Brookville Center for Children's Services’ Post

HOPE's workshops, certifications, and technical assistance are all important ways of implementing the HOPE framework and integrating positive childhood experiences (PCEs) into practice. PCEs change the way we interact with children and families and promote healing, resilience, and equitable systems change. When we promote a practice that honors and celebrates the positives in people’s lives, we are changing the narrative by creating healing spaces for children to grow into healthy and resilient adults. Learn more about our training options: https://buff.ly/3W2AVby

There's 29 beautiful souls signed up from 3 continents, we're starting on Sunday 10th, and it's set to be an awesome journey into the depths of Self-Directed Education Facilitation - there's still a couple of seats left. Is one of them yours? Helping The Butterfly Hatch is a journey in Self-Directed Education Facilitator development and a profound path of personal growth suitable for parents, educators, policy makers, librarians and anyone who believes that a good education shouldn't cost a childhood https://lnkd.in/dYcuVEUt

WATCH ▶ Find out more about the 5 priority areas of focus that will guide our progress in achieving our vision of vulnerable children having the foundational family or other close relationships they need to thrive in life 👇 Read our strategy in full: https://lnkd.in/eBwnckRW

💬 What's on the minds of professionals working in roles that support people experiencing domestic and family violence (DFV)? In a new learning report funded by Paul Ramsay Foundation, we spoke to people working in the DFV support field to understand how they are feeling about their work, and what opportunities exist to strengthen the field's work. Hear their voices here: https://lnkd.in/dNMQGjAg

I always look forward to the new #PDKPoll results, particularly for an update on how the public is feeling about their child/ren entering the teaching profession. In looking at this year's topline data, I find it very interesting (and amusing) to see how much more opinionated on this question the public has become since 1969, when 10% of respondents didn't have an opinion either way. This grew to 22% of respondents in 1983 before a sharp decline to get to single digits in 1993 - today, 1% of respondents replied "no opinion" I have to imagine that the impacts of the release of A Nation at Risk in April of 1983 and the subsequent shift in how we talk about K-12 education and its "failures" (including who to blame for them) is being shown here. In working with state leaders to address teacher recruitment and retention issues over the past several years, the need for a marketing campaign around the positives of being a teacher has been raised every time. This data is a stark reminder that the way we as a field talk about what it means to be an educator matters - not that we shouldn't advocate for higher pay and better working conditions and publicly share student achievement data, but that we probably need to be more considerate of how we do so and aware of the unintended consequences of our attempts to hold people accountable within the unwieldy system(s) of K-12 education in our country.

Children and young people told us what they value and support they need to help them get the best start in life. And that information has shaped the new St Helens Children and Young People's Plan. Learn more here: https://orlo.uk/l6AXQ

Growth in personal development with Parents On A Mission. Growing together with Parent Leadership.

We're in Washington D.C. today where the research we did in Hungary, Kazakhstan & the Netherlands is presented at The Brookings Institution . One thing is clear from the discussions: our approach of training teachers to self-reflect for parental engagement and child participation is right

So many great things have happened in states across the nation to create healthier ECE programs over the last 5 years through the CDC funded Healthy Kids, Healthy Future Technical Assistance Program. Check out this blog that shares some of the successes and stories from these efforts!

I was invited to give a brief talk about our privileges and responsibilities as scholars, especially to children in conflict zones. I will highlight the process that led to a recent viewpoint article in Children's Geographies (https://lnkd.in/dGMhYKaF) and deliver a provocation: "Can you speak if you are not an expert?"