00:00:00:00 - 00:00:25:16 Unknown So now I want to give as much time as we can to today's meeting. I watch went back in, I think, January when we launched at Governors State University. I don't know, I think most of you were there. But we had a wonderful launch of the Healing-Centered Illinois Task Force. We did an event, and then we had our first meeting, and I walked into the meeting and right on the very first PowerPoint, I look up like, you know, because I'm yes, I'm Lieutenant Governor and the Chair, 00:00:25:21 - 00:00:46:07 Unknown but I still was like, I have so much to learn about this. And I look up and there's this powerful quote that was kind of set right there to center our work, and it was attributed to none other than Dr. Shawn Ginwright. And I read that quote and I said probably out loud, I know him, he's my friend. 00:00:46:09 - 00:01:08:01 Unknown And, I think it was at that moment that I said that we're going to get him in this meeting. And some of you may remember that, and month kept going and month. And then I finally reached out and he said, I'm going to be in Chicago. And I said, well, do you think we could figure this out and make this happen? 00:01:08:03 - 00:01:32:20 Unknown And today he is here and I just want to thank you for committing to be here in person. We talked about whether it would have to be virtually, but the fact that you are here in person means so much to everyone here. And we have been eagerly, awaiting this this meeting. Dr. Ginwright is a professor, activist and researcher. 00:01:32:20 - 00:01:55:05 Unknown He actually coined the term healing-centered engagement and will be sharing his own insights and discussing the work that we are doing to transform Illinois and create a working model for others. So I know that we can turn the camera right. Ariana, if you want to use the lectern. 00:01:55:07 - 00:02:22:02 Unknown And we have people who are in Springfield. We have others who are participating virtually. And I turn the floor over to you. Thank you so much for being here. I also just want to say that Dr. Ginwright is the Jerome T. Murphy Professor of the Practice at Harvard Graduate School of Education, and he is joined by his Flourish Agenda's Chief Operating Officer, Evert Zelaya. 00:02:22:04 - 00:02:56:17 Unknown So thank you for being here as well. After their presentation, of course, we will have time for questions and and responses and discussion. Dr. Ginwright, thank you for being here. Well, thank you Lt. Governor Stratton, and thank you for the invitation. And thank you to the Healing-Centered Illinois Task Force for inviting me. The road that you are, you have paved is setting, the standard, the model for the country about how we create structures and systems of wellbeing for, the communities we care about. 00:02:56:17 - 00:02:58:24 Unknown So thank you for the invitation. 00:02:59:23 - 00:03:13:01 Unknown At one moment, we understand that the sound has gone out for virtual attendees. So we're trying to repair that. 00:03:13:03 - 00:03:36:22 Unknown Can everyone hear us now? On in Springfield and virtually. Yes. Yes, we can hear in Springfield. Okay. Thank you very much I apologize. All right. Thank you. So you’ve heard me, sort of, if you’ve heard me speak before you know I like starting with a story. So we’ll start with a short story. I will also be skipping some slides, so that we can have sufficient time for discussion. 00:03:36:22 - 00:04:01:16 Unknown So I'm not going to go through the slides, so I'll say a word of warning before it. So hopefully, that won't be too much of a distraction. About eight years ago, I was, working with a group of, African-American young men in Oakland, California, who had experienced significant trauma in their lives. And this, trauma-informed circle is about 15 young men. 00:04:01:18 - 00:04:24:06 Unknown And my goal in working with these young men was to get them to understand that their past experience of trauma is impacting their decisions and their current behavior. So every Thursday night, we would go to meet at the community college, and you can sit in these blue plastic chairs. And I would buy pizza, they would eat pizza, and I would essentially have them recount some of the worst things that ever happened. 00:04:24:12 - 00:04:54:08 Unknown Some of these young men were unhoused. Some of them had experienced sexual abuse, violence every way. Every Thursday night we would come and they would have these stories and we would talk about their current behavior. One young man one night said, Dr. G. Marcus said, I, you know, I like coming here every Thursday. And I don't like talking about this trauma that I experienced. 00:04:54:10 - 00:05:15:24 Unknown You go to the next life. He said, something I'll never forget said that, I'm more than the worst thing that ever happened to me. I'm more than my trauma. And when he said that, the other young men began to chime in about their dreams and their hopes, the things that they wanted to accomplish in life, and they took over that, sort of feeling. 00:05:15:24 - 00:05:38:12 Unknown So each one shared story about they wanted to start a business. Some of them wanted to start their own music, opened a music store, and one young man, when it got to him, his name was John. John was actually high in the circle at the time. And when it got to John, John said, I don't really want to open a business, Dr. G. 00:05:38:13 - 00:05:52:19 Unknown I don't really want to start a store or anything. I just actually want to be a firefighter. He was substance abusing when he said that. So all the young men in the circle said, come on John. [laughter] 00:05:52:21 - 00:06:13:22 Unknown Pipe dream. And I said, no, everybody deserves to just relish in their hopes and dreams. That group, we met for about a year. And after a year, I'd given those young men my number so that they could stay in contact with me from time at the time. And so when I travel, I used to get a text saying, hey Dr. G, how you doing? 00:06:13:24 - 00:06:32:18 Unknown So last year now this is two years ago, I got a text from John, the young man that didn’t want to open a business, who wanted to be a firefighter who was high. Yeah, I got a text from John and said something like, hey Dr. G, how you doing? I said, John! it's great to hear from you, man. How are you? 00:06:32:20 - 00:06:50:04 Unknown And, you know, when you wait for the text to come back. I'm waiting, I’m in the taxi, you know, I’m waiting and waiting. And John didn't send a message back. He sent this image. You can, 00:06:50:06 - 00:07:32:12 Unknown yeah. That's John, who is now a firefighter in Oakland with a beautiful family. And the story behind John becoming a firefighter is really the core of what creating healing-centered systems, really focusing on the assets that young people bring, not their brokenness. But also building systems of support so that young people could actually pursue their dreams. After the healing circle, John enrolled in a paramedic program that gave him the training that he needed, and from there he enrolled into the firefighter training program and ultimately became a firefighter. 