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Tribal Nations Workforce Training Module

Supporting Cultural Connections

Explore the power of cultural permanency and how cultural curiosity strengthens engagement and identity.

Below you will find materials used during the training as well as supplemental resources to enhance your knowledge and understanding. The materials are in various formats including, PDFs, PowerPoint presentations, podcasts, and videos.

Classroom Materials

The materials used in the QIC-EY training, including PowerPoint presentations and handouts.

PowerPoint Presentations

Coming soon.

Handouts

Coming soon.

Supplemental Resources

Resources to enhance your on-going learning and support your work in engaging children and youth.

Podcasts

  • Trauma Related Behaviors
  • Trauma Impact - Nathan

Videos

  • Culture Protects Us

    Culture is a strong protective factor. Tribal customs strengthen resilience and, post-trauma, help the individual recover. Though the armor may be pierced, the individual does not fall. In this YouTube video, Shannon Crossbear talks about the role of culture as a protective factor in tribal communities.

  • Eagle Mapping

    Eaglemapping – adapted from ecomapping – provides an eagle’s view of key tribal child welfare relationships, both organizational and at the case level. The visual depiction helps to show where there are strong connections and where growth needs to happen.

  • Bruce Perry- State Dependent

    State refers to the internal condition of the body. What part of the brain will be activated depends on an individual’s state. Abstract thinking, activates the cortex, the most complex part of the brain, fear activates the most basic part of the brain, resulting in a lack of futuristic thinking . Children in care frequently have a sensitized stress response, where a minor challenge results in overly reactive behavior.

  • Bruce Perry-Brain Basics

    The brain is organized in a hierarchical fashion, from the lowest and simplest part to the highest and most complex. Fear or threats trigger the lowest or simplest part of the brain resulting in the child processes the present as if it was the past.

Additional Materials

  • Newspaper Newspaper
    Action and Reflection Guide Trauma
  • Newspaper Newspaper
    Action and Reflection Guide Culture
  • Newspaper Newspaper
    Tips To Have Trauma-Informed Engagement
  • Newspaper Newspaper
    Trauma’s Impact on Engagement
  • Newspaper Newspaper
    A Framework for Effectively Partnering with Young People

    When young people are authentically engaged they feel respected, valued, appreciated and trusted. The Casey Initiative approach outlines four components to authentically engage youth.

  • Newspaper Newspaper
    The Effect of Trauma on the Brain Development of Children-Evidence Based Principles for Supporting the Recovery of Children in Care

    An overview of the research on the impact of trauma on cognitive development. Principles to support cognitive development in children in foster care who have experienced trauma.

  • Newspaper Newspaper
    How do Children of Different Ages Experience Trauma

    Children of different ages show different signs of trauma. How children’s experience of traumatic situation during the following ages: 0 to 5; 6 1o 12; and 13-18.

Explore Other Training Modules

Find podcasts, PowerPoint presentations and other classroom and supplemental resources for specific modules.

Tribal Nations Tool Kit
  • Tribal Nations Participant Tool Kit
    • Tribal Nations – Partnership and Shared Decision Making
    • Tribal Nations – Supporting Cultural Connections
    • Tribal Nations – Using Engagement to Move Toward Permanency: Foundational Module
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This website is supported by grant number 90CO1142. This website is supported by the Administration for Children & Families (ACF) of the United States (U.S.) Department of Health & Human Services (HHS) as part of a financial assistance award totaling $5,000,000 million with 100 percent funded by ACF/HHS. The contents are those of the author(s) and do not necessarily represent the official views of, nor an endorsement by, ACF/HHS or the U.S. Government. For more information, please visit the ACF website, Administrative and National Policy Requirements, at https://www.acf.hhs.gov/administrative-and-national-policy-requirements.

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