PW! Update 11-12-2019

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


PW! Update 11-12-2019
 


ANNOUNCEMENTS 

November is Native American Indian Heritage Month

From the Association of Tribal Archives, Libraries, and Museums:
 
"On August 3, 1990, President of the United States George H. W. Bush declared the month of November as National American Indian Heritage Month, thereafter commonly referred to as Native American Heritage Month.
The Bill read in part that “the President has authorized and requested to call upon Federal, State and local Governments, groups and organizations and the people of the United States to observe such month with appropriate programs, ceremonies and activities”. This was a landmark Bill honoring America’s Tribal people."

Those of us who work with children and families often need accurate historical and cultural information. So in an effort to share information, I will be adding a new section to PW! Update: NATIVE AMERICAN RESOURCES.  I would like to invite my friends from Quileute, Makah, Lower Elwha Klallam and Jamestown S'Klallam Tribes to send information you would like to share to info@pw4kids.org Events, stories, and educational items that you think are important for Clallam County residents to know and learn.  Thank you! Tracey
 

CALENDAR

November 16th 10 a.m. - 12 p.m. at the Dungeness Valley Lutheran Church Parenting Matters and United Way of Clallam County are sponsoring a viewing of "Resilience" a documentary illuminating the science of Adverse Childhood Experiences (ACES) and the movement to prevent and treat toxic stress. Professionally supported breakout groups will convene following the showing to address topics and discuss questions (optional). Light breakfast will be served at 10 a.m. Showing at 10:30 with Child Care for 0-4 yr. old and Activities for 5-12 yr. old during the movie.  
Free Child Care + Breakfast: Please RSVP Patty Waite patty@firstteacher.org or reach her at Parenting Matters 360-681-2250

NEWS / RESEARCH

New guidelines on screen time for young children (CNN)
Screen time use by infants, toddlers and preschoolers has exploded over the last decade, concerning experts about the impact of television, tablets and smartphones on these critical years of rapid brain development. Now a new study scanned the brains of children 3 to 5 years old and found those who used screens more than the recommended one hour a day without parental involvement had lower levels of development in the brain's white matter -- an area key to the development of language, literacy and cognitive skills.


"This is the first study to document associations between higher screen use and lower measures of brain structure and skills in preschool-aged kids," said lead author Dr. John Hutton, a pediatrician and clinical researcher at Cincinnati Children's Hospital. The study was published (Monday November 4, 2019) in the journal JAMA Pediatrics.

"This is important because the brain is developing the most rapidly in the first five years," Hutton said. "That's when brains are very plastic and soaking up everything, forming these strong connections that last for life."Screens 'follow kids everywhere'Studies have shown excessive TV viewing is linked to the inability of children to pay attention and think clearly, while increasing poor eating habits and behavioral problems. Associations have also been shown between excessive screen time and language delay, poor sleep, impaired executive function, and a decrease in parent-child engagement.

"It's known that kids that use more screen time tend to grow up in families that use more screen time," Hutton said. "Kids who report five hours of screen time could have parents who use 10 hours of screen time. Put that together and there's almost no time for them to interact with each other." In addition, the portability of today's screens allow them to "follow kids everywhere." Hutton said. "They can take screens to bed, they can take them to meals, they can take them to the car, to the playground."

Even more concerning, say experts, are the young ages at which children are being exposed. "About 90% are using screens by age one," said Hutton, who published a number of studies that used MRIs to research the impact of reading versus screen use by kids. "We've done some studies where kids are using them by 2 months old to 3 months old." The new study used a special type of MRI, called diffusion tensor imaging, to examine the brains of 47 brain healthy children (27 girls and 20 boys) who had not yet started kindergarten.

"Think of white matter as cables, sort of like the telephone lines that are connecting the various parts of the brain so they can talk to each other," Hutton said. A lack of development of those "cables" can slow the brain's processing speed; on the other hand, studies show that reading, juggling or learning and practicing a musical instrument improves the organization and structure of the brain's white matter. The results showed that children who used more than the AAP's recommended amount of screen time, of an hour a day without parental interaction, had more disorganized, underdeveloped white matter throughout the brain.

"The average screen time in these kids was a little over two hours a day," Hutton said. "The range was anywhere from about an hour to a little over five hours."

