Chiron Community Giving Foundation leaders will welcome attendees and speakers and share relevant highlights of data provided in the Foundation's inaugural report to the community Mental Health Inequity: A Spatial Analysis of St. Louis.

According to the Centers for Disease Control and Prevention, “Children growing up with toxic stress may have difficulty forming healthy and stable relationships. They may also have unstable work histories as adults and struggle with finances, jobs, and depression throughout life. These effects can also be passed on to their own children.  Some children may face further exposure to toxic stress from historical and ongoing traumas due to systemic racism or the impacts of poverty resulting from limited educational and economic opportunities.”
 
As they reflect on the keynote address and answer participant questions, panelists will share practical strategies for youth providers and educators that are demonstrated to assist youth in developing social and emotional skills that allow them to connect with others in meaningful ways, thus mitigating the long-term impacts of adverse childhood experiences (ACES).   
 
Participants will be able to:
1.   State how youth connection serves as a protective factor that mitigates traumatic experience.
2.   Explain two or more ways to help youth to form healthy relationships that yield meaningful connection.
3.   List three specific ways teachers, clinicians, and youth providers can mitigate or “buffer” Adverse Childhood Experiences as they become aware of them in the lives of the children they serve.

2 CEUs [NBCC Content Area(s): Human Growth & Development; Social & Cultural Foundations]

According to the Council on Recovery, having an ACE score of 4 nearly doubles the risk of heart disease and lung cancer and increases the likelihood of becoming an alcoholic by 700%. People with a score of 5 or higher are seven to 10 times more likely to use illegal drugs and become addicted. This session explores the connections between adverse childhood experiences (ACEs) and addiction, including basics of neurobiology and how various clinical treatments for addiction promote healing.

Participants will be able to:
1.  Define trauma and identify how trauma impacts the individual.
2.  Discuss how trauma and ACEs can lead to substance use/misuse.
3.  Discuss how substance use prevention can help address trauma.

2.0 CEUs [NBCC Content Area(s): Human Growth and Development; Wellness and Prevention]

 In the intricate tapestry of human experience, the impact of trauma can reverberate deeply within the psyche and body, leaving enduring scars on our emotional and physical well-being. Trauma, especially when rooted in interpersonal relationships, has the power to shape our perception of the world, ourselves, and our interactions with others. Emerging from this understanding is the innovative approach of melding Dialectical Behavior Therapy (DBT), Relationship Trauma Repair (RTR), and the transformative practice of yoga. Each of these components carries its own unique potency in facilitating healing, yet when woven together, they offer a comprehensive and multidimensional strategy for addressing the far-reaching effects of trauma. This exploration embarks on a journey to uncover how the synergy of DBT, Relationship Trauma Repair, and yoga can holistically diminish the impact of trauma, fostering a profound sense of restoration, growth, and self-discovery in the process.    
 
Participants will be able to:
 
1.   Provide examples of the impact of ACEs on physical and mental health across the lifespan.
2.   Describe the process of guiding families on how to rest, relax and recharge, while co-regulating with them so that there is efficient use of mental and physical energies as a healing team.
3.  State an example of how one can support the mind, body, and spirit of the intergenerational family unit, using tools of mindful movement/mindfulness and integrative nutrition resources.
4.  Discuss the focus of “trauma-sensitive yoga.”
5.  Differentiate between “Top-Down” and “Bottom-up” clinical therapy approaches.
6.   Define the application of the concepts of “Resilience” and “Post Traumatic Growth/Healing” in trauma-sensitive yoga.
7.  Apply DBT/RTR frameworks to explore cognitive distortions and provide thought stopping techniques to ground oneself in present vs past experiences.
8.  Use the KHAOS Mindset (or DBT/RTR) techniques to explore and process emotional casualties caused by childhood trauma.
9. Use DBT/RTR frameworks to assess, address, and reduce the impact of toxic and traumatic stress in everyday life.

