Category: AP Month

Continued from part 2 of 3

Becky Haas Interview with API for AP Month 2020:

Parenting with PEACE, Part 3 of 3

You’re a parent and this is a community of parents that we’re talking to, and people who serve parents. We’re providing individual help as well as getting communities together, working in coalitions, working in small groups. Mostly, it’s individual parents, day to day, navigating life with their children. What would you want them to know about ACEs? What kinds of messages are you sharing with parents? 

That’s a fabulous question. I’m the mother of two sons who are married and grown now. When I was preparing to have our first child, I remember thinking to myself, I have a wonderful mother. I feel I had a good childhood and all, but I remember thinking as I carried that child, of all the things I’ve ever done in life, any jobs or volunteerism, it came with training. Being a mother did not come with any training. I felt it was the most important thing I was entering into in life. I applaud the work of the Attachment Parenting International community in the fact that you all are having conversations around things that many more families need to understand. What we see now with ACEs is how the fulcrum is slanted in a negative way because that attachment was not there.

In 2010, the Tennessee census revealed…that 11% of Tennessee grandparents had custody of children 18 years and younger.

The other thing that we’re seeing is that there can be a hybrid attachment, that it can be community members or foster parents, but that attachment has to happen for a child to grow up. I didn’t know about attachment until my boys were grown and married, but I have two grandchildren that are four and two. I’ll tell you, I never read a book to them without thinking about ‘serve and return.’ If they fall down, I am there lickety-split, which I would have been anyway. But now I know that the way they’re learning self-regulation it starts first with external regulation. Then they’re going to learn co-regulation then it’s going to be self-regulation. Now, with my two-year-old grandson, it’s all that. “Nammy” is what they call me. The four-year-old, if she’s watching a movie with me, she knows where the comforters are. She’ll say, “Nammy, I’m cold.” I’ll say, “Well, go get a blanket,” and she’ll go get it. And then there’ll be a time where she won’t even ask, she’ll just run, go get the blanket. I didn’t know what all that was until I learned about ACEs.

That’s so encouraging for parents, and grandparents too. Even though you didn’t know about it before, you take the information you get along the way and you start to apply it. 

I didn’t realize how much grandparent care and custodial care there was until I worked at ETSU in car seat safety. In 2010, the Tennessee census revealed (a new number on the census I understand) that 11% of Tennessee grandparents had custody of children 18 years and younger. We’ve been super slow on getting support for the grandparents now that they are raising grandchildren, or those aunts or uncles. It also impacts the community because of instead of retiring, now you’re starting over raising grandchildren because their mom and their dad are in the drug culture.

A child needs in their life two or three adults; they need more than just the parent.

There is no guidebook, as you mentioned, but with the Principles API has, we talk about preparing for pregnancy, childbirth, and parenting – growing in your knowledge.  We share with parents about feeding our children with love and respect, about healthy eating. We help parents understand about responding with sensitivity, which is the hallmark of attachment, as well as providing consistent and loving care. We discuss how it’s important to practice serve and return, and not to have ever-changing childcare figures because that primary early secure attachment is so critical. We guide parents about sleep because sleep can be challenging for parents and for children, especially with separations. We address positive discipline: what’s really effective, including learning to parent with creativity, patience, responsiveness, and curiosity.

We help parents foster good relationships and not chip away at that attachment relationship as children grow because you’re teaching them to problem solve, not using a heavy hand to ‘handle’ them. Then we talk about balance and the family, parenting together and in community, as well as self care. All of this to foster positive childhood experiences, which is not just referring to a good day out at the park or going to Dollywood, although those are nice. It’s really more about creating stability, predictability, connections, support, play, memories, and traditions that are vital to strong, secure, and stable environment for a child to grow and optimally develop.

