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From YouTube: Our Neighbor's Keeper: Understanding Trauma
Description
On this episode of Our Neighbor's Keeper, Josiah Gilliam talks with Kathi R. Elliott from Gwen's Girls, T. Charles Howell IV from the Mon Valley Initiative, and James Huguley from the University of Pittsburgh School of Social Work.
A
Okay,
hello,
everybody
happy
friday
and
thank
you
so
much
for
joining
us.
Whether
you're
live
with
us
in
the
moment
we're
seeing
this.
After
the
fact.
We
appreciate
that
my
name
is
josiah
gilliam
and
I'm
the
my
brother's
keeper
coordinator
in
the
mayor's
office
of
equity
and
we've
been
doing
a
number
of
broadcasts
that
explore
the
intersections
that
the
my
brothers
keeper
initiative
presents.
A
We've
gotten,
you
know
very
micro
with
organizations
on
on
the
ground
level.
We've
also
talked
about
the
regional
landscape.
The
folks
that
we
have
on
the
on
the
broadcast
today
are
familiar
with
all
those
levels.
So
I'm
really
looking
forward
to
kind
of
sharing
space
with
them
and
talking
about
this,
this
concept,
their
own
work
and
their
understanding
of
it,
as
what
we're
going
to
do
is
do
a
round
of
introductions
and
just
jump
in
something.
A
I
feel
impressed
to
say,
however,
is
that
a
lot
of
these
topics
can
be
challenging
to
grapple
with.
So
we
just
invite
you
to
hold
space.
You
know
with
us
and
if
you
need
to
take
breaks
for
any
reason
of
course
feel
free
to
do
that.
But
there's
a
lot
there's
a
lot
to
sit
with
here
and
a
lot
of
things
to
be
encouraged
by
quite
frankly,
because,
especially
coming
out
of
covet,
I
think
we're
all
familiar,
maybe
more
so
than
we
ever
wish
to
be
with
the
notion
of
trauma.
A
But
of
course
that
is
not
a
new
concept
in
community
or
in
life,
and
we
want
to
seize
any
opportunity
in
this
season
to
talk
about
resilience
and
healing
and
how
we
can
move
forward.
As
a
community,
so
let
me
pivot
to
our
our
guests
today,
some
that
have
been
around
this
work.
Many
of
you
will
be
familiar
with
my
friends.
Thank
you
so
much
for
taking
the
time
what
I'd
like
to
do
is
just
give
you
space
to
introduce
yourself.
B
C
Well,
good
afternoon,
I'm
glad
to
be
here
I'm
charles
howell,
I'm
the
director
of
workforce
development
for
mon
valley
initiative,
and
I
come
to
this
work
really
with
from
multiple
kind
of
angles.
In
addition
to
to
run
in
our
workforce
development
program,
I
also
serve
as
a
therapist
or
a
counselor
with
agape
wellness.
D
Good
afternoon,
everyone
I'm
very
excited
to
be
here
thanks
for
having
me
I'm
james
hughes,
I
am
an
associate
professor
at
the
school
of
social
work
at
the
university
of
pittsburgh,
and
I
also
am
the
chair
for
youth
development
at
the
center
on
race
and
social
problems.
Also
at
the
university
of
pittsburgh.
B
A
A
Terrific,
thank
you
all
again
so
much
for
being
here,
dr
kathy,
I'd
like
to
start
with
you,
you've
been
on
one
of
these
broadcasts
specifically
before
and
folks
are
very
familiar
with
your
work,
of
course,
but
just
in
case
folks,
don't
know
somehow
about
gwen's
girls
or
the
black
girls
equity
alliance.
Could
you
just
talk
briefly
about
about
that
work.
A
B
B
So
what
are
her
academic
needs?
What
are
her
physical
needs?
What
are
her
spiritual
needs
and,
and
so
also
making
sure
that
she
and
her
family
has
access
to
address
those
needs
and
opportunities
that
oftentimes
are
young
people
that
live
in
the
urban
spaces
here
in
the
city
of
pittsburgh,
don't
have
access
to,
and
so
most
recently
we
wanted
to
shift
to
look
at
what
are
some
of
the
issues
that
contribute
to
barriers
that
our
girls
face
and
in
2016
we
participated
in
the
release
of
the
report.
B
That
looks
specifically
on
the
inequities
that
black
girls
face
here
in
pittsburgh
in
allegheny,
county
and
I'm
sure
we'll
get
into.
You
know
some
of
this,
but
the
disproportionate
rate
of
black
girls
and
black
youth
in
general
being
referred
to
the
juvenile
justice
system
or
removed
from
their
home
and
placed
in
some
type
of
congregate
care
or
foster
care.
B
The
health
disparities
that
impact
our
young
black
people
is
definitely
something
that
needed
to
be
in
need
continuously
needs
to
be
addressed,
and
so
at
gwen's
girls
and
through
the
black
girls
equity
alliance.
We
started
looking
at
the
systemic
issues,
and
so
we've
been
fortunate
to
have
system
leaders
from
the
child
welfare.
The
probation
juvenile
probation
school
districts
and
in
the
healthcare
industry,
you
know
helping
us
to
kind
of
look
at
the
data
and
then
look
at
strategies
in
addressing
these
issues.
A
A
Working
at
the
homewood
children's
village
is
that
you
know
part
of
the
of
the
work
in
dealing
directly
with
families
is,
is
meeting
them
where
they're
at
and
like
the
basic
needs
component
of
that
work,
and
sometimes
it
was
difficult
in
those
settings
to
to
talk
about
long-term
things
or
systems
pieces,
because
what
the
families
focus
on
is
what
they
need
to
figure
out
the
day-to-day
stuff
to
take
care
of
their
loved
ones
and
to
make
it
through.