2.0 CEUs [NBCC Content Area(s): Wellness & Prevention]

Presenters will offer reflections on how Adverse Childhood Experiences (ACEs) may include trauma caused by discrimination, stereotyping, microaggressions, etc., experienced by queer folks and other individuals with intersectional identities. This interactive dialogue will be followed by a brief presentation about both “top down” and “bottom up” approaches to therapy and basic information about how “talk therapy” and “body-based therapy” each promote symptom reduction and positive treatment outcomes. Particular attention will be paid to matching client’s needs with appropriate therapeutic approaches.    [2.0 CEUs]

Participants will be able to answer the following:
1. Share reflections on what is meant by “queer affirming therapy” and receive a framework that may be useful as context when
addressing identity trauma and queer trauma.
2. What is "bottom-up" processing? How can we use the body as a resource for regulation, especially with populations that may
experience dysphoria or otherwise struggle with traditional "grounding" or embodiment practice.
3. Learn several principles queer affirming therapists may use as they assess for the presence of ACEs, chronic stress, and
unresolved past trauma when working with queer clients.
4. Hear basic information about forms of talk therapy and body-based therapy commonly used in the treatment of trauma and
understand how they are similar and how they differ from one another.
5. Identify questions they may wish to learn more about regarding basic neurobiology, physiology, and non-clinical or holistic
practices that are known to be therapeutic even though they do not constitute clinical therapy.

2.0 CEUs [NBCC Content Area(s): Social & Cultural Foundations; Theory and Practice of Counseling]

During this session, presenters will provide visual data demonstrating the inequity in access to high-quality, affordable mental healthcare in St. Louis City and St. Louis County. During the facilitated dialogue, participants will share thoughts, experiences, and opinions to help the research team to better understanding the circumstances faced by individuals seeking mental healthcare and challenges professionals face in making referrals. Results of this session will help researchers in designing a qualitative research study to be implemented in 2024. [This session is offered twice. See Session J, below.]

Participants will be able to:
1. Explain accurate understandings of inequity in access to high-quality, affordable mental healthcare in St. Louis City and St. Louis County based upon visual representations.
2. Discuss responses to visualized data depicting inequity in access to high-quality, affordable mental healthcare based on their own lived experiences as an individual seeking mental healthcare, referring others to mental healthcare, or as a professional providing it.
3. Identify questions for further inquiry that may be of interest to those working to make more comprehensive data on the topic of inequity in mental healthcare publicly available.
4. Describe one or more potential solutions to address the mental healthcare inequities described by the presenters.

1.0 CEU [NBCC Content Area(s): Social and Cultural Foundations]

Mr. Etoya White specializes in treatment and support of Black males. Dr. Tim Jordan specializes in the treatment of girls. Both of these experts have a wealth of knowledge and experience to share.  This session is intended for non-clinicians as well as clinicians working in collaboration with school and youth program personnel.  As the presenters share concrete ways that non-clinicians (youth providers and educators) can mitigate the impact of ACES and to foster positive mental health of youth, participants will be encouraged to ask questions that will help them to better apply the concepts presented to their own work settings.    

Participants will be able to:
1. Name three or more ways to promote establishment of “safe spaces” within the school or youth agency setting and why this is important.
2. Provide an example of specific use of language or particular actions adults can employ that validate the feelings or experiences of youth.
3. Discuss methods of fostering healthy ways for youth to view their emotions and the importance of providing appropriate outlets to express them.
4. Name one or more ways you use to help youth make better sense of their experiences or to experience a sense of agency in your setting.
5. Identify one new skill they want to master related to building your ”toolkit” of trauma-informed practices.

1.0 CEU [NBCC Content Area(s): Human Growth & Development; Social & Cultural Foundations]

Early childhood is a pivotal time for healthy brain development, yet young children of color in America are often robbed of this as a result of poverty and complex trauma. Poverty is a worldwide problem, but children of color in the United States have a higher probability of experiencing poverty in their lifetime. Likewise, these children experience adverse childhood experiences more than White children, which can compound mental health issues. However, young children of color are less likely to receive effective mental health treatment, which can have long-term negative mental and social-emotional effects. This workshop will explore the complexities faced by young children living in urban poverty, along with ways to engage important stakeholders in their development including caregivers, teachers, professionals and the community as a whole. Participants will also explore play-based interventions to implement in a variety of settings to promote healthy brain development in early childhood to mitigate the effects of trauma and urban poverty.     
 