"Perhaps screen time got in the way of other experiences that could have helped the children reinforce these brain networks more strongly," he said. The first years of life need to be focused on human interactions that encourage speaking, interacting socially and playing with loving caregivers to develop thinking, problem-solving and other executive skills. "There's a really great quote in brain science: Neurons that fire together wire together," Hutton said. That means the more you practice anything the more it reinforces and organizes the connections in your brain. 

"There are parent-child activities we know help children's development: reading, singing, connecting emotionally, being creative, or even just taking a walk or dedicating some time in our busy days to laugh together," she added.

The AAP has tools to calculate your child's media time and then establish a family media plan. Basic guidelines are as follows:
Infants: No baby under 18 months old should be exposed to screen media, other than video chatting with friends and family, the AAP says. Babies need to interact with caregivers and their environment, and not be placed in front of media as a babysitter. Limit screen time to protect your child's heart, American Heart Association says. In fact, a study found that even having the TV on in the same room with a baby or toddler negatively impacted their ability to play and interact.
Toddlers:
By the time a baby turns 2 years old, they can learn words from a person on a live video chat and some interactive touchscreens. The chief factor in facilitating a toddler's ability to learn from baby videos and interactive touchscreens, studies show, is when parents watch with them and reteach the content.
Preschoolers:
Children from 3 to 5 years old can benefit from quality TV shows, such as "Sesame Street," the AAP says. A well designed show can improve a child's cognitive abilities, help teach words, and impact their social development. And just like toddlers, preschoolers learn much better from any educational materials when they are co-viewed, and the caregiver interacts with the child about the material. 
Read whole article and watch Video here

In a study, preschoolers who used screens less had better language skills. read the whole piece here this is highly edited....
A new study using sophisticated brain scans found an association between screen use and the development of young children’s brains, especially in areas related to language development, reinforcing the messages about minimizing screen time for preschoolers.

Let’s start with full disclosure: I know some of the authors of the research, which was published in JAMA Pediatrics. The lead author is Dr John Hutton, the director of the Reading and Literacy Discovery Center at Cincinnati Children’s Hospital. I wrote about some of his research a few years ago when he looked at how young children’s brains react to hearing stories, and have even collaborated with him in writing about children and reading, one of my favorite topics (the world of pediatricians obsessed with picture books is small and closely, well, networked).
Neurons that fire together wire together, and practicing doing anything reinforces those connections. I am the national medical director of Reach Out And Read, the national organisation that works through pediatric primary care to promote parents reading aloud with young children, and we will be celebrating our 30th anniversary this week in Boston. With that in mind, I’m especially interested in this study on how young children’s brains are shaped by the environment in which they grow.
Of course, this is a study of screen time, not reading, but there is a connection (we’ll get to that soon)......

The researchers did special brain scans, diffusion tensor MRIs, which assess the integrity of the white matter in the brain, on 47 healthy children ages three to five, all from English-speaking households, mostly middle- to upper-middle class.

Parents were asked about their children’s screen use, and the researchers used a composite score called a ScreenQ, which has been developed and validated over the past couple of years, following the current American Academy of Pediatrics screen time guidelines, which are based on the best evidence we have to date.

A developing brain is shaped by experiences and parents hold the keys to those experiences.
So, this is not meant to say that screens are intrinsically poisonous or to blame parents for allowing them. It’s a cautionary tale about the ways that the developing brain is shaped by experiences, and about what kinds of experiences may be most helpful and constructive – and how parents hold the keys to those experiences.

This is how it ties back to the idea of reading, as well as playing, telling stories, spending time outside and all the other things that can fill up a small child’s life. The same group has done another study that found positive structural effects on the brain associated with more stimulating home literacy activities.

From a brain science point of view, what young children need, Dr Hutton said, is “experiences that are going to reinforce these networks more robustly”. If screens are taking the place of interacting with caregivers or talking or playing, children may not be getting the full benefit of the astonishing neural plasticity and potential of those early years. Kids need human experiences for their brains to develop optimally, and screen time doesn't count. “It’s all about experience,” Dr Hutton said. “Did screen time interfere with something that would have been constructive – reading, playing, talking?”


