about ORIENT and let me know that they have the options of opportunities of providing some technical experts to us to talk about recovery issues. So very, very excited that we're able to have Lori Johnson Wade here today. She is the co-founding director of Lost Dreams Academy Recovery Community Organization located in New Kensington, Pennsylvania. Lori is an advanced implementation specialist with the Opioid Response Network. She's also a steering committee member for the Peer Recovery Center of Excellence Workforce Development and an adjunct faculty member of Faces and Voices Recovery Training Institute. Lori is a certified behavioral consultant, a certified recovery specialist, a recovery support supervisor, a forensic peer specialist, a recovery coach professional and has a degree in health administration. She brings over 31 years of lived recovery experience since May 30th, 1991 to the revolutionary and rewarding work of recovery support services and recovery coaching. Lori is a trainer of the CCAR Recovery Coach Academy and ethical considerations for recovery coaches. She's a facilitator for the PA Family Support Alliance, Recovering Families Program and the PROACT Family Education Series. Lori was named the 2020 Recovery Advocate of the Year by the Pittsburgh Recovery Walk. Ms. Johnson Wade serves on the board of directors of Faces and Voices of Recovery chairing the CAPRSS committee as well as serving on the FNDEI committee. Lori is a proud member of Black Faces, Black Voices and seeks to integrate diversity, equity and inclusion within all systems of care, expanding prevention, treatment, recovery and harm reduction. Lori is also the founder of LDA Ubuntu Recovery and LDA Ubuntu Recovery Circles, a community-based recovery pathway based on the ancient African philosophy of Ubuntu. So thank you all for joining us and please join me in welcoming Lori to this talk. Oh, thank you, Ronell. Thank you so much. And thank you for the opportunity to share space and time with the wonderful folks in Prince William Community Services. Okay, so what I'd like to do before we get into all these slides, which some of them are repeats that David has already shared with you, I'd like to know who's in the space with us, okay? So if you could put your name, maybe your position and maybe a fun fact about you, okay? So if everybody could take a minute and put in the chat. So let's say I'm Lori Johnson-Wade. I'm an advanced implementation specialist with the Opioid Response Network. And a fun fact about me is I have a degree in culinary arts as well. So that's a fun fact. So let's see, Lori, oh, let me see. I wanna see who's in here. I'm gonna take a minute to do this. I know because everybody is valuable to me in this, on this screen and those who aren't, don't even have their cameras on. Okay, we've got, okay, Lonella's a program manager. She loves traveling to see one band. What's the name? Dave Matthews Band. Oh, Dave Matthews, okay, go girl. All right, then we have Laura. She's a TIB. She loves unicorns, awesome. Lauren is a Opioid Response Program Manager. She doesn't know how to whistle. Oh boy, we'll work with you. Don't worry about it. Let me see here. Amy Jensen's a therapist. She's been skydiving and got to fall through a cloud. Oh, I love that. How cool. Jill had to step away. She'll be back. Beth Dugan's Quality Improvement Program Manager. Fabulous. Melanie is a Pediatric Speech Therapist. She studied abroad in Spain. Maurice, a Therapist for, I guess that's what it is, Access Trauma Program. Fun fact, I've been skydiving. Oh, we got some adventure seekers here. Joseph is SC2IDDD Case Manager. Joseph, I know there's something fun about you, but if you're okay, you can keep it a secret. Jessica Jones, Therapist. She loves music. Okay, Erica, that's Support Coordinator. She collects nails and enamel pins and vinyls. How cool is that? I love that. Sarah Willer, Division Manager, Adult Behavioral Health. Her fun fact, she loves to read. That's wonderful. Sasha's a Therapist too. She likes audio books. I have a lot of credits on Audible. I need to use them up. Sasha, okay, that's Sasha. Jill Parker, Therapist for, she plays racquetball and pickleball. It's so very popular, pickleball. That's wonderful. Nicole Brooks, CS Therapist III. She loves making art and going to art museums. I love the arts. So, good company here. I think I have Susan. Okay, don't let me forget anybody. Susan's a Therapist IV Core Team. She has an antique cookie jar collection she inherited from her mother. Isn't that beautiful? I love that. Amber Couch, Therapist II. She loves tattoos. I love that. Wearable art, I call it. Tiara Robinson, Substance Abuse Case Manager. She loves going to museums and anything history related. Let's not start having a conversation. I'm a big history lover as well. Alex, Therapist IV, supported living services. Long Heights and Beale Street. You're late on the set. My eight grandsons would love you. Okay, so thank you for sharing a little bit about yourself. I love knowing who I'm in the space with. And quite frankly, this isn't a part of my presentation. We have more in common than we have different about us. And we all have our different interests and things like that. But let's get into the presentation. David's gonna help me navigate the slides and Linnell's gonna help me navigate the chat. But we're gonna get right into this. And of course, we're gonna talk about diversity, equity and inclusion, a bridge to belonging. And an interesting fact, just from this one introduction slide, and I need to warn you, I'm a storyteller, okay? But a bridge, when you build a bridge, it's a bridge to and a bridge from. So it goes both ways. When we are talking about, we're going to talk about developing a shared language and a shared awareness around these particular words, diversity, equity, inclusion, belonging. But you'll find once we get into building the bridge, once you have belonging, it's an automatic bridge. Okay, and so we'll talk more about that. Next slide. Some of the learning objectives that we're going to explore is, we hope to increase an awareness of DEI and its relationship with belonging. We wanna examine how power and privilege impacts systemic determinants of health and belonging. We're gonna learn how to increase our cultural humility, learn how to create and support a culture of belonging. I love that. If we all committed to creating a culture of belonging, and we'll understand this more at the end of this presentation, we would all have a better sense of well-being. And so we're going to learn a tool, a takeaway for you called the addressing model. And so you'll actually have a takeaway here that you can use yourself, share with staff, share with colleagues, family, friends. Next slide, please. Okay, so we're gonna get in just so we do some level setting. We all were kind of pushing up off of the same place in going over these particular words, diversity. In terms of diversity, here it says, it is the presence of differences that enrich our workplace. Hence the exercise that we did. I think just by virtue of the fact of people's different likes, fun facts, roles that we function in, we have diversity present here, right? Some examples of diversity may include race, gender, religion, sexual orientation, ethnicity, nationality, socioeconomic status, language, this ability or the ability of age, religious commitment, political perspectives in our workplace, and there are many more. And I would be foolish not to mention that I know that race is really a social and political construct, that it really isn't real in terms of it being a standalone piece. It's made up, right? It's a construct that's been made up, but for the sake of census and different things like that, we'll just utilize that for convenience. So really want you to understand that we are approaching this work intelligently rather than filling the urgency of the work in our role. We're starting with a shared understanding. Some will be review. Some of you could teach me, right? And some may be new, but the key focus is ensuring that we can all put the pieces together as we move forward in the work together. Next slide. Okay, so now we're gonna talk about the term equity, right? And so we know that equity is ensuring that access, resources, opportunities are provided for all to succeed and grow, especially for those who are underrepresented and have been historically disadvantaged. The goal for equity is to promote justice, impartiality, fairness within procedures, processes, and distributions of resources within our workplace. And really taking a look at it in terms of health equity, right? When we look at reducing health disparities, that brings us closer to reaching health equity, providing the supports as depicted on the right, programs designed to reduce health disparities. And I think I'm preaching to the choir here because I think that's the capacity in which you all work. I was asking Linnell, who's gonna be in the space? What do you do? And so I think that you all work in the programs that are in the box that people can stand on to reach health equity. It means all persons are paid commiserate with their job duties, performances, regardless of their