2. Girl-Centered Practice www.seethegirl.org

3. Welcome Welcome & Introductions Review of Agenda
Explanation of Girl Centered Institute
Why Girls? A Glance at the Research
Girl Centered Practices – A Sampling
Resources:
Sign-In Sheets
DBWPC Girl-Centered Practice

4. See the Girl
We engage communities, organizations and individuals through quality research, community organizing, advocacy, training and model programming to advance the rights of girls and young women, especially those in the justice and child protection systems.
DBWPC Girl-Centered Practice

5. What We Do Research Model Programming Training & Technical Assistance
Advocacy

6. Policy Center Research
Breaking New Ground on the First Coast: Examining Girls’ Pathways into the Juvenile Justice System
See the Change: Girls’ Juvenile Justice Trends on the First Coast
Girl Matters : Continuity of Care Evaluation Report
Girl Matters: It’s Elementary Report
Current: Unlocking Role of Probation
True understanding of what we could have done differently (as a community) through the eyes of girls. –Inform a comprehensive response by the Policy center

7. What the Research Tells Us

8. Why Girls?
Girls present with higher rates of mental health problems and depression
More likely to attempt suicide & self mutilate
1 in 3 girls are sexually abused before age 18
Negative body image, low self concept, acute substance abuse aimed at self medicating to deal with trauma indicate need for a girl responsive approach

9. 1 in 3 referrals to the juvenile justice system is a girl

10. Learning: Girls’ Disconnection Through a Series
of Complex Traumas
-update infographic
Insights from girls sent away from our community—impetus for our program model interventions
Relationships and connection are vital to her growth and well-being
What is the biggest life/ social or relational challenge you have overcome?
being homeless
Being in the foster care system and didn't have parents - sexual abuse - starvation. Lots of foster homes.
Discovering I was born from rape when I was 16
Getting raised by my grandma since I was 4. My dad was abusive and not in my life after mom left him. Mom died when I was 5.
Growing up fast, I had to raise my younger siblings and cousin
Haven't overcome my challenges yet. My challenge is to get out, get my GED, car and a job or maybe get emancipated
Me being put down, down graded, embarrassed, being teased for not being able to read and write, and spell
My attitude."" Girls mother also passed away when she was 8 from aids.
My dad being in prison for drug trafficking.
Past trauma that happened when I was little, I finally told myself that it wasnt my fault
Rape at age 13. Stranger picked her up while she was walking home. She has since processed it and has prayed about it.
Starting to open up and get close to my mom.
stopping drug use
Suffering abuse inflicted on by mom. I prayed to God, I was hopeless. I didn't think I would make it to 18 because of the abuse, I thought she would kill me."
The loss of my mom last year when I was 14
Trust and losing people
Source: Breaking New Ground on the First Coast: Examining Girls’ Pathways into the Juvenile Justice System.

11. Warrants Attention: Commitment for Less Serious Offenses 2014-2015
64% of girls versus 26% of boys were committed for less serious offenses (misdemeanors, violation of probation).
36% of girls versus 8% of boys were committed for a non-law violation of probation as their most serious offense at time of disposition.
Source: See the Change: Girls’ Juvenile Justice Trends on the First Coast.

12. Warrants Attention: Girls’ High Needs
PACT
Sexual Abuse (15% Probation, 50% commitment)
Physical Abuse (19% probation, 54% commitment)
Mental Health Problem (23% probation, 71% commitment)
Source: See the Change: Girls’ Juvenile Justice Trends on the First Coast.

13. Through the Lens of a Girl
Physical abuse Emotional abuse Sexual abuse Trauma Chaotic family life Multiple moves Grief and loss Academic failure Feelings of hopelessness

14. What We See Manipulative Anger Hostility Mistrust
Disrespect for authority
Withdrawn
Runaway
Aggressive
Defensive

15. System Response
Judge harshly Personalize Engage in power struggles Punish behavior Send away Suspend/Expel Isolation Restraint Control

16. Intergenerational Consequences of Girls’ Incarceration
Problems follow girls into adulthood
Poor physical, emotional & mental health
Substance abuse
Future arrests & incarceration
High risk of domestic violence & violent relationships
Dysfunctional parenting/losing custody of their children

17. Trauma Matters
Juvenile justice system-involved youth report trauma at rates that are 8 times higher than community samples
Reported Trauma:
93% of boys
84% of girls
However, more females meet criteria for PTSD (Abram et al., 2004)