00:07:32:14 - 00:07:58:08 Unknown So when you talk about sort of, creating these systems, there are often times a number of challenges. If you could go to the slide that says these challenges. There are challenges to building systems of support, like the one that John experienced. And the first challenge is that we know that there's a crisis, in youth mental health. Mental and behavioral health. 00:07:58:08 - 00:08:36:19 Unknown The CDC found nearly 30% of teens in America experience some form of poor health. We know that nearly half of the teens in many ways feel hopeless. The CDC found that nearly 50 to 75% of young people in the juvenile justice system have some form of health diagnosis. But we also know that those numbers are more acute for Black and brown young people. That oftentimes young people are not able to accept, have access to the middle and behavioral supports that they need. 00:08:36:21 - 00:09:01:14 Unknown Second challenge. The second challenge is that that despite the fact that go to certain challenges, the second challenge is that even though we know the magnitude of behavioral mental health exists, we've missed diagnosed the scale, the scope of trauma exposure. And that's largely because we are using a medical model, a way of thinking about the area of mental health. 00:09:01:15 - 00:09:36:12 Unknown You can go to the next slide. So if you think about behavioral mental health, oftentimes the little model that we use is looking at symptoms, depression, anxiety, and the medical model says that our job is to treat, respond to the symptoms. But as we go upstream, we also recognize that those symptoms, an exposure to trauma, is a result of deep form of social inequality. Racial bias, racism, structural racism, housing inequality, institutional racism, 00:09:36:12 - 00:10:10:05 Unknown all of these conditions in our communities create disproportionate amounts of trauma and trauma exposure. You can go to the next slide. Researchers have, we're all familiar with the term post-traumatic stress disorder, PTSD. And in my work we recognize that, while PTSD is an important diagnosis for folks who’ve experienced trauma, we need a different term because trauma is not just existing in sort of a individual. 00:10:10:12 - 00:10:43:24 Unknown exposed trauma. That in many ways, neighborhoods and entire communities are trauma exposed. And so the term persistent traumatic stress environment more accurately describes the kinds of trauma exposure that young people experience. And this way we're also, when we talk about trauma exposure, post-traumatic stress disorder tends to diagnose the individual as something's wrong with the person as opposed to something is, something needs to change in the environment. 00:10:44:01 - 00:11:17:05 Unknown Researcher James Garbarino calls it, you can go to the next slide, calls it that when we are exposed or constantly in persistent traumatic stress environments, he calls it social toxicity. That when we are exposed to constant amounts of stress, that that social toxicity is like physical toxicity. If you think of physical toxins, like asbestos and lead paint, just imagine asbestos and lead paint in your office, in your home, you're breathing asbestos and lead paint. You breathe it in, 00:11:17:07 - 00:11:45:21 Unknown it will eventually make you sick. And then if you don't get healed from your exposure to that physical toxin, it can actually become lethal. So James got a little sense that just like there are physical toxins in an environment, like asbestos and lead paint, there are social equivalents to those physical toxins: fear, uncertainty, anxiety, shame. All of these things exist in the environment that oftentimes go deeply undiagnosed. 00:11:45:23 - 00:12:07:21 Unknown So the question becomes, how is it that we sort of understand the toxins, the social toxins that are in your environment, and create the systems of support to actually respond to it? This is a model, we can go to the next slide, that allows us to kind of understand the relationship between these, toxicity and social toxicity in the environment. 00:12:07:23 - 00:12:28:06 Unknown We go to the next slide. Hopefully this, see if it works. Yes, it works all right. Yeah. Okay. All right. So, we'd like to call, we’ll call her Mia, this is Mia. I hope you folks can see, see this. So Mia is a social worker, or a teacher, or a young person that wants that sort of wellbeing with the youth. But Mia, you can go to the next slide. 00:12:28:06 - 00:12:53:00 Unknown But Mia also works in a socially toxic environment. And social toxins are created by things like racism, homophobia, sexism, all of the kinds of business that are in society. But exposure to emotional and social toxicity, it's like rain, rain, clouds. But unlike regular rain clouds, this form of social toxicity gets inside of me and they stay there. 00:12:53:02 - 00:13:13:14 Unknown And when they're and when they stay inside me, they have an impact, you can go to the next slide. They have an impact on me at three levels. One, they have an impact at the individual level about stress, anxiety and uncertainty, but they also have an impact on the relationships and also the relationships that are, that we can have in the workplace. 00:13:13:16 - 00:13:52:12 Unknown But they're also in the institution itself. The school, the probation department, and then the institution itself reproduces that same form of the social biases. So when we talk about human-centered processes, human-centered engagement needs to address and provide support at each of these three levels: the individual level, the personal level, and the institutional level. The third challenge is that we know that, if you go to the next slide, is that there's a challenge and there's a lack of adequate mental health delivery. And that is, we can't expect that 00:13:52:12 - 00:14:15:10 Unknown the scope of mental health, the crisis of mental health, that we can hire enough therapists to actually solve this problem. We're not going to therapy our way out. That means we have to realize the systems of delivery. I say we have to democratize access. We need to make mental health available, just as common, I see, just as common as physical education in a school, 00:14:15:16 - 00:14:41:00 Unknown there needs to be mental health education. So that it is not pathologized, but seen as normal and part of the process of being well in a school or community environment. So what is then? You could go to the, yeah, go next slide. The next slide. So, and so these are the three challenges that we're facing, right? One, there's a crisis in 00:14:41:02 - 00:15:10:05 Unknown youth mental health. Two, that we misdiagnosed the scale and scope. And three, that there's a lack of adequate mental health delivery. So how do we respond to that? You go to the next slide., it is through healing-centered engagement in healing-centered systems. And when we talk about healing, if you go to the next slide, healing-centered engagement is a process that allows us to build systems and address wellbeing at the individual, the interpersonal and the institutional level 00:15:10:10 - 00:15:36:17 Unknown side of a case So healing-centered engagement is, allows us to create a more holistic form of engagement that aligns institutional values and processes to create wellbeing for young people. If you go to the next slide and then the next slide, thank you. All right. So in my work, we've identified five principles of healing-centered engagement. We call them the CARMA principles. 