Truly Trauma-Informed? Assessment & Design of Actionable Systems/Practices

Full-Day 3/25/25

Time: 8:00a - 3:30p PST / 9:00a - 4:30p MST / 10:00a - 5:30p CST / 11:00a - 6:30p EST

Lunch Break: 11:30am PST

Virtual Platform: Zoom (Email with registration link will be sent at least 3 business days prior to training date from email address: [email protected])

• Mental Health Providers, Clinicians, Administrators

• Parents, Caregivers & Advocates, Childcare Providers

• Educators, Administrators, Ed Assistants, Specialists, Other School Staff

Conducting a trauma-informed care training is a good start, but how can agencies/schools continue the journey of meeting the needs of children with trauma histories, and how do we measure that progress?

What does it mean for agencies/schools to not only create awareness, but continue to grow in all areas of trauma-informed core principles to become fully Trauma-Responsive in all areas of practices and processes?

When we create systems and processes that meet the needs of clients/students with impacts of trauma, how can we be assured that our systems meet the needs of ALL clients/students to achieve?

• PRINCIPLES that clearly define what it means for a system or an individual to be trauma-informed
• COMPARISONS of how traditional systems align to trauma-informed principles as compared to trauma-informed systems
• PROCESSES to assess where your agency or personal practice is currently at on the journey to becoming trauma-informed
• ACTIVITIES to plan actionable steps and strategies to continue down the road to becoming more trauma-informed
• APPLICATION of how to take the information learned and create successful and effective systems, routines and approaches

This workshop-style training is intended for mental health professionals, clinicians, skills trainers, frontline staff, as well as educators - administrators, classroom teachers, school counselors, educational assistants, etc., and those from other human-serving agencies.

Participants will experience a combination of didactic instruction, visuals, and examples, followed by hands-on creation of a plan to take back to their particular setting to implement with clients or students who struggle due to impacts of trauma, neurodivergence, other causes of chronic challenging behavior.

Rick Bowman's qualifications include:

• M.A. in Clinical Psychology
• Certified Trauma & Resilience Practitioner - Clinical (CTRP-C®)
• Certified HeartMath and "The Resilience Advantage" Trainer
• Certified Trainer in Collaborative Problem Solving®MGH (Think:Kids, Massachusetts General Hospital)
• K-21 licensed school administrator in the state of Oregon

His training and consultation background has included mental health and human service agencies, non-profits, and corporations, as well as speaking/consulting internationally in Russia, Cuba, and Jamaica.

Rick has been employed as a Clinical Psychologist, Community College Professor, Assistant Principal, Alternative School Director, Student Services Director, and non-profit Assistant Executive Director. His recent implementations of CPS have been:

-- With children in a non-profit alternative middle school and high school setting in the David Douglas School District in Southeast Portland where students face significant barriers to their social, emotional and educational progress such as homelessness, severe poverty, drug & gang involvement, and disengagement from school.

-- With teens in a Long Term Care and Treatment school for students in Level 5 residential foster care who have experienced significant trauma.

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Doris Bowman's qualifications include:

• M.S. in Education/Special Education
• Advanced Certified Trauma & Resilience Practitioner - Clinical (ACTRP-C®)
• Advanced Certified Trauma & Resilience Practitioner - Education (ACTRP-E®)
• Certified HeartMath and "The Resilience Advantage" Trainer
• Certified "Stress & Well-Being Assessment" Provider, HeartMath
• Certified Trainer in Collaborative Problem Solving®MGH (Think:Kids, Massachusetts General Hospital)
• K-21 licensed special educator and school administrator in the state of Oregon

Doris has co-authored "Going to Bed is Easy Now", and "Going to School is Easy Now", the first two in a series of children's' books designed to support children with challenging behavior. She has a broad background in special education and behavior consultation with over 20 years experience working with and supporting children with challenging behaviors and their families.

Event Venue

Online