When I get a chance to talk to parents, some of my work in training school districts, I’ve had a parent night and I’ll have maybe 30 minutes. Always, my go-to is protective factors, that parents understand that a child needs to have a healthy relationship with a teacher or an uncle or a coach. A child needs in their life two or three adults; they need more than just the parent. I know our boys were growing up, my husband and I, we could see that they were headed in a wrong direction and they might not take it from us. But if the coach in the weight room said something to one of my seniors… I did a training in a school district and the coach came up to me and he said, ‘I’m going to be as humble as I can about this, but maybe I’m partially responsible for one of your children never trying drugs, because I told him to meet me in the weight room.’ I remember when that happened. So parents need to understand that children need to have these protective factors. To me, that’s the top part of the funnel, being involved in Girl Scouts or whatever, where you have these other adult caring voices, nurturing voices, that are able to help in that child’s life.

It’s a very micro kind of level of change, but sometimes when you’re parenting young kids, that’s as much as you can do. It’s individual, it takes time, and it’s deep work. We are each other’s and our children’s protective factors.

Sometimes our protective factors change. If a child was to lose a parent to divorce, or heaven forbid to death, navigating things ahead will be difficult. I never had any grandparents around with me, because my family is from Miami, and we just were not involved with our grandparents. So I taught a senior Sunday school class at my church for 15 years. I adopted about 50 grandparents that were in this group. The one man that I mentioned that was orphaned as a young child – on the worst single day of my life, I could not get to his house fast enough to see him and his wife. I honestly didn’t know how my life would go on the next day, but I knew if I could get there, they would help me make sense of it. And they did. So, I’m a champion for protective factors.

That’s what our support groups are about. The people with whom I’ve spent time in support groups have taken my kids for the weekend because I had a work commitment, and I felt full confidence that I didn’t have to worry. They have also been an influence, saying here’s an opportunity your children might be interested in because they know and love my children. At API, we talk a lot about building your support network because those people in your support system become those caring adults in your children’s life too, along with the ballet teacher and the theater director in my kids’ lives. 

And then you’re someone else’s protective factor too. I do try to bring that out. When you think about who could you call on in the middle of the night who’s that close and how are you giving back? Would anyone name you in their protective factors?

…in a world where kindness seems a lost art and where there’s violence, I hope maybe some of this conversation will shift people and just say we will not enter into hatred. We will hold to our ground to be someone who is going to spread kindness.

Absolutely. I love that. For a lot of our leaders that’s why they come to API. They see themselves in this serving, giving role and want to help. It’s a very micro kind of level of change, but sometimes when you’re parenting young kids, that’s as much as you can do. It’s individual, it takes time, and it’s deep work. We are each other’s and our children’s protective factors.

My boys would bring kids over and we would be sitting downstairs playing a Donkey Kong or just engaged in something. Next time they’re over and they’re going to stay for supper. One of them began to tell me how long it’d been since he’d had a family meal because this family was broken by alcoholism. By building these little conversations over a video game where nobody’s got their guard up, then you have that trust.

Recently on social media, a young man who was in college with one of our sons had some challenges and the family from another state reached out and I got involved. This young man was just married over the weekend and I sent a lot of messages of cheers on social media. I haven’t seen him in 10 years but at that time there was a need. Those people don’t just walk right out of my heart. I guess I feel in a world where kindness seems a lost art and where there’s violence, I hope maybe some of this conversation will shift people and just say we will not enter into hatred. We will hold to our ground to be someone who is going to spread kindness.

When I was doing the whole police journey, my husband said to me, one day you should write a book – because he’s lived with me 36 years now. So I did write a book, Your City’s Waiting On You. It’s really a little bit of a Bible study, but chapter seven is all about ACEs. It’s about treating your city with kindness, but there’s chapters in the back, all about nonprofits and foster care and schools. I saw that evolve, not in a religious way, you know, but Jesus said in the kingdom is a servant. If you just get involved and serve, you’re going to build relationships. In another scripture it says I came to seek and to save the lost. I think a lot of times in church, we totally focus on the saving, but what about the seeking part, who’s going out? A cosmetologist, after reading the book, she got it for her mom and they decided to launch a ministry called Bridges to Beauty. They’re going downtown where women are, and they’re doing their cosmetology services for free…

Stories of kindness in practice. Of course. Thank you, Becky, for choosing to do something once you knew.