00:15:36:19 - 00:15:59:12 Unknown These principles have come from my own work with young people over the last 20 years. But they also come from empirical evidence that these are the features of public engagement that actually allow for young people to become light. Culture, agency, relationships, meaning and aspiration. I'm not going to go into detail of each of these in each of these, of these principles, 00:15:59:14 - 00:16:33:11 Unknown but when we think about healing-centered engagement, it is an intervention that utilizes all of these things simultaneously at the individual level, a personal level, but also at institutional level, you go to the next slide. So if this is healing-centered engagement, we’re engaging as an intervention, what might then be a healing-centered system? Now, I can think of a healing-centered system is a system, a system is nothing more than a set of relationships. 00:16:33:15 - 00:17:18:14 Unknown I'll say that a system is nothing more than a set of relationships. And so the system is about transforming the relationships of people in that institution to produce structural wellbeing. It's, the Burns Institute out in California, defines structural wellbeing as policies and practices and institutional norms and culture, all aimed at and aligned to create wellbeing. And I understand that there's already movement and defining domains of wellbeing across the state of Illinois, which is which is, pretty exciting, but aligning the systems in a way that creates structural wellbeing and a system or a set of systems. 00:17:18:16 - 00:17:59:08 Unknown So here are some components of what might be a healing-centered system. And then, I'd like to have some just open it up for some conversation and, you go to the next slide. So if we think about what if, you know, what are the components? How do we think about what a healing-centered system looks like? You go to the next slide. A healing-centered system really focuses on the policies, the practices, and the norms in this that are all focused on creating structural wellbeing, that there is consistent policies in place to support young people and communities with achieving domains of wellbeing. 00:17:59:08 - 00:18:29:18 Unknown It means that we're not necessarily focused on fixing problems as much as we are focused on creating the opportunities for wealthy. So you, you see before you just an example. If we thought about CARMA; culture, agency, relationships, meaning, aspirations, at a systems level, then we could look at the kinds of, of practices that need to be in place in a system to promote wellbeing across the CARMA domains. 00:18:29:20 - 00:18:57:10 Unknown I’m going to end with a quick example that we can have a conversation about this as a, as an example of a healing-centered system. This is an effort in California called CalAIM. And the challenge that this system was trying to address is, how can we expand access to Medicare reimbursement to widen the availability of health and wellbeing for all 00:18:57:10 - 00:19:41:18 Unknown Californians? We know that many young people of color in California were not receiving it. Despite the fact that they have mental health, they weren’t accessing, they weren’t accessing mental health supports because the system of Medicare is strictly, you know, they have to be diagnosed. You have to be labeled, all the time, the constraints. And so a collection of community based organizations and policy makers got together to reimagine how to actually create a system that opened up the availability of mental and behavioral health in California so that it doesn't require only therapists and social workers to provide medical support. 00:19:41:20 - 00:20:11:09 Unknown There are five essential ingredients, to this particular system’s change and I want to quickly go over it. The first is that they remove the diagnosis in order, before you needed to have a diagnosis in order to be reimbursed. So they removed the diagnosis. In other words, the next slide is, they used the principle of culture, which is they focused on, that’s okay go back, [laughs] go back to the other slide, the other slide. 00:20:11:11 - 00:20:38:22 Unknown Yeah, there you go. Yeah. So they removed that diagnosis that was required to actually get reimbursed for Medicaid. The second thing that they did is that they, they reimagined the workforce. And so the only people that were able to bill for Medi-Cal were therapists and social workers. And sometimes, and now they completely created entirely new employment categories to broaden the workforce. 00:20:39:00 - 00:21:09:24 Unknown So now there’s peer-to-peer, peer-to-peer mental health services, barbers can actually be trained in mental health support, school personnel can be trained in mental health support, all using these healing-centered principles. The third thing that they did was they treat parents and young people together. In other words, thinking about the relationships that exist and not sort of, thinking about, treatment and treatment as an individual sort of response. 00:21:10:01 - 00:21:34:05 Unknown And so these are some of the examples of what could be possible using a healing-centered framework system. And in this example, creating an entirely new workforce that could be reimbursed, but I call it sort of democratizing access to behavioral or mental health, using these healing-centered principles, allowing for young people to have access to behavioral or mental health that wasn't possible before. 00:21:34:07 - 00:22:05:01 Unknown If you could go to the last slide, which is just some, some policy recommendations, and I'm going to skip the discussion about research, though I like talking about the research, just a few policy recommendations. You know, the first policy consideration is sort of thinking about training and certification. Like how by thinking about, requiring healing-centered engagement training for all our professionals in the health, education, social service, and even the law enforcement, workforce. 00:22:05:03 - 00:22:44:18 Unknown The second is sort of allocating resources to community-based organizations to create their own healing-centered practices and processes in neighborhoods and communities. I actually kind of understand that some of that is already happening in Chicago Public Schools, around social-emotional learning and healing-centered strategies. Policy integration. How are we thinking about healing-centered principles into state policy across sectors, including criminal justice, health care, child welfare, and housing. Looking at the assets of communities, building policies for the assets in communities, rather than only thinking about policies that are fixing and addressing some of the problems. 00:22:44:20 - 00:23:11:18 Unknown And then lastly, cross-sector collaboration. And this is looking at, working with government agencies, community-based organizations to collaborate, to create strategies that are from the ground up, that are community driven, that actually meet the needs of young people and, adults in those communities. So I want to stop there. And I want to have an opportunity to just have open discussion and conversation about questions right now. 00:23:11:20 - 00:23:19:11 Unknown Thank you. [applause] Thank you. 00:23:19:13 - 00:23:42:13 Unknown [Lt. Governor Stratton] Well, I think I'll start with whew. Yeah. Like, really like, just a pause for a moment because, we've been doing this work and gathering, and there's so much that we have been doing on the path towards what you're talking about, but also you have expanded, at least I'll speak for myself, some key things to be thinking about. 