race, sex, age, or other personal factors. Equity is about providing resources to succeed and engage in your daily functions, your job, your education, different things like that. It's providing those resources necessary to function. It's also about opportunities for job growth and career paths. Everyone with a focus on merit and not necessarily privilege. Equity calls on leaders to provide resources, provide decision-making authority, having the power to make decisions, to groups that have historically been disadvantaged and require an understanding of the root causes of outcome disparities within society. It's critical to really challenge when we see health disparities being used to mischaracterize groups as being somehow responsible for their disparities versus connecting disparities to structural systemic inequities, institutionalized racism, for instance. Homophobia is another example. And so those things have preexisted and have been built upon and very often are baked into cultures. So it really benefits us to dive into the deep work of looking at policies, practices, doing language audits. That's the work that leadership is tasked with. And very often the work that people don't slow down to do. So an example that we've seen is COVID-19. COVID-19 really exacerbated and really highlighted health disparities, health inequities. When we saw black and African-Americans dying at disproportionate rates. In medically, you could look at the same population in regards to kidney failure. Black and African-Americans suffer three times higher the rate of Caucasians according to the National Kidney Foundation. That's just one example. There are many maternal death rate, mortality rates. So those are just some of the things that are present when you look at health equity. Health equity is really a big deal. And that includes behavioral health, especially behavioral health. It's a big deal. And so looking at our next slide, when we look at inclusion, right? So when we look at inclusion, inclusion in the workplace culture, we want one that is welcoming to all people regardless of their race, ethnicity, gender, identity, age, abilities, religion. And everyone is valued, respected and able to reach their full potential. In essence, you can show up as your whole self, as your authentic self. It means that we look at employee standards, policies, opportunities, and update them routinely to ensure all voices are heard. I'm a big fan of the participatory process in which we can engage in here. You're welcome to put things in the chat. If there's something that prompts you to, or rises up in you when I talk about a certain thing, you're welcome to put maybe your thoughts, your comments in the chat. And much like workplaces that should allow a participatory process for process improvement that includes everybody, especially the people doing the work, right? And conversely, we don't wanna fall back on this is how we do it here language when an employee suggests another way. This is how it's been. This is how it's always gonna be. When folks are recommending improvements and their voices should be included. It means we make an effort to understand another person's perspective when we disagree. That's a culture, right? That's a culture where we can have different perspectives and still move forward in our collective mission. It means we use language that acknowledges diversity, conveys respect for all people, is sensitive to differences and promotes equitable opportunities. Inclusion means there is transparency in our decision-making, hiring and promotion processes. I can't say enough about how transparency really transcends to inclusion, right? If I'm transparent with you, then I want to include you in the process that is occurring at the team. So it's really a critical point. And it really promotes keeping folks. You'll see less turnover when there's more transparency. It means that we become aware of our privileges or the lack thereof in our interactions. Inclusion means a person can be there, like I said before, authentic self in the workplace. Inclusion is welcoming culture for all in every space, interaction in all levels. So talking about diversity, equity, inclusion. And now we're going to get to on the next slide, the meat, what I believe is the meat of creating diverse, equitable and inclusive spaces, right? So bringing to our awareness, this whole idea of belonging, right? It's not new. Social psychologists have been studying our need for belonging for well over a century. And I'd say, I dare say longer than that, like documented well over a century. And one of the most famous studies on the subject of belonging was done by Abraham Maslow, who in 1943 proposed that this human need to belong was one of the five basic needs required for self-actualization. In fact, after psychological needs like food and sleep and safety needs, he ranked the need for belonging as the next level up in his hierarchy of needs. So we use that a lot. We learn it in school, Maslow's hierarchy of needs. Belonging is ranked right next to food, sleep, safety, our need to belong. It's one of our human basic needs. So looking at this slide, this is from the NIH National Library of Medicine, National Institute of Health Library of Medicine. And the publication is called Belonging. You'll get all the references, all the links, all the resources to everything that I talk about today. And I would encourage you to become a student of belonging. So in this, the framework, integrative framework and directions for future research, it says a sense of belonging is the subjective feeling of deep connection with social groups, physical places, and individual and collective experiences. It's a fundamental human need that predicts numerous mental, physical, social, economic, and behavioral outcomes. Belonging is a big deal. It's a big deal. There is actually a science of creating connection and bridging divides, thereby creating a culture of belonging. So as noted in this book by Dr. Jeffrey Cohen, who's the social psychologist at Stanford University, he defined belonging as the feeling of being part of a group that values, respects, and cares for us. He all, I would recommend this book, if you have an audible. Uh-oh. Yeah, I think we lost Ms. Lori. Just give her a second. Yeah. She just dropped off, but let me reach out to her real quick. Give me one second. Okay. She's logging back in so just give her a few more seconds and she should be back. She got picked up for some reason. Sorry about this everyone. Here she is. She's joining now. My apologies. Am I back? Yes. I was moving right along. I didn't even know I wasn't with you all. My word. So, back to my presentation here, my humble apologies. So, in terms, did you hear about, what's the last thing you heard? You were just starting to talk about the book by Jeffrey Cohen. Okay, yes. So, I would recommend the book. He, Dr. Cohen describes belonging as the feeling of being part of a group that values, respects, and cares for us. He also describes it in this book as a sensation of being fully embraced by a larger whole. So, just a point here, one of the credentials that I have, I'm a community resiliency model teacher. It's called CRM. Some of you may be familiar with it. Is anybody here familiar with CRM, the CRM model? No. Okay. It's really, a really good model, especially dealing with the populations that I deal with, because I deal with the same population. But it's really about resiliency, regulating our central nervous system. And this is an aside, but Dr. Cohen talks about this sensation that we get by being fully embraced by a larger community. There is also a sensation that's present when you're not. And so, really staying in that resiliency zone, making sure that we're grounded, making sure that we're practicing self-care is really critical. And we'll get into more of this, but when we're having these types of discussions, one of the things that's a tool is having something like water, to take a sip of water, perhaps when you feel dysregulated. That's a whole other training we can have that I can do on the resiliency model. But belonging is tied to sensation as well, is my whole point. Another thing that Dr. Cohen talks about in belonging, the science of creating connection and bridging divides. Some of the insights in this is our sense of belonging is shaped by experiences. We have the power to create belonging by changing the situation through our words and deeds. Everybody present here today, we're in power positions. Regardless of the hierarchical differences, even peers, right? We're in power positions to be able to create this atmosphere, this culture of belonging through our words and our deeds. One of the things that's important is that we really can't believe everything we think. Belonging is a fundamental human need that predicts numerous mental, physical, social, economic and behavioral outcomes. This is well documented. Belonging, and this is about the science of belonging. It's a feeling of security and support when there is a sense of acceptance, inclusion and identity for a member of a certain group. It's when an individual can bring their authentic self to work. When you are constantly code