Participants will be able to:
1.   List 10 potential impacts of adverse experiences on early childhood development.
2. Differentiate between items found on the ACE-Q assessment that are prevalent in the experiences of children growing up in economically challenging environments versus those that might be seen consistently across all economic groups.
3. Provide an example of a situation in which a child’s race might be a factor in ongoing experiences of traumatic stress.
4. Identify 5 play-based activities that encourage healthy brain development.
5. Explain the importance of engaging all systems, including communities, in early childhood mental health interventions.

CEU [NBCC Content Area(s): Human Growth & Development; Social & Cultural Foundations]

Early childhood is a pivotal time for healthy brain development, yet young children of color in America are often robbed of this as a result of poverty and complex trauma. Poverty is a worldwide problem, but children of color in the United States have a higher probability of experiencing poverty in their lifetime. Likewise, these children experience adverse childhood experiences more than White children, which can compound mental health issues. However, young children of color are less likely to receive effective mental health treatment, which can have long-term negative mental and social-emotional effects. This workshop will explore the complexities faced by young children living in urban poverty, along with ways to engage important stakeholders in their development including caregivers, teachers, professionals and the community as a whole. Participants will also explore play-based interventions to implement in a variety of settings to promote healthy brain development in early childhood to mitigate the effects of trauma and urban poverty.    

Participants will be able to:
1. List 10 potential impacts of adverse experiences on early childhood development.
2. Differentiate between items found on the ACE-Q assessment that are prevalent in the experiences of children growing up in economically challenging environments versus those that might be seen consistently across all economic groups.
3. Provide an example of a situation in which a child’s race might be a factor in ongoing experiences of traumatic stress.
4. Identify 5 play-based activities that encourage healthy brain development.
5. Explain the importance of engaging all systems, including communities, in early childhood mental health interventions.

1.0 CEU [NBCC Content Area(s): Human Growth & Development; Social & Cultural Foundations]

Youth violence typically involves young people hurting other peers. It can take different forms. Examples include fights, bullying, threats with weapons, and gang-related violence. A young person can be involved with youth violence as a victim, offender, or witness. Prevention efforts can take many forms. This session introduces best practices and highlights organizations and resources in St. Louis that are effectively providing support and safe spaces for youth. Participants are encouraged to bring questions and ideas to share with the group during a portion of the presentation.

Participants will be able to:
1. State the impacts of trauma related to violence as applied to experiences of being a victim of violence, witnessing violence, living in an area where violence is routinely experienced by others, or fearing violence.
2. List risk factors and protective factors for the perpetration of violence.
3. Discuss prior understandings and new information received from presenters about what factors make youth organizations, programs, initiatives exemplary and which of these resources in St. Louis that are effectively responding to high levels of violence in the community.

1.0 CEU [NBCC Content Area(s): Human Growth & Development]

During this session, presenters will provide visual data demonstrating the inequity in access to high-quality, affordable mental healthcare in St. Louis City and St. Louis County. During the facilitated dialogue, participants will share thoughts, experiences, and opinions to help the research team to better understanding the circumstances faced by individuals seeking mental healthcare and challenges professionals face in making referrals. Results of this session will help researchers in designing a qualitative research study to be implemented in 2024. [This session is offered twice. See Session E, above.]

Participants will be able to:
1. Explain accurate understandings of inequity in access to high-quality, affordable mental healthcare in St. Louis City and St. Louis County based upon visual representations.
2. Discuss responses to visualized data depicting inequity in access to high-quality, affordable mental healthcare based on their own lived experiences as an individual seeking mental healthcare, referring others to mental healthcare, or as a professional providing it.
3. Identify questions for further inquiry that may be of interest to those working to make more comprehensive data on the topic of inequity in mental healthcare publicly available.
4. Describe one or more potential solutions to address the mental healthcare inequities described by the presenters.

1.0 CEU [NBCC Content Area(s): Social and Cultural Foundations]