00:23:42:13 - 00:24:16:10 Unknown There's one, and I'll open it up for questions. I promise I won't go too long, but I have one thing that I noticed that just kind of struck me. And that was when you talked about what is a healing-centered system, a system being a set of relationships. And all I could think about is just like in any relationship, when people say, well, I brought my baggage to the relationship and people are entering systems with the baggage where the baggage is like, yeah, it's there already. 00:24:16:12 - 00:24:46:16 Unknown It's not even like it. It's it's part of the relationship from the get go. And that brings not only the trauma that the system has already caused and been a part of facilitating, but something that has struck me in this work. And I don't know if I've ever talked to you all about it. I thought a lot personally about the role that shame has played in our systems. 00:24:46:18 - 00:25:18:19 Unknown When you talk about system, like there's so much that is done just for the point of making someone feel ashamed, and that is actually ingrained in how the system operates. We operate in a way that you would feel shame, and part of that shame from the system standpoint will cause change. It doesn't. And so, so I guess I just wanted to put that out there that I think it'll come out as we have the discussion. 00:25:19:00 - 00:25:51:08 Unknown But the idea of a relationship, it seems like and I think we've grappled with this, that there needs to be healing on the system side for the system to be able to now enter into relationship with anybody. But how do you heal a system that's rooted in trauma and shame? [Dr. Ginwright] That's a huge question. And I just wanted a quick response that, the question really centers on, sort of how do you create human, humane systems. [Stratton] Right. 00:25:51:10 - 00:26:19:06 Unknown [Dr. Ginwright] Yeah. Right. Right. And yes, people show up in the system with trauma and trauma exposure, but the system itself also traumatizes, and that there's an expectation in our systems that you go back and you get a check, it's transactional. You get a check, you do your job. But we know that that's actually grossly insufficient, because that transaction actually creates shame and creates harm to, it creates harm to the people who are accessing the system. 00:26:19:13 - 00:26:48:05 Unknown Yeah. So the question is like, how do you actually create, work with people in those systems so that they have the tools to uncover their own trauma? Yeah. How do you create the conditions in a system and an organization where people could actually have open, humane conversations about their own lives, about their own, about their own sort of healing process so that the system itself could actually be transformed. 00:26:48:07 - 00:27:11:21 Unknown The system is not just about changing policies and practices. Yeah, right. It's really about changing who's in the system. Right. The transformation of folks tendencies. Yeah. And and yes it's, you know, but the training that I do, folks say, “Well, that's good, Dr. Ginwright. Can you come and do that to our system in an hour?” [laughter] Or, just come and do it like in, 00:27:11:23 - 00:27:34:15 Unknown last one was, one hour and a quarter, right come and do it, and I don't know why I said, yeah, but I [laughter] it didn’t work, right? Just didn't work. Not in the way that I thought. But it takes time and investment to actually create the conditions for people to restore themselves so that they can actually be full humans inside of these systems. 00:27:34:17 - 00:28:02:12 Unknown [Stratton] Yeah. The people. And that's very helpful. I will open it up. Yes, go ahead. [Dr. Lisa Masinter] Hi, thank you so much. This was a wonderful talk, and I'm so glad, I’m always glad to be at this table, but especially today. I work for the Illinois Department of Public Health, and in my work, I oversee and support programming for maternal child health, a lot of what Dr. Perkins spoke about last week, as well as through adulthood, and disparities. 00:28:02:14 - 00:28:44:06 Unknown So I spend eons of time thinking about health disparities and outcomes. Youth mental health, pregnancy outcomes, health outcomes, cancer outcomes specific to the populations we serve. And we think about all the different strategies and the many Task Force Meetings that I sit at. And people do talk about trauma-informed and having more training to healthcare providers, because I know that it's the healthcare system as a whole, not just the lack of access, but the shame that people encounter when you come to their providers across the scope of their lifetime. 00:28:44:08 - 00:29:10:22 Unknown So I'm curious, I know you mentioned that there are healings-centered engaged systems to get at healthcare providers, and I would love to learn more about what that might look like to bring to different tables where I sit. Because I often think that if people look for quick fixes in terms of let's do this training, let's you, like you said, an hour, a quarter, you know, and not really get into the heart of what's going on. 00:29:10:24 - 00:29:40:22 Unknown And I think this is the pathway we need to think and explore. So my question is, do you have trainings done or being recommended for health care providers across the spectrum, not just mental health providers? And also thinking about, I'd love to hear more about, as you mentioned you love data, I do too. The second part of my question, how the implementation in California went and any data that have come back to showing that? [Dr. Ginwright] Oh, that's a good question. 00:29:40:24 - 00:30:17:05 Unknown So, so health disparities. So there's one slide I asked, but I think focus on it. But one of the key distinctions between trauma-informed approaches and other approach is that in the trauma-informed approach is what the provider does for the person, the client. And I'm going to sort of support you so that we could I can help you address your trauma that you’re bringing to the session or the, the, the, the context. Then human-centered approach starts with the healing of the provider, the strengths of the provider. 00:30:17:08 - 00:31:05:05 Unknown Right. And I think it also the research, the practice. But we recognize and understand that. How can I create wellbeing for you if I'm sick or lost? So how can I create well-being for this community if I'm stressed right. I wish I had more time, I would go [laughter] but yeah, so I see where this is of, a group of providers that were working with young men, that are trying to get them to actually reconcile the fact that their fathers were present in their lives and working with these therapies that, we have and I ask a question, what is the relationship y’all have with your fathers? And like three of 00:31:05:06 - 00:31:25:14 Unknown them hadn’t talked to their father in years, right? So it was just sort of, so you get the point, right, I want to be really clear. It's like so that the our certification, we have a certification of healing-centered engagement. That is, we'll talk a little bit more about the details of it, but it's like a 20 to 30 hour, certification. 