PW! Update 10-29-2019

Prevention Works!
Prevention Works!
Mission: Prevention Works! is a coalition that promotes positive childhoods in Clallam County 

PW! Update 10-29-2019


Halloween tips

The Clallam Resilience Project is now active!!!!

About this Community: The Clallam Resilience Project’s mission is to build resilience through fostering trauma-sensitive care and expanding the understanding of Neuroscience, Epigenetics, Adverse Childhood Experiences (ACEs), and Resilience (NEAR) sciences for the benefit of everyone in Clallam County.  We are in the beginning stages of building our membership!
You too can be a member of this Project! Send your request to  or and we will send you an invite!



Resilience Nov 16

Teen Support

To register: For info: or 360.337.7157 x #6266


How do these pediatricians do ACEs screening? Early adopters tell all.BY LAURIE UDESKY, ACEs CONNECTION REPORTER
Last week, three pediatricians — with a combined experience of 15 years integrating ACEs science into their practices — reflected on the urgency they felt several years ago that prompted them to begin screening patients for childhood adversity and resilience when there was practically no guidance at all. Along their journey, they accumulated a list of lessons learned for other pediatricians and family clinics to use.
The three pediatricians participated in the ACEs Connection webinar, “Integrating ACEs science into pediatrics: Early adopters share lessons from the field,” which was co-sponsored with the California Campaign to Counter Childhood Adversity. It took place on October 17, 2019. They were Dr. Deirdre Bernard-Pearl, a pediatrician and the medical director of the Santa Rosa (CA) Community Health Pediatric Campus and the Elsie Allen Teen Campus; Dr. R.J. Gillespie, The Children’s Clinic in Portland, OR; and Dr. Ariane Marie-Mitchell, a professor at Loma Linda University.
Why do this webinar now? California is preparing to roll out training and reimbursement for doctors who choose to screen their pediatric and adult patients who are part of its Medicaid program. It’s the first state in the nation to take on this goal of potentially more than 54,000 providers screening 5.3 million pediatric patients. Many states are watching how the state, the pediatric community, and community organizations that provide services grapple with the transition.

CPTSD: Do You Isolate Because It's Hard to Hold Boundaries?
Have you ever been at home, and you hear the doorbell, and you’re pretty sure it’s somebody selling something or giving out literature, and instead of answering the door, you HIDE? Like on the floor? Whispering so they won’t “know” you’re there?

7 Ways to Help a Child Deal With Traumatic Stress
Life is stressful. That’s a fact. To grow and learn we must try new things. Struggling, prevailing, and tolerating failures along the way builds confidence and the deep feeling in a child that “I can do it.” But the positive aspects of struggle and stress are lost when the amount of stress becomes too great and/or sustained. 

OSPI Washington Putting More Focus on the Promotion of Inclusive Education Superintendent Chris Reykdal

OLYMPIA—October 24, 2019—When students with disabilities are included in the general education classroom with their peers, they have more positive academic and social outcomes. In comparison to other states, Washington lags in inclusivity.

In Washington, only 56 percent of students with disabilities are included in general education classes for the majority of the school day. Across the nation, the average is 63 percent.

“When students with disabilities are meaningfully included in the general education setting, they experience improved learning outcomes as well as higher rates of graduation, post-secondary education, and competitive employment,” said Superintendent of Public Instruction Chris Reykdal.

“The Legislature’s commitment to bridging the gaps between students with disabilities and their non-disabled peers will benefit all students,” Reykdal continued.

Both the state Legislature and the Office of Superintendent of Public Instruction (OSPI) have made it a priority to provide more students with disabilities access to learn in general education settings with their non-disabled peers.

Over the next two years, the Legislature will provide $25 million for professional development, including coaching and mentoring classroom teachers on best practices for inclusion, called the Inclusionary Practices Professional Development Project.

In addition, Washington was recently selected to receive support from the TIES Center, a national provider of technical assistance, on building more inclusive practices and policies in schools statewide. The goal of the partnership is to increase the meaningful inclusion of students with significant cognitive disabilities in general education settings.

The technical assistance provided by the TIES Center is grounded in four foundational pillars:
-Increased Time and number of students in general education.
-Increased Instructional effectiveness.
-Increased Engagement, including communicative competence.
-Increased State support for inclusive practices.

The Center for Strengthening the Teaching Profession and the Haring Center at the University of Washington are both working with OSPI in the Inclusionary Practices Professional Development Project and partnership with
TIES. Over the course of this school year, opportunities for educators and school districts to participate in this work will be provided.