18. Trauma Matters
Children and adolescents experience trauma under two different sets of circumstances.
Acute Traumatic Events:
experiencing a serious injury to yourself or witnessing a serious injury to or the death of someone else,
facing imminent threats of serious injury or death to yourself or others, experiencing a violation of personal physical integrity.
Chronic Traumatic Situations:
exposure to trauma occurs repeatedly over long periods of time
From: National Child Traumatic Stress Network
Children and adolescents experience trauma under two different sets of circumstances.
Some types of traumatic events involve (1) experiencing a serious injury to yourself or witnessing a serious injury to or the death of someone else, (2) facing imminent threats of serious injury or death to yourself or others, or (3) experiencing a violation of personal physical integrity. These experiences usually call forth overwhelming feelings of terror, horror, or helplessness. Because these events occur at a particular time and place and are usually short-lived, we refer to them as acute traumatic events. These kinds of traumatic events include the following:
School shootings
Gang-related violence in the community
Terrorist attacks
Natural disasters (for example, earthquakes, floods, or hurricanes)
Serious accidents (for example, car or motorcycle crashes)
Sudden or violent loss of a loved one
Physical or sexual assault (for example, being beaten, shot, or raped)
In other cases, exposure to trauma can occur repeatedly over long periods of time. These experiences call forth a range of responses, including intense feelings of fear, loss of trust in others, decreased sense of personal safety, guilt, and shame. We call these kinds of trauma chronic traumatic situations. These kinds of traumatic situations include the following:
Some forms of physical abuse
Long-standing sexual abuse
Domestic violence
Wars and other forms of political violence

19. Traumatic Events Screening Instrument – Self-Report (TESI)
Direct involvement or witnessing a bad accident involving serious injury or death
Being involved in a natural disaster
Serious illness or death of someone close to the child
Other unnatural death of someone close to the child
Direct experience of serious physical symptoms or illness
Significant separation from caregivers
Knowledge of suicide attempt or completed suicide by someone close to the child
Physical abuse or serious threat of violence from anyone
Being jumped or mugged
Being kidnapped or knowing someone who was

20. Traumatic Events Screening Instrument – Self Report (TESI)
Being attacked by a dog or other animal
Witnessing domestic violence, or experiencing the threat of violence in the family
Use of a weapon in the family
Arrest or incarceration of a family member
Exposure to community violence
Direct involvement in war or terrorist attack, or watching these on TV
Experience of neglect and not having “the right care”
Experience of sexual abuse or sexual exploitation, or observing forced sex acts
Experience of emotional abuse or threats of permanent rejection
Observing drug use by others

21. Impact of Trauma Trauma is linked to a host of negative outcomes:
Mental health: PTSD, suicide, hopelessness, anxiety, fear, depression
Behavioral: school problems, conduct issues, delinquency
Health-related: high-risk behaviors, substance use, physical pain
print

22. Traumatic Experiences Affect Development
Interruption of child’s normal development
Detrimental impact on self concept, self esteem, autobiographical memories, regulation of emotions, empathic response
Impact on brain development may lead to elevated levels of arousal, hyper vigilance, aggression, hyperactivity, impulsive behavior, inattention
Effects skill mastery, academic performance, social integration, problem solving, general mental health

23. Behavioral Characteristics of Trauma
Learned Helplessness
Depression
Emotional Constriction
Distorted Reasoning
Loss of Trust and Faith
Hypervigilance
Traumatic Bonding
Loss of Ability to Accept Caring

24. Behavioral Characteristics of Trauma
Problems with Self Regulation
Easily Triggered
High Risk Behaviors
Disorganized Inner World
Survival Guilt
Development of Rigid Psychological Defenses
Cycles of Re-enactment
Relationships Issues
Desire to Self Medicate

25. Impact of Trauma Trauma is linked to a host of negative outcomes:
Mental health: PTSD, suicide, hopelessness, anxiety, fear, depression
Behavioral: school problems, conduct issues, delinquency
Health-related: high-risk behaviors, substance use, physical pain
Print
Interruption of child’s normal development
Detrimental impact on self concept, self esteem, autobiographical memories, regulation of emotions, empathic response
Impact on brain development may lead to elevated levels of arousal, hyper vigilance, aggression, hyperactivity, impulsive behavior, inattention
Effects skill mastery, academic performance, social integration, problem solving, general mental health