So
how
do
you?
How
do
you
communicate
that
and
how
has
that
evolved
over
time?.
B
If
we
truly
want
to
see
the
change
that
needs
to
happen
within
these
systems,
we
have
to
center
all
work
in
all
conversations
around
them
without
having
them
at
the
table
and
understanding
and
sharing
their
thoughts
and
their
ideas,
because
truly
they're,
the
ones
that
can
create
the
change
that
is
necessary
and
so
for
us.
It
is
just
simply
having
the
opportunity
to
have
these
conversations
and
to
heighten
awareness
on
things
that
they
may
not
have
seen
or
or
understand,
and
so
for
our
young
people
oftentimes.
B
They,
you
know,
feel
or
blame
themselves
for
a
lot
of
the
different
things
that
are
happening
in
their
life
and,
yes,
they
may
make
some
bad
decisions.
But
when
you
look
at
it
from
a
macro
level,
there
are
historical
things
that
predisposes
them
to
the
barriers
or
to
the
systems
that
are
supposed
to
be
supporting
them,
and
so
once
they
understand
that
you
know
it's
not
just
them
as
an
individual.
B
That
large
number
is
not
indicative
of
individual
girls,
but
systemic
failure
right,
and
so
it
is,
you
know,
helping
them
understand.
Yes,
you
have
you
play
a
part.
You
you
know
may
have
done
something
that
contributed
to
this.
You
know,
referral
or
contact
to
with
police
or
whatever,
but
sometimes
it's
escalated
or
the
policies
and
practices
that
are
in
place
are
again,
as
I
said
before,
historically
pre,
predispo
pre-disposed
to
you,
know,
heaven
tracking
or
having
this
pathway
of
helping
our
young
people
through
getting
help
through
the
system.
A
C
Sure
so
you
know
kathy
sort
of
sets
this
up
like
a
lot
of
the
work
of
mod
valley
initiative
has
been
historically.
The
organization
was
founded
about
30
years
ago
to
respond
to
the
collapse
of
the
the
steel
industry
up
and
down
the
the
mon
river.
All
of
those
those
communities
that
were
were
hollowed
out
after
the
steel
mills
left
mon
valley
initiative
and
and
some
of
the
local
community
development
organizations
got
together,
first
of
all,
just
to
really
work
around
housing
and
real
estate.
C
To
you
know,
the
work
began
around
providing
affordable
housing
around
property
development
around
rehab
for
resale,
so
that
the
people
who
lived
in
those
communities
who
remain
in
those
communities
after
the
after
the
industries
left
had
affordable,
decent
places
to
live
over
time.
It
evolved
to
that
include
the
workforce
development
program,
which
is
the
the
program
that
I
direct
and
that
program
is,
is
really
geared
toward
around
closing
helping
folks
do
the
work
of
closing
the
the
gap
of
financial
stability.
C
So
you
know
the
the
first
piece
is:
is
helping
people
find
jobs,
find
better
jobs,
connect
to
training
programs
to
allow
them
to
advance?
In
their
jobs,
those
sort
of
things
we
do
all
of
the
supportive
services
help
helping
people
navigate
benefits,
whether
it
be
food
stamps,
compass,
housing,
applications,
those
sort
of
things
right
now,
over
the
last
year,
plus
we've
been
helping
people
through
the
emergency
rental
assistance
program,
helping
them
with
that
application
and
such
and
then
the
third
piece
is,
is
basic
financial
literacy.
C
Some
of
the
reasons
that
the
poverty
persistence
cycles
in
certain
communities
is,
you
know
simple
things
like
you
know
not
not
knowing
how
to
budget
not
using
banking
systems,
those
sort
of
things,
and
so
all
of
this
all
of
this
work
is
really
done
individually.
It's
really
done
by
by
coaching
people,
one
at
a
time
and
then
moving
with
them
at
the
really
hit
the
level
of
being
able
to
build
trust
with
people.
C
What
we
discover
along
the
way
is
that
you
know
the
vast
majority
of
people
that
they
come
to
our
offices,
you
know,
come
because
they're
at
the
end
of
the
road
they
have
not
been
able
to,
you
know,
find
a
job
or
access.
You
know
the
means
to
to
move
ahead
and
when
you're
living
in
these
communities
that
that
have
been
intentionally
hollowed
out
that
there's
there's
the
trauma
of
that
experience.
C
So
to
get
to
a
place
where
you
know
you
recognize
first,
you
can't
go
any
further
by
yourself.
Secondly,
that
it
it.
It
takes
a
tremendous
leap
of
of
faith
to
reach
out
and
ask
somebody
for
help,
and
so
our
work
is
to
be
a
trusted
sort
of
resource
to
to
help
people
get
to
where
they're
trying
to
go.
In
that
sense,
from
and
and
from
a
counseling
standpoint,
it
really
is
some
of
the
same
sort
of
premises
that
that
apply.
C
You
know
kind
of
organizationally,
it's
it's
meeting,
people
where
they
are
it's
building
trust
and
rapport
to
to
not
prescribe
answers
before
we
understand
what
what
the
underlying
sort
of
issues
are,
then
it's
then
begin.
You
know
in
that
space
of
trust,
beginning
to
talk
about
both
what
are
the
underlying
issues.
But
how
do
we
build
structures
of
of
repair?
A
A
You
can
just
you
can
just
walk
with
them.
I'm
wondering
you
know
what
you
see
like.
Why?
Why
you
take
that?
Why
you
take
that
approach,
what
the
value
in
it
is,
and
then
why
is
that
more
the
norm?
Now
I
guess,
as
opposed
to
like
these
curriculum-based
interventions.
