Young Child Wellness Summit

Tuesday, December 13, 2011 8:30am 3:45pm University Place 310 SW Lincoln St. Portland, OR 97201

Please register for breakout sessions online in advance at:

http://youngchildwellnesssummit.eventbrite.com

TUESDAY, DECEMBER 13, 2011 7:30am 8:30am 8:45am Check-In Opens, Networking, Breakfast Provided Welcome & Introductions KEYNOTE ADDRESS (1 hour 10 minutes)

Public Health Approach to Children's Mental Health, Neal Horen, PhD Dr. Horen will explain how a public health approach to Children's Mental Health differs from a focus on treatment, and will provide strategies that we can all use together to move forward wellness and prevention locally. Dr. Horen, a clinical psychologsist focusing on community-based work, is Deputy Director of the Early Childhood Team of the National Technical Assistance Center. Dr. Horen has worked closely with numerous states and communities in the development of systems of care for young children and their families. 10:15am MORNING BREAKOUT SESSIONS (1 hour 45 minutes, please select one)

A1) Language Acquisition: Learning to Think, Ellyn Lucas Arwood, EdD, CCC-SLP Todays children use mental pictures to think about their world. But, the dominant culture places emphasis on sound for listening, speaking, writing, reading, viewing, and thinking. This session will provide an overview of how children actually learn to think based on how the brain learns. Following this overview, the presenter will share a variety of examples of language methods that may be used by parents, educators, and other support personnel for helping young children develop language for improved thinking and literacy. Upon completion of the session, participants will be able to:

Cartoon or draw out an activity for a young child or children; Recognize the difference between rich language and simple language; and Explain the importance of using rich language for all children.

It should be noted that this session is about language methods to be used individually or in groups by educators, support specialists, and/or parents. Dr. Ellyn Lucas Arwood, EdD, CCC-SLP, has 42 years of clinical language experience with a variety of special needs populations in a variety of settings including universities, hospitals, alternative and regular school settings, and clinics. She is author of eight textbooks, numerous publications and educational materials; and provides training, education, and consultation to numerous organizations and agencies. Currently she is a professor in the School of Education at the University of Portland where she teaches courses in language, special education, linguistics, behavior, and neuroeducation. Often referred to as a lady before her time, she is known for her effective strategies in helping children with autism and related disorders acquire language in order to increase their social thinking and problem solving. Recently she received the Oregon Speech and Language Associations Award for Outstanding Research and Teaching. Dr. Arwood is the author of the Neurosemantic Language Learning Theory.
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A2) Maternal Mental Health & Family Wellness: Facilitating Positive Attachment, Wendy Davis, PhD & Sarah Keller, BA This session will provide an overview of pregnancy and postpartum mental health, including signs and symptoms, etiology, assessment tools, and reliable treatments for pregnancy and postpartum mood disorders. We will discuss ways that providers can effectively relay messages of hope and recovery to families while providing adequate risk assessment, prevention, and intervention. We will discuss evidence-based approaches to facilitate positive Mother-Infant bonding and attachment, and methods to include partners and other caregivers in ways that are inclusive and respectful of diverse family structures, values, and culture. Participants will learn about reliable local and online resources for family support and provider education. After attending this session, participants will be able to:

Identify prenatal and postpartum mental health risk factors; Describe the symptoms of perinatal depression, anxiety, post-traumatic stress disorder, panic, bipolar disorder, and psychosis; State preventive and intervention options to promote maternal mental health and positive attachment; and Identify resources for patient and provider education of perinatal mental health.

Wendy Davis, PhD, has a counseling and consulting practice, specializing in pregnancy, birth, and postpartum mental health and recovery. She is the Executive Director for Postpartum Support International , www.postpartum.net, coordinating PSI services, projects, and their 175 U.S. and International Volunteers, and is a national perinatal mood disorders educator for volunteers, clinicians and groups. She was Founding Director of Oregons Baby Blues Connection mom-to-mom support organization, www.babybluesconnection.org, and now serves as their clinical advisor and volunteer trainer. She helped write Oregon's successful 2009 maternal mental health legislation and chaired the resulting workgroup that made recommendations for further systemic and legislative action in Oregon. She provides professional training, consultation, and advocacy in governmental, clinical, and community settings and enjoys working with diverse communities to develop sustainable practices and perinatal mental health networks. Sarah Keller is currently a volunteer Baby Blues Connection and co-facilitates the Vancouver New Mom Support Group. She experienced perinatal depression and anxiety following a miscarriage and a successful pregnancy. She is married to husband of 8 years, Jim, and is mother to 5 year old son, Logan. Sarah is a certified pilot and, formally, an Aircraft Dispatcher for Honeywell Aerospace. In May of 2011, she graduated from Washington State University with a bachelors degree in Psychology, Sociology and Addiction Studies. She is hopeful to be accepted into graduate school for a Masters in Social Work.