26. Trauma Matters What we know about trauma: Trauma never goes away
It impacts our brain development
It impacts our ability to
Trust
build autonomy
Take initiative
Self-care
Cognition
Develop our identity
Form stable relationships
QUOTE FROM JUDITH HERMAN;
““Many abused children cling to the hope that growing up will bring escape and freedom. But the personality formed in the environment of coercive control is not well adapted to adult life. The survivor is left with fundamental problems in basic trust, autonomy, and initiative. She approaches the task of early adulthood――establishing independence and intimacy――burdened by major impairments in self-care, in cognition and in memory, in identity, and in the capacity to form stable relationships. She is still a prisoner of her childhood; attempting to create a new life, she reencounters the trauma.” ― Judith Lewis Herman, Trauma and Recovery
The Effects of Trauma
Children
We now have a wide body of research indicating that the brains of children who are exposed to chronic trauma and stress and wired differently than children whose experiences have been more secure. When experiencing stress or threat, the brain’s “fight or flight” response is activated through increased production of the powerful hormone cortisol. While cortisol production can be protective in emergencies, in situations of chronic stress its level is toxic and can damage or kill neurons in critical regions of the brain. Especially damaging is the experience of stressors that occur in an unpredictable fashion (e.g., community violence, domestic violence). In extreme cases, this chronic exposure to trauma causes a state of hyperarousal or disassociation. Hyperarousal is characterized by an elevated heart rate, slightly elevated body temperature, and constant anxiety. Disassociation involves an internalized response in which the child shuts down, detaches, or “freezes” as a maladaptive way of managing overwhelming emotions and/or situations. The younger the child is, the more likely he/she will respond with disassociation. Children are more susceptible to post-traumatic stress because in most situations they are helpless and incapable of either “fight or flight.” A state of learned helplessness can pervade children’s development as they learn, through the repeated experience of overwhelming stress, to abandon the notion that they can impact the course of their lives in a positive way. When trauma or neglect happens early in life and is left untreated, the injuries sustained reverberate to all ensuing developmental stages.
Adolescents
During adolescence, the brain goes through a critical period of pruning and reorganizing that may be characterized by the phrase “use it or lost it.” Functions that are being used and stimulated regularly are strengthened and “hard-wired” and functions that are not used and stimulated are pruned away.
This massive remodeling occurs in the cortex, the highest functioning part of the brain that is needed for good judgment, planning, and other essential functions of adulthood. The frustrating and often baffling behavior of teens can be better understood in the context of what’s going on in the adolescent brain. Asking teens to manage more than one task at a time can overwhelm them, as they are just developing the brain functions needed to prioritize issues, sort through problems, and set goals for the future. Because the cortex is under construction, teens use more primitive parts of the brain (limbic) to manage their emotions, thus they are more likely to react versus think and to operate from their gut response versus reasoning. They are more likely to misinterpret body language and are generally more vulnerable to stress at this time. They also require more sleep because of the work their brain is doing to facilitate all of this growth and change.
While this brain reconstruction is going on, adolescents are also experiencing puberty. They are developing sexually before their brain is mature, and thus are most vulnerable to making poor choices about sex and relationships. Chemical changes in the brain make adolescents more prone to risky behaviors, such as alcohol and drug use. Compounding these risk factors is the normal adolescent need and drive to identify, belong to and fit in with a peer group and to separate from their parents as they transition to adulthood.
Effects into adulthood
The relationship between traumatic childhood experiences and physical and emotional health outcomes in adult life is at the core of the landmark Adverse Childhood Experiences (ACE) Study ( a collaborative effort of the Centers for Disease Control and Prevention and the Kaiser Health Plan’s Department of Preventative Medicine in San Diego, CA. The ACE Study involves the cooperation of over 17,000 middle aged (average age was 57), middle class Americans who agreed to help researchers study the following nine categories of childhood abuse and household dysfunction:
Recurrent physical abuse
Recurrent emotional abuse
Contact sexual abuse
An alcohol and/or drug abuser in the household
An incarcerated household member
A household member who is chronically depressed, mentally ill, institutionalized, or suicidal
Mother is treated violently
One or no parents
Emotional or physical neglect
Each participant received an ACE score in the range of 0-9 reflecting the number of the above experiences he/she can claim (e.g., a score of 3 indicates that that participant experienced 3 of the above ACEs).
The study claims two major findings. The first of these is that ACEs are much more common than anticipated or recognized, even in the middle class population that participated in the study, all of whom received health care via a large HMO. It is troublesome to ponder what the prevalence of ACEs might be among young African American and Latino males, many of whom live with chronic stress and do not have a regular source of healthcare.
The second major finding is that ACEs have a powerful correlation to health outcomes later in life. As the ACE score increases, so does the risk of an array of social and health problems such as: social, emotional and cognitive impairment; adoption of health-risk behaviors; disease, disability and social problems; and early death. ACEs have a strong influence on adolescent health, teen pregnancy, smoking, substance abuse, sexual behavior, the risk of revictimization, performance in the work force, and the stability of relationships, among other health determinants. The higher the ACE score, the greater the risk of heart disease, lung disease, liver disease, suicide, HIV and STDs, and other risks for the leading causes of death.