For More Information

Inclusionary Practices Professional Development Project webpage
The TIES Center
UW Haring Center

Do you know Washington State has Child Care Screen Time RegulationsClick here to see.... Very interesting!

Child Care Licensing Laws for Nutrition, Active Play and Screen Time
SNAPSHOT: Washington Child care providers are uniquely positioned to cultivate practices in children that encourage healthy eating, active play and limited screen time. Nearly two-thirds of children under the age of five are in some form of child care. A focus on the licensed child care environment must be part of a comprehensive strategy to provide nutritious food and increased active play so that young children can learn how to make healthy choices and live a healthful life. The table below compares scientifically-based health standards with Washington’s child care licensing regulations related to nutrition standards, active play and screen time limits. Please note that this analysis focuses solely on the content of the standards. It does not address whether the standards are being implemented effectively, nor does it address how these standards do or do not take into account the perspectives, needs, and priorities of providers and children from socially disadvantaged and marginalized groups.

Boosting Physical Activity in Rural Communities with Play Streets
We know how important physical activity is for our health—especially for children. It builds strong bones and muscles, reduces the risk of obesity and even improves academic performance. But in rural communities—where there may be fewer resources, sidewalks, playgrounds, and parks—there often are fewer opportunities for kids to engage in the kind of physical activity that keeps them healthy and happy.  
That’s why, in many rural communities across America, streets, parking lots, school grounds, and open fields are being temporarily taken over by bounce houses, hula hoops, and other active games. When communities come together to host Play Streets in these spaces, they provide a way for children and their families to engage in safe physical activity—something that’s especially important for under-resourced communities that lack safe parks and playgrounds, or that have spaces that are not being utilized for play.  

Play Streets

Guide to Implementing Play Streets in Rural Communities
Play Streets -- place-based interventions that involve temporarily closing streets to create safe places and free opportunities for physical activity --are a great way to engage youth and families, get people active, and promote community connections. The Guide to Implementing Play Streets in Rural Communities provides guidance and recommendations to community groups, schools, faith-based institutions, or other organizations, on how to plan and put on a Play Street in rural communities based on first-hand experience from community partners in rural Maryland, North Carolina, Oklahoma, and Texas. (click HERE to access a PDF of the guide)


Building a Healthier Future
Explore interactives with the latest data, find expert insights about policies and programs that can help kids grow up healthy, and read stories about communities taking action to prevent obesity.

ChangeLab Solutions 

ChangeLab Solutions works across the nation to advance equitable laws and policies that ensure healthy lives for all. We prioritize communities whose residents are at highest risk for poor health. Our interdisciplinary team of lawyers, planners, policy analysts, and more, works with neighborhoods, cities, and states to create thriving communities.
Mission:  Healthier communities for all through equitable laws & policies
Vision:  Communities where everyone - no matter who they are or where they live - can lead a healthy life.
Guiding Principles:
Health Equity: Building healthier communities is what we do, and health equity is the driving force behind our work. We focus on undoing the harms of structural racism and other forms of institutionalized discrimination that burden underserved communities.
Expertise & Evidence: We are seasoned experts who represent multiple disciplines, bringing policy and legal experience and practical know-how to help communities improve health for all. Our work is grounded in evidence-based practices and policies that advance positive change.
Collaboration & Partnership: We are an extra set of hands to help communities ensure health for all. We collaborate with our partners to help solve complex public health problems. We meet communities where they are and provide the tools, technical assistance, and evidence-based research to help identify what policies and strategies will bring about the solutions they seek.
Sharing & Building Knowledge: Our goal is to create meaningful change for communities through equitable laws and policies. Because of this, we share what we know works and gets results. And we are continually learning from those we work with to improve our capacity and knowledge, so we can better serve communities in the future.


Washington State Department of Commerce Facilities Grants!!
Who may apply? Family Child Care Homes, Child Care Centers, Developers of Housing and Community Facilities, Community and Technical Colleges, ESDs, Local Governments, Federally Recognized Tribes in Washington, and Religious Affiliate Entities

WA State Dept. of Commerce will issue capital grants through a competitive process to K-12 school districts and eligible organizations to create additional early learning facilities. The Early Learning Facilities program supports Washington’s commitment of developing more high quality early learning opportunities for low-income children. 
Are you interested in learning more about the Early Learning Facilities grant program from the Washington State Department of Commerce? Watch their recent webinar for an overview of the program:
See grant applications at:
If you have something you'd like us to share, please email us at:

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