RESILIENCE chronicles the promising beginnings of a national movement to prevent childhood trauma, treat Toxic Stress, and greatly improve the health of future generations. This one-hour documentary delves into the science of Adverse Childhood Experiences (ACEs) and the birth of a new movement to treat and prevent Toxic Stress. Now understood to be one of the leading causes of everything from heart disease and cancer, to substance abuse and depression, extremely stressful experiences in childhood can alter brain development and have lifelong effects on health and behavior. © 2016 KPJR Films LLC. All rights reserved.
Produced by KAREN PRITZKER & JAMES REDFORD
Directed by JAMES REDFORD
Executive Producer KAREN PRITZKER Executive Producer REGINA K. SCULLY
Co-Producer DANA SCHWARTZ
Resilience: The Biology of Stress & the Science of Hope
Key Concepts and Resources
RESILIENCE Film Screening
ACEs are adverse childhood experiences such as physical and emotional abuse, neglect, caregiver mental illness, and household violence. ACE’s impact children’s developing brains and can change how they respond to stress. The higher a child’s ACE score, the more likely he or she is to suffer from toxic stress. Without supportive adults, children with high ACEs can suffer from poor academic achievement and behavioral issues and long term health effects such as chronic disease and substance abuse.
The single most common factor for children who develop resilience is at least one stable and committed relationship with a supportive parent, caregiver, or other adult.
ACEsTooHigh– News site covering ACEs research and practices
Hope Beyond Hurt - infographic
TRAUMA INFORMED CARE
Identifying and assessing traumatic stress.
Addressing and treating traumatic stress.
Teaching trauma education and awareness.
Having partnerships with students and families.
Creating a trauma-informed learning environment (social/emotional skills and wellness).
Being culturally responsive.
Integrating emergency management & crisis response.
Understanding and addressing staff self-care and secondary traumatic stress.
Evaluating and revising school discipline policies and practices.
Collaborating across systems and establishing community partnership