switching, becoming a chameleon, really assessing my full sense of belonging is an act of self-care. Cohen has discussed how feeling like an outsider can harm us. When threats to belonging drive problems such as achievement gaps, political polarization, we really need to be practicing our self- care during this time. It's really politically polarized. He also says that we often threaten other people's sense of belonging and that it has a serious effect on our well-being. This is all discussed in the science of creating connection and bridging divides. There's a lot of work out on belonging, but I find this particularly useful. We live in enormously polarized times. From politics to race, religion, gender, class, division runs rampant. In 2020, there was a study and they found 40% of each political party said that the supporters of the opposing party were downright evil. This is really not creating a sense of belonging. In 2019, hate crime reached a 10-year high in the United States. One in five Americans suffer from chronic loneliness. The CDC just came out with a report on how loneliness is a public health crisis. Especially among teenagers and young adults, loneliness can then lead to suicidal ideations and can actually lead to death. What we are going to look at is a brief video. This video is about 32 minutes long. We're not going to watch the whole video clip. We're going to watch about 10 minutes. David, if I could ask you to share the video with our friends, then we're going to debrief. At some point, nearly every one of us has experienced the uncomfortable sensation of feeling out of place. Maybe it was in your middle school cafeteria or during your first campus or in a job interview with a potential boss whom you desperately wanted to impress. We all remember what it feels like to hear that questioning voice in our head wondering what everyone else is thinking of us and whether we really belong there. The desire to belong is a fundamental part of human nature, according to psychologists. And when people feel out of place, when their sense of belonging is threatened, then that discomfort and self-doubt can have far-reaching effects. In fact, according to some psychologists, threats to belonging help drive problems as varied as racial and gender achievement gaps, political polarization, and even physical health problems. So why is belonging so important? Are there ages or life stages when belonging matters most to us? How are social media, remote work, and other technology-driven changes affecting our sense of belonging? How does the need to belong figure into the clubs we join, our political affiliation, and even where we choose to live? And what tools can teachers, employers, and others use to increase people's sense of belonging, especially for people who are most at risk of feeling like outsiders? Welcome to Speaking of Psychology, the flagship podcast of the American Psychological Association that examines the links between psychological science and everyday life. I'm Kim Mills. My guest today is Dr. Jeffrey Cohen, a professor of psychology and the James G. March Professor of Organizational Studies in Education and Business at Stanford University. He studies the processes that shape people's sense of belonging and the threats to belonging that people face at school, at work, and in healthcare settings. He also designs what he and others call wise interventions that aim to increase belonging and help solve social problems such as racial and gender achievement gaps. His new book is called Belonging, The Science of Creating Connection and Bridging Divides. Thank you for joining me today, Dr. Cohen. It's my pleasure to be here. Thank you so much. Let's start with a line from your book. You wrote, A sense of belonging isn't just a byproduct of success but a condition for it in school, work, homes, healthcare settings, negotiations, politics, community policing, and virtually every domain in which humans deal with other humans. We'll get into the details later, but first let's talk broadly. Why is belonging so important and as you say, so necessary for success? As a social species, we've evolved to be exquisitely attuned to whether or not we belong in our group, with our tribe, with our kin, and that includes our fictive kin. As human beings, we're physically pretty helpless, especially when we're first born, but compared with other animals, we really don't have much going for us except for one superpower and that is the ability to work together to solve common problems. I mean, of course, there's other superpowers that we have, language, thought, consciousness, but the ability to learn and work together is one of the most important assets we have as human beings, which enable us to survive, thrive, take over the planet. It's that fundamental concern about belonging to a larger group, being accepted in that group, and having something to contribute to that group that motivates so much of our day-to-day thought, feeling, and action. What happens psychologically and even physically to people who lack that feeling of belonging? I've been thinking about this. I think that you really start to appreciate the importance of a sense of belonging when it's taken away. For many of us, it's so easy to take that for granted. One of the things that I like about, for example, traveling abroad or going to a strange town that I'm unfamiliar with is kind of being jarred out of that familiar feeling of, I know what I'm doing here. I feel like I'm part of the in crowd. Oftentimes when we're in a novel situation, a stranger in a strange land, we suddenly feel, oh, this is what it feels like not to feel like I belong. For a lot of people, for a lot of members of historically underrepresented groups or stereotype groups, that feeling is a continual reality in many of our institutions. The answer to your question of what is it to feel like you don't belong is uneasy. People feel anxious. One of the best demonstrations of the effects of being ostracized comes from work by Kip Williams where he has people passing a ball using an avatar as a kind of computer game. They pass a ball as a kind of computer game of catch to other avatars in a kind of video game. All of a sudden, the avatars, the other two avatars, start passing the ball amongst themselves excluding you. Unbeknownst to the participant, these two other avatars are actually pre-programmed entities. The effects of that, as Kip Williams says, is pain. Social pain. In fact, the same regions associated with the experience of physical pain are activated when people experience social ostracism. It seems like we're wired in such a way to feel not just biological threat, but that kind of reputational threat, that threat to our social image when we're ostracized in a way that's biologically really similar to the experience of pain. It's interesting that people can get upset even when an avatar stops throwing a make-believe ball at you. It seems so simple. That's right. It's surprising. The triviality of the experience, the big impact of a trivial experience suggests just how powerful the need and the motive is. Are there ages or stages in life when the need for belonging looms largest? We think about middle schoolers and teens desperately trying to fit in with their peers, for instance, but not as much about adults' need for belonging. When are the times when the need to belong is most acute? The need to belong is most acute of course in the early years when we're first born. The importance of early attachments has been heavily researched by pioneers of the 20th century, such as John Bowlby, Mary Ainsworth. In addition though, it's important throughout the life course, but especially during certain phases of our life, I would say pre-adolescence and adolescence are key stages where we're trying to figure out our place in the wider world. That's one point that I think often gets a bit of short shrift, but that now with the kind of crises in teen health, teen anxiety, depression, suicidality among boys, cutting among girls, I think there's going to be, and there is, increasing attention to the importance of connection and belonging during the adolescent years. In fact, one of the big predictors of teen reckless behavior and mental illness or mental health problems is a sense of connection, both in school and in home. Those two perceptions, that I belong at school and I belong in my home, turn out to be among the strongest predictors and large representative samples of teen reckless behavior, risk behavior, and mental health issues. The teen years are important, but as you said in your opening remarks, I think it's something that we all encounter and it may not be really marked by chronological age as much as it is by transitions. I think in these liminal stages of life where we're making a transition from one social world to the next, a new school, a new job, a new role as a parent or caregiver, whatever the case may be, we experience acute doubts, or we can, we are susceptible to what Greg Walton and I call belonging uncertainty, where we're just wondering, do I belong here, do I want to belong here, and can I make it? Do other people accept me here? So I think it's important throughout the life course, but