Trauma-Informed Care Basics & Crisis Deescalation

Date: April 8, 2019 REGISTRATION CLOSED ~OR~ July 22, 2019

Time: 8:30am – 4:30 pm

Cost: $95. Discounts available for students, Trauma Healing Project volunteers, and TISOC Champions.

To request scholarship support to attend this training, please fill out a Scholarship Request Form.

Please note: Scholarship seats in the April 8th training are FULL. To be placed on a scholarship waiting list when this training is offered in July 2019, you may complete a Scholarship Request Form.

Location: Trauma Healing Project, 1100 Charnelton St., Eugene, OR

Registrations are FULL for the April 8th training session.

Add your name to the waiting list for April 8th.

Register for July 22, 2019.

Workshop Description:
Trauma-sensitive organizations and professionals are aware of the impact of trauma on their staff and clients.  Trauma-informed systems and organizations use this awareness to guide every aspect of their work, including policies and procedures. This training will cover the prevalence and impact of trauma on individuals, organizations and communities and the principles of trauma-informed care. It will include a presentation on managing and deescalating crisis situations. The role of clinical, nonclinical and other community partners will be discussed as well as available community resources and services.  The training will also include information and strategies for preventing and managing vicarious trauma and promoting workplace safety.  This workshop is intended for administrative, front-desk, clinical and allied professionals working in primary care, behavioral health and other social services settings. This training meets Oregon state requirements for continuing education credit for many professional licenses, including LPC’s, LMFT’s, and LCSW’s.

Learning Objectives:

At the end of this session, participants will be able to:

  1. Describe the prevalence and impact of violence, abuse and other forms of trauma on individuals, organizations and communities
  2. Discuss key findings of the Adverse Childhood Experiences Study, and how these findings are being used to reshape service delivery across settings including healthcare, schools, and human services.
  3. Define and differentiate between trauma-informed and trauma-specific care
  4. Identify key brain structures and processes involved in stress and trauma reactions, and describe behavioral presentations associated with these processes
  5. Identify and apply practical strategies for deescalating crisis situations and working with people who are emotionally distressed
  6. Recognize the intersections of trauma and resilience with race, gender, and histories of oppression.

Trainers: Elaine Walters is the founding Executive Director of the Trauma Healing Project, an organization that provides professional and community training and direct healing support for survivors. Prior to this position she coordinated the Sexual Assault Nurse Examiner Program for the Attorney General’s Sexual Assault Task Force in Oregon. For the last 20 years she has been a consultant, trainer and community organizer working to address and eliminate intimate violence. She has designed and facilitated workshops and trainings on many related topics and has provided direct services and support to youth and adults impacted by violence, abuse and other forms of trauma and oppression.

Emily Pyle, LPC, is the Training and Program Coordinator of the Trauma Healing Project, and a mental health therapist with a practice emphasis on helping children and families recover from trauma and foster resilience through loving, attuned relationships. She holds a certification from Portland State University in therapeutic interventions with fostering and adoptive families. She has worked with organizations including schools and early childhood intervention programs to better understand and support the needs of children and families who have experienced trauma, adversity, and toxic stress. She is also the producer and director of a documentary film about the rights of incarcerated youth and the intersections between trauma, mental health, and juvenile incarceration. Emily completed her 200-hour training as a yoga teacher in 2005, and completed training in yoga therapy with Sarajoy Marsh of the DAYA Foundation in 2018. As a teacher, she brings together understanding of interpersonal neurobiology with traditional approaches to the integrated healing of mind, body, and spirit, and supports students to access their own deep sources of resilience.

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