Where
are
you
still
kind
of
on
the
cutting
edge
of
that
kind
of
approach.
C
Well,
I
I
would
say
that
a
lot
of
what
we
do
really
is
at
the
sort
of
forefront
of
that
kind
of
change
just
from
the
standpoint
of
individualizing
services.
Yes,
we
have
a
broad
kind
of
a
range
of
of
tools,
and-
and
you
know,
any
sort
of
intervention,
though,
is
is
really
only
as
good
as
our
ability
to
use
those
tools
in
the
right
way
in
the
right
place.
C
So
so,
for
example,
you
know
if,
if
all
I
have
to
work
with
is
a
hammer
well
certainly
everything
looks
like
looks
like
a
nail
well
by
by
individualizing
the
way
that
we
work
with
people.
It's
yeah.
We
have
a
whole
bunch
of
tools,
but
we
come
from
it
from
the
standpoint
that
the
you
have
the
answers
right.
So
our
job
is
to
really
like
ask
the
questions
to
see
where
those
tools
fit
and
if
they
don't
fit,
then
we
don't
use
them
and
and
as
well
like
at
the
end
of
the
day.
C
You
understand
your
experience
much
better
than
I
ever
were
right,
and
so
so
part
of
part
of
that
that
collaborative
work
is
discovering
what
is
going
to
work
best
for
you
to
get
you
to
where,
where
you're
trying
to
be,
because,
ultimately,
everything
that
we're
doing
is
based
around
individual
goals
and
individual
kind
of
aspirations.
So
it
doesn't
benefit
me
as
a
practitioner
in
any
sort
of
way
to
ascribe
to
you
what
success
should
look
like.
C
A
Thank
you
so
much.
Okay,
dr
james
I'd,
like
to
turn
to
you,
sir.
You
mentioned
a
little
bit
of
your
background.
I
wonder
if
you
could
just
talk
to
us
a
little
bit
about
how
you
got
to
where
you
are
and
what
the
school
does,
but
also
any.
If
you
have
any
reactions
to
what
you've
heard
so
far
from
dr
charles,
dr
kathy
feel
free
to
leave
with
that.
D
Sure
yeah,
I
you
know
I
came
to
this
work
and
a
you
know,
on
a
personal
level,
having
grown
up
in
all
black
and
brown
neighborhoods
in
the
city.
The
low-income
places
under
resourced
and
oppressed
places
and
got
you
know,
was
fortunate
enough
to
make
it
to
college
and
looked
around
didn't
see
any
of
my
people
there
and
that's
you
know,
wanted
to
understand
how
that
happened,
and
you
know
I
think,
when
I
think
about
my
friends
from
my
neighborhood.
D
Folks
are
existing
within
these
these
systems,
and
so
we
have
to
help
them
cope
with
it,
as
it
is
right
now
in
this
moment,
because
yeah
tomorrow
they're
looking
for
trying
to
get
gainfully
employed
or
they're
trying
to
get
some
help
understanding
their
financial
situation.
As
doctor,
I
was
describing
in
his
work.
So
how
do
we
do
those
two
things
collectively
and
in
our
in
our
spheres
of
influence?
You
know-
and
so
I
in
in
my
own
work
and
in
our
work
at
the
center.
D
We
have
a
number
of
different
initiatives
that
that
take
these
things
on,
and
so
you
know
I'll
talk
about
the
just
discipline
project
where
we
do
work
around
school
discipline,
school
climate
and
what
our
kids
and
especially
black
kids,
are
experiencing
in
our
local
schools.
And
we
know
you
know
from
work,
we've
done
that
in
allegheny
county
you
have-
and
this
is
this
is
echo-
is
what
when
dr
elliott
was
was
mentioning
with
the
with
the
juvenile
justice
stats.
D
Black
kids
are
suspended
at
seven
times
the
rate
of
non-black
kids,
and
that
is
not
all.
That
is
not
a
factor
of
you
know
black
kids
being
problematic.
You
know
that
there's
a
structural
component
to
that
and
one
of
the
questions
we
we
like
to
ask
our
audience
is
because
in
this
day
and
age,
people
are
starting
to
push
back
around
talking
about
race.
You
know,
and
we
say
well,
if
you
don't
talk
about
race,
how
do
you
explain
inequality
and
if
you're
not
going
to
talk
about
it,
then
your
inequality.
D
Explanation
is
going
to
be
about
somebody's
individual
accountability,
and
you
know
I
would
say,
that's
a
racist
perspective.
If
you
don't
know
the
history
and
the
structural
components
that
have
brought
us
to
this
moment,
then
you
allow
yourself
to
think
something
racist
and
you
also
allow
our
children
to
think
that
they're
the
problem,
and
that
is
that
is
detrimental
to
their
own
development.
D
So
in
our
work
in
just
discipline,
we
work
with
schools
to
develop
programs
that
reduce
the
use
of
exclusionary
practices,
especially
as
it
pertains
to
black
and
brown
kids,
and
we
do
that
in
a
number
of
ways.
Mainly,
we
put
people
in
the
building
that
are
good
at
that
work
and
that
help
them
alongside
teachers
and
principals
who,
by
and
large,
tell
us
they
don't
want
to
use
these
these
exclusionary
practices,
but
they
don't
know
what
to
do.
They
don't
have
the
expertise
to
do
other
things.
D
D
You
know
to
the
point
that
was
raised
around
not
doing
this
with
people
not
doing
things
to
people,
but
building
this
collectively.
We
come
into
that
space
literally.
If
we
have
a
90-minute
session,
we
might
have
15
minutes
of
content,
but
we
say
it
appears.
Here's
what
you
know
the
research
says.
What
do
you
think
about
this?