especially in the early years and adolescence and transitions, major transitions. A lot of your work has focused on how very brief interventions that increase people's sense of belonging can have surprisingly powerful and long-lasting effects on, for example, student achievement. You've looked at this in the context of using these interventions to help close racial and gender achievement gaps. Can you talk about that work? How do these wise interventions, as you call them, work? Well, the term wise intervention was actually has a history. Greg Walton has applied it to the idea of, to describe interventions that are psychologically attuned to people's sort of thoughts and feelings, that are kind of precisely targeted at underlying psychological processes. But the term actually goes back to Irving Goffman, my all-time favorite sociologist, and he borrowed the idea that the term wise from the gay subculture of the 1950s, and among the gays, the term wise referred to straight people who were kind of in the know, who understood the full humanity of gay people in spite of their wider stigmatization by the rest of society. So we use the term wise similarly in a lot of our research to describe interventions that reassure people of their belonging, even when simultaneously people are being discriminated against, stereotyped, susceptible to larger messages of degradation. How do you do that in day-to-day social life, convey that a person is fully seen? Thank you. Thank you, David. So I find this work very interesting because when you are practicing belonging, building a culture of belonging, it's not Pollyannish, it's not this thing that we don't see exactly what's happening, but being able to show up as your whole self, your authentic self is really, really critical to growth, to resiliency, and while belonging has been debated and more studies are underway, all researchers agree that a sense of belonging is a core part of what makes us human, right? And even think about it in terms of maybe your work history when you went into a new job and you didn't feel a sense of belonging. You may feel as though this isn't a place for me, right? And some studies have even looked at just harboring a healthy sense of belonging can lead to many positive life outcomes, feelings as though one does not belong is robustly associated with a lack of meaning and purpose, increased risk for experiencing mental and physical health problems, including substance use disorder, and reduce longevity. A lack of belonging can lead to a shorter life. That's pretty compelling. So what we're going to do in this next slide is we are going to get into breakout groups, and we're going to have a group discussion about what we heard in the video. We're going to ask you to think about what stood out to you in the video clip. How do you or your organization ensure people feel a sense of belonging? What are some of the things in place that actually are intentional about creating a culture of belonging? Or how do you convey the message that a person is being fully seen? So how do you participate in building that culture in the workplace? And very often, we need to be the change we want to see, but we're going to break out into maybe, let me see, how many groups are we going to have, David? I think we can have about five, and then we'll have about five to six people in each breakout room. Perfect. So you'll go into your breakout room for about 10 minutes. You'll have a group discussion, and then if we could have a recorder and a reporter, or it could be the same person, but then when we come back, we'll take about 10 minutes and each group can report out what you took away from the video, how your organization or you yourself create this sense of belonging, and how do people know they're being fully seen? Okay? And so it's in the chat, and we'll go into our breakout rooms, and we'll come back in about, say, let's come back at 11 o'clock. Okay? 11 Eastern, and then we'll have a discussion, and then we'll take a break. Okay? Okay. I'm opening up all the rooms. Thank you. If you'll just go on and join your room, we'd appreciate that. Thank you, David. You're welcome. I'm happy to help. And so then we'll come back on screen at about two minutes before 11. Okay. Hey, Ms. Lohmann, you need a room? Oh, we can't hear you. You're muted. I was in, too, but I can't hear you. I was in, too, but I got kicked out somehow. Oh, you got kicked out? Okay. I'll put you back in. I'll put you in three and then two, so it might take a little bit. Yeah, that's weird. Sometimes they, yeah, it just happens. Yeah, thank you, David. I'll come back on screen in about nine minutes. Okay. Sounds good. Oh. Ms. Lohmann's having a time. Okay, let me move you. Maybe two is not for you, Ms. Lohmann. No, two isn't for her. I'll put you in room three. Where she belongs. Mr. James, I'll put you back in five. Okay. She went in somewhere. Alexia's trying to come back in. Hold on. Let's get her in the group, too. Yeah. One unassigned participant. I'm putting her in group five. Thank you, David. I got it, Ms. Lohmann, if you want to take a quick break. Yeah, thanks. I'll be here. All right. Hello sir, are you getting kicked out too? Just curious. Okay, I'm gonna try to put you back in room four, room two, and then room four. It's weird. I'm here too, David, just in case. Okay, I'm looking at the. Okay, I'm not sure if you know, Miss Lori, but you can see if they're talking or not. Oh, you can. Yeah, because they have them they're all of them has their well most of them have their microphone on, and you can see that they're speaking. So they're. Yeah, wonderful. Okay, thank you. Yeah. I'm going to stay on my phone, David, because I have a hotspot. I don't know if it's this hotel internet or what, but I'm going to just stay on here. I have plenty of juice and that's, yeah, I can't afford to keep letting this happen. We have everyone back, Ms. Lori, just let me know. Super, super. Thank you so much. So did you have enough time? Yes, no. Well, I'm glad somebody said no, because usually if you're like me, the personality, I'm a personality A type, there's never enough time to have dialogue. But I'm glad that you did. And so what I'd like to do is perhaps have a representative report out from each group. And we'll just go numerically in numerical order. And we'll have group one report out first, kind of what you heard, what was your takeaway. And then if any of the members of that group want to contribute, that's fine. But if we could have one person from each group report out, allowing other members to maybe chime in if they feel something was missed or they'd like to make additional contributions. And then we'll take about 10 minutes, like a couple minutes each group. I'm sorry for the brevity of it. But then we're going to take a wellness break after this, OK? So group one. That was us, Beth. Oh, all right. Thank you. Figures. So our group talked about WISE Intervention being a new term to the group, and wanting to learn more about that and how that fit in. A lot of members talked about having a sense of belonging, that we feel very lucky in some of the teams that we're in, and even down to where some of our desks have gotten located, because the people around you have become supports and things like that. We talked about how our teams are really supportive of each other. One of our members has a two-month jury duty coming up. And instead of getting a lot of pressure from her team, she's about the work they're going to have to pick up and that kind of stuff. People have been very supportive. And we kind of have a sense of belonging to each other. And we got your back, and you got to do what you got to do. We talked about how diversity and equity and inclusion and belonging have been a consistent conversation throughout CS, as well as the county, and how diverse we really are compared to some other jurisdictions. We can see that diversity just in our leadership, both here at the agency and then also at the county level. There's lots of differences, and everybody's opinion is encouraged and appreciated. We talked about how historically that hasn't always been the case here. It's been a long 25 years since I've been here of where we've gotten to. So it's been hard work, and we've been willing to have the hard conversations. And we're seeing it and how that has trickled down to really be a support to our clients that we serve. They have a range of people they can receive services from, that we're willing to have hard conversations with them, and that, as Lynell pointed out, we're starting to see historically populations that might not have been coming here, willing to come here for services, that are now coming here. And the thought is that the conversation in the community amongst each other is that you can go there and be seen and supported and receive services. And so that was us. That was what we had. Thank you, Elizabeth. And thanks for that historical perspective. So you bring a lot of history. And so I really appreciate that. Thank you so much. Group two? We might have been group two. I did not pay attention to my group number, unfortunately. But I'll go for it. Yeah. Yeah, I was going to say, group two is