So, the message to parents, over and over and over, should not be either screens-are-bad, or you’re-a-bad-parent. The message should be: In the early years, you are so important and good parenting involves being there, interacting, talking, playing, singing, asking and answering questions, and of course, reading. This is a high-tech way of reinforcing a low-tech message.

“Kids this age, they need human experiences for their brains to develop optimally and reinforce these tracts,” Dr Hutton said. “We just really need to be careful about making sure kids have access to these same human interactive experiences that probably our brains are wired to require.”
By Dr Perri Klass © The New York Times


 
Aces Connection

Growing Resilient Communities 2.1 debuts! Thanks to our community, it’s better than ever!
By Jane Stevens, founder, publisher of ACEs Connection
Over the last 10 years, the number of people (millions), organizations (tens of thousands), and communities (high hundreds) who embrace ACEs science can blow your mind. But to solve our most intractable problems, all 34,000 communities in the U.S. need to integrate practices based on ACEs science. The fastest way is to start and grow an ACEs initiative, and we’ve got the tools and guidelines for that in our new Growing Resilient Communities 2.1, which debuts today (11/6/19).
For those who’ve been working with GRC 2.0, we’ve made two big changes. Because we realized just how vital it was, we broke out “Aggregate” into its own section. And we beefed up and renamed the Sector and Subsector Tool — a name that really didn’t roll off the tongue or flip off the lips — to describe its intent. It’s now called the Diversity, Equity and Inclusion tool — Inclusion tool, for short. 
Why do we think a section devoted to aggregating data is so damn important? We’ve noticed some ACEs initiatives that are long on meeting regularly and enthusiastically, but short on making significant, measurable changes in their communities. As our data person often reminds us: What gets measured, gets done. We’re in this movement to CHANGE things…to solve our most intractable problems.
Read more here

ACEs Connection's Inclusion Tool makes sure nobody's left out
"We developed ACEs Connection's Diversity, Equity & Inclusion Tool — called the Inclusion Tool, for short — to ensure that ACEs initiatives across the world focus on being inclusive when forming a steering committee, recruiting leaders, providing education about ACEs science, recruiting members, or providing resources and services within their communities. The more inclusive your ACEs initiative is, the more diverse it will be, giving your initiative a real shot at achieving equity and our common goal of solving our most intractable problems. 

We're debuting the Inclusion Tool today, along with our Growing Resilience Communities 2.1 framework for communities starting and growing ACEs initiatives. Here's a post about the debut, and links to Start Your ACEs Initiative! and Grow Your ACEs Initiative!

In the realm of social change, diversity, equity and inclusion — referred to commonly as DEI — are becoming buzzwords. Organizations, coalitions and coalitions that use collective impact are all striving to appear focused on DEI. But if everyone knows that equity, diversity and inclusion are so important, why are so few getting it right? Why, with all the money and effort put forth, are there still obvious social disparities? Why are most collective impact, community organizations and non-profits lacking in diversity? Why are so many working in silos? Why are the vast majority of leaders in this work in the U.S. still white?  

History in all countries — especially in the United States, which is supposed to be a "melting pot" and a land of "equal opportunity” — has shown that being inclusive doesn't come naturally or easily. Oppressive systems borne of people unwilling to share power are deeply embedded in our societies. Therefore, we all must take intentional action to bring about social change. Leaders of ACEs initiatives must be mindful and purposeful about who is invited to the steering committee table, who receives ACEs education and who is invited to partner in the initiative. DEI should always be at the forefront in our work. All efforts should be filtered through an equity lens. ACEs Connection's Inclusion Tool provides that equity lens for ACEs initiatives looking to achieve their goals of integrating ACEs science in all families, organizations and systems in a community."
 Read more here


WEBSITES

He didn't learn to read until 12 then he graduated from an Ivy
. Here's his advice.

Jonathan Mooney hated school as a kid. He spent most of the day hanging out with the janitor in the hallway, avoiding classes. He would escape to the school bathroom with tears in his eyes, just so he wouldn’t be asked to read out loud. Diagnosed with dyslexia and dysgraphia in the third grade, and ADHD in the fourth, he felt as if he never quite fit in.
Some of his teachers felt the same way about him.
“Growing up, I had every label you could imagine,” Mooney said. “I was called the dumb kid. I was called the bad kid. I was called the lazy kid. And eventually, I became the special ed kid.”
Mooney tried special education schools and alternative schools. At age 11, he tried no school — dropping out for a while during sixth grade. At 12 years old, he still couldn’t read. His father told him he would most likely be a high school dropout. A counselor told him he would end up unemployed. One teacher told him he would wind up in jail. Illiterate and discouraged, he even made a plan for suicide.