27. Trauma Matters
The nature of trauma and traumatic experiences are inherently complex.
Trauma affects children, adults, and families in specific ways.
Trauma recovery is a journey

28. Re-Traumitization
A situation, attitude, interaction, or environment that replicates the events or dynamics of the original trauma and triggers the overwhelming feelings and reactions associated with them.

29. Gender Differences
Girls report higher rates of sexual abuse, sexual assault, physical punishment and psychological distress (Hennessey et al., 2004, Tolin & Foa, 2006)
Boys are more likely to experience nonsexual assaults, accidents, serious illness or unspecified injury, and witnessing death or injury (Tolin & Foa, 2006)
In general, girls report being the victim of violence and boys report witnessing a violent event (Steiner et al., 1997).
Confrontation with traumatic news, witnessing domestic violence, physical abuse, and sexual abuse are each significantly associated with PTSD. Witnessing a crime, being the victim of a crime, and exposure to accidents, fire, or disaster are not associated with PTSD. These findings underscore the association between interpersonal violence and childhood PTSD. From:
Relationship between type of trauma exposure and posttraumatic stress disorder among urban children and adolescents.
Luthra, Rohini; Abramovitz, Robert; Greenberg, Rick; Schoor, Alan; Newcorn, Jeffrey; Schmeidler, James; Levine, Paul; Nomura, Yoko; Chemtob, Claude M.
Journal of Interpersonal Violence. Vol 24(11), Nov 2009,
Psychological Bulletin Copyright 2006 by the American Psychological Association
2006, Vol. 132, No. 6, 959–992
Sex Differences in Trauma and Posttraumatic Stress Disorder:
A Quantitative Review of 25 Years of Research

30. Gender Differences
Girls report more psychological symptoms: higher rates of PTSD, depression and anxiety than boys
Girls and boys do not differ regarding levels of anger or dissociation
PTSD: May be due to the type of trauma they experience and age at which trauma occur
Gender differences in posttraumatic stress disorder.
By Olff, Miranda; Langeland, Willie; Draijer, Nel; Gersons, Berthold P. R.
Psychological Bulletin. Vol 133(2), Mar 2007,
Gender Differences in Posttraumatic Stress and Related Symptoms Among Inner-City Minority Youth Exposed to Community Violence
JournalJournal of Youth and AdolescencePublisherSpringer NetherlandsISSN (Print) (Online)IssueVolume 33, Number 1 / February, 2004
Gender differences in the prevalence of childhood sexual abuse and in the development of pediatric PTSD
JournalArchives of Women's Mental HealthPublisherSpringer WienISSN (Print) (Online)IssueVolume 7, Number 2 / April, 2004 30

31. Gender Differences Cont’d
Boys have a stronger response when they are the victim of trauma than when they witness traumatic events
Girls have similar psychological responses to trauma whether they witness traumatic events or are themselves victimized
The association between witnessing traumatic events and anxiety and depression is stronger for girls
PTSD: May be due to the type of trauma they experience and age at which trauma occur
Gender differences in posttraumatic stress disorder.
By Olff, Miranda; Langeland, Willie; Draijer, Nel; Gersons, Berthold P. R.
Psychological Bulletin. Vol 133(2), Mar 2007,
Gender Differences in Posttraumatic Stress and Related Symptoms Among Inner-City Minority Youth Exposed to Community Violence
JournalJournal of Youth and AdolescencePublisherSpringer NetherlandsISSN (Print) (Online)IssueVolume 33, Number 1 / February, 2004
Gender differences in the prevalence of childhood sexual abuse and in the development of pediatric PTSD
JournalArchives of Women's Mental HealthPublisherSpringer WienISSN (Print) (Online)IssueVolume 7, Number 2 / April, 2004 31