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A3) Fit & Healthy Early Childhood, Wendy Rankin, MPA & Jean Rystrom This session will discuss:

Right From the Start, a new report on how physical activity, nutrition, screen time, and breastfeeding support are impacted in child care in Multnomah County; The importance of policy and best practice approaches in child care in the area of physical activity, screen time, and breastfeeding; and The importance of reducing exposure to screen time, including research on the impacts and practical guidance for families and caregivers.

Wendy Rankin, MPA, currently works at Oregon Public Health Institute where she has recently taken on responsibility for childcare related projects along with some organizational development. Wendy has over 35 years of public health experience as an educator, administrator and policy advocate. She retired from Multnomah County Health Department six years ago and has enjoyed engaging in coalition building and advocating for effective policy in the arena of preventing childhood obesity, a key initiative for Oregon Public Health Institute. Jean Rystrom has spent over 27 years working to improve the health of the community and of Kaiser Permanente members, with a focus on children for the most recent 17 years. She is Department Administrator for Pediatrics, serving a group of about 100 primary care and specialty clinicians and their patients. Jean is also a member of the CARES NW Governing Board and is Vice-Chair of the Oregon Commission on Autism Spectrum Disorders. While working on ways to prevent and treat child obesity, Jean recognized the vital community health impact of too much entertainment use of screen media (TV, video and computers). She founded the Screen Time Awareness and Reduction (STAR) Coalition in Portland, and became Kaiser Permanentes National Lead for clinical screen time reduction. Jean served as a member of the Advisory Committee for the Right From the Start assessment of obesity prevention in child care settings in Multnomah County, and partnered in creation of the Rx: PLAY program, a collaboration between four medical systems and two local recreation systems, that creates a warm handoff between the medical advice to become more active and the public recreation systems.

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A4) How Experience Wires the Brain: The Neuroscience of Early Childhood Mental Health and Beyond, Julie M Rosenzweig, PhD, LCSW Early brain developmentduring prenatal, infancy, and toddlerhood stages, in particularis a vulnerable period. The neuro-circutry is written by the experiences within the childs immediate environment, physically and functionally sculpting the brains architecture in profound and enduring ways. Developing neuro-networks are highly dependent upon significant relational interactions to create a compass for navigating the outside world. These early neuro-narratives lay the foundation for later psychosocial, cognitive, behavioral, and physical developments. Understanding the neuroscience of emotional health and social competence that underpins cognitive capacities is critical in developing trauma-informed service systems that focus on prevention and early intervention. By the end of the workshop, participants will be able to integrate neuroscience findings into policy and practice through an understanding of:

How experiences during infancy and early childhood shape the brains way of receiving and processing information across the lifespan; The neurobiology of social-emotional literacy; and The effects of toxic-stress from trauma and poverty on achievement.

Julie M. Rosenzweig, PhD., LCSW., is a Professor of Social Work at Portland State University. Dr. Rosenzweig frequently presents to local and national audiences on the topics of brain development/neurobiology, attachment theory, traumatic stress, and tech-effects. Her clinical psychotherapy practice includes adults, adolescents, couples, and families. She is author of numerous journal articles and book co-author of Work, Life, and the Mental Health System of Care: A Guide for Professionals Supporting Families of Children with Emotional or Behavioral Disorders. Dr. Julie brings her 20+ years of experience to her audiences though an accessible, humorous, and practical presentation style.