D
You
and
your
support
network
so
building
that
up
and
when
we
think
about
trauma
in
these
spaces.
You
know
we
also
think
about
trauma
on
that
structural
level.
Like
there's
there's
racial
trauma.
We
can
talk
more
about
this,
but
there
is
dramatic
impact
of
experiencing
experiencing
interpersonal
racism.
D
That
is
a
trauma
in
and
of
itself,
especially
repeated.
It
has.
You
know,
consequences
for
mental
health,
physical
health.
We
know
this,
but
the
inequality
that
we
see
in
our
society
that
over
exposes
kids
to
community
violence
of
poverty,
things
of
that
nature.
Those
are
traumatic
and
they
are
racialized
when
you
look
at
the
structural
system.
D
So
when
we
respond
to
trauma-
and
we
think
about
resolutions
to
trauma,
we
have
to
think
about
the
reparative
solutions
that
are
taking
into
account
that
structural.
That
structure,
as
well
as
what
happens
day
to
day,
and
so
we
think
about
that
from
a
practice
perspective
and
from
an
advocacy
perspective
across
these
programs.
A
Thank
you.
I
wonder
I
want
to
open
up
to
everybody
here
when
I
hear
this
idea
of
reparative
solutions
and
this
idea
of
trying
to
encourage
a
sense
of
positive
racial
identity
and
also,
it
seems
to
be
a
bit
of
a
transformation
too.
From
this
notion
of
I
am
the
problem
to
there's
greater
there's
other
things
that
play
here
and
assets.
Here's
how
I
move
forward.
A
You
know
what
does
that?
What
what
does
that
kind
of
look
like
in
each
of
your
in
each
of
your
works?
I
guess
like
dr
kathy,
dr
charles,
you
know
how
do
you
think
about
about
that
with
a
young
person
or
with
a
family
with
young
people
in
terms
of
how
you
try
to
encourage
that
positive
sense?
And
then,
if
there,
if
there
is,
you
know,
say
involvement
with
these
exclusionary
practices,
how
do
you
walk
with
the
family
through
that.
B
So
I
100
agree
with
what
dr
hugley
said:
it's
you
know
having
those
conversations
when
you
don't
have
the
conversations
or
even
have
them
share
their
experiences
and
other
people
can
hear
and
other
students
can
hear.
Oh
that
happened
to
her.
What
happened
to
me
too,
where
that
happened
to
my
sister
it.
It
starts
this
chain
reaction
of
understanding
and
support
of
one
another
which
ultimately
can
lead
to.
B
But
at
the
same
time
you
know
really
building
their
confidence
that
they
do
have
the
answers.
They
are
smart,
they
are
the
inquisitive
and
and
problem
solving
young
people,
and
and
that
we
need
to
encourage
that
and
and
nourish
that,
because
a
lot
of
times
you
know
even
historically,
you
know
young
people
have
been
that
whole.
That
old,
saying
be
seen
not
heard.
Well,
there's
you
know
times
where
they
have
things
to
share.
B
C
C
Experience
is
about
things
that
happen,
that
you
don't
have
any
control
over,
so
whether
we're
talking
about
in
a
family
setting
whether
we're
talking
about
interpersonal
issues
or
we're
talking
about
societal
and
structural
stuff.
So
because
you
don't
have
control,
these
things
have
been
have
happened
to
you
that
it's
been
inflicted
upon.
C
It
is
trauma
that
was
inflicted
intentionally
upon
black
and
brown
people
over
the
course
of
this
nation.
It
is
founded
on
stolen
land
and
stolen
labor
that
those
are
undisputable
parts
of
the
narrative.
So
then,
over
the
the
next
500
years
we
built
structures
up
to
defend
that
system
of
traumatic
practice
and
the
byproduct
of
that
is
now.
We
have
communities
that
were
created
to
to
reinforce
that
power
structure
number
one,
but
we
also
have
other
communities
that
were
taken
advantage
of
to
keep
that
structure
in
place
as
well.
C
Our
our
white
brothers
and
sisters
are
have
been
taken
advantage
of
to
support
the
system
in
the
same
sort
of
way
that
other
people
that
black
and
brown
people
were
denied
their
rights
denied
their
labor,
etc.
So
so
part
of
this
part
of
community
healing
from
that
standpoint
is
owning
the
narrative.
This
stuff
happened.
We
inherited
a
world
that
is
a
product
of
a
whole
bunch
of
bad
experience,
and
what
that
means,
when
we're
talking
at
an
individual
level,
is
understanding
that
there's
the
individual
trauma
that
experienced
in
families
in
households.
C
But
a
lot
of
that
experience
happened
within
trauma-informed
structures
and
it's
generational,
meaning
that
our
fathers,
our
grandfathers,
our
great
grandfathers,
were
brought
up
in
an
environment
where
their
very
livelihood
was
constantly
their
life
and
livelihood
was
constantly
a
threat.
So
what
happens
is
that
we
have
generations
of
people
that
have
normalized
living
in
a
trauma-informed
experience,
and
so
those
behaviors
that
are
learned
or
those
behaviors
that
are
taught
are
normalized
responses
to
abnormal
traumatic
experience.
C
I
can't
give
you
good
advice
off
of
bad
information
right.
So
so
all
of
this,
this
movement,
whether
we're
talking
about
healing
individuals,
healing
families
or
communities,
starts
with
controlling
the
narrative.
How
we
talk
about
the
truth
of
what
happened,
then
we
can
talk
about
truthful
interventions
that
that
can
address
that.
A
And
dr
james,
do
you
find
that
in
in
your
work
that
there
is
that
truth-telling
component
in
your
partnerships,
when
you're
dealing
with
these
systems
in
schools
and
in
the
research
you
know
kind
of
academia
sense?
