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Understanding Trauma Informed Care and the Pyramid Model: Supporting Resilience

Childhood trauma may be more common than you think. Roughly 26 percent of children in the United States witness or experience a trauma before the age of 4 (Briggs-Gowan et al. 2010). It is highly likely that there are children who have experienced trauma in every early childhood classroom. Often early educators are not aware of what children have experienced in their early lives. Join this webinar to hear more about trauma informed care, the Pyramid Model and how these approaches support resilience for all children including those who have experienced trauma. This webinar will highlight how two early childhood programs use the Pyramid and trauma informed care to support children in their care. This webinar will also share resources you can use in your own programs.


Dec 9, 2021


4:00 PM


59 Min

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Guest Presenter(s)

Amy Hunter

Georgetown University

Amy Hunter is a Licensed Independent Clinical Social Worker (LICSW) who earned her Masters of Social Work degree at Boston University in 1995. Amy has a post graduate certificate from the University Of Maryland School Of Medicine in early childhood mental health. Amy currently serves as an assistant professor at Georgetown University. In her capacity at Georgetown she directs the mental health section of the Head Start National Center for Early Childhood Health and Wellness, a training and technical assistance center for Early Head Start and Head Start. Amy has worked in the field for early childhood mental health for over twenty years. Prior to coming to Georgetown she served in a number of roles at ZERO TO THREE including, but, not limited to: the Director of Program Operations for the Early Head Start National Resource Center and the Director of the Center on the Social Emotional Foundations of Early Learning (CSEFEL). Amy has served as a National Head Start Fellow at the Office of Head Start for two years and was the mental health manager to a large Head Start program for eight years. Amy has provided training and technical assistance on early childhood mental health to a variety of audiences around the country. Amy maintains a private practice in Washington DC providing consultation to parents with young children.

Chelsea T. Morris

University of West Georgia

Chelsea T. Morris is an Assistant Professor in the Department of Literacy and Special Education at the University of West Georgia. Prior to pursuing her Ph.D. at the University of Miami, Dr. Morris was a teacher in a children's hospital and later, a public school early childhood special education teacher. She is committed to thinking differently, and deeply, about what is good for children, utilizing culturally responsive practices, an ethic of care, and a willingness to take risks. Dr. Morris' current teaching and research projects focus on bias in the perceptions of children's behavior in early childhood. This teaching and research is bolstered by expertise in practice-based coaching and trauma informed care through the nationally recognized Pyramid Model framework. She serves on the Georgia Pyramid Model State Leadership Team, was a past fellow for NCPMI, and participates in state and national infant and early childhood mental health workforce teams.

Jayd Rodrigues

Jayd Rodrigues handles the day to day operations of the Early Education Center, overseeing educators, operations and practices that create a high-quality learning environment where children thrive. Her positive outlook and ease connecting directly with colleagues, family members and children make her a valued leader and contributor.

Heather Quinn

Martha’s Vineyard Community Services

Heather Quinn is the Director of Early Childhood Programs at Martha’s Vineyard Community Services. In this role, she leads a home-based Head Start program, a Family Center and an Early Education and Care Center. Heather holds a Bachelor’s Degree in Early Childhood Education from UMASS Amherst, a Master’s Degree in Early Intervention from Wheelock College and over 30 years of experience in the field of ECE.

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