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A5) Culturally Specific & Responsive Mental Health Promotion Strategies for African American Children & Their Families, Ray Shellmire, LCSW Mental health promotion and practice with African Americans has evolved from a generalist perspective that tended to overlook cultural values to one that recognizes the need to incorporate cultural sensitivity and cultural competence. In particular, the strengths perspective (Hill, 1971, 1999; Saleebey, 1992), empowerment theory (DuBois & Miley, 1996; Solomon, 1976), and the person-in-environment framework (Germain, 1991) have supported the profession's move toward ethnic-centered interventions, which at minimum should emphasize the cultural competencies of the practitioners and attention to salient ethnocultural factors, such as beliefs, language, and traditions. Beyond recognizing strengths and cultural sensitivity, the Africentric paradigm is a complementary, holistic perspective that emerged as a response to traditional theoretical approaches that failed to consider the worldviews of historically oppressed populations. Africentric approaches address the totality of African Americans' worldview and existence, including their experiences of collective disenfranchisement and historical trauma as a result of slavery and persistent racial disparities. Interchangeably referred to as "Afrocentric," "Africentric," or "African-centered," mental health promotion, practices are based on the principle of reinstilling traditional African and African American cultural values in people of African descent. This approach stems from the premise that African Americans, for the most part, survived historically because of values such as interdependence, collectivism, transformation, and spirituality that can be traced to African principles for living (Akbar, 1984; Asante, 1988; Karenga, 1996; Nobles & Goddard, 1993). After attending this session participants will be able to: Describe Africentric approaches to promote culturally-informed identity development for young children; Describe Africentric approaches to assessing risk and resilience for appropriate young child wellness promotion, family support, referrals and service delivery; Describe the Africentric approaches and strategies for prevention efforts, counseling, case managing and healing African Americans with physical and psychological risk factors and health challenges; and Describe the practical strategies for prevention efforts, counseling, case managing and treating African American and other person of color children and families to improve their physical and psychological health.

Since 1993, Mr. Shellmire is the Rehabilitation Director of Shellmire Unlimited, P.C. an private outpatient behavioral health organization serving African American children, adolescents, adults and families in Portland, Oregon. In addition, he serves as the Clinical Supervisor at Self Enhancement, Inc. (SEI) Community and Family Program (CFP). SEI is a youth organization the focuses on helping African American children realize their full potential through providing academic support, cultural learning and mentoring services. CFP is a program that provides family preservation services to African-American children and their families involved in child welfare due to abuse and neglect. This program focus is to reduce the rate of foster care placements for African American children.

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12:00pm 1:15pm

Lunch Provided (1 hour 15 minutes) AFTERNOON BREAKOUT SESSIONS (1 hour 45 minutes, please select one)

B1) Early Childhood Positive Behavior Supports, Tim Andrews, MS Participants will learn universal Prevention Strategies associated with Early Childhood Positive Behavior Interventions and Supports (PBIS) as well as some skills that are taught and promoted with Early Childhood PBIS. Participants will become familiar with research data around implementation of PBIS, and receive some valuable tools that may guide implementation of PBIS. Participants will also be oriented to tools available for free online that support PBIS implementation. Participants will: Understand why prevention is a powerful behavior strategy; Understand new skills that are taught which promote appropriate behavior; Understand the framework of prevention and new skill teaching when it comes to working with children with challenging behavior; and Understand and familiarize themselves with tools for implementation as well as research data on how to sustain change in systems.

Tim Andrews is the Early Childhood Positive Behavior Support Specialist for the Multnomah Early Childhood Program and also adjunct faculty at Portland State University. Tim has extensive experience in working with children with challenging behavior and their families. Tim has a M.S. from PSU in Early Childhood Special Education.

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B2) Three New Projects that Bridge the Gap Between Early Childhood and Schools, Panelists May Cha, Molly Day, MSW, and Eileen Isham, MSA, Moderator Elana Emlen, MPA This session will present three projects underway in Multnomah County that demonstrate innovative ways to connect early childhood to schools: The Childrens Institute is creating a holistic early childhood demonstration project at Earl Boyles Elementary School. This is accomplished through the creation of a continuum of services and supports for all children in the Earl Boyles neighborhood that begins at birth and continues through fifth grade, and through strong partnerships between the school and the early childhood community. The SUN Schools System Linkage Project has been piloting ways that two community schools connect with early childhood programs and children in their catchment areas. The Ramona is a new affordable housing building in Northwest Portland that blends early childhood programs with different funding streams and structures on the ground floor of the building.