Is
there
a
centering
of
of
truth
in
the
midst
of
all
this
other
positive
racial
identity
work?
And
these
other?
You
know,
service
deliveries.
A
D
Saw
at
unc
to
cloud
the
truth
or
distort
things,
but
you
know
in
our
work
we're
we're
we're.
We
definitely
try
to
build
around
that
and
I
think
about
with
the
parenting
piece
in
when
particular
in
sessions
with
parents
some
of
the
hardest
parts
of
those
sessions.
Now
these
are
not
individual
therapeutic
sessions.
D
You
know
that
cemented
the
economic
structure
that
we
see
now,
mass
incarceration
that
was
racialized
and
and
when
we
present
these
things,
I
mean
they
get
close
to
home.
You
know
these
are
not
abstract
concepts
for
these
families.
You
know-
and
I
mean
even
down
to
health
science
when
you
talk
about
you,
know:
birth
rates
and
maternal
health
and
black
babies,
health.
These
are
things
that
hit
home
for
people
we're
talking
to
and
one
of
the
things
that
one
of
the
ways
we
have
to
approach.
D
That
is
that,
for
us
I
mean
there's,
there's
two
sides
to
the
same
truth:
right:
there's
the
realities
of
racial
oppression,
that
white
people
need
to
understand,
so
that
they
can
understand
injustice
and
and
be
actors
in
undoing.
It
then
there's
a
reality
of
racial
oppression
within
the
oppressed
community
that
can
add
additional
weight
to
your
everyday
walk
and
what
we
encourage
and
have
seen
in
the
research
is
for
parenting
when
you're
talking
to
your
children
about
racial
injustice.
Yeah,
you
want
to
be
real
about
the
realities
of
it.
D
You
want
to
make
sure
you're
talking
about
a
developmentally
appropriate
level.
I
have
a
four
and
six
year
old.
We
don't
have
deep
conversations
about
the
traumas
of
slavery
right
now,
that'll
come
later,
but
they
know
they
might
be
treated
unfairly
because
of
how
they
look
and-
and
we
talk
about
a
response,
but
one
important
part
of
that
message
is
that
you
can
do
it,
because
this
is
our
history
and
we've
always
overcome,
and
we've
always
done
that
and
we
support
each
other
and
we're
resilient.
D
A
lot
of
mainstream
media
attention
on
black
family,
for
example,
frames
black
family
as
problematic
in
a
very
in
a
racist
way.
When
you
look
at
the
historical
record
and
you
look
at
the
fact
that
black
families
were
not
allowed
to
even
exist
in
for
200
years,
the
story
of
the
black
family
is
a
story
of
resilience.
D
It's
an
amazing
story
actually,
and
so
we
need
to
understand
that
build
on
cultural
strengths.
Make
that
part
of
the
conversation.
So
when
you
tell
your
child,
as
many
of
us
have
heard,
you
have
to
work
twice
as
hard
as
the
next
person
to
get
ahead,
make
sure
you
add
on,
and
you
can
do
it
because
we've
always
done,
and
this
is
who
we
are
and
we're
going
to
continue
to
thrive,
so
that
thriving
that
resilience
message
is
also
an
important
part
of
one
undoing.
I
am
the
problem.
A
Yeah,
I
love
that
so
we
have,
you
know,
maybe
about
another
20
minutes
here.
So
I
wonder
if
we
could
take
a
moment
to
uplift
any
resources
or
places
for
folks
that
are
listening
to
deepen
their
understanding
of
these
topics,
and
I
know
dr
james,
that
there's
a
whole
pride
body
of
work
at
the
university
of
pittsburgh.
A
positive
racial
identity-
excuse
me,
you
know,
worked
at
the
university
of
pittsburgh
has
been
involved
with,
but
I'm
wondering
just
you
know
for
each
of
you.
A
B
That's
intentional
a
lot
of
different
things
that
happen,
as
somebody
just
recently
said
that
are
beyond
our
control,
whether
it's
you
know
housing
issues
or
you
know
different
changes
in
the
community.
That
really
don't
have
anything
to
do
with
the
people
that
live
in
our
community.
But
historically,
we've
gotten
our
strength.
B
But
there
are
things
that
happen
in
our
families
that
good
and
not
so
good
that
need
to
be
passed
on
so
because
it
again
provides
the
context,
the
narrative,
the
understanding,
a
greater
understanding
of
you,
know,
kind
of
what
what
may
have
transpired
in
the
family
and
then
us
as
a
collective
people.
Yes,.
A
I
love
that
encouragement
to
start
with
the
family
and
to
to
honor
the
story
and
to
uncover
it.
I
think
about
some
of
our
amazing
champions
in
this
realm,
whether
it's
trauma
informed
care
or
violence,
prevention,
intervention,
work
and
the
people
with
the
the
powerful
personal
testimonies
are
some
of
our
greatest
champions
and
it
cuts
through
so
much
of
the
noise
when
it's
about
what
happened
in
my
life,
what
happened
in
my
grandparents
life?
What
happened
in
my
parents
life?
A
C
C
You
know,
as
I
said,
are
around
a
loss
of
control
by
by
learning
these
sort
of
methods
you
you
can
we'll
we'll
literally
start
with
teaching
folks
how
to
breathe
deeply
right,
how
to
be
just
in
in
the
moment
when
there's
so
much
happening
around
us,
so
we
don't
have
any
control
over
you
know.
One
of
the
one
of
those
responses
is
to
to
tighten
up
your
muscles
are
tight.
Your
breathing
is
tight.
