XIII
Acknowledgments
I pause with deep gratitude to reflect on the journey of Mind Matters. It has now been almost a decade since
the curriculum was first published. In that time, tens of thousands of people have used it in classrooms,
agencies, community organizations, and homes. Each year, more lives are touched because of your
willingness to embrace an innovative approach to healing trauma.
Mind Matters was never the work of one person—it was built on the combined wisdom, trust, and support
of many. I am profoundly grateful to the teachers, facilitators, researchers, and participants who have given
their hearts to this work. You are my teammates in helping to heal the world of trauma.
Key leaders in the field offered generous support that deeply enriched this curriculum. Dr. Bessel van der
Kolk contributed his vision and guidance. Dr. Daniel Siegel allowed us to use the “Wheel of Awareness” and
the “Healthy Mind Platter.” Dr. Eric Gentry’s trauma training inspired the goal-setting section, and Rob Scuka
permitted the use of “The Showing Understanding Skill” from Relationship Enhancement. Self-soothing
exercises were included with the kind permission of Ken Burgess (Mindfulness Hamilton), Christopher
Germer and Kristin Neff (Center for Mindful Self-Compassion), Pam Rainer, Advocates for Human Potential,
Inc., Therese Collentine, and Destiny Robbins.
Special thanks to those who shaped key content areas: David Clark and Ane’ Watts co-developed the Rhythm
section Tyler Langdale, Annie Fox Langdale, and Corey Roos helped create the Yoga section and Coach Lou
Bronzan at UC Davis reviewed the physical activity segment. Cozette Teleford and Billy Schultz were early
readers who affirmed our direction. Ted Strader offered the list of essential characteristics for effective
instructors. We also acknowledge Todd McKee and Karen A. Guthrie from the U.S. Department of Veteran
Affairs and the National Center on Homelessness among Veterans for supporting our early work.
In the early stages, many believed in us before the work was fully formed. Alicia La Hoz at Family Bridges
Chicago invited us into her organization’s early brainstorming. Amy Lawrence and Northern California
Lutheran Family Services welcomed our very first Trauma-Informed Care workshop. Encina Preparatory
High School courageously allowed us to field test the curriculum—special thanks to Heidi Garner and Susan
Jones. Most courageous of all was Jack Branson and his group of seventh graders who immediately let us
know what did and did not work. At Health Care Professions High School, Marla Johnson and LuTisa Stafford
tested Mind Matters with 100 students. The volunteer team from Communicating Couples helped teach the
material with minimal training, showing the curriculum’s accessibility and impact.
The ACEs Too High and Resilient Sacramento communities were instrumental in launching this program.
Especially supportive were Gail Kennedy, Jane Stevens, Wendie Skala, Imani Lucas, DeAngelo Mack, Toni Du
Ponte-Morales, Lisa Frederiksen, Donielle Kando-Kaiser, Teryn Heckers, and Barbara Stern, who brought
essential community energy to our efforts.
I’m continually inspired by those using Mind Matters in the field—schools where hallways are calmer, families
who find new ways to connect, re-entry and recovery programs that grow stronger, and Native-serving
organizations adapting the material to reflect cultural strengths.
Research and feedback have been encouraging as well. Becky Antle at the University of Louisville led the
first study of youth in group homes and found significant improvements in PTSD symptoms and trauma
coping skills with trending improvements in emotional regulation and social competence. Patty Brus in rural
Wyoming shared how Mind Matters became the only mental health support available in her community.
Acknowledgments
I pause with deep gratitude to reflect on the journey of Mind Matters. It has now been almost a decade since
the curriculum was first published. In that time, tens of thousands of people have used it in classrooms,
agencies, community organizations, and homes. Each year, more lives are touched because of your
willingness to embrace an innovative approach to healing trauma.
Mind Matters was never the work of one person—it was built on the combined wisdom, trust, and support
of many. I am profoundly grateful to the teachers, facilitators, researchers, and participants who have given
their hearts to this work. You are my teammates in helping to heal the world of trauma.
Key leaders in the field offered generous support that deeply enriched this curriculum. Dr. Bessel van der
Kolk contributed his vision and guidance. Dr. Daniel Siegel allowed us to use the “Wheel of Awareness” and
the “Healthy Mind Platter.” Dr. Eric Gentry’s trauma training inspired the goal-setting section, and Rob Scuka
permitted the use of “The Showing Understanding Skill” from Relationship Enhancement. Self-soothing
exercises were included with the kind permission of Ken Burgess (Mindfulness Hamilton), Christopher
Germer and Kristin Neff (Center for Mindful Self-Compassion), Pam Rainer, Advocates for Human Potential,
Inc., Therese Collentine, and Destiny Robbins.
Special thanks to those who shaped key content areas: David Clark and Ane’ Watts co-developed the Rhythm
section Tyler Langdale, Annie Fox Langdale, and Corey Roos helped create the Yoga section and Coach Lou
Bronzan at UC Davis reviewed the physical activity segment. Cozette Teleford and Billy Schultz were early
readers who affirmed our direction. Ted Strader offered the list of essential characteristics for effective
instructors. We also acknowledge Todd McKee and Karen A. Guthrie from the U.S. Department of Veteran
Affairs and the National Center on Homelessness among Veterans for supporting our early work.
In the early stages, many believed in us before the work was fully formed. Alicia La Hoz at Family Bridges
Chicago invited us into her organization’s early brainstorming. Amy Lawrence and Northern California
Lutheran Family Services welcomed our very first Trauma-Informed Care workshop. Encina Preparatory
High School courageously allowed us to field test the curriculum—special thanks to Heidi Garner and Susan
Jones. Most courageous of all was Jack Branson and his group of seventh graders who immediately let us
know what did and did not work. At Health Care Professions High School, Marla Johnson and LuTisa Stafford
tested Mind Matters with 100 students. The volunteer team from Communicating Couples helped teach the
material with minimal training, showing the curriculum’s accessibility and impact.
The ACEs Too High and Resilient Sacramento communities were instrumental in launching this program.
Especially supportive were Gail Kennedy, Jane Stevens, Wendie Skala, Imani Lucas, DeAngelo Mack, Toni Du
Ponte-Morales, Lisa Frederiksen, Donielle Kando-Kaiser, Teryn Heckers, and Barbara Stern, who brought
essential community energy to our efforts.
I’m continually inspired by those using Mind Matters in the field—schools where hallways are calmer, families
who find new ways to connect, re-entry and recovery programs that grow stronger, and Native-serving
organizations adapting the material to reflect cultural strengths.
Research and feedback have been encouraging as well. Becky Antle at the University of Louisville led the
first study of youth in group homes and found significant improvements in PTSD symptoms and trauma
coping skills with trending improvements in emotional regulation and social competence. Patty Brus in rural
Wyoming shared how Mind Matters became the only mental health support available in her community.