32. Family Matters Childhood trauma affect adult relationships
Parents/Guardians Need Help to:
- Understand the process takes time
- Allow the child time to mourn their loss and heal
- Be prepared for difficult and volatile emotional reactions
The quality of the attachment bond between mother and baby affects the child’s ability—even as an adult­—to feel safe in the world, trust others, handle stress, and rebound from disappointment. Early-life trauma disrupts this important attachment bond, resulting in adult relationship difficulties. The good news is that the skills you need to build good relationships can be learned later in life.
To learn more, read Emotional Intelligence (EQ): Five Key Skills for Raising Your Emotional Intelligence
Families need to be prepared for the child they are receiving out of your program. You have opened wounds and started the healing process. Being prepared will help parents continue the process.
Source: Gina Ross and Peter Levine, Emotional First Aid

33. Family-Centered Services Steps to Developing Therapeutic Alliance
Identifying current family caregivers/support persons and their strengths.
Inquire about past family successes, since these serve as the basis for overcoming current challenges.
Asks family members to describe their goals and aspirations, in relation to both the youth and the family as a whole. These goals can inform service and treatment plans, and serve as a source of ongoing motivation for the family.

34. Family-Centered Services Family Engagement & Involvement
Listening to each family member
Demonstrate respect, empathy for family members
Develop understanding of past experiences, current situation, concerns, strengths
Respond to concrete needs quickly
Establish purpose of involvement with the family
Be aware of one's own biases and prejudices
Validating the participatory role of the family
Be consistent, reliable, and honest

35. Trauma-Informed Care What has happened to you (or your child)?
Vs.
What is wrong with you (or your child)?

36. Emotions Matter Trauma Drives Behavior
Shift focus from controlling the behavior
Behavior reflects the intensity of need
Don’t get caught up in emotions & words.
Strong emotions mask pain, confusion, embarrassment, fear etc.
Model and teach ways to express frustration, anger, embarrassment, fear
Emotions coach: All emotions acceptable .
Provide realistic feedback about emotional discomfort.

37. Relationships Matter Relationships are central in girls’ lives.
Importance of role models
Observe and seek to understand girls in the context of their relationships
Girls let others hold their self esteem thus we must help girls develop self confidence and understand how she gives over her power to others for acceptance, belonging, to hold on to relationships
Relationships are central in girls’ lives.
Role models are needed to show girls what healthy relationships look like and who reflect them: race, ethnicity, sexual orientation, gender identity and expression, upbringing, faith, etc.
Observe and seek to understand girls in the context of their relationships (Friendship Box; Family Tree).
Girls let others hold their self esteem thus we must help girls develop self confidence and understand how she gives over her power to others for acceptance, belonging, to hold on to relationships

38. Relationships Matter Carol Gilligan In a Different Voice
Important and fundamental
Give girls a sense of connection
Girls relate and work one on one
“Hit the Wall” (age 13) give up self in order to be in a relationship
Self esteem diminishes and girls lose their voices, inner strength, sense of who they are as an individual and what they want to be
Social expectations crush spirits
Dominated by peer pressure

39. Relationships Matter Connect Girls with Positive Adult Role Models
Model Healthy Relationships
Essential Set of Support Networks
Groups focusing on recognizing harmful relationships
Groups helping girls develop strategies for creating positive relationships
Expose Girls to Healthy Activities
Conflict Resolution in the Context of Relationships
Healthy activities might include: (volunteer projects; participation in sports; art classes, theater, dance, jewelry making, Girl Scouting, church
groups, museums, National Organization of Women/NOW membership; library functions, etc)

40. Girls’ Perspectives: Who Can Make a Positive Difference
Source: Breaking New Ground on the First Coast: Examining Girls’ Pathways into the Juvenile Justice System.