Parts 1, 2, and 3

“From overcrowded prisons, hospitals delivering staggering rates of babies whose mothers are addicted, to finding foster care shortfall solutions and public-school systems where I first heard phrases like, cradle to prison and school to prison pipeline.  As a mother and grandmother, I wondered who are the children that are born with a predisposition heading them into prison?”

~ BeckyHaas.com

Becky Haas Interview with API for AP Month 2020:

Parenting with PEACE, Part 1 of 3

Trigger warning: this post contains brief mention of child abuse events in the fifth paragraph of Part 1.

API is pleased to interview Becky Haas as part of AP Month this year. Becky is an international presenter of trauma-informed care and the Adverse Childhood Experiences (ACEs) study, as well as a pioneer in successfully developing trauma-informed communities. Her seasoned presentation experience includes trips to Delaware presenting to state leadership at the invitation of their First Lady, as well as the training of multiple juvenile justice systems in both Virginia and Tennessee. She developed Trauma-Informed Policing training – now certified in two states for officer in-service credit – and has delivered it to the Oklahoma City Police Department, as well as precincts within Tennessee, North Carolina, Virginia, and West Virginia. She has worked in partnership with the Tennessee Association of Chiefs of Police (TACP) to make Trauma-Informed Policing Training available to officers statewide. Becky is a highly sought-out trainer for educators, often working directly with school superintendents. Together, they impact entire school districts on their journey to creating trauma-sensitive schools.

When I heard about trauma-informed care, I was shocked at the brave people walking around among us, that so many people are trauma survivors.

Becky has served as the Trauma-Informed Administrator for a regional healthcare system, providing training development and delivery to healthcare staff in multiple hospitals, and she was instrumental in raising awareness of Adverse Childhood Experiences (ACEs) as a social determinant to poor health and addiction within rural Appalachia. Becky serves as a consultant to the East Tennessee State University/Ballad Health Strong Brain Institute and helped to pioneer the Northeast Tennessee ACEs Connection. Becky is married to Jonathan, and their greatest joys in life are their two sons and their growing families.

Becky, ACEs – adverse childhood experiences – have brought people together from many different fields, and I would like to hear about your background and what brought you to this work.

I’m actually trained in ministry, and for 24 years I worked in the church that I still attend. I was involved with recruiting volunteers, education programs, pastoral care, and visitation. I also taught law enforcement in 33 counties of Tennessee about car seat safety for six years through a grant-funded program at East Tennessee State University.

My prayer had been that whatever kind of work I could do, that it would just be something that made a difference for people. In 2012, that landed me working for the Johnson City Police Department, where I directed an $800,000 crime reduction grant to reduce drug related and violent crime. I had no criminal justice background, but I had to bring together a community coalition to address four strategies around that grant. It ended up being 19 programs that 35 agencies did together, and we won two national awards. We won the most prestigious criminal justice award of the year in 2014, Outstanding Criminal Justice Program of the Year for the Southern region. Maybe it helped coming into this role that I had no criminal justice background, as I wasn’t focused on “the way things are always done;” instead I brought a fresh approach to looking at all the causal factors of crime and how community partners could address them. During this time, I learned the value of the collective impact of bringing all voices to the table. We had public housing, city government, libraries, and corrections – that really made an impression on me. Here, I learned about ACEs in my journey at the police department.

Between hearing the two of them 30 days apart, I felt like I’d heard the cure for cancer.

One of the pillars of the grant was to create an intervention to reduce recidivism. I’ve lived in the community since the seventies, but I had not spent much time with the prison population or the judges who worked with the first judicial district felony offenders. They wanted to create the perimeter that the program would be for high-risk, high-need felony offenders with addictions. So, working with this population for years, I hear about ACEs in the second year of that, and I hear their stories of being raped by a parent, being raped by a relative, being held in a closet, I just wondered: why was ACEs not a part of the toolkit? Why was this education not widely known? When I heard about trauma-informed care, I was shocked at the brave people walking around among us, that so many people are trauma survivors.

