. Objectives: Participants will be able to: Understand what the University of Louisville study results say about the effectiveness of Mind Matters. Explain the theories used in Mind Matters. Describe the research behind the Mind Matters Pinwheel Curls. Presenter: Carolyn Curtis, Ph.D., Author of Mind Matters Who should attend: People who work with youth-in-care, community based organizations who work with youth in challenging circumstances, those who help people heal from trauma, organizations that focus on dating and interpersonal violence, adolescent group facilitators, secondary educators, state and federal…
The “Success Sequence” refers to the concept of milestones a young person should complete in their life that are associated with greater economic self-sufficiency and family stability. These steps are most commonly understood as 1) finishing high school, 2) having a full-time job, and 3) waiting for marriage to have children. Up until now, a key part of the Success Sequence has been the order in which a young person achieves these milestones. With funding from the U.S. Department of Health and Human Services, Mathematica conducted an economic analysis of the Success Sequence steps to assess their actual benefits for young people. Join us to discuss Mathematica’s findings about the Success Sequence including new thinking about the order of the milestones, what some alternative pathways may be for young people, and the significance of their order in creating economic self-sufficiency and family stability. Objectives: Participants will be able to explain:…
In this webinar the new PACES Connection CEO, Ingrid Cockhren, will explore the connection between advise childhood experiences, trauma, attachment styles and various types of abuse in dating and romantic relationships. She will examine the systemic nature of trauma and adversity and how early adversity is a root cause of poor relationship outcomes in adolescence and early adulthood. This webinar will also outline systemic solutions for populations that have experienced historical trauma and adversity. Objectives: Webinar Participants will understand: 1. The impact of early adversity on the brains and bodies of children and adolescents. 2. The impact of early adversity on developing secure attachment. 3. The link between attachment in infancy and early childhood and adolescent/young adult relationships. 4. The systemic barriers that impact the attachment bond and dating relationships in populations that have experienced historical trauma. Presenters: Ingrid Cockhren, M.Ed., CEO of PACEs Connection Resources: April 2022 Slide Deck
Americans today are increasingly waiting longer to marry, if they marry at all. Are today’s young people no longer interested in forming families? What types of relationships they are experiencing? Explore research on young people’s attitudes toward relationship formation, their dating and romantic relationships, and the quality of their relationships in this webinar. Program providers will better meet the needs of the youth they serve by placing their participants’ experiences within broader U.S. trends. In this webinar, Drs. Karen Benjamin Guzzo and Wendy D. Manning will discuss preliminary findings of new work from the Marriage Strengthening and Research Dissemination (MAST) Center on adolescents’ and young adults’ relationship expectations and experiences, drawing on a review of recent research as well as new analyses of the National Survey of Family Growth. Objectives: Webinar participants will understand: Teens’ and young adults’ expectations of cohabitation and marriage. Recent trends in dating and other romantic…
In response to the multiple stresses on teens from COVID, The Dibble Institute is pleased to announce its latest project, Me & My Emotions, a fun, free, interactive website for teens. Me & My Emotions is designed to support teens’ social-emotional learning while increasing their resilience. With engaging graphics and bite-sized lessons plus awards and points, Me & My Emotions invites teens to slow down and check in with themselves as they learn skills from Mind Matters: Overcoming Adversity and Building Resilience. Join Kay Reed to explore the research from the ArtCenter College of Design that helped create Me & My Emotions and enjoy a guided tour of the website. Objectives: Webinar participants will understand: Who Me & My Emotions will benefit and ways to promote it How the website is organized and what content is covered How Me & My Emotions can support teens individually as well as in…
Becky Antle, Ph.D., Professor of Social Work and esteemed University Scholar at the University of Louisville, won The Dibble Institute’s national competition to evaluate Mind Matters: Overcoming Adversity and Building Resilience in 2019. As a result, Dr. Antle and her colleagues have conducted a randomized controlled trial to examine the impact of Mind Matters on a host of outcomes related to trauma symptoms, emotional regulation, coping and resiliency, and interpersonal skills for at-risk youth in a community-based sample. Youth in the study reported high levels of childhood trauma and related trauma symptoms upon entry into the program. Following provision of this evidence-informed program by trained providers within community-based organizations, youth reported a reduction in trauma symptoms and improvement in resiliency despite a number of complicating risk factors and across multiple demographic groups. Join the researchers on this project as they discuss their most recent findings from the pilot of Mind Matters with high-needs youth in the…
With the highest teen pregnancy rates in the United States, Arkansas has a great need for health education centering around pregnancy prevention and healthy relationships. After utilizing Love Notes 3.0 and Love Notes SRA for the last three years, Arkansas Children’s Hospital Outreach Specialists, Sarah Harlan and Charles Maxwell, have encountered barriers common to a rural, conservative environment. But despite those barriers, they have seen growth. Join them during this webinar to hear their experiences and lessons learned in bringing relationship education to teens across their state. Objectives: Webinar participants will be able to: Understand how Love Notes aligns with the mission of Arkansas Children’s Hospital. Understand Arkansas Children’s Love Notes implementation strategies. Gain insights into increasing community partnerships and reaching rural areas with health education. Presenters: Sarah Harlan and Charles Maxwell, Outreach Specialists, Arkansas Children’s Hospital Who should attend: Program managers, educators, practitioners, community workers, and anyone interested in working with youth. When: Wednesday,…
WEBINAR: Co-Regulation Strategies: Practical Tools for Program Staff to Foster Youth Self-Regulation