C
Blood
pressure
is
elevated,
all
those
sort
of
things,
so
any
sort
of
tools
that
will
help
you
to
begin
to
just
reassert
control
over
yourself
begins
to
give
you
something
to
stand
on
in
the
midst
of
so
many
other
things
that
that
we
can't
control.
So
a
lot
of
a
lot
of
the
work
and
focus
and
study
materials
that
we'll
share
with
people
are
really
around
those
those
sort
of
re-integrative
kind
of
pieces
connecting
your
mind
and
your
body
and
spirit
back
together
so
that
you
can
live
really
at
harmony
with
yourself.
C
So
I
mean
I'm
a
minister,
you
know
by
by
trade
as
well.
So
a
lot
of
my
work
is
a
lot
of
stuff
that
I'll
refer
people
to
is
is
faith-based.
There's,
you
know
simple
books
called
like
the
way
of
a
pilgrim
which
is
you
know
it's
it's
a
story,
but
you
you
follow
the
this
brother
watkins
of
the
story
and
the
practices
that
he
uses
to
ground
himself,
as
as
he's
going
through
the
the
his
pilgrimage.
D
D
You
can
learn
more
about
our
broader
project,
which
is
the
pittsburgh
parenting
projects
in
order
to
get
connected
to
the
work
we're
doing.
I
also
think
of
you
know:
mafia
mendoza's,
work
and
brown
mamas
for
for
black
mothers,
a
great
resource
for
how
to
get
things
done
and
not,
but
also
a
support
network
as
well.
So
you
know
shout
out
to
muffy
and
all
her
excellent
work
on
the
parenting
side
in
the
school
side
of
things
and
in
working
in
school
institutions,
either
poor,
educators
or
parents
involved.
D
I
mean
our
just
discipline
project,
which
is
on
also
on
the
chris
website.
We
can
be
a
resource
to
schools
that
are
thinking
about
how
to
be
responsive
to
trauma.
We
have
a
trauma,
intervention
that
we're
launching
this
year
in
development
with
the
social
work
faculty
that
is
aiming
at
helping
kids
be
resilient
in
the
face
of
ongoing
traumatic
situations
not
like
they
came
back
from
afghanistan
and
now
have
to
recover.
D
This
is
like
they're
living
through
things
and
how
do
we
help
them
be
successful
in
school
context,
and
so
we're
developing
that
and
partnering
we'll
be
launching
with
the
nils
school
district
this
year,
looking
to
expand
that
work,
but
also
on
the
everyday
experience
of
black
students
and
particularly
around
school
discipline.
You
know
we
have
school
partners
around
the
area
and
we're
happy
to
come
out
and
support
schools
and
try
to
build
their
program
around
equitable
outcomes
in
that
space
and
just
being
effective
and
relational
and
loving
with
with
black
children.
A
I
love
that
so
I'm
going
to
come
to
a
close
here
in
the
next
10
minutes,
or
so
I
love
that
we've
come
to
this
part
about
healing
and
what
an
individual
can
do,
and
I
wonder
if
you,
if
you
each
could
just
riff
on
what
this
idea
of
healing
means
to
you.
Obviously
there's
different
scopes
here
on
the
call
and
there's
very
compelling
blends
of
organizational
and
systems
work
and
then
individual,
you
know,
practice
interpersonal
work.
A
We
talked
about
this
idea
of
of
integrative
work
of
breath,
work
of
meditative
work
and
of
deepening
understanding.
You
know
coming
out
of
covid
when,
when
I
give
you
the
prompt
around
healing
in
this
context,
what
comes
to
your
mind
in
heart?
What
what
does
it
look
like
from
your
from
your
perspective?
A
How
can
we
counsel
the
communities
that
we
work
with
around
this
notion
of
healing
not
running
away
from
the
realities
of
trauma,
generational
reality
systems
realities,
but
to
say
you
know,
even
as
we
are
working
on
these
environmental
factors,
the
soil,
so
to
speak,
that
these
lives
are
happening
in
what
about
it.
What.
A
Yes,
they'll,
say
heal
or
heal
myself
right
and
how
important
it
is
to
for
the
people
that
are
in
support.
I
remember
I
used
to
work.
It
seems
like
a
silly
example,
but
for
a
restaurant
chain,
and
they
had
this
training
philosophy
of
this
bullseye
of
importance
and
at
the
center
of
the
bullseye
wasn't
the
customer,
which
is
what
I
would
have
anticipated.
A
It
was
the
server
and
their
philosophy
for
training
was
that
if
you
support
the
server
and
their
needs,
they
will
take
care
of
the
customer,
which
is
that
next
ring,
and
I
think
about
that,
a
lot
with
work
with
young
people
and
just
in
general
in
our
community.
You
know
who
are
the
who
are
helping
the
helpers.
You
know
as
well,
and
we
have
folks
that
do
acute
trauma
response.
A
You
know
who's
helping
them
with
their
mental
health
as
they're
responding
to
some
of
the
most
traumatic
things
they
may
have
ever
experienced
and
they're
trying
to
serve
folks
in
the
immediate
aftermath
of.
Perhaps
you
know,
dr
charles
point
of
some
of
the
most
traumatic
experiences
where
they
have
felt
a
complete
loss
of
control
and
so
who's
helping
them,
dr
charles,
any
any
thoughts
for
you
around
around
healing,
and
you
know
I
think
about
you
mentioned
that
you
have
this
this
this
faith
component
too.
A
You
know
this
idea
of
peace
and
not
just
peace
in
terms
of
stillness
but
peace
in
terms
of
wholeness,
which
is
what
I,
what
I
take
away
from
what
dr
kathy
just
mentioned,
not
just
to
become
still
but
to
understand
your
own
sense
of
wellness
across
the
realms
of
your
life.
You
know
how
do
you
think
about
healing
and
working
with
folks.