And now ACEs and trauma-informed care are a part of many programs, largely because of your work. ACEs is being addressed in schools, hospitals, foster care, businesses, and of course law enforcement. What other audiences have you been working with and advising?

Before I told anyone what I was learning at the police department, I’d gone to two national conferences, and at one, Dr. [Vincent] Felitti spoke (Principal researcher of the ACEs study). Then I went to another, a probation conference in Florida where I heard Dr. Joan Gillece, who at the time was the Director of the National Center for Trauma Informed Care Substance Abuse and Mental Health Services Administration. Between hearing the two of them 30 days apart, I felt like I’d heard the cure for cancer.

“What if I came back and didn’t tell my town?,” it struck me, as I almost felt now that I’d be held responsible if I didn’t. My first step was creating a huge binder, putting 35 tabs in it representing all the agencies who were helping me do crime prevention – the library, healthcare, housing authority, faith community, judges, etc. I then researched mostly using the global online learning collaborative, ACEs Connection, to see if there were meaningful applications for using a trauma lens in all those settings. I honestly didn’t know what I was going to find. I thought maybe it would apply to a few – but at the end, I could not close the notebook! When I found a program that was making a difference and having good outcomes, I printed it off, put it in the notebook. After a few months of research, every single tab — juvenile justice, schools — every single tab had an application for using a trauma-informed lens. So that convinced me that there was a need to bring this approach into every kind of service. Then I went over to East Tennessee State University (ETSU), and presented my findings to some department chairs to see who might help me educate the community. In 2014, the Substance Abuse and Mental Health Service Administration (SAMHSA) at the U.S. Department of Health and Human Services had published a concept paper that recommended reducing the effects of childhood trauma in a public health approach by way of community education of the cross sectors of professionals.

From that meeting at ETSU, Dr. Andi Clements emerged to help me. We never asked anyone if we could train them, but one by one, the group of partners I already had around the table every month for my policing program began to want training. In less than three years, we trained over 4,000 professionals while it wasn’t even in our job description nor did we have any funding to do it. I would get in the office at 6:00 in the morning to keep my 19 police programs running so that no one would ever feel that I took away from my job to do that.

In 2017, we wrote the National Center for Trauma Informed Care to ask if we could host a webinar in 2018 of all the cities that have been doing this kind of work. We wanted to learn from them. In response they said, “We don’t know of a city that has trained such a diverse group of professionals about trauma informed care in one community.” That was the first time we knew something special had happened in Johnson City. So, in 2018 we were asked to host a forum and tell our story. Attending the forum were two governors’ wives, people from 20 states, and leaders from SAMHSA. After hearing our story, they told us we had created a model that other cities should follow for how to create a trauma-informed community.

There’s a responsibility by the people who hear about it to do something with it.

In 2019 Dr. Clements and I wrote a toolkit, funded by the Tennessee Building Strong Brains Grant, on Building a Trauma Informed System of Care for the Tennessee Department of Children’s Services. In the summer, we received notification that an article on the toolkit we had submitted to Johns Hopkins was accepted to be published in their journal, Community Progress in Community Health, Research, Education, and Action in December. The toolkit has also been recommended in Growing Resilient Communities 2.1, through the global online collaborative ACEs Connection. It provides step-by-step information on how to advocate, educate, and collaborate to create a trauma-informed community.

The message you’re bringing communities, that you recognize as effective, is to advocate, collaborate, and educate. Can you describe how you want communities to advocate, educate and collaborate?

You take these three actions to raise awareness about the ACEs Study and how to build resilient communities. The SAMHSA course, which we’ve used to train thousands, describes a trauma-informed organization or community as those who:

1. Realize the widespread impact of trauma and understand the potential paths of recovery.
2. Recognize the signs and symptoms of trauma in clients, families, staff, and others involved in the system.
3. Respond by fully integrating knowledge about trauma into policies, procedures, and practices.
4. and seeks actively to Resist Re-traumatization. ~SAMHSA

There’s a responsibility by the people who hear about it to do something with it. In the SAMHSA training, there are six pillars: Safety, Trustworthiness & Transparency, Peer support, Collaboration & Mutuality, Empowerment & Choice, and Cultural, Historical & Gender issues. Dr. Clements and I framed it up as an inventory instead of just facts: Is your program safe? Do people feel safe there? Do they feel you’re trustworthy?