41. Listening Matters
“Without a listener, the healing process is aborted. Human beings, like plants that bend toward the sunlight, bend toward others in an innate healing tropism. There are times when being truly listened to is more critical than being fed. Listening well to another’s pain is a primary form of nurturance, capable of healing even the most devastating of human afflictions, including the wounds and scars of violence, even the horrors of war and large-scale social trauma. Children speak their pain automatically when there is a listener, but learn to hide it when there is no ear to hear.” (Greenspan, 2004, p. 14)
DBWPC Girl-Centered Practice

42. Stages of Healing Safety (Present Tense)
Remembrance and Mourning (Past)
Give Voice to experience (context, facts, emotions, meaning – tell story and mourn the old self that trauma destroyed)
Reconnection to Ordinary Life
Healing for girls context of relationships
Face task of creating new future
Now can develop a new self

43. Activism Matters What is Activism?
Activism is quite simply taking action to effect social change; this can occur in a myriad of ways and in a variety of forms. Often it is concerned with ‘how to change the world’ through social, political, economic or environmental change. This can be led by individuals but is often done collectively through social movements.

44. Spiritual Matters & Activism
Stronger sense of self and hope
Distinctly different than religion
Connect to a greater purpose/ greater than self
Respect personal faith or religious preference

45. Healing Power of Activism
Community/reconnection
Relationships
Telling your story
Empowerment
Regaining control
Change agent
Knowledge is power

46. Power Matters How Do You Define Power?
What are Some Examples of Power?
Examples such as Police, Courts, President, etc.
Agency- President, Director, Supervisor, DJJ, Law Enforcement
DBWPC Girl-Centered Practice

47. 5 Types of Power
Legitimate-This comes from the belief that a person has the right to make demands, and expect compliance and obedience from others.
Reward – This results from one person's ability to compensate another for compliance.
Expert – This is based on a person's superior skill and knowledge.
Referent – This is the result of a person's perceived attractiveness, worthiness, and right to respect from others.
Coercive – This comes from the belief that a person can punish others for noncompliance.
French and Raven's Five Forms of Power
Understanding Where Power Comes From in the Workplace
McClelland’s Human motivation theory: 
Positional Power Sources
Legitimate Power
A president, prime minister, or monarch has power. So does a CEO, a minister, or a fire chief. People holding these formal, official positions – or job titles – typically have power. Social hierarchies, cultural norms, and organizational structure all provide the basis for legitimate power.
This type of power, however, can be unpredictable and unstable. If you lose the title or position, legitimate power can instantly disappear – since others were influenced by the position, not by you. Also, your scope of power is limited to situations that others believe you have a right to control. If the fire chief tells people to stay away from a burning building, they'll probably listen. But if he tries to make people stay away from a street fight, people may well ignore him.
Therefore, relying on legitimate power as your only way to influence others isn't enough. To be a leader, you need more than this – in fact, you may not need legitimate power at all.
Reward Power
People in power are often able to give out rewards. Raises, promotions, desirable assignments, training opportunities, and even simple compliments – these are all examples of rewards controlled by people "in power." If others expect that you'll reward them for doing what you want, there's a high probability that they'll do it.
The problem with this basis of power is that you may not have as much control over rewards as you need. Supervisors probably don't have complete control over salary increases, and managers often can't control promotions all by themselves. And even a CEO needs permission from the board of directors for some actions.
So when you use up available rewards, or the rewards don't have enough perceived value to others, your power weakens. (One of the frustrations of using rewards is that they often need to be bigger each time if they're to have the same motivational impact. Even then, if rewards are given frequently, people can become satiated by the reward, such that it loses its effectiveness.)
Coercive Power
This source of power is also problematic, and can be subject to abuse. What's more, it can cause unhealthy behavior and dissatisfaction in the workplace.
Threats and punishment are common tools of coercion. Implying or threatening that someone will be fired, demoted, denied privileges, or given undesirable assignments – these are examples of using coercive power. While your position may give you the capability to coerce others, it doesn't automatically mean that you have the will or the justification to do so. As a last resort, you may sometimes need to punish people. However, extensive use of coercive power is rarely appropriate in an organizational setting.
Clearly, relying on these forms of power alone will result in a very cold, technocratic, impoverished style of leadership. To be a true leader, you need a more robust source of power than can be supplied by a title, an ability to reward, or an ability to punish.
Personal Power Sources
Expert Power
When you have knowledge and skills that enable you to understand a situation, suggest solutions, use solid judgment, and generally outperform others, people will probably listen to you. When you demonstrate expertise, people tend to trust you and respect what you say. As a subject matter expert, your ideas will have more value, and others will look to you for leadership in that area.
What's more, you can take your confidence, decisiveness, and reputation for rational thinking – and expand them to other subjects and issues. This is a good way to build and maintain expert power. It doesn't require positional power, so you can use it to go beyond that. This is one of the best ways to improve your leadership skills.
Click here to read more on building expert power, and using it as an effective method of leadership.
Referent Power
This is sometimes thought of as charisma, charm, admiration, or appeal. Referent power comes from one person liking and respecting another, and strongly identifying with that person in some way. Celebrities have referent power, which is why they can influence everything from what people buy to whom they elect to office. In a workplace, a person with charm often makes everyone feel good, so he or she tends to have a lot of influence.
Referent power can be a big responsibility, because you don't necessarily have to do anything to earn it. Therefore, it can be abused quite easily. Someone who is likable, but lacks integrity and honesty, may rise to power – and use that power to hurt and alienate people as well as gain personal advantage.
Relying on referent power alone is not a good strategy for a leader who wants longevity and respect. When combined with other sources of power, however, it can help you achieve great success.
Key Points
Anyone is capable of holding power and influencing others: you don't need to have an important job title or a big office. But if you recognize the different forms of power, you can avoid being influenced by those who use the less effective types of power – and you can focus on developing expert and referent power for yourself. This will help you become an influential and positive leader.
Apply This to Your Life
1.     Go through each of the power bases, and write down when and how you've used that source of power in the past.
2.     Ask yourself if you used the power appropriately, consider the expected and unexpected consequences of it, and decide what you'll do differently next time.
3.     Think about the people who have power and influence over you. What sources of power do they use? Do they use their power appropriately? Where necessary, develop a strategy to reduce someone else's use of illegitimate power over you.
4.     When you feel powerless or overly influenced, stop and think about what you can do to regain your own power and control. You're never without power. Make an effort to be more aware of the power you have, and use it to get what you need, confidently and effectively
DBWPC Girl-Centered Practice