00:31:25:20 - 00:31:54:01 Unknown And part of that certification is an exploration of your humanity It's an exploration of the things you're bringing to work. It's an exploration of your own healing journey. And so in that process, it's an opportunity to dialog the space to have, different kind of conversations with your peers, different conversations with other providers, not just about your work, but about the things that are that, that shape your body. 00:31:54:03 - 00:32:22:05 Unknown Second question is the the CalAIM, it's just, it's not even a year old. And so there is not, we don't have a body. But I do want to say that there is a study that just came out. A group of researchers at Harvard University, Public Health, School of Public Health, said they created this sort of, study that tries to understand not health disparities, but sort of domains of wellbeing. 00:32:22:07 - 00:32:44:18 Unknown And for the first time, we have empirical evidence public health wellbeing can be a function of things like belonging, public health, health, things like I said, that they would be able to track the sense of belonging, a sense of identity, a sense of purpose. They call it spirituality as a as a vehicle to create public health outcomes. 00:32:44:20 - 00:33:09:14 Unknown Amazing study and, all this stuff, I’ll make sure you guys get. So thank you. Okay. [audience] Some of the organizations I was working with are the Massachusetts Department of Public Health, the children's Hospital of Philadelphia along with. Yeah, yeah. I'm, I'm [Lt. Governor Stratton] I'm sorry. I want to make sure that I acknowledge, 00:33:09:14 - 00:33:16:23 Unknown and I want to go to Springfield and see if there's any question. 00:33:17:00 - 00:33:39:03 Unknown And seeing none, I want to go to the virtual participants to see if there is a question. Did somebody indicate? Okay. All right. So just so that we, I can acknowledge we’ll just so, you want to go ahead? [Audience member] So just building off what Dr. Masinter said, I’m seeing this as. up with doctor the centers that I'm seeing this as a intervention in a stress, strength-based intervention. 00:33:39:05 - 00:34:00:03 Unknown But you also showed the picture of the young man with his family. And so I'm wondering with that beautiful wife, and when she was pregnant with those three beautiful children, if anyone looked at how that environment that maybe those children were being, there were in, and because we already know that when the mother experiences stress that that affects the baby in utero. 00:34:00:07 - 00:34:19:12 Unknown So we already have this gentleman that we know we had, you know, had a history of trauma. To what extent will the the mom receive any services as far as cultivating this baby in utero and maybe dealing with the stress of dealing with a gentleman who had his own comment? [Dr. Ginwright] Yeah, that's a that's a great question. I don't know right now. 00:34:19:14 - 00:34:46:06 Unknown I'm not sure about the systems of support that are actually supporting that family. Aside from, you know, the story, he sure. I suspect that, that he is still part of a sort of a network of of, of young, of the firefighters that he works with. They provide some support, but I'm not sure about the systems support that are actually supporting the mother. 00:34:46:08 - 00:35:17:11 Unknown Yeah. Children. [Lt. Governor Stratton] And and what I love about that question is it goes back to the concept of the relationships. Right. So I'm now in relationship with you and you have your trauma. But is anybody looking at how now I'm entering a relationship and how that plays out. And in the children and how their relationship. So I love that that framing of relationships, even down to the individual, not just with systems, as a key way to look at this. 00:35:17:11 - 00:35:52:00 Unknown Okay, I'm coming back to make sure Springfield, any question or comment? We want you to participate in the dialog too. Anybody online have a question virtually? All right. You haven't heard this. Oh go ahead I'm sorry. Go ahead. [Buckman] Yes, this is Matt Buckman. I'll go ahead and ask a question. And thank you for giving us the space. When you were referencing kind of some of the things that are happening in California with some of the Medicaid reform and, and, allowing peers to provide services to others. 00:35:52:02 - 00:36:14:10 Unknown I feel like we've done very well in our state to be able to, allow for a lot of that with HFS and DMH and other agencies involved. My question would be, are there any recommendations you have around how to train or support those individuals so that their services are, quality services that are benefiting families? 00:36:14:15 - 00:36:44:17 Unknown Because I think that new set of workforce and expanding this concept of you don't have to be a therapist to be therapeutic is powerful. But but I want to make sure and give tools to people. [Dr. Ginwright] Yeah. I mean, I think the first thing, and again, this is about a year old or so in California, the first thing is if we're if we're opening up sort of the workforce, we also have to provide supports to that workforce, but they're also providing health care. 00:36:44:19 - 00:37:05:08 Unknown So that's like, you know, like point one. It's like it's not just your job that you're doing, but that you have to actually be a process of your own wellbeing. Because if you're on the front lines, if we know that, like violence intervention workers, that they're on the front lines, that sometimes their health and wellbeing comes at us, you know, comes up as a second thought. 00:37:05:08 - 00:37:35:15 Unknown So I would say first, be, to focus on an ongoing process of their wellbeing. And that's a little bit different than the sort of trade. The second is that the training should focus on the assets that we want to produce, as opposed to the disparities we want to eliminate. So, for example, perhaps, mental health workers are trained to have conversations about goals, about joy. 00:37:35:17 - 00:38:00:13 Unknown What brings you happiness? What is peace of mind. Right. What is your you know, what is, what do you like about yourself? Right? That these are ways that you can have micro doses of wealth, wellbeing, micro doses of, of, conversations that over time contribute to overall well-being. That's different than addressing sort of particular mental health experience. 00:38:00:15 - 00:38:25:06 Unknown And third, I would say that the systems themselves, that's, you know, we tend to think about these interventions with one individual that we have to, I think it's important to think about the collective response so that there are communities that are actually working together in concert. So if there are a group of barbers that are doing this, are they meeting or they’re a group of young people, 00:38:25:08 - 00:38:56:02 Unknown how are we actually thinking about delivering it in a collective way, as opposed to sort of individual policies? [Buckman] Thank you very much. Thank you to them. [LG] All right. All right, let's start here. Here. Well, I'm going to check in with the others, but in the room. Let's start with you, Dr. Saxon. [Dr. Saxon] In a large state initiative like we are doing, we have many things that we want to touch and many things that we want to measure. 