C
I
come
from
to
and
from
the
standpoint
that
that
healing
is
personal
and
communal,
that
who,
who
it
is
that
we're
trying
to
become
individually,
is
never
disconnected
from
our
our
social
relationship
to
the
world
around
us.
One
of
my
favorite
professors
in
the
world
gave
us
this
swahili
word
ubuntu,
and
the
way
he
described
is
that
it
means
people
are
people
because
of
other
people.
It
means
that
we
are
defined
in
large
part
by
our
relationships
to
other
people.
C
So
I'm
I'm
a
father,
because
I
have
children,
I'm
a
student
because
I
have
teachers
and
all
of
that
you
know
really
begins
from
the
notion
of
you
know,
being
of
seeing
and
being
seen
by
by
other
people.
You
know
so
much
of
the
the
traumatic
experience
is
someone
something
some
system
trying
to
deny
you
your
own
humanity,
denying
you
your
right
to
live
and
breathe
in
the
spaces
that
you're
born
into,
and
so
so.
C
We
work
to
take
that
back
to
begin
to
build
trust
with
yourself
that
that,
if
we
teach
you
some
skills
that
you
can
begin
to,
not
only
build
some
competence
that
you
can
make
good
decisions,
but
that
you
can
have
confidence
in
yourself
to
continue
to
make
good
decisions
and
then
it's
about
so
becoming
a
trusted
partner.
For
yourself,
then,
you
can
become
become
a
trusted
partner
for
the
people
that
you
in
the
various
social
circles
that
you
have
to
interact
with,
and
all
of
that
you
know
sort
of
builds.
C
There's
like
layers
to
it.
You
know
it
so
you
know
as
we're
talking
about
how
do
we
change
the
the
social
structure?
Well,
you
don't
change
a
whole
system
just
overnight.
You
change
the
system
by
changing
people.
So
if
you're
somebody
that's
that
they
can
trust
yourself
and
can
be
trusted
by
others.
Part
of
that
trust
is
built
upon
believing
other
people
you're,
not
the
only
one
that
hadn't
experienced
and
believe
somebody
else's
experience.
We
don't
do
that.
We
just
because
it
didn't
happen
to
me
doesn't
mean
it
didn't
happen,
and
you
know
so.
C
So
we
take
that
and
then
we
build
upon
that.
You
know
by
being
intentional
about
about
how
we
talk
to
people,
how
we
talk
about
people.
You
know
things
like
refusing
to
engage
in
stereotypes,
refusing
to
to
be
your
to
to
to
be
the
own
negative,
I'm
old
enough
to
have
used
tape
recorders
to
be
the
only
negative
tape
recorder
in
your
life,
and
you
know
you
know
other
things
like
you
know.
When
we
talk
about
how
we
talk
about
other
people
like,
I
don't
see
race.
C
Well,
in
my
estimation,
that's
a
micro,
aggressive
aggression
that
that
that's
a
trash
sort
of
argument,
meaning
I
don't
see
your
humanity
you,
especially
in
a
racialized
society.
We
can't
say
that
we
don't
see
somebody's
race.
We
did
that
we're
going
to
deny
who
somebody
is.
We
can
do
better
than
that
right.
So
so
all
of
these
are
just
some
of
the
the
pieces.
We
build
people
to
change
systems,
we
build
people
to
change
families
and
we
build
people
to
be
the
kind
of
change
that
pulls
other
people
in
behind
them.
A
I
want
to
say
there
just
real
quick.
I
wonder
if
you
could
say
more
about
this
piece
of
how
we
speak
about
ourselves
and
how
we
speak
to
others.
This
tape
recorder
idea,
I'm
thinking
as
you
were
speaking.
I
was
vividly
remembering
being
in
helen
faison
school
elementary
school
in
homewood
pre-covert.
I
think
I
was
actually
still
at
the
home
of
children's
village
and
was
in
a
classroom
setting
I've
been
invited
there
by
the
teachers
to
to
do
something.
A
I
don't
I
don't
quite
recall,
but
at
one
point
I
was
sitting
around
a
table
with
a
bunch
of
young
people
and
we
were
talking
about
something
in
the
solar
system.
It
was
something
about
the
phase
of
the
moon
or
how
the
planets
move,
and
I
was
asking
them
about
that.
It
was
related
to
the
lesson
and
the
kids
in
response
to
the
prompt.
A
A
You
know
these
were
young
kids,
you
know
early
elementary,
and
so
I
wonder
how
you
would
how
you
counsel,
families
and
young
people
to
keep
that
in
mind
about
how
they're
speaking
to
and
about
each
other,
which
I
think
is
also
kind
of
a
reflection
of
how
they
think
and
speak
about
themselves,
which
I
think
is
probably
a
reflection
of
how
they've
been
spoken
to
by
others,
in
particular
adults
in
their
life
and
older
and
older
folks.
What
do
we?
How
do
we
start
to
think
about
about
that
part
of
it.
C
I
think
we
talk
about
values
and
value
systems
right,
so
if
so,
let's
identify
what
your
values
are
and
then
let's
compare
what
our
stated
values
are
to
our
observed:
behavior
right
and
let's
begin
to
sort
of
bridge
the
difference.
So
let's
talk
about
it
from
a
national
level
right
all
people
are
created
equal
right
in
order
to
form
a
more
perfect
union.
Well,
all
of
our
practice
deviates
from
what
our
stated
values
are.
C
How
do
we
begin
to
have
the
conversations
or
let's
continue
to
have
conversations
that
push
us
more
towards
what
our
stated
value
is
because
the
value
is
a
is
an
internal
reflection
right,
and
so
that's
when
we
talk
about
the
sort
of
reintegrated
work,
that's
what
we're
talking
about
as
well
is
aligning
our
thoughts
and
our
practices
with
what
we
believe
or
what
we
say.