Jenny, Lauren Kiefert, Melanie Vargas, and Sarah Wheeler. Thank you. Do you? I don't see any of my guys on the thing. Do you guys want me to go ahead? You go right ahead. Thank you, Jenny. All right. OK. We did not have enough time. In fact, one of our people talking was cut off mid-sentence, so we were having a good discussion. But some of the things that we said, we really were fascinated by the neuroscience of it, the brain science. We found that fascinating. And it makes me feel good. And it makes me just want to learn more. Then we talked about how people come. We all have, humans have personalities. You're born with temperament, et cetera, et cetera. And so you're an introvert, extrovert. And how that impacts how much you want to be included, or your feelings on all of this. So that that has to be taken into consideration, just as much as anything else. But that we still try to offer those opportunities. But then you respect. If somebody is not a joiner, if it's not their thing, we have to respect it. And we can't force anybody to be included. But basically, that was it. I don't know if any of the other ladies want to pipe in with anything. Thank you. You did a good job covering it. Thank you, Jenny. And you bring up a very valid point that's in Dr. Cohen's book, that there are exceptions. Those who will choose not to belong, whether they are hermits. Sometimes people have disorders, where there is such anxiety around that, that it may not be safe for them in that condition. And also those who practice meditative practices. So there are those who will be in isolation for spiritual reasons. And so those are exceptions. Those are exceptions. Pretty much, it represents a very small portion of the population. However, we do need to honor those folks' decision. And so you bring up a very excellent point, and one that I would encourage people to study out more. I would really encourage everybody here, and if not the world, to become students of belonging. Really leaning into finding out more about that and the neurobiology associated with that. So thank you for that. You brought up an excellent point. Thank you so much. Group three. Group three. David, who was in group three? Yep, we have Alex, Joseph, Kelly, Kriya, and Marie Thomas. I don't think we designated a speaker, but group three. Yes, feel free to jump in and add anything I've left out. But one of the things that we mentioned stood out to us. One was first the author of the book's lived experience with sense of belonging and his perspective as a white male. And then another thing that we spoke about was just the sense of belonging as a social determinant of health and how that impacts lifespan and those sorts of things. Wanting to hear a bit more about that. Let's see. How does your organization ensure people feel a sense of belonging? We talked about the importance of really being deliberate in including our co-workers and team and staff in decision-making processes and eliciting feedback and suggestions when decisions or processes are being made. Really looking for feedback at all levels, not necessarily categorizing based on titles or years of experience, but really reaching out to everyone who may be impacted and affected. And then how do we convey the message that the person is being fully seen? We didn't have too much time to talk about this one, but we did say really being able to avoid assumptions and asking directly and communicating openly with individuals about what they might need in those moments or how we could provide them support, not necessarily like trying to come in and be the savior, but really kind of aligning with them and seeing what they might need from us in those moments. Thank you, Marie, for that. And you make me think about when we talk about that our services are person-driven, right? And then we prescribe these plans, right? And so really embracing that concept of a person-driven participatory process lends itself to belonging. When I use you as a resource in your plan, in your recovery, in your treatment, really I am saying that you belong in the plan, right? You are the greatest variable in your own wellness. And so that we have an opportunity. Thank you for bringing so many of, I love the nuances here, how many different things are coming forth. And I think you all are working with some really good ingredients. And so David, if you could tell us who group four is and let them share. Amber, Danielle, Jessica, Marie, and Nicole. So what stood out to us, we mainly identified similar to group two, like the neuroscience behind belonging and not having a sense of belonging, particularly when they're talking about the pain receptors. But how we ensure belonging with our programs and the services we provide is we talked about treating the whole person, not just their specific diagnosis. We also talked about how when we are explaining our group rules, we are including that we are respecting everyone and we're not engaging in any language or behaviors that could alienate someone based off of their race, religion, gender, et cetera. And following through with maintaining that role and those boundaries. Working through language barriers and respecting and also inquiring about client's culture. And then how we convey the message of belonging is when there's a crisis, not only like addressing the solution to that crisis, but the whole person and what has caused that crisis. Including clients and documentation collaboratively while actively listening to them. Showing up 100% for the clients, which requires engaging in self-care and knowing when you are not there 100%. And also being able to normalize that to our clients. That we, like them, are also human. And sometimes we are not here 100%. And so if that's OK for us, then it's absolutely OK for you guys too. I love that. And what I hear is a trauma-informed approach, right? So that's really quite considerate. And I appreciate that. And it does foster a culture of belonging. I really appreciate that. And so lastly, group five, if we could share who's in that group and have them report out. And then we're going to have a break. It's Alexia, Amy, Jill, Laura, Laura, and Susan Harris. I wasn't going to try to pronounce your last name. Sorry. I was going to butcher it. I came in in the half of it, so I'll leave it up to my group members. Okay. Who wants to be brave? I think it was, I think Amy was actually our scribe. She took the notes. Susan, is Susan trying to speak? I am, but Amy took our notes for us. Oh, she's back. Okay, so Amy just went to do a UA. I'm going to try to read her notes for you. Team 1, wise to refer to people in the know. The term woke used to mean people into one. I'm sorry. That's okay. When asked what stuck out about the video, I know one of the things I said was he used the word wise, which was a term that was borrowed from the gay community to describe straight people that were sort of with it, and that that reminded me a lot of how we used to use the word woke, and how sometimes words from subsets get absorbed into the general vocabulary for better or worse. Sometimes things that were once very nice terms sometimes get stolen, and they come to mean something very, very negative. And that's what I had said about the video. And then, Amy, are you there? No, she ran. She got called to the front to do, I think she's doing a UA. And I think the next question they asked, we talked about the fact that we think the CSB has good values about DEIB, but that one of my frustrations is how difficult it is to hire staff that are bilingual. And if I were a consumer coming to the CSB, that would be one of my measures of how welcome I felt is do you have people that speak my language, as opposed to always have to go through an interpreter. And I know, personally, because I work in a team, and you know, I'm part of the recruiting process, how hard it's been to get people on board. But I'm not so sure we always use every tool we have in terms of attracting people, because I know that there are a decent amount of bilingual licensed therapists that work for other CSBs in Northern Virginia, but for whatever reason, they aren't coming to Prince William. So I'm not sure we use every tool that we have in terms of recruiting those people. So that was what I said. And Amy, you can finish it. So I think I came in at the tail end. So you talked about question number two. We didn't get to question number three. But for question number one, what stood out to us about the video, we also talked about language and kind of the power of how words can either bring us together or separate us. In the video, they had mentioned the word wise to refer to people in the know. And we spoke about a word that has become a bit political. Now it's used in one realm to say that you know about things, you know what's going on. And then in another realm, it's used to kind of say, oh, those people, you know, they're, they're this. So it's interesting how the power of language can kind of bring us together or separate us. We had also talked about the idea of belonging, being important insofar as the guy had mentioned the example about traveling and how you look for people to feel like you belong, even when you're by yourself