00:38:56:04 - 00:39:21:21 Unknown Is there anything that you would recommend that we measure as a state to know that we are implementing healing-centered practice well? [Dr. G] Well I mean, I think that that, what I heard, you you mentioned earlier, Dr. Saxon, that that you're in the process, in my understanding, of identifying domains of wellbeing. Right. And I think so. So that. Yes, 00:39:21:21 - 00:39:46:08 Unknown right? And that's important, that's so important because the domains of, and so what those domains are, are what the community says it is, right? So there and there's certainly research to talk about various domains of wellbeing, but just identifying those domains, whatever they are, I think that that's significant and important as opposed to being a sort of treat that is, only treating the disparities. 00:39:46:08 - 00:40:18:02 Unknown Right. Research shows that, there are that, for example, optimism, future goal orientation, be it the ability to see a possible future is a significant, important kind of domain of wellbeing. We know from research that collectivity, like I feel I belong to something more, but I'm not isolated. Right. We know that that contributes to a sense of wellbeing, that I'm part of something that’s more important. 00:40:18:04 - 00:40:56:12 Unknown We also know from research that identity matters, that oftentimes our institutions harm our identities. Racial, ethnic, gender, sexual identities. And so, domains of identity are important, and certainly relationships. So I'm just sort of, you know, sort of throwing out some of the more common domains of wellbeing that we know with empirical research has an impact. But I think it's important for the community themselves to sort of be in the process of identifying what, what are those domains of wellbeing that's important to this community, to this state. 00:40:56:14 - 00:41:28:20 Unknown Yeah. Thank you. And I've been really curious, and I'd love to see what those domains are. [LG] I just have to say that that struck me. So when you said it's whatever the community says, yes. The domains of wellbeing are and, I just love that, that letting the community lead in that space. And a reminder, as Dr. Mann and I would have our little post conversation in the meeting, after the meeting, sometimes, the reminder that this is not going to look like what we've always done. 00:41:28:22 - 00:41:54:08 Unknown I just have to put that back out there. There are things that we have learned our entire lives about what something should look like, including wellness. And this healing-centered work, is because even those same systems that have taught us that have caused us harm have made us think that the way that I see wellness is not sufficient. 00:41:54:10 - 00:42:17:19 Unknown And when we say what the community says, this is the domain of wellness that we should be focused on. It may go against everything you learned in a book, with your degree, with the work that you've done for 20 years, for the state of Illinois, whatever else, it may look totally different, and that is okay. Okay. Sorry. All right. 00:42:17:21 - 00:42:44:13 Unknown Anybody in Springfield? I know we have a couple of people here. Anyone online that has indicated. No, okay, we're going to finish it out because we only have ten more minutes. I do want to say during public comment we added a little extra time. Normally we just get the brief. It still has to be brief. I'm not goin, only like, listen, you know. But I did want to make sure if you all have questions because we never have this opportunity, we won't have this opportunity in this meeting. 00:42:44:15 - 00:43:09:05 Unknown If you have questions as a member of the public, when we get to public comment, you can ask a question. Your brief question, okay. All right. One, two. And then if we have time for three to close us out okay. [Audience] Hi, thank you so much. I recently chaired a task force in my role at the State Board of Education, 00:43:09:07 - 00:43:51:23 Unknown looking a little bit at training about trauma and restorative practices for, educators in preparation. So before licensure, before they become a grade school teacher or high school teacher. And I'm just curious, I don't want to ask a very long question. I want other people to have time. But if you have any, if you could speak to any other work you're aware of or anything from your organization's perspective on that kind of like workforce training prep, the prep phase? Not not when they're already a law enforcement officer, but like looking at when they have chosen that in their in their bachelor's program or they're in another program, or I'm thinking about what you're describing 00:43:51:23 - 00:44:17:23 Unknown about people at the barber shop and kind of some I'm, I'm not remembering the name of, like, I'm thinking about cosmetology school right now, like, thinking about a law we had in Illinois to train people in cosmetology school about domestic violence because they hear that. And so anything about that? Yes. That committee that I chaired has closed, but the recommendations kind of push the work along. 00:44:17:23 - 00:44:46:11 Unknown So I just love to hear anything. [Dr. G] Yeah. I mean I think having some, consistent and common onboarding. So our certification is used as both training at onboarding. So at some systems it's sort of like, part of this is what you need to know before you actually go do the things to do in your job. Right. And so the if there's a consistency across the different, sort of sectors. 00:44:46:11 - 00:45:08:19 Unknown So it could be educational as well there if there's consistency, the thing is, is to create consistent language where people are saying the same thing. Right. And so we've done that with with understanding of this hiring. But there's a shift that is occurring. And so if everyone is on board and receiving sort of healing-centered certification, they're using the same language. 00:45:08:21 - 00:45:29:05 Unknown They're talking about relationships, they're talking about aspirations and goals they're talking about. And so I think that, that the consistency around healing-center training allows for a alignment across the systems that are at least allow people to see and begin to have the same kind of, outcomes, but also the same language that they're speaking for. 00:45:29:11 - 00:45:57:00 Unknown Okay. Yeah, yeah. Thank you. Yeah. Thanks. [audience] Hi. Oh, hi. I'm Mashana L. Smith, and I'm a psychologist at Lurie Children's Hospital. But a lot of our work that we do is really public facing, and a lot of it is to support the capacity of the adults who support students, right. So we do a lot of work with educators, with parents, etc., and a lot of it, we adopt a public health lens. 00:45:57:00 - 00:46:25:21 Unknown And you shared the research that just came out of the the School of Mental Health. And also a lot of our work is in schools that they too use the framework, as I’m sure you’re very familiar with MTSS and always thinking in terms of what needs to be done at the universal level, primary prevention, secondary prevention, tertiary. And my question I'm wondering is, do you see the introduction and implementation of healing centered engagement work as something that's aligned with the public health model that needs to be occurring in each of those three tiers? 