2017 MNPBS Gathering Materials Keynote Materials Positive Behavioral Interventions & Supports: The Practical Significance of Systems Change Strand 1: Support for children birth through age 6 PBS from Infancy to Age 6 Power Point Strand 1 Handout Strand 2: Support for children and youth ages 6 to 21 Strand 2 Power Point Strand 3: Support […]
In the eyes of a child, poverty is about more than just money. Very often children experience poverty as the lack of shelter, education, nutrition, water or health services. The lack of these basic needs often results in deficits that cannot easily be overcome later in life. Even when not clearly deprived, having poorer opportunities than their peers in any of the above can limit future opportunities.
Trauma-informed care occurs when all parties involved recognize and respond to the impact of traumatic stress on those who have contact with an organization, including children, caregivers, and service providers.
This manual helps behavioral health professionals understand the impact of trauma on those who experience it. The manual discusses patient assessment and treatment planning strategies. These strategies support recovery and the development of a trauma-informed care workforce.
This manual offers information on homelessness and trauma, the role of shelter providers, as well as implementing the 8 PFA Core Actions in shelter settings. The manual includes worksheets and examples for providers to assist them in offering support.
MNPBS Related Content Message from MNPBS Network – Response to the Murder of George Floyd MNPBS Brochure Exemplary Communities Tiered Implementation Across the Lifespan MNPBS Presentations APBS 2021 Conference Presentation PBIS and Aligned Initiatives: How do We Make This All Fit Together? Minnesota Department of Education & Minnesota Department of Human Services Working Together Building […]
In 2004 and 2005 we gathered information on how boarding school and boarding home experiences affected individual Alaska Natives, their families, and communities. From the early 1900s to the 1970s Alaska Natives were taken from rural communities that lacked either primary or secondary schools and sent to boarding schools run by the federal Bureau of Indian Affairs (BIA), by private churches or, later, by Alaska’s state government. Some were also sent to boarding homes to attend school in urban places.
This guide was created for a very specific purpose: to help make trauma-informed peer support available to women who are trauma survivors and who receive or have received mental health and/or substance abuse services.