somewhere. And we talked about how we're like pack animals. So there's biology that contributes to that. Also survival, like if you are somewhere where you don't know anyone, you're going to have to make those connections in order to survive. And how it was interesting with like the avatar scenario, how the same brain reaction to the ball going back and forth. It kind of happens in like meetings, sometimes someone brought up the example of a meeting where everyone's being called on and maybe one person doesn't get called on as much. And that person might not want to speak up or respond if they're not given that opportunity. I'm out of breath, y'all. I'm sorry. No, Amy, thank you very much for that. And talking about the biology of it, right? And how that the lack of belonging or feeling left out or not a part of literally shows up as physical pain. It is in the same area. It affects the same area. So very often people hold that in their gut. They'll have a sensation that starts the cortisol will start in the gut, which leads to shortening of literally if you study it out, it shortens life. If that constantly is being done. That's why the science of resiliency, being able to reset your central nervous system is critical. It's really critical. And so I really appreciate what every group shared. You all get it right. And I do think exploring the wise interventions, which I was introduced through Dr. Cohen. I didn't know the history around that. I thought it was super cool that and how applicable that is around DEI, that even though you don't have my lived experience, that you are sensitive to it, that you fully see me and that that is possible because allies and folks, we're going to get into this, where you're at in your privilege and the power that you possess and how that can help serve in allyship. So it is 1120. I'd like everybody to, if David can go to the next slide, take a self care break. I have a little quote up there by Patch Adams. We can never get a recreation of community and heal our society without giving our citizens a sense of belonging. So take 10 minutes for yourself. You can do whatever you're going to do. Come back at 1130 and we are going to move into wrapping up here. I need every minute of that time. So I'll see you in, I stole a minute, nine minutes. Thank you. Thank you. Welcome back, everybody. Welcome back. I hope you did something good for yourself. I was saying emails, emails, okay, now we're going to have to work on self care practices. I think we all could stand to improve in that area. So moving along for the sake of time, I want to give you some tools. As an implementation specialist, one of the things that's important to us, we have a small team with the Opioid Response Network, but we're really about systems change, and we are agents of change. So we want to leave you with some tools that perhaps you can implement into your organization. I think you all are off to a fantastic start. You have great ingredients to work with. I can see that you really are well on your way to being a culture of belonging and that you care about it. But with any organization, we can stand for process improvements. David, if you could go to the next slide. So now that we've increased our knowledge and awareness around DEI and belonging, I want to just take a look at the social constructs in which these concepts apply. So these are based on social norms. That in itself speaks to who has power and privilege. Because who has the authority to say what are the social constructs? Who has the power and authority to say what social norms are? So this is a will of power and privilege, and it's done by previous work by Sylvia Duckworth. And I'll make sure you get the links and all these documents. But this is based on the inner circle of power, right? So if you were in the inner circle, you would be rich, speak English, be a cisgender male, have US citizenship, you'd be white, have a post-secondary education, able-bodied, heterosexual, neurophysical, neurotypical, I'm sorry, robust, and in terms of being slim would be your body type, you'd own property. So these are the, this is the circle of power, right? As you get out into the fringes, into the margins around these particular things, gender, citizenship, skin color, formal education, your ability or the lack thereof, your sexuality, your neurodiversity, your mental health, body size, housing, wealth, language. So looking at these things, you can see where do you experience privilege and or power. And very often people are surprised to realize that they may be marginalized in one group, but they are very privileged in others. So when you look at, okay, your formal education, right? You could have a lot of power in that particular area, regardless of the other areas. When you look at perhaps your ability, I was taught very profoundly by a deaf and hard of hearing individual that I had hearing privilege. I never thought about it like that, you know, and she helped me when I was doing a presentation because I had to practice cultural humility and how I was presenting. And she said, well, Ms., you know, she had her interpreter tell me, Ms. Laurie, you have hearing privilege. And so looking at these things, so this is looking at where do you experience oppression and or marginalization? How do these systems of privilege and oppression interact? And we're talking about social determinants of health or structural determinants of health that link to various systems that can hinder or advantage us and are cumulative, right? So intersectionality. So it's good to reflect on these systems of oppression and privilege. And how do you use your privilege? How do you use your privilege? And I think somebody spoke to it in their report out that this white man is speaking to this belonging and really being an advocate and an ally and an ambassador for belonging. And so that's how he uses his privilege. And I thought that was pretty profound. We'll go to the next slide. So I want to make sure you have this tool. We have the slides already downloaded and ready to send to Lynelle so she can disseminate them to you. But when you look at this next slide, you'll see that this is an exercise that perhaps you may want to engage in in self-reflection, right? You want to look at where do I really land on all of this, right? And many times we've used this with communities to look at the idea of this matrix of oppression, not belonging, and privilege, which ends up equating to belonging, right? And so you would make an X, you would use an X on the inside for privilege. And so if you are closer to the outside, but you want to kind of put an X where you kind of identify in these particular areas, and it'll give you an idea of where you sit with all of this. So this is just a tool that you can utilize. Next slide. And Laurie, Laurie. Yes. On this slide, it seems like at different points in our lives, we may move inside or outside of kind of that circle of where we are. Absolutely. And that's what Dr. Cohen was alluding to, that we have transitions in our lives where our realities will look different. And we actually have power to a degree to change some of the places that we sit in this, right? And so my thing is really getting real power to declare what is a social norm, right? Some of that's not fluid, it's set, and it's been set over centuries. And so that may be areas that allies can use their privilege in that particular area to advocate. And when you have people that sit in the margins, and it's perhaps cemented into our systems, into our structures, it can be exhausting, right? And so having allies to really carry the weight of some of that, or to speak up and speak out when it becomes an issue. I really liked what the one lady shared on here about finding bilingual staff, right? And so that was an area for improvement. And who are the people connected to the folks who can bring that individual in? And so maybe looking at it in that context, but you're absolutely right, Linnell. We can, and we have a lot of times, this identifies where we have a lot more power than we thought we did. So I really like that, because I look at some of this, and I really am empowered. I have power in many of these areas. And if I don't, sometimes you can look at this even in staffing, how you need to staff up. So this is a good tool. And we're going to go to- There's a quick question, sorry, in the chat. Where would you put one's legal status? I'm thinking one who is incarcerated has less power and privilege, but would you put that in the housing status? Well, it could see with the formerly incarcerated- Currently incarcerated. Oh, currently incarcerated, then you might look at several areas, citizenship status, how that translates, right? You might look at their sexual orientation. How is that person navigating incarceration with a different sexual orientation than the population they're housed with? All that, their ability or the lack thereof. So there's intersectionality even in the carceral system, right? And a lot, we at our recovery center, we have a lot of affinity groups. We have a group called Back to Life. It's a re-entry group. We have Rainbow Resilience, which is an LBGTQ2A+. We have, so you may want to provide