What is co-regulation? Why does it matter? How can I integrate co-regulation into my program or practice? Join interventionist and nurse-educator Aly Frei to explore co-regulation, its importance for youth development, and its potential to improve program outcomes. Co-regulation is a term that helps describe the important interactions between adults and young people that foster youth self-regulation. Self-Regulation is a central ingredient in lifelong success, predicting healthy relationships, economic self-sufficiency, and physical and emotional well-being. Because of rapid change in youths’ brains and bodies, adolescence is an important time for adults to promote self-regulation development. Through co-regulation, adults form relationships where youth feel cared for and known; co-create safe and nurturing environments; and give youth opportunities to practice self-regulation skills and reflect on how to apply them in their lives. Integrating co-regulation strategies into youth service delivery is a promising approach for improving program implementation and youth outcomes. Objectives: Webinar…
Despite your best efforts, you’ve just learned that your federal grant proposal was not funded or your grant non-continued. Bummer. We’ve been there too. After an appropriate amount of time to grieve, time to roll up your sleeves and get back to it! The youth you serve need relationship education. But how? Join Kay Reed and Aaron Larson in this webinar just for Dibble clients to explore alternative funding possibilities. Objectives: Webinar attendees will learn: What grants the feds have forecast for the remainder of 2020 and early 2021. Outcomes of relationship education that justify the intervention with a variety of funding streams. Alternative, ongoing local, state, and federal flow-through funding. Presenters: Kay Reed, Executive Director, The Dibble Institute Aaron Larson, Director of Programs, The Dibble Institute Duration: 60 minutes Cost: Free! Resources: Creative Sustainability Links Sustainability PowerPoint Slides Sustainability Tip Sheet Sustainability Worksheet Department of Justice Funding Opportunities
Join Dr. Kristen Plastino and Jennifer Todd from the University of Texas Health Science Center at San Antonio as they define trauma and discuss Adverse Childhood Experiences (ACEs). They will explore trauma’s effects on young people as well as youth’s reactions to trauma. You will learn how they shifted from the existing paradigm to a trauma-informed approach utilizing relationship education. They will share lessons they learned in the field as they implemented their approach with over 100,000 young people over the last 4 years in San Antonio. Objectives: At the end of the presentation, participants will be able to: Describe trauma. Name two causes of Adverse Childhood Experiences. List three either immediate or delayed responses to the “Effects of Trauma.” List one lesson learned from the field. Presenters: Kristen Plastino, MD, UT Health SA, UT Teen Health, San Antonio Jennifer Todd, JD, RN, UT Health SA, UT Teen Health, San…
NOTE THE NEW TIME! 5 PM EASTERN AND 2 PM PACIFIC. Back by popular demand!* Come join Dixie and Carolyn in the Self-Soothing lesson from Mind Matters. Self-Soothing is a skill that is developed over time, through practice The goal of self-soothing is to dial-down the reactive response of the body’s central nervous system. A traumatized person needs a means of reducing the automatic reactivity of their nervous system. Self-soothing will help. You will learn and practice four self-soothing skills that you can use personally as well as share with colleagues and clients. *Over 3,000 people have viewed this class online. You will love it live! Participant Objectives: Connect the key concept of self-soothing/self-regulation to positive life outcomes Recognize the difference between taking the time to decide rather than immediately reacting to persons, places, and things Learn four different self-soothing skills that can be used inside and outside of the…
The impact of financial poverty has been a focus of researchers for decades. In this webinar Dr. Sarah Halpern-Meekin, author of “Social Poverty: Low-income Parents and the Struggle for Family and Community Ties,” examines another dimension of poverty that has been considerably understudied: social poverty. Social poverty, or lacking adequate of close, dependable, and trusting relationships, is an often-ignored form of hardship that is separate from financial poverty. Developing healthy relationship skills and coping mechanisms through relationship education may help address social poverty. Join us as Dr. Halpern-Meekin discusses the relational and emotional dimensions of poverty and the benefits relationship education has to offer. Specifically, webinar attendees will learn: To identify what social poverty is, and how it may motivate participation in relationship education How programs can purposefully try to build participants’ social resources Presenter: Sarah Halpern-Meekin, Ph.D., Associate Professor of Human Development and Family Studies at the University of Wisconsin-Madison….
Join the staff from Project Rise as they share with you how they are successfully engaging the Latino community including youth and their parents in healthy relationship skills programming. Project Rise is utilizing Relationship Smarts PLUS (Sexual Risk Avoidance Adaptation) to prevent teen pregnancy, reduce associated risk behaviors, and promote healthy adolescent development among Latino teens aged 12-18. They are working in four neighborhoods of Los Angeles County where measures of sexual risk are significantly higher than the national average. In focus groups the young people reported learning: Communication and relationships skills including ways to speak with family and friends as well as controlling their anger How to be self-reflective including understanding infatuation vs true love and effective decision making skills Ways to talk with their parents or a trusted adult about sex and healthy relationships. Presenters: John Lewis, Southern California Director, Urban Strategies Guillermo Pichardo, Youth Advocate, Catalyst SGV Who Should Attend:…
Hear how three agencies that use different funding streams utilize relationship education to meet youth where they are in order to help them to prepare for healthy lives and futures. These organizations use Dibble’s programs to build protective factors so the youth can communicate effectively in jobs, set safe boundaries in relationships, make healthy decisions about their love lives. These agencies serve young people in schools, transitional living homes, and community-based settings. Attendees will: Understand the needs of vulnerable youth Demonstrate how relationship education meets vulnerable youth where they are Learn about best practices used in diverse settings Presenters Panel: Mina Koplin – Salt Lake County, SLC, UT (SLC) – TLP Funded Emily Spruill – Advocates for Children/Flowering Branch, Cartersville, GA – ILP through VOCA funding Reta Johnson – Family Center, Little Rock, AR – PREP Funded Resources: September 2019 Webinar PPT