Children’s Mandate: If you don’t think what I think, feel what I feel, experience what I experience, and see what I see when I look at myself, others and the world around me, how can you possibly know what is best for me?
Our vision is for Pittsburgh to become a model city for best practices in trauma-informed care. In order to support this vision, we hold trauma-informed care trainings for the public. These trainings are a bridge designed to connect educators, community organizations, families, and professionals across generations and the healthcare spectrum.
For a program to be trauma-informed it must intentionally create communities of belonging. Participants in our trainings gain concrete tools for caring for themselves and others as well as a board perspective on why trauma informed care is both an individual healing practice and a systemic intervention into creating a more just and supportive world for all.
Join us to explore what trauma-informed care looks like and why it must specifically create communities of belonging. Trainings are for educators, therapists, parents, caregivers, camp counselors, teen leaders and anyone interested in learning more about supporting themselves and youth on a healing journey. Participants will leave these trainings with concrete tools for caring for themselves and others as well as a broad perspective on why trauma informed care is both an individual healing practice and a systemic intervention into creating a more just and supportive world for all. ALL ARE WELCOME!
Act 48 hours available and CEUs available for licensed social workers, professional counselors, and marriage/family therapists.
Prior Programming, In Collaboration with OMA CENTER FOR MIND, BODY and Spirit
Trauma-Informed Care Training: Creating Joy, Healing, and Repair Through Communities of Belonging
OMA’s Trauma-Informed Trainings—led by experienced psychotherapists, educators, and mindfulness practitioners—support adults in developing mindfulness practices, strengthening conflict transformation skills and building skills that foster supportive relationships with youth. We use an intentionally anti-racist, LGBTQIA+ welcoming, culturally responsive, and joy-centered approach.
Callie Gropp—Moderator
Gail Hunter—The Neuroscience of Trauma and Polyvagal Theory
Lovie Foster—Why Trauma-Informed Care Must be Explicitly Anti-Racist
Isabel Kinnane-Smith, Monica Daniels, Robin Clarke—Concrete Strategies for Joy-Centered, Trauma-Informed Interventions with Youth
Shawn Fertitta— Supporting Transgender Youth
Mark Williams—Restorative Justice Circles
Trauma-Informed Care is a “framework of thinking and interventions that are directed by a thorough understanding of the profound neurological, biological, psychological, and social effects trauma has on an individual—recognizing that person’s constant interdependent needs for safety, connections, and ways to manage emotions/impulses.” —Crisis Intervention Institute
Testimonials
“Art in the Garden helped me to feel much more confident in my approaches to conflict resolution/classroom management. I teach in a public school where the norm is to demand respect from students and yell/embarrass them for their actions. That form of discipline has never resonated with me, and seeing everyone at camp practice restorative and trauma informed care is validating to me that it works, and is the best way to care for our youth. I am part of a Positive Behavior Incentive Team at my school, and I hope to introduce the approach to more of my staff. Seeing a program run entirely on this method will serve as evidence for those who doubt the approach.” – Art in the Garden Teacher and Trauma-Informed Training Attendee
“Most all people have a score somewhere in the ACES categories. This changes who we are and how we handle things. I now react to situations differently because I understand that most times there is a driving factor to a behavior or student choice.” Trauma-Informed Training Attendee
“Working with the younger kids taught me a few bargaining skills. Instead of demanding a child to do or go where you want, it’s much more effective to ask them and understand why they may or may not want to do something. Then you can make any accommodations they need. Or maybe they just need a break :)” – Art in the Garden Teen Counselor and Trauma-Informed Training Attendee
Art in the Garden has gifted me a community that my soul longed for. The connection that Emily, her family, and community share with everyone who comes in the garden gives opportunity to heal, play, and share joy. The importance of connecting with nature is illuminated at Borland Garden, and I feel blessed to be able to share this knowledge with children. The children are accessing the power they hold to create a better world by not only honoring their environment, but by honoring themselves.
I am entirely grateful for the opportunities Art in the Garden helped unlock for me. Coming back to school this year and putting things from AITG into practice has been instrumental for my work. Thank you! – Art in the Garden Teacher and Trauma-Informed Training Attendee
Each summer after leaving the garden I feel as if I’ve shed a new skin and become a higher self. I am feeling extremely connected and spiritually aligned, and the garden brings blessings upon blessings to me. I am so excited to use the things I learn to transition to my new teaching role this school year. – Art in the Garden Teacher and Trauma-Informed Training Attendee
I felt communication and awareness increase for myself and for the people around me. I found I was better equipped to do my job in this safe space because I was confident in my abilities and my support system–the garden and my co-workers. – Art in the Garden Teacher and Trauma-Informed Training Attendee
Reflections from our Teen Leaders:
Working at Art in the Garden really taught me to be more gentle with myself and to love myself more.
I liked when they taught us about the different ways to work with kids.
I learned how to be a leader and how to calmly handle situations.
I learned to be more patient and that not all kids can state their feelings right away, they need time.
Being a Teen Leader made me more confident to work with kids, I feel more prepared.
I learned how to be patient with the kids even when it wasn’t easy. I learned how to calm campers down by doing deep breaths, talking in a calm voice, and taking a walk. Then you want to try and slowly redirect the camper (once calm) to the rest of the group.
RESOURCES
Adverse Childhood Experiences (ACES) and the Burke Foundation
Check out chapter one and chapter two and chapter three from IIRP’s Restorative Practices in the Classroom.
Restorative School Implementation Guide
Trauma Informed Restorative Discipline & A Punitive vs. a Restorative Approach to Discipline
Amplify RJ – Restorative Justice Podcast and resources
Thriving Schools A partnership for healthy students, staff and teachers
Dr. Gabor Mate’s Wisdom of Trauma movie trailer and resources
Dr. Gabor Mate’s Wisdom of Trauma companion booklet HERE
Guidebook for emotional regulation from the Starr Institute HERE
Harvard Medical School’s Trauma-Informed Care for Trans and Gender-Diverse Individuals for healthcare practitioners HERE
Peggy McIntosh talks about white privilege and Unpacking the White Knapsack
Historical trauma and cultural healing
If you are interested in learning more or joining us in this work, please reach out. The possibilities that emerge when we connect and collaborate to prevent and better respond to adversity and build resilience brings us great hope.
Questions or want to join our email list? Write us at artinthegardenpgh at gmail.com
Art in the Garden 