programming around what you may see as those experiencing less power, right? Or more oppressive circumstances. But there are a lot of challenges for those in carceral settings and even in the re-entry process. And I've done a lot of work. I have a certification around that. It's in my own experience. So yeah, thank you for that question. Very good. Very good. So let's go on to the next slide. Why we do this work, an extra reason why we do this work is there's an executive order to do it. There is an executive order from the federal government, Executive Order 13985. It's been actually doubled down on. Where advancing equity must be a core part of management, policymaking practices. It has to go beyond delivering special projects or programs that focus on underserved communities. It has to be a central component of decision-making frameworks. It has to be, it has to yield tangible change. You need to be able to put your hands on the evidence of the work that has been done, right? And that's really when you're dealing with upper management and executive and administrative folks that really commit to this work. It's not just a set of values. It has to be a tangible outcome. Really important point. Equity benefits not just some of us, but all of us, all of us. When the tide rises, all ships rise. And so it benefits everybody. It's not a zero-sum game. Heather McGee has an excellent book called The Sum of Us. It's fantastic. I highly recommend it. It's one of the best books I've read in a decade, The Sum of Us, Heather McGee. So if we close the gaps in income, wealth, financial security for families across the country, our economy will grow. It's up to all of us as leaders to carry this message, to demonstrate that advancing equity is not a zero-sum game that benefits some at the expense of others, which is a myth. That's a big myth. And I do this training a lot with those serving immigrant populations, and that goes a very long way in recognizing the contributions being made versus what's being taken. So next slide, please. We really need to practice this whole idea of cultural humility, right? NIH defines cultural humility as a lifelong process of self-reflection and self-critique, whereby the individual not only learns about another's culture, but one starts with an examination of her or his own beliefs and cultural identities. Know yourself first. know thyself, right? And in knowing that I did a full exploration of my history and I mean I've had my DNA stuff done and I'm very proud of my culture, my identity, you know, my ancestors and elders. So that is something that I discovered through this process. It's a lifelong commitment to learning and critical self-reflection. It's very personal. There's a desire to fix power imbalances within provider-client dynamics. I heard somebody say consumer, whatever your term is. But there's this desire to fix this power imbalance. And when you get into clinical and non-clinical work, there is a power differential that has to be acknowledged. And very often we're bound by systems ethics to comply. And it may be a point where moral injury is incurred. And how do I process and navigate that? So self-care is critical. And institutional accountability of mutual respectful partnerships based on trust. I have a tip for you and it's one that we practice at our center is we treat people as a resource. Why would we continue to fight an individual on their plan when they can serve as the greatest resource and expert of their own experience? So we treat people as a resource. It goes a long way in creating that culture of belonging. Hey, Lori, someone has their hand up. Alexia? Oh, please. Sorry, I'm trying to swallow my salad. So I don't know, this may apply somewhere to what we just said in the last like five minutes. So even here, so I'm part of the organization for Latin employees. So at some point, now that right now we're currently Hispanic Heritage Month, we want to put out things of cultural facts and all that kind of stuff. But we were also thinking of kind of expanding it kind of like a year round thing. However, I brought up the point, how are we supposed to, not how are we supposed to, how do we, you know, put out this information without trying to, with me feeling that we're forcing culture down people's throats. So that was my thing. You know, the whole thing about like belonging and cultural and everything. So I mean, yeah, I'm a part of it and everything like that. You know, I think that, you know, Hispanic Heritage Month is, you know, the perfect time to do it. But in terms of making it a year long thing, I wasn't really keen on that because that's what I feel like. I feel like we're forcing people to learn about us. They can just delete the email, whatever. But even then, that was my two cents when I was having that meeting with them. I was like, I'm not really too keen on that. Like, how do we even do that? Yeah. Yeah. That's interesting. And there's a lot there. Alexia? Yeah, there's a lot to what you're saying. And it would take some time to unpack because I would be curious who said it. I have a dear friend, Dr. Javier Hernandez, and he's a part of the opioid response network. We're on the health equity team together. And his position is that he really is not into celebrating it at all because he said, I celebrate it every day because I am it. Right. And so, yeah, you could do it, have that position. But kind of what is the it would require planning. Right. So how do we celebrate who we are on a regular basis? Right. Or there's a lot to that. And I get both perspectives. It's sort of a both and type solution. But what is what is the collective? Don't do it by yourself. Get a collective set consensus around it. How do we do that? Like, explore it. Right. Explore what are your recommend use a participatory process, use a participatory process and see what people say, because I get what you're saying. And in one of the greatest criticisms of our in our efforts around that is, well, well, what about me? Well, what about my culture? Right. Or what about so these are the things. Well, how do you want to celebrate your culture? Right. And so it takes a concerted effort that most companies aren't willing to pay for. In terms of the planning phase of it, so you have to care enough about it to maybe do it off clock or have a group of committed individuals that say this is important to it. Maybe we'll have around health equity. Right. You want to frame it around health equity. How do we talk about how we can be healthier in this particular culture and just natural things will emerge. So those are some of my recommendations. I would be willing to help navigate some of that through the opioid response network in the future. So I appreciate that. Yeah. Kind of celebrating it through this month specifically was, of course, I ask permission. But so every Friday I would I love doing PowerPoints. I absolutely love it. I love jazzing them up, putting all these pictures, whatever. So every Friday I would put out a PowerPoint, Folklore Fridays. So every Friday would be I would concentrate on one bit of Spanish folklore, like the cryptid, like the Chupacabra. You know, that's the most well-known one, obviously. And I would just make a whole PowerPoint, like going with pictures, what the actual urban legend is, how it applies now. But I would because I don't want to offend anyone looking at it, I have to add humor to it. So I would be like, I would be writing it as I talk, like the way I talk, I'm writing it. So I'm putting in a lot of humor so that it's not as dark to people. Plus, Halloween is my favorite season. So it's I found it just really, really fun to do. And I feel like that was for me a fun way to, you know, share my culture with you. Yeah. Yeah. And there's a lot in Alexia, there's a lot in everything you're saying. I am alive. No, but you're working within the framework that exists. Right. So you are acknowledging this, this system that exists while trying to show up as your yourself in it. I would caution you from diminishing being your authentic and wholesale, you know, so everybody think about that in terms of who gets to show up as their authentic selves. And what's that saying? Right. It's really a deep thought. Right. But I encourage you to continue celebrating your culture. And I also would recommend also practicing cultural humility, because even though even as a Black woman, I can be missing things. Right. I've been educated around my need to practice cultural humility as well. And so that would be my recommendation. I think that's a great segue. So thank you for that question. And another tool I want to leave everybody with, because we are running out of time, is the addressing the Hays addressing framework. So this is a tool that I would encourage you to use, especially if you do supervision, if you're in a supervisory role. We'll go to that slide. Let me see. I don't see. See it up. Do we have that, David? Do you want this one with a template? Yeah. Well, go back. Go back to. Back a couple of slides. There we go. So this is a great tool. We're going to send you the handouts for this. I'm going to just briefly tell you what this is. And so the addressing framework really looks