00:46:25:23 - 00:46:51:17 Unknown Yeah, yeah. So you mentioned the public health model and MTSS, right. So so let me respond to MTSS first multi-tiered system. So in MTSS, there are domains, one domain of the MTSS framework is SEL, social-emotional learning. Right. And we know that for the first time that the strategies that are focused on this sort of social and emotional growth and development are important, right? 00:46:51:23 - 00:47:17:10 Unknown My only critique with SEL is that sometimes it it further pathologizes young people by focusing on things like risk, things like you strong enough. Right. It's not the same type of mental health, but the space is there, right? There's a space to actually focus on that in those systems. As as far as the public health model, the there's consistency there as well. 00:47:17:12 - 00:47:55:24 Unknown And then the public health model that sort of looks at the kind of structural, the structural and root causes of health disparities. I tend to sort of lean on the Burns Institute's definition of structural wellbeing. And so if we use the public health model to understand health disparities as a function of root causes, racism, sexism, homophobia, bias, then we can also flip it on its head just to sort of look at those systems, to say, how can we actually, create the kind of wellbeing outcomes we want? 00:47:56:04 - 00:48:19:10 Unknown So we're not just focused on reducing symptoms, we're actually focused on enhancing the kind of domains of wellbeing that we want. So it is that our healing-centered engagement does sort of align with the public health model, except for it's not focused on the reduction of disparities as much as it is trying to understand, what does it take to actually create future goal orientation, 00:48:19:12 - 00:48:49:09 Unknown identity development, a sense of meaning and purpose, transformative relationships? So, yeah, good answer. Yes. Thank you. Yeah. [Mamie] This session has been so overwhelming. Today I just feel like, you know, it's you do that, right? Yes. Very much. And I believe in what you say, I, I really preach this in my community. When I go to the Board of Education, I'm really into education. 00:48:49:09 - 00:49:30:22 Unknown And I just I work with the Peace Warriors and the Unified Sports children. And if only the people that are with them could hear what you were saying today, and I got that, then how many people can be here? Because it's so important that you first have to be excited about what you're doing, that you yourself and all yourself, before you can reach out to young people and draw them in, even if it's only one. You've already sent that one out to go get another one, you know? 00:49:30:24 - 00:49:37:18 Unknown And I just really, I want to applaud you. [applause] 00:49:37:20 - 00:50:03:24 Unknown It's just so important that each of us pick up that piece and say, yes, yes, yes! This is why I'm here! This is where I need to be! This is what I have to do! For my sake, for their sake, and the generations to come. Thank you so much for bringing him here today, because I believe in what he says and know it works. 00:50:04:01 - 00:50:35:01 Unknown I see it work! Yeah. It is not a little, not a lot. But even if it's one or two, I know that one or two, it's going to take somebody else's lot. And this is what it's all about. Yeah. Being whole and being healed through all the trauma. And what you said about the environment, Yeah. And I'm on that one right now about how, how children learn, what's causing them not to learn. 00:50:35:03 - 00:51:05:10 Unknown Sometimes it's the toxicity that's in the community that is preventing it. And like in the brains of the child where they can't. And so we ought to start looking more at that. Cause that's what it's all about. Thank you. Yeah, I really, really, really feel good this morning. [laughter] [LG] Well, you make us all feel good, always Ms. Cosey. And I just want to say that your words were so powerful, that part about the environment, instead of PTSD, 00:51:05:10 - 00:51:31:18 Unknown PTSE, struck me too. But so did the fact that you said one. And look at us, we're not just one. You know, we are all here together, and then we are doing this together and then it will and it it was a reminder that I needed because I think all of us felt the nerves. We kept saying when we started, this is a big state. 00:51:31:18 - 00:51:57:04 Unknown We serve 13 million people and it's in these systems that have been here. And today, both of you reminded us it's the people and it's one, and that one has a chain reaction. And so when we just do our part to be healed and whole, we then will touch someone else. So can we please give it up again for Dr. Shawn 00:51:57:04 - 00:52:00:18 Unknown Ginwright? [applause] 00:52:00:20 - 00:52:20:14 Unknown Thank you so much. Now you're not 100% off the hot seat, because I know that there may be a couple of quick questions. This is not typical. We usually have very brief public comment, but I just I can tell by some of the faces, it's like, you can call on us too, I could tell. So we will make it very quick. 00:52:20:19 - 00:52:44:18 Unknown So this should be, I'm sorry. You all know I have to kind of keep it. So if you could raise your hand and I saw one in the back. So I see one, two and then one in the front. Let's just start with those. And I would ask if you could please just ask a question. Or if you have a 1 or 2 sentence comment, that's okay. 00:52:44:22 - 00:53:13:18 Unknown But we do want to be respectful. This is public comment and you can do so at the time. And typically we don't respond to public comment, but we will allow if you would be so gracious, Dr. Ginwright. All right. So number one. [audience] Thank you [unintelligible] trauma-informed, I know there should be a needs assessment. [unintelligible] [Dr. G] So are you talking about the individual level or systems level, 00:53:13:20 - 00:53:25:17 Unknown like an assessment of the domains of wellbeing? [audience] That [unintelligible] you just answered my question. [Dr. G] Oh, okay yes. 00:53:25:19 - 00:53:52:02 Unknown [audience] Well, I just wanted thank you. [LG] Please identify yourselves too, just for the record. [audience] [unintelligible] It’s something I'm processing through, really that paradigm shift away from representing problems and thinking, not only thinking it's, aspiration, imagination. It can. 00:53:52:04 - 00:54:17:11 Unknown What I'm processing through is that, of course, we, there are not, I would say, culture of, we are living in a culture in which our imagination or capacity imagination, to imagine, can be hindered or even be limited. I just wondered, what have you found to be essential parts of making this so that we’re not [unintelligible]? [Dr. G] Whew, that's a great question. 