This interactive and moderated discussion with panelists will include a presentation of the projects and will be moderated to provide ample opportunity for discussion, questions, and answers. May Cha, panelist for this session, is Linkage Project Coordinator with Multnomah County SUN School System. Molly Day, MSW, panelist for this session, is Early Learning Director for the Childrens Institute. Molly joined the Children's Institute team as Early Learning Director in 2011 after nearly twenty years providing parent education and support to families facing significant challenges. Childrens Institute is a policy research organization that promotes wise investments in early childhood and Early Works is its newest initiative. Early Works consists of a demonstration project integrating community-wide early childhood services with an elementary school, as well as policy recommendations informed by the experiences of children, families, providers and partners in the project. Eileen Isham, MSA, panelist for this session, is Co-Director of Portland Public Schools Head Start and Administrator of the Ramona Early Learning Center. Elana Emlen, MPA, moderator for this session, is the Young Child Wellness Coordinator of Multnomah Project LAUNCH. Prior to that, she served for 10 years as the Early Childhood Coordinator at the Multnomah County Commission on Children, Families, and Community. Elana has worked for 25 years on a broad range of public policy issues at Congressional, State, City and County levels.

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B3) Developmental Approach to Child Abuse Prevention, Kathryn McCready, PNP When parents and caregivers have accurate knowledge of child development, reasonable expectations for children in their care, and a variety of effective options responding to frustrating behaviors, they are much more likely to protect and nurture children. This training focuses on normal developmental stages for young children that commonly trigger caregiver frustration, too often leading to child abuse and neglect. Emphasis is placed on enhancing caregiver understanding and increasing effective coping skills and techniques at those pivotal moments. After attending this session, participants will: Understand normal stages of child development and how young children are susceptible to different types of maltreatment at each phase; Learn effective caregiver responses for each developmental challenge that will keep children safe as well as help them grow and develop well; and Identify local and national resources for prevention and referral.

Kathryn McCready, Pediatric Nurse Practitioner at CARES Northwest (Child Abuse Response and Evaluation Services, has been a CARES Northwest medical examiner since 1993. She holds a Bachelors degree in biology, a Bachelors degree in nursing and a Masters of Science degree in nursing. Ms. McCready served the Legacy Emanuel Pediatric clinic for five years as a Primary Care Provider and Pediatric Nurse Practitioner, and the Foster Child Assessment Program Medical Clinic as Clinic Coordinator for one year. For over eight years, Ms. McCready has been a primary examiner-presenter for CARES Northwests Child Abuse Prevention program, educating parents, caregivers and peer professionals in Multnomah, Washington and Clackamas counties to protect childrens safety and well-being.

B4) Cultural Strengths & Resources to Prevent Violence in Native Families, Tawna Sanchez, BA (Shoshone-Bannock/Ute) Through this session participants will: Gain knowledge and understanding of Native American cultural assets; Learn about historical perspectives regarding domestic violence and child abuse; and Gain knowledge of tools that can be used to work with families who have experienced generational trauma.

Tawna Sanchez (Shoshone-Bannock/Ute) is the Director of Family Services at the Native American Youth and Family Center and manages the Foster Care Program, the Healing Circle program and Elders Program. Tawna founded the Healing Circle domestic violence program in 2000, the first Native American-specific domestic violence program in Portland, Oregon. She has developed trainings and curriculum in culturally appropriate services, domestic violence, drug and alcohol prevention, diversity and internalized racism issues. Tawna attended the University of California at Berkeley and achieved her certificate in Drug and Alcohol Studies, Marylhurst University where she received a BA in Psychology and Communications, and is currently in the Masters of Social Work program at Portland State University.
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B5) Building Social Emotional Competence in Young Children, David Willis, MD, FAAP
This presentation will focus on understanding the science of early childhood development that builds healthy brain and social emotional systems in early childhood. Healthy early childhood relationships are essential with careful attention to toxic risk, mitigating risk and assuring healthy developmental trajectories toward school readiness. Dr. David Willis is a Behavioral-Developmental Pediatrician and the Medical Director and cofounder of the Artz Center for Developmental Health & Audiology in Portland, Oregon. He is an Adjunct Assistant Professor of Pediatrics at Oregon Health Sciences University, a previous Harris Mid-Career Fellow with ZERO TO THREE, and a current charter member of the Frontiers for Innovation of Harvards Center for the Developing Child. His American Academy of Pediatrics (AAP) leadership includes being immediate PastPresident of the Oregon Pediatric Society, a previous member of the AAPs Committee for the Psychosocial Aspects of Child and Family Health, a current member of Executive Committee of the Section on Early Education and Child Care, and current Chair of the AAPs Early Brain & Child Development Strategic Initiative. His pediatric and early childhood leadership focuses on early brain and child development and the building collaborations between the child health sector and the early childhood community that strengthen the developmental trajectories of the next generation of young children. 3:15pm 3:45pm Early Learning Council & Local Initiatives Updates End

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