at and it's a tool that Pamela Hayes came up with. And what it is, is it looks at when we serve others, what are the cultural influences? What are the identified minority groups? So addressing the acronym is A is for age and generation. The first D is developmental disabilities. And the people, let me go back. So when you look at the A first day, the minority groups might be children, adolescents, elders, right? When you look at developmental disabilities, these are people with developmental disabilities versus the second D acquired disabilities, people with disabilities acquired later in life. The R represents religion and spirituality, the religious minority cultures. The E is ethnic and racial identity. So ethnic and racial minority cultures based on maybe that will of power and privilege. Socioeconomic status, people of lower status by education, income, occupation, rural habitat. Sexual orientation, the minority groups is gay, lesbian, and bisexual people, trans people. When you look at cultural influence, indigenous heritage, and the minority groups is indigenous, aboriginal, and native people, even though there are first citizens, right? Cultural influence, national origin, looking at minority groups, refugees, immigrants, international students. When you look at cultural influence, gender, and the minority groups being identified as women and transgender people. Next slide, please. So the handout that I'm going to send you, it will be a two-page front and back. This is the first page where you're going to look at how you identify. How do you identify as a support worker, a clinician, a case manager, whatever your role is, social worker. And then what are the implications for your work? So consider where you have privilege and which groups might be easy or difficult to work with. Then once you identify these, if you go to the next slide, David, once you identify this, you're going to review your entries, then you're going to answer these questions. Based on your entries to the table, previous table, evaluate three areas where you have privilege and three areas where you do not. And you're going to give some examples. So this is a self-reflective exercise. You can do it in a group setting too. Then two, you're going to evaluate how your own cultural identity or other factors may possibly influence you to have any biases in relation to others with different cultural identities. And we all like to think our culture is the best, but it can get into a biased perspective. Then you want to analyze the implications your cultural identity may have on your professional relationships. Ultimately, go to the next page. What an example might look like on the next slide, thank you, is a, we have an individual who has identified as middle-aged in their 40s. And they're saying around age, the implication would be, I would have difficulty working with children and young adults, 15 to 20. I realize I'm too verbal in my therapy approach and appreciate clients who can have discussions involving complex concepts. So this person has a very low tolerance for that prefrontal cortex not being as developed, the decision-making faculties, right? And so being in full development, but they acknowledge that about themselves. Look at sexual, the second S, sexual orientation. This individual identifies as gay, right? And then the implications for their work is, I know I have biases against people who follow a strict and literal interpretation of the scriptures. And so this person, if they would have to work with somebody who was very rigid, had a very religious, rigid outlook around sexual identity, that would be a problem for them. And most agencies would find that incongruent for the person's care, okay? Lastly, another example is around gender. This is a person who identifies as male. The implications for their work might look like, I would have problems working with those who follow strict social sex rules. Only men can do men's things and only women can do women's things. I find gender and social sex rules much more fluid. So this is a person who may not have the same views as other males may. So really having a feel for how you identify using the addressing model, it helps you to examine biases around your work, how you identify the implications for your work. Next slide. This is the document that you will receive in a PDF. I already have it in a file ready to send to Linnell after this training. But you'll get this so it looks like this. It'll be two-sided. You can print it so it's one sheet. And it's two-sided. I hope it serves as a resource and a tool for your healing arts, okay? And lastly, we're going to, if I could just make these comments, because I know we're at time. This is a lifelong process. Need you to be comfortable with being uncomfortable. It's in the next slide, David. We encourage you to seek out trainings and ways to engage in doing the work. And lastly, we encourage you to bring this work, this work, bring this into your work, family, and friend circles. And remember, we can change, like, things that have happened in the past, but we can acknowledge it, commit to doing better in the future. Next slide. It starts with a commitment to action, right? And so, you can determine for yourself what can I do as an individual, what can I do in my workplace, in my role as a leader or a champion. And I really feel I have a lot of champions in this particular group here. If you need help, next slide, you can submit a request, and we can support you. You don't have to do the work alone, like Lynelle did. She reached out to us, and we're here to support you. So, if there's any part of this training today that you'd like flushed out and more of, by all means, submit a request, okay? David is your technology transfer specialist. And if we can go to the final slide, I think we have a lot of the final slide. I thank you for engaging me for this extra minute. We can do the evaluation. We can do the evaluation. And again, I want to thank Lynelle. I want to thank you all, and I apologize for racing to the end, but you will receive the slides. You will receive all the resources, the tools that were put forth today. I really would like to come back to you all and have another conversation because I found this group really engaging. And again, if you could do, just put your phone right on that QR code. Oh, thank you, Jessica. And do your eval. You just take your phone, point it at the screen, and it literally takes a minute or two to do the evaluation. Yes, thank you so much, Ms. Lurie. I just wanted to also mention that I put in the link in the... Lost David again. The link is in the chat as well, folks. I'm doing it right now. It's really fast. It only takes like three seconds. Thank you, Lynelle. Absolutely. Thank you. I think Zoom was having some issues today. My apologies for that. I just wanted to thank you for being here today. It was really great information and presentation, Lurie. Thank you so much for us finally working this out and finding your time to do this presentation for us. Really, really appreciate it. I appreciate you, and I look forward to meeting these folks in person. I'm going to come see y'all. You got some special people here. We do. We really do. Thank you so much. Thank you. Why don't you do your eval? Yeah, David, I'll give it to you now. Oh, he's gone again. If you finish the eval, you can go ahead and log off. Thanks again, everybody. He's here, Lynelle. I keep freezing up. I was saying something, but I keep freezing up. Thank you, guys. I was just saying thank you for everyone. Again, the link is in the chat. Again, thank you, Ms. Lynelle, for helping us put this together as well. Ms. Lurie Johnson-Wade, as usual, for that wonderful presentation. We will send all this information. This is recorded as well. We will have to process it into our learning management system, but we will send out the links to everyone and to Lynelle to share with other staff as well. We'll share the PDF resources that Ms. Lurie will make us available to everyone as well. Thank you, guys. Feel free to hop out once you're done with the evaluation. Again, that really will help the ORN to keep providing the services that we do, but thank you. Thanks, David. Question for you, David. Do you have a list of the folks who attended? I can make sure I get that to our training person. Yes. I can provide you the Zoom thing. Thank you, because he can upload it into folks' records that they've attended this training. This adds to our cultural competency training requirement hours, so this is amazing that we're able to hit two birds with one stone here today. Sounds great. Yay. I'll send that to you. Take care. Take care, everyone. I'll be here for people that are finishing up the evaluation if you guys need me, and I'll close it out in a minute or two. People are mostly done. All right, David. We'll be emailing with each other. Talk to you later. Okay. Take care. Thank you. Bye.

Lori Johnson Wade

Lost Dreams Academy

Opioid Response Network

diversity

equity

inclusion

sense of belonging

recovery support services

Hays addressing framework

cultural humility

mental well-being

physical well-being

lifelong learning

self-care

participatory process