"There is no such thing as a spirit completely broken; therefore, all humans have the right to hope."
~ Ally Jamieson, MSW
Positive Human Development
Positive Human Development offers an integrated model of evidence-based practices and empirically grounded theories that promote person-directed solutions. This model of recovery seeks to eliminate stigma while promoting dignity and hope. This model can successfully combat negative stereotypes through the following sound theories and practices:
~ Interpersonal Neurobiology
~ Positive Youth Development
~ Recovery Model
~ Attachment Theory
~ Harm Reduction
~ Developmental Assets & Protective Factors
~ Social Learning Theory
~ Emotional Traumatology
Empirical research demonstrates that the brain remains adaptable and continuously influenced by external experiences throughout a lifespan (Seigel, 2001; Barbas, 1995; Benes, 1998). This means that humans of all ages, with all challenges, have the ability to experience positive development in safe environments. Professionals interacting with individuals experiencing mental health challenges must understand that opportunities for positive human development exist for everyone, regardless of age and regardless of diagnosis.
Positive Human Development strives to enable individuals with mental health challenges to be active and thriving participants in their community. Gone are the days when it is acceptable to imply families do not have the right to hope for effective treatments, positive interpersonal interactions, and promising futures. Through trauma-informed care principles, Positive Human Development can provide a road-map for professionals seeking to improve services for clients, as well as families seeking to improve experiences with helping professionals and family members.
The foundational premise of Positive Human Development is that there is no such thing as a spirit completely broken; therefore, all human beings have the right to hope.
For more information: email@example.com
6 Necessary Safety Categories
In order for an individual to achieve their greatest potential and for healing and recovery to begin, an overall feeling of security of environment and self must be established or, at the very least, be the overall objective in treatment. A person must be safe physically, psychologically, socially, morally, medically, and culturally. Some safe environments and interactions are easier to establish than others, but when all six safety categories are experienced by individuals recovering from trauma, healing can truly transform a reality from fear, complacency, and pessimism to resiliency, recovery, and optimism.
The below attachment is adapted from the Sanctuary Model. Positive Human Development adds the 5th and 6th categories of medical and cultural safety.
Read the attached document below titled "Six Necessary Safety Categories" to learn specifics.
Conferences in 2013
University of British Columbia School for Social Work Conference - January 2, 2013
Stronger Nations Connecting Creativity and Innovation to Practice Conference - March 21 & 22
The BC Council for Families posted an interview conducted with Positive Human Developments founder Ally Jamieson, MSW on developmental trauma and mental health practice in late November. You can listen here!
Trauma and Mental Health
At the heart of every human being are connections formed with other human beings. These bonds determine, to a large extent, how we respond to emotionally traumatic events, to what extent mental health issues dominate our ability to function on a daily basis, and how we experience resiliency and recovery from emotional trauma. In a very real sense, these relationships have the capacity to both harm and heal. This website will serve as an informational resource for those living with the consequences of emotional trauma, as well as a resource for those seeking the best ways to support a loved one or client on the road to recovery.
Positive Human Development’s Mission
The foundational principle of Positive Human Development is that recovery from trauma is possible. Trauma-informed care is critical for children and families in crisis. All trauma survivors deserve to experience safe environments to heal in and all trauma survivors possess the ability to thrive in their communities. Reducing rates of retraumatization in treatment and social service environments can increase rates of resiliency and recovery while also promoting enhanced positive program outcomes. Our primary objective is to promote trauma-informed care with current research & methodology, evidence-based practices, consultation and advocacy for mental health consumers and professionals.
The National Center for Trauma-Informed Care discusses Positive Human Development in the following on-line newsletter:
Dynamic New Partnerships Created to Build Trauma-Informed Care (TIC) into State Mental Health Systems
Who has decided Trauma-Informed care trainings by Positive Human Development are the BEST way to help our youth succeed?
Friends of the Children
French American International School
The Inn Home
CASA of Oregon
Grand Ronde Tribal Court Program
Oregon Family Support Network
Tri-County Batterer Intervention Provider Network
BC Council for Families
Richmond Family Place
United Way of Lower Mainland - Early Years Refugee Programs
Frontier Leadership Network Conference
14th Annual International Conference on Abuse and Trauma
Shoulder to Shoulder Conference
Oregon Coalition on Housing and Homelessness
Homeless Youth Summit
Oregon Mentor Conference
Grounding Trauma 2012
BC Council for Families Finding Common Ground 2012 Conference
BCASW 2012 Celebrating Strengths Conference
Community Mental Health Workshops
Trauma-Informed Practice in Community Mental Health
Trauma-Informed Youth Work
About Positive Human Developments Workshop Facilitator...
Ally Jamieson has worked as an adolescent counselor with homeless and runaway youth, youth in residential care settings, and as a crisis intervention specialist with youth involved in the juvenile justice system in Portland, Oregon. Ally participated in the Communities Empowering Youth grant, in partnership with Portland State University and Looking Glass in Eugene, Oregon, to conduct qualitative case study research of agencies serving homeless and runaway youth throughout the state of Oregon. Findings from this work can be found in the "Stronger Youth and Smarter Communities: An Analysis of Oregon's Investment in Runaway and Homeless Youth Programs" executive summary and final report (see Executive Summary and final report below).
Ally contributed to the development of a comprehensive training curriculum for the State of Oregon which incorporated interpersonal neurobiology and attachment theory to address how to reduce trauma experienced by children during the initial out-of-home placement process in child abuse investigations. Additionally, Ally infused interpersonal neurobiology into a teen parenting curriculum designed for the Portland Public School District.
Ally has incorporated current evidence-based practice techniques and current research in the area of interpersonal neurobiology, providing technical assistance and comprehensive trainings to agencies and individuals working with children and families impacted by trauma.
Ally Jamieson earned her Masters Degree in Social Work (M.S.W.) on the Social Service Administration and Leadership (SSAL) track from Portland State University's Graduate School for Social Work and began her doctoral work at the University of British Columbia's School of Social Work in 2011, where she continues her work to transform the field of social work to prioritize trauma-informed care as its fundamental tenet. Her primary doctoral focus is to design a developmental trauma theoretical and practice model for social work.
Positive Human Development
Vancouver, BC. Canada
Useful Youth Service Provider Materials
Positive Youth Development Resource Manual from ACT For Youth Center of Excellence
The pdf of this manual is posted below, but the ACT For Youth Center of Excellence website offers additional valuable resources
The Search Institute
The Search Institutes list and activities for fostering developmental assets
Ally Jamieson, MSW
Comments are welcomed...
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Oregon Department of Human Services, (2006). Foster Care 2006. Department of Children, Adults, and Families. Salem, Oregon.
Pumariega, A.J. (2006). Residential Treatment for Youth: Introduction and a Cautionary Tale. American Journal of Orthopsychiatry. 76: 3, 281-284.
Child Welfare League of America. Children’s Health Act of 2000 (H.R. 4365). Retrieved from website on May 19, 2008: www.cwls.org/advocacy/secreshr4365.htm
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Major, B., O’Brien, L.T. (2005). The Social Psychology of Stigma. Annual Review in Psychology. 56: 393-421
National Child Welfare Resource Center for Family-Centered Practice, (2003).Mental Health in Child Welfare: A Focus on Children and Families. Best Practice Next Practice, Family-Centered Child Welfare. Summer, 2003.