We
believe,
and
then
we
ask
the
question:
is
our
belief
true
or
is
the
practice
errant
mistake.
C
A
Thank
you
so
much
dr
james
thoughts
around
around
healing
and
and
I
and
to
be
honest,
what
success
looks
like
you
work.
So
much
with
systems
in
schools
which
I
realize
is
is
micro.
You
know
you're
dealing
with
individual
principles
and
administrators,
but
how
do
you
think
about
this,
this
notion
of
healing
and
success
in
the
work
that
you
do.
D
D
I
think
you
know
there's
that
individual
inner
work,
but
then
there's,
I
think
you
know
you
can't
underestimate
the
support
network
and
we
all
are
we
humans
and
built
relationally
and
need
strong
relationships
and
in
the
parenting
work
one
of
the
byproducts.
Even
when
we're
only
doing
research,
even
in
just
doing
a
focus
group,
you
get
these
parents
together
to
talk
about
their
experiences,
there's
healing
in
just
that
90
minute
meeting
and
they're
talking
about
we
need
to
get
back
together.
We.
A
C
D
Group,
it
was
really
just
a
focus
group
just
based
on
that
experience.
They
started
a
support
group
to
to
to
manage
what
they
were
experiencing
and
that's
powerful.
So
there's
healing
in
these
these
edifying
relationships,
I
mean
he's,
got
to
be
positive
and
edifying
relationships
that
that
we
all
need,
and
then
I
think
we
help
people
realize
actually
what
there
are
things
that
are
out
of
your
control.
D
But
there
are
things
also,
sometimes
you
don't
realize
you
can
change
like
you
can
change
some
of
the
negative
things
around
you
for
positive.
You
can
certainly
do
that
for
your
children
right,
and
so
we
help
parents
feel
more
capable
and
confident
and
ensuring
that
their
kids
are
having
positive
experiences
in
the
school
context,
also
in
the
neighborhood
context
and
sort
of
breaking
some
of
that
intergenerational
piece.
That
is
there.
D
It
was
actually
heavy
for
me
to
hear
what's
going
on
with
this
child.
Now.
Imagine
that
there
this
this
light
is
going
on.
It's
heavy
to
hear
about
it.
This
child
is
living
it.
So
so
this
connection
is
being
made,
and
now
when
this
child
gets
out
of
their
desk
without
asking
there's
a
different
understanding
of
what's
happening
there,
and
you
know
we
put
also
resources
in
how
to
manage
situations,
and
then
teachers
are
also
being
more
just
because
they're
not
acting
off
of
whatever
intuition
they
might
have
or
assumptions.
D
They
might
have
probably
a
better
term,
and
so
I
think
we
we
we're
a
relationally
framed
program.
We
like
to
see
improved
school
climate
perceptions
and
we
think
those
things
are
conduits
to
the
kind
of
outcomes
that
are
life-changing
around
achievement,
avoiding
harsh
discipline,
avoiding
juvenile
justice
contact
for
young
people.
A
Thank
you
so
much
all
right,
my
friends,
it's
been
an
hour.
Obviously
there's
so
much
more
here
that
we
could
talk
about,
but
to
be
respectful
of
all
of
your
times.
I'd
like
to
just
open
it
up,
one
last
round
of
just
encouragements
whatever's
on
your
heart
and
behind
for
those
that
might
be
watching.
For
you
know,
just
whatever.
Whatever
comes
to
mind
will
be
great,
dr
catherine.
B
A
C
Whatever
better
looks
like
for
you
be
better
today
than
you
were
yesterday
end
the
day
better
than
you
started,
I
I
can
tell
you
just
from
the
time
that
we've
been
together
this
afternoon,
I'm
encouraged
by
what
I've
heard
from
the
folks
on
this
panel
I
mean
none
of
us
have
all
the
answers,
but
none
of
us
are
in
this
alone,
so
you
know
better
also
means
connect,
connect
yourself
to
somebody.
That's
just
doing
better
right.
C
A
D
I'll
just
say,
you
know
be
courageous,
you
know,
I
think,
sometimes
taking
the
steps
to
try
to
be
well
yourself
or
scary.
From
any
perspective,
you
don't
know
if
things
are
going
to
help.
You
know,
I
don't
think
it's
going
to
work.
You
don't
know
how
you're
going
to
be
received
by
people
if
you're
seeking
supportive
networks
but
take
those
steps
to
do
it
and
being
proactive
in
it
is
going
to
be.
D
D
A
Be
well
be
better,
be
courageous,
I
mean
that's
good
advice
for
any
of
for
anyone,
certainly,
but
I
hope
that
strikes
a
note
with
those
that
are
watching
the
way
that
it
does
with
me
all
right,
we're
gonna
wrap
up
here.
I
want
to
begin
the
wrap-up
by
thanking
each
of
you
for
your
time
today
and
for
the
work
that
you
do.
It's
been
a
distinct
honor
and
pleasure
working
with
you
on
this
and
looking
forward
to
the
future,
and
I
want
to
thank
everyone
for
their
time.
A
That
is
that
is
watching.
Please
engage
with
the
leaders
that
you
see
on
the
broadcast.
You
can
find
them
at
their
organization's
websites,
the
ones
that
they
mention
we'll
have
things
in
show,
notes
and
stuff
like
that
to
make
that
easier
for
folks,
but
I
hope
that
it's
clear
that
there's
a
lot
of
good
work
happening
and
that
there
are
people
taking
these
issues
not
just
seriously
but
taking
them
to
new
to
new
levels.
You
know
holistically
and
pushing
us
forward.