48. Power Over Definitions
Power over relations refer to a traditional dominance model where decision making is characterized by control, instrumentalism, and self- interest. Public relations is an influence variable in this view. "Power over" is the ability to dominate another person or group--as in "I have power over him. This means, "I have the ability to make him do what I want him to do." Power-over usually comes from force and threat. If the subordinate fails to do what he or she is asked to do, the dominant person will use force to make the subordinate person comply. Power over is about scarcity, rules, procedures, compliance, competition, rewards and threats, hoarding information, assigning blame, fear and skepticism, exclusion, silos, and control.
Use research with a variety of definitions
#1 JOURNAL OF PUBLIC RELATIONS RESEARCH, 17(1), 5–28
Copyright © 2005, Lawrence Erlbaum Associates, Inc.
#2- International Online Training Program On Intractable Conflict
Conflict Research Consortium, University of Colorado, USA
The Nature of Power
#3- Elizabeth Weaver Engel, M.A., CAE
Power With versus Power Over
60k -
DBWPC Girl-Centered Practice

49. Power Over Wheel DBWPC Girl-Centered Practice Create a Wheel
Have a Wheel for people to create & take home with them
DBWPC Girl-Centered Practice

50. Power With Definitions
Power with relations reflect an empowerment model where dialogue, inclusion, negotiation, and shared power guide decision making.
“Power with" is the ability to work with others to get something done by cooperation. This is the power of consensus--the power of people working together to solve a common problem.
Power with is about abundance, principles, mission, commitment, creativity, focusing on what's going right, sharing, being open, trust and confidence, inclusion, working together, questioning, inspiring and clarity

51. Power With Wheel DBWPC Girl-Centered Practice Create a Wheel
Have a Wheel for people to create & take home with them
DBWPC Girl-Centered Practice

52. Model Programming: Creating a System of Care
Girl Matters: It’s Elementary & In the Middle
Girl Matters: Continuity of Care Model (diversion, detention, counseling)
Girls Leadership Council
Girl Matters: Coming Home