00:54:17:13 - 00:54:40:19 Unknown [LG] Yes. And can you please, for the sake of those online who cannot hear, please, just in general restate. [Dr. G] The question was that often times that we live in a society, in an environment that is, that constrains our imagination about what's possible. Yes, institutions that we work sometimes destroy our imagination of what's possible. The question was, what do we do about that? 00:54:40:22 - 00:55:14:24 Unknown What are my, what is my comment on that? So, I mean, I got a lot more to say but I’m going to be really, very quick, but that's our work, right? Oppression damages, erodes, destroys our capacity to dream beyond it. And what happens is, we believe that success is defined by lower levels of misery, and we call this success. [LG] Wait, what what what? [laughter] 00:55:15:01 - 00:55:48:08 Unknown You can't say that and just keep talking like you did just not drop a gem. Say that again. We believe success, [Dr. G] Sometimes in our institutions, the way we are acculturated in our institutions, the constriction of what's possible. We define success by lower levels of the things we're trying to eliminate, by lower levels of misery. So success can be defined as lower levels of violence, as opposed to the creation of abundant peace. [laughter] 00:55:48:10 - 00:56:15:22 Unknown And so it's a paradigm shift. The paradigm shift, is a shift, and what we can adjust is the of the enormous amount of resources [unintelligible]. And so what's happening here, is that, right. And that oftentimes it's so easy, and so seductive to to to abide by the constraints of ways. But our communities deserve much more than that. 00:56:15:22 - 00:56:32:19 Unknown So the first work that we have, which is why we have the healing-centered engagement process, is to work through that. Yeah, right? You got to work through that because we don't even know it’s there. Yeah. 00:56:32:21 - 00:56:48:09 Unknown [LG] Like literally. Yeah. Right. Like literally. Okay. You had a question and I think this- [laughter] Yeah, I know, like, we all are like, okay, whatever it was, it's like, gone. 00:56:48:11 - 00:57:19:09 Unknown [laughter] [audience] [unintelligible] here with Lurie Children's hospital. And my question is about bringing community along with us to build these new realities, so the idea is that we're working behind the scenes, local task force and state task force to build a healing-centered environment. And, I guess my concern is how, do you have examples of where people have been able to bring community along, along the way from the beginning and outcomes related? 00:57:19:11 - 00:57:42:03 Unknown Because communities experience, while we’re coming up with great models and theories are great, their experience, it's not there. It's real, it's happening and it’s chronic And so just yeah. [Dr. G] Great, great question. And again, for more detailed, specific information, Evert Zelaya, our Chief, our Chief Operating Officer has, you know, a lot more content that we can send out. 00:57:42:03 - 00:58:13:14 Unknown But the work that we're doing in Philadelphia, our work in these systems and community, because the community, just like the system, has been traumatized. So you can't just say do this, and expect that you get wellbeing outcomes because the community’s traumatized. We work in another organization, another and I can say this publicly now, that the the city of North Omaha, with twelve organizations, community-based organizations, we thought we would be able to bring these practices and work with them. 00:58:13:16 - 00:58:33:06 Unknown The challenge were they were collaborative, they weren't working together at all. So they were given a lot of money, but they weren’t serving the same youth. “Hey, can you come in and do some healing stuff?” and, you know, I'll say yes again. We thought we would do it by in six months, and it took five years. Because the first thing we had to do was work through the leaders, 00:58:33:06 - 00:58:52:22 Unknown these are, these are community folks who work through their own trauma. The distrust. I don’t trust you because you got that grant, you ain't doing the work. You, you know what I'm talking about. We had to work through that so that they can actually create the conditions, that they can work together. That's exactly right. So there's yeah, there's more detailed information. 00:58:52:24 - 00:59:24:04 Unknown Every slide has more information. But the point is, is that it's not a quick fix, y'all. Like the paradigm shift is not a quick fix. Yeah. Deep investment in our humanity, that takes time, that takes resources, take it slow. [LG[ And last one. [audience] Hi, good morning. My name is Emily [unintelligible] and I’m an organizer with Community Organizing and Family Issues, and we're working with parents across the state and doing a lot of this peer-to-peer work. 00:59:24:06 - 00:59:52:17 Unknown And I would just be interested to hear you speak more on the importance of that things being a collective. Right now, our parents and parent work is very collective, rooted in organizing. And how with certification and being more a part of that system, how would we think, maintain that collectivity? [Dr. G] So so it’s a question of sort of like a shift from a one on one model to a more collective one? 00:59:52:19 - 01:00:14:06 Unknown [Em] No, so we're doing collective work, but can you speak to the importance of that, of maintaining that collective effort as with the peer-to-peer support as it becomes part of the Medicaid [unintelligible]? [Dr. G] Yeah, yeah. So I think what you're saying is like, what is the significance of the importance of a collective approach? So I answer this. 01:00:14:06 - 01:00:35:18 Unknown You raised this research. We know that the sense of belonging, the sense that matter is the of the ability for people to see each other and how and share the common, issues. We know that that contributes to a sense of wellbeing. Right? So the collective is not just a deficiency. It's not just like it's easier to do it. 01:00:35:18 - 01:01:02:08 Unknown Yeah, you can do more. It actually contributes to wellbeing when people can see each other and share, share their experiences and their journey. So that's just the research part of it. In practice, if we are to think about sort of opening and democratizing, like wellbeing in a medical model, it's very it's based in European sort of science. And that is that I can deliver wellbeing to you, as an individual. 01:01:02:10 - 01:01:33:16 Unknown But in, in African and Indigenous worldviews, if I'm sick, we sick. If I’m well, we well. And so, the practice is not just about, sort of efficiency. It's a reporting, it's a different paradigm of thinking about how to create, sustain and expand our wellbeing in communities. I hope I answered your question. [laughter] 01:01:33:18 - 01:02:00:22 Unknown Thank you, Dr. Ginwright. This was, just a wonderful conversation. And thank you all for engaging in it for your questions and thoughtfulness around the work. And I think I know I'm feeling and I believe many of us are feeling the energy to take this to what we have to do, which is by the end of this year, present recommendations for where we need to go and the next phase for Illinois. 01:02:00:24 - 01:02:13:13 Unknown So thank you both for being here today and for sharing with us. All right. Let's give them one more round of applause. [applause]