VIII
Acknowledgements
We are grateful for the support and shared wisdom from many people.
Major leaders in the field contributed to this work. Bessel van der Kolk generously donated his time to share
his vision of this curriculum. We are grateful for his guidance. Daniel Siegel, M.D. allowed us to use his “Wheel
of Awareness” and parts of the “Healthy Mind Platter,” which greatly enhance the richness of the program. Eric
Gentry’s training on trauma inspired this curriculum and he allowed for the use of the goal-setting section. Rob
Scuka gave permission to include “ The Showing Understanding Skill” from Relationship Enhancement. Various
self-soothing exercises are used with the permission of: Ken Burgess at Mindfulness Hamilton, Christopher
Germere and Kristen Neff at Center for Mindful Self-Compassion, Pam Rainer Advocates for Human Potential,
Inc., Therese Collentine, and Destiny Robbins. We are grateful to those who supported our early work: Todd
McKee and Karen A. Guthrie from the Veteran’s Administration, National Center for PTSD and the National
Center on Homelessness among Veterans. Ted Strader provided the list of characteristics which he believes
are helpful in order to be an influential and effective instructor.
This curriculum was built on the combined wisdom of many. David Clark field tested this material, and along
with Ane’ Watts, co-developed the Rhythm Section. Tyler Langdale, Annie Fox Langdale and Corey Roos,
assisted with the Yoga section. UC Davis PE Department Coach, Lou Bronzan, reviewed the physical activity
section to ensure that it was the best available program. There were early readers who let us know we were
on track: Cozette Teleford and Billy Schultz.
Fortunately, there were those who trusted us as we were just learning. Alicia la Hoz of Family Bridges Chicago
joined our early brainstorming work and then allowed us to introduce our material to her staff and partners.
Amy Lawrence and the people at Northern California Lutheran Family Services permitted us to lead their staff
in our very first Trauma Informed Care workshop and then approved our teaching this material to their staff
and residents in their transitional housing program.
Encina Preparatory High School, a persistently low-achieving high school, gave us the opportunity to field
test the curriculum. Thanks goes to Heidi Garner and Susan Jones who understood the importance of being
a trauma-informed school and were ready to experiment. Most courageous of all was Jack Branson and his
group of seventh graders who immediately let us know what did and did not work. They provided a great
place for us to learn. We are eternally grateful. At the Health Care Professions High School, Marla Johnson
and LuTisa Stafford put this curriculum to the test with 100 of their students to see if it worked. A team of
volunteers from Communicating Couples effectively taught this curriculum with minimal training.
The ACEs Too High and Resilient Sac community were instrumental in getting this program off the ground.
Especially supportive were Gail Kennedy, Jane Stevens, Wendie Skala, Imani Lucas, DeAngelo Mack, Donielle
Kando-Kaiser, Teryn Heckers, and Barbara Stern. They supported this work just as we started and brought
community support to our beginning efforts.
Finally we would like to acknowledge The Dibble Institute®, our publisher, and Kay Reed, Executive Director.
Kay, our dear friend and colleague, immediately understood the value and necessity for this work. Her entire
team embraced and championed our vison to create something unique and powerful. Our thanks go to Aaron
Larson who was deeply engaged in this production. We deeply appreciate Carol Frame who leaped to the
challenge, using her enthusiasm, vision and creativity to make this curriculum exciting and dynamic. The entire
Dibble team combined their wealth of experience in creating this vibrant curriculum to overcome adversity
and build resilience. We are ever so indebted to them all.
Carolyn and Charles
Acknowledgements
We are grateful for the support and shared wisdom from many people.
Major leaders in the field contributed to this work. Bessel van der Kolk generously donated his time to share
his vision of this curriculum. We are grateful for his guidance. Daniel Siegel, M.D. allowed us to use his “Wheel
of Awareness” and parts of the “Healthy Mind Platter,” which greatly enhance the richness of the program. Eric
Gentry’s training on trauma inspired this curriculum and he allowed for the use of the goal-setting section. Rob
Scuka gave permission to include “ The Showing Understanding Skill” from Relationship Enhancement. Various
self-soothing exercises are used with the permission of: Ken Burgess at Mindfulness Hamilton, Christopher
Germere and Kristen Neff at Center for Mindful Self-Compassion, Pam Rainer Advocates for Human Potential,
Inc., Therese Collentine, and Destiny Robbins. We are grateful to those who supported our early work: Todd
McKee and Karen A. Guthrie from the Veteran’s Administration, National Center for PTSD and the National
Center on Homelessness among Veterans. Ted Strader provided the list of characteristics which he believes
are helpful in order to be an influential and effective instructor.
This curriculum was built on the combined wisdom of many. David Clark field tested this material, and along
with Ane’ Watts, co-developed the Rhythm Section. Tyler Langdale, Annie Fox Langdale and Corey Roos,
assisted with the Yoga section. UC Davis PE Department Coach, Lou Bronzan, reviewed the physical activity
section to ensure that it was the best available program. There were early readers who let us know we were
on track: Cozette Teleford and Billy Schultz.
Fortunately, there were those who trusted us as we were just learning. Alicia la Hoz of Family Bridges Chicago
joined our early brainstorming work and then allowed us to introduce our material to her staff and partners.
Amy Lawrence and the people at Northern California Lutheran Family Services permitted us to lead their staff
in our very first Trauma Informed Care workshop and then approved our teaching this material to their staff
and residents in their transitional housing program.
Encina Preparatory High School, a persistently low-achieving high school, gave us the opportunity to field
test the curriculum. Thanks goes to Heidi Garner and Susan Jones who understood the importance of being
a trauma-informed school and were ready to experiment. Most courageous of all was Jack Branson and his
group of seventh graders who immediately let us know what did and did not work. They provided a great
place for us to learn. We are eternally grateful. At the Health Care Professions High School, Marla Johnson
and LuTisa Stafford put this curriculum to the test with 100 of their students to see if it worked. A team of
volunteers from Communicating Couples effectively taught this curriculum with minimal training.
The ACEs Too High and Resilient Sac community were instrumental in getting this program off the ground.
Especially supportive were Gail Kennedy, Jane Stevens, Wendie Skala, Imani Lucas, DeAngelo Mack, Donielle
Kando-Kaiser, Teryn Heckers, and Barbara Stern. They supported this work just as we started and brought
community support to our beginning efforts.
Finally we would like to acknowledge The Dibble Institute®, our publisher, and Kay Reed, Executive Director.
Kay, our dear friend and colleague, immediately understood the value and necessity for this work. Her entire
team embraced and championed our vison to create something unique and powerful. Our thanks go to Aaron
Larson who was deeply engaged in this production. We deeply appreciate Carol Frame who leaped to the
challenge, using her enthusiasm, vision and creativity to make this curriculum exciting and dynamic. The entire
Dibble team combined their wealth of experience in creating this vibrant curriculum to overcome adversity
and build resilience. We are ever so indebted to them all.
Carolyn and Charles