54. Core Services Assessment Care Management Skills building groups
Mentoring with college interns
Tutoring/support with academics
Family interventions
Referrals
61 interns trained on gender-responsive interventions, preparing the next generation to work with girls.
PACE teen mentors beliefs about themselves/identities (e.g., role model, commonalities with girls, expressing emotions, and positive identities) greater affirmed after facilitating groups with girls.
* Gender responsive: Our program recognizes several important differences (in areas of histories, life circumstances, and behaviors) between females and males, and we take these differences into account in order to produce the best outcomes for girls and women.
Delores Barr Weaver Policy Center

55. Intern – While I always knew there was a level of risk for young girls, the high amount of girls who were at great risk surprised me. My perception was that elementary school girls would face less trauma or stress. However, after working with the girls I began to realize their experiences begin in elementary school and escalate as they grow older. Intervention and prevention needs to begin earlier than I expected.
Delores Barr Weaver Policy Center

56. Care Manager -“ The teachers are feeling more comfortable and equipped intervening with the girl(s) at her level of need by getting her to focus and regroup before reacting in a negative or harmful way… Operating in this manner has created an additional buffer/barrier between the girl and suspensions.”
Delores Barr Weaver Policy Center

57. “A way to talk to someone if I’m feeling down.”
Delores Barr Weaver Policy Center

58. “People listen to me and not tell me I’m ever wrong or bad.”
Delores Barr Weaver Policy Center

59. Impact Impact we see at program and system levels
Includes data from 5 years of implementation
Impact:
girls are learning: “to love myself”, “how to be honest about my feelings”
What girls identified as helpful (categories): relationship with mentor, better grades, new skills, learning to follow the rules
Suspension rates for GMIE girls are consistently decreasing each year. This is happening on a couple of levels. In the graphic, it’s the average number of suspensions per girl. So at the start of the program, a GMIE girl received about 1.5 suspensions on average, by the 5th year it was This past year that rate decreased again to How this translates is 57% of the GMIE girls avoided future suspensions during the 2010–11 school year rising to 88% of GMIE girls by the 2015–16 school year. Additionally, the percentage of girls receiving multiple suspensions (three or more) has decreased over time from 24% in 2010–11 to 0% in

60. The goal of CCM is to increase access to therapeutic services, care management services, and provide advocacy with girls who are on probation, in detention, in residential placement, or transitioning back to the local community.
Impact is happening on a few levels:
Increase in quality of life– 90% of girls in counseling reported that something changed her life that she feels good about
Increase in access to quality therapeutic services
Reduced involvement in the JJS– 16 of 34 girls who received counseling were kept from going deeper into the system
We attribute much of this impact to the bond created between the girl and the program team. (i.e. 100% of the girls in counseling said they feel their counselor listens to them.) The core components of this model is implementing strategies grounded in Girl-Centered Principles to build relationships.

61. Nearly 50% Reduction in Girls’ Commitment on the First Coast Since 2013
Note the report released by Children’s Campaign, media coverage, First Coast Connect
Why it is notable?
3 year period-since the Policy Center Opened
First Coast and Statewide Reductions
Arrest -23% vs. -30% Probation -19% vs. -20% Commitment -48% vs. -22% Adult Transfer -33% vs. -51%
First Coast First Coast Statewide Statewide
Arrest , Arrest Arrest , Arrest ,049
Probation Probation Probation , Probation ,167
Commitment Commitment Commitment Commitment
Transfers Transfers Transfers Transfers
Source: See the Change: Girls’ Juvenile Justice Trends on the First Coast.

62. Training & Technical Assistance

63. Advocacy

64. Fundamental Rights Fair and equitable treatment
Freedom from violence and exploitation
Be valued and respected by those who interact with them
Be able to trust the system
Have a system advocate

65. Advocacy Appropriate Treatment for Girls with Differing Abilities
Reducing Overuse of Technical Violations of Probation
Alternatives to suspension of K-2nd Grades
Overuse of commitment for mental health issues
Protecting LGBT youth in Foster Care
Child Welfare Reform Laws (Placement Options and Use of Group Homes)
Implementation of Expunction Laws
Children Tried as Adults
Improve Utilization of Civil Citations

66. Justice for Girls Cited as National Model
Lessons for the States: Peter Edelman and Liz Watson
Georgetown Center on Poverty,
Inequality and Public Policy
The nation’s premier journal of poverty
and social reform.

67. Resources www.seethegirl.org See the Research See the Model

68. Questions & Reflections
Dialogue
Questions & Reflections