Now the work I’m doing is to bring this message to groups on a national level. Most recently, I’ve trained all the childcare leadership in the state of Mississippi and in Tennessee. I’m working with the Tennessee Association of Chiefs of Police to create a professionally recorded video training of my Trauma-Informed Policing training that will be made available to all members of law enforcement statewide.

I turned the pyramid upside down to explain the concept of resilience and hope. At the upper level, we infuse the community with empathy and understanding.

My hope is that by telling people what trauma is, and about its universal prevalence, we can create an environment that helps trauma survivors heal.

In understanding ACEs, the top of the coin is trauma and childhood household dysfunction, but on the bottom of the coin is resiliency. We’ve learned that resiliency can happen in the community. Resiliency can happen through a Boys and Girls Club, for example.

As communities learn about ACEs, I feel by using a trauma-informed lens to provide services, we could mitigate the effects of trauma, maybe by 50%. In the ACEs pyramid that came out of the original ACEs study, the base is childhood adversity, all the way to the top which is early death. In the training I deliver, I turn the pyramid upside down to explain the concept of resilience and hope. At the upper level, we infuse the community with empathy and understanding. The shop clerk who is very rude? Don’t take it personally. They may just have been served divorce papers, or failed a class at the university that they were barely affording anyway.

Then the middle layer is much more social work, much more navigating because many tasks we need to do in life are hard. But if your life is overwhelmed with trauma, you’re likely not going to do those things, because it’s too hard. It’s too complicated. The middle part of the model is more what I call “warm hand holding.” The bottom part is clinical interventions which are important, but not always essential.

I’ve heard story after story of people who healed, were helped, and were set on a good path by interacting with the upper and middle levels of the funnel. One recent story that I heard on the CBS news earlier this year, before COVID, is a favorite for illustrating the upper level. It’s about a bus driver in Utah, who loved driving the school bus. In this particular school year, she had a little girl getting on her bus, 11 years old, who she just struck up a friendship with. One thing she noticed about the little girl was how she always had her hair braided. A few months into the school year, one day, the little girl not on the bus.  This expanded into a whole week missing. The next week on Monday, the bus driver was relieved to see the little girl back on the bus, but she noticed her hair was messed up and not braided. The driver reasoned to herself the little girl must have overslept. However, the next day the little girl got on the bus but again for several days her hair was not braided. Finally, the fourth day, the bus driver said to the little girl, “I sure miss those braids.” And the little girl said to her, “Last week, my mommy died and my daddy doesn’t know how to braid hair.” This touched the bus driver so much that after she dropped the children off at school, she went to Walmart to buy a clean hairbrush and a bag of bows. Every day after that, she began to brush and braid the little girl’s hair before she got off the bus and went into school. The teachers noticed that this single act brought that child in with a smile again, adding a little bit of a spark to her step.

It was so remarkable. They said something to the principal, who said something to the superintendent, and that story was on their local news. It made the national CBS news. That’s the top of the funnel of hope. In similar fashion, after training we now have librarians who realize youth coming in have not had anything to eat so they keep a snack drawer along with hygiene products. A local high school started a program called, “Suds for Buds” after students were trained about ACEs. They realized some of their classmates did not have access to these products at home so now they can clean up at school.

Can you see how this message is helping communities work the top and the middle part of the funnel to reduce the effects of adverse childhood experiences? There is a wonderful pilot program locally that is working to improve workforce sustainability by providing a navigator to the human resource departments of a couple of very large companies. As part of the employee benefits, they can access the navigator to find resources for things like paying their rent or purchasing a new set of tires without any blaming or shaming.  This enables employees to stay on the job instead of struggling and quitting – actions which only contribute to a domino effect of complications.

Continue to Part 2 of 3