NATIVE AMERICAN RESOURCES

Since Time Immemorial: Tribal Sovereignty in Washington State Office of Native Education at OSPI
In 2015, the Legislature passed Senate Bill 5433 requiring the inclusion of tribal sovereignty curriculum be taught in all schools. The resulting curriculum is called Since Time Immemorial: Tribal Sovereignty in Washington State.  The use of the curriculum has been endorsed by all 29 federally recognized tribes.
Curriculum Areas: Early LearningElementaryMiddle School, High School, Other Curriculum 
Videos, Partnering with Tribes, Implementation

An inquiry based approach with five essential questions:
  1. How does physical geography affect the distribution, culture, and economic life of local tribes?
  2. What is the legal status of tribes who negotiated or who did not negotiate settlement for compensation for the loss of their sovereign homelands?
  3. What were the political, economic, and cultural forces consequential to the treaties that led to the movement of tribes from long established homelands to reservations?
  4. What are ways in which Tribes respond to the threats and outside pressure to extinguish their cultures and independence?
  5. What do local Tribes do to meet the challenges of reservation life; and as sovereign nations, what do local Tribes do to meet the economic and cultural needs of their Tribal communities?
A place-based approach. Our approach encourages teachers and students to address the essential questions in the context of tribes in their own communities.

An integrated approach. Teachers choose how much time to spend on tribal sovereignty content to complete their units throughout the year. The integrated approach provides three levels of curriculum for each of the OSPI recommended social studies units, each level building on the last. Tribal sovereignty lessons are aligned to the Common Core State Standards for English/Language Arts. Where appropriate, units build toward successful completion of Content Based Assessments (CBA).

The Office of Native Education within the Office of Superintendent of Public Instruction frequently schedules Since Time Immemorial tribal sovereignty curriculum trainings.

Native American Heritage Month Book Recommendations

A facebook group "National Native American Heritage Month" 
is sharing MANY resources including 12 Native American Authors to Read During Native American Heritage Month

Wendy Sampson, Klallam Language and Culture Teacher recommends these books that address Clallam County Tribes:

Shadows of our Ancestors- Readings in the History of Klallam-White Relations, Edited by Jerry Gorsline

Native Peoples of the Olympic Peninsula: Who We Are, Second Edition by Jacilee Wray with forward by Patty Murray

The Strong People a HIstory of Port Gamble S'Klallam Tribe

All these books and MANY more are available at the following Olympic Peninsula Libraries:
  • Lower Elwha Klallam Tribal Library behind the Tribal Center- 2851 Lower Elwha Rd. Port Angeles, 98363
  • Jamestown S'Klallam Tribal Library- 1070 Old Blyn Hwy. Sequim, WA 98382
  • Port Gamble S'Klallam Tribal Library- Little Boston 31912 Little Boston Road NE Kingston, Washington 98346
  • Makah Library/Archives Located at the Makah Museum  https://makahmuseum.com/departments/library-archives/
  • Peninsula College Library- 1502 E. Lauridsen Blvd. Port Angeles 98362 
  • North Olympic Library System Libraries in Sequim, Port Angeles, and Forks
Additional books that address Olympic Peninsula Tribes:

The Jamestown S'Klallam Story: Rebuilding a Northwest Coast Indian Tribe by Joseph H. Stauss

Breaking Ground: The Lower Elwha Klallam Tribe and the Unearthing of TSE-whit-zen Village by Lynda Mapes



JOB POSTINGS

Please submit job openings to info@pw4kids.org

GRANTS

The United Way of Clallam County Mini Grants are still available. We have an event scheduled in Sequim for November 16th. We are still looking for a group to sponsor an event in Forks, LaPush, Neah Bay, Clallam Bay or Joyce!  If you are interested in sponsoring an event go to www.pw4kids.org
If you have something you'd like us to share, please email us at:
info@pw4kids.org

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