Building a Community of Resilience Summit

Saturday, March 26, 2022


March 26, 2022: A Virtual Summit

This day-long, virtual summit will shed light on the impacts and best-practices for supporting people who have experienced developmental, generational, and complex trauma.

Dr. Bruce D. Perry, M.D., Ph.D., world-renowned trauma expert and coauthor with Oprah Winfrey of “What Happened to You: Conversations on Trauma,” will provide the keynote address in the morning, followed by smaller, break-out sessions hosted by experts in the Neurosequential Network.

The Neurosequential Network experts will address current research and best-practice strategies for generating developmentally informed and biologically respectful approaches to working with adults and children. Attendees will be able to select from four different tracks dependent on their personal and professional interests.

Note: The summit will not be recorded.

Registration is closed but if you are interested in attending please email:

OR stop by this Zoom room after 8am on Saturday March 26th.


Thank-you to our sponsors: the Junior League of Duluth, the St Louis County Family Services Collaborative, and the University of Minnesota Duluth

Summit Program


Building Community Resilience Summit Bios & Session Descriptions


Dr. Bruce Perry, MD, PhD

SESSION DESCRIPTION: Dr. Bruce D. Perry, M.D., Ph.D., world renowned trauma expert and Oprah Winfrey’s coauthor of “What Happened to You: Conversations on Trauma,” will provide the keynote addressfollowed by experts from the Neurosequential Network. These experts will address current research and best-practice strategies for generating developmentally informed and biologically respectful approaches to working with adults and children.

Dr. Bruce Perry is the Principal of the Neurosequential Network. Over the last thirty years, he has been an active teacher, clinician and researcher in children’s mental health and the neurosciences. Dr. Perry’s work on the impact of abuse, neglect and trauma on the developing brain has impacted clinical practice, education, and a variety of programs and policy across the world. Dr. Perry is the author, with Maia Szalavitz, of The Boy Who Was Raised As A Dog, a bestselling book based on his work with maltreated children and Born For Love: Why Empathy is Essential and Endangered. Dr. Perry’s most recent book, What Happened to You? Conversations on Trauma, Resilience, and Healing, co-authored with Oprah Winfrey, was released in 2021.

 Breakout Sessions

Breakout #1: Neurosequential Model of Therapeutics (NMT)Elaine Rankin, PsyD, RN


The Neurosequential Model of Therapeutics (NMT) is a developmentally-informed, biologically-respectful approach to working with at-risk children. The Neurosequential Model is not a specific therapeutic technique or intervention; it is a way to organize a child’s history and current functioning. The goal of this approach is to structure assessment of a child, the articulation of the primary problems, identification of key strengths and the application of interventions (educational, enrichment and therapeutic) in a way that will help family, educators, therapists and related professionals best meet the needs of the child.

BIO: Elaine Rankin, PsyD, RN

Elaine Rankin, MA is the Neurosequential Model Coordinator and Behavior Specialist for the Cottonwood Oak Creek School District in rural Arizona. She is both NME and NMT Certified. Her current position offers her the opportunity to work with children who have experienced trauma and to train teachers and staff to implement the neurosequential-informed approach to behavior intervention and to enhance the ability to learn. Elaine is also on the Board of Directors for Humanitarian Efforts Reaching Out, which is a non-profit medical group that travels to developing nations to provide sustainability projects and medical care. Her life-long passion for working with people and her love of travel have led her to serve in countries around the world and inspire her to touch the lives of those in need.


Breakout Session #2: Neurosequential Model in Education (NME)Steve Graner, MA


The Neurosequential Model in Education (NME) draws upon the NMT (a neurodevelopmentally-informed, biologically respectful perspective on human development and functioning) to help educators understand student behavior and performance.

The goals of NME are to educate faculty and students in basic concepts of neurosequential development and then teach them how to apply this knowledge to the teaching and learning process. NME is not a specific “intervention”; it is a way to educate school staff about brain development and developmental trauma and then to further teach them how to apply that knowledge to their work with students in and outside the classroom, particularly those students with adverse childhood experiences.

BIO: Steve Garner, MA

Steve Graner is the Neurosequential Networks’ NME Project Director as well as a Child Trauma Academy Fellow.  Mr. Graner grew up in Bismarck, ND, received his Bachelor’s Degree from the University of Sioux Falls, and completed his Master’s Degree in Curriculum and Instruction at Minnesota State University Mankato. With thirty-three years teaching English at Erik Ramstad Middle School in Minot, North Dakota, Mr. Graner has also coached Cross Country and Track and Field, receiving Coach of the Year honors in ND for both high school and middle school Cross Country. Mr. Graner is best known for his creative approaches to teaching and coaching and combines a love of the arts and sports with the passion for pedagogy.


Breakout Session #3: Neurosequential Model in Sport (NME) – Christine Bright, MBA


The Neurosequential Model in Sport (NMS) is an outgrowth of the success of the Neurosequential Model in Education (NME) and built upon the core concepts found in the Neurosequential Model itself.  The NM-Sport is not a specific program or intervention. It includes a capacity-building process that provides an introduction to important concepts related to engagement and performance in sport by focusing on how the brain works, develops, changes and is impacted by developmental adversity including trauma.

In application, NM-Sport can inform effectiveness in coaching, performing, training and a host of key skills needed for success in sport. The NM-Sport initiative explores these intersecting concepts. The goal is to integrate sport into the healthy therapeutic web of children, youth and families and to help individuals and programs involved in sport improve their effectiveness in providing healthy developmental experiences and improved performance.

BIO: Christine Bright, MBA

Christine has worked in the field of sports-based youth development/coaching for over 10 years. She has coached a variety of sports, age groups and skill levels from introductory to the collegiate level as an assistant women’s soccer coach at Colby College. She has also done several years of work with Hardy Girls Healthy Women and their efforts around promoting feminism and activism for young women and gender expansive youth. Christine has been working with the Center for Healing and Justice Through Sports since its inception and is especially happy to learn and share about the intersections of gender, race, and sport. Christine received her B.A. in Sociology/Anthropology from Middlebury College, where she was captain of the women’s soccer team and the track and field team. She earned her M.B.A. from the Heller School for Social Management and Policy at Brandeis University.  Most recently, Christine completed her requirements for the Neurosequential Model in Sports mentor program.


Breakout #4: Neurosequential Model in Early Childhood (NMEC) – Elsa Campos, MSW RSW & Sandra Wagner, MA, RSW


Neurosequential Model in Early Childhood (NMEC) is a developing outgrowth of the successful Neurosequential Model in Education (NME). Like other NM models, NMEC is not a specific program or intervention; NMEC is designed to support a capacity-building process by providing an introduction to important concepts related to early development by focusing on how brain architecture develops in the context of relationships and environments.

In this session, we will share information about our experience adapting and implementing the NME framework and principles in early childhood settings, which include child care and preschool programs.  We will share details about our evolving practices which focus on supporting programming while implementing concepts including regulate, relate, reason and the developing brain.

BIO: Elsa Campos, MSW, RSW

Elsa Campos has been practicing in the field of child development and mental health for over 20 years.  She has a background in psychology and Masters of Social Work from the University of Denver.  In those 20 years, Elsa has worked with children and families across the spectrum of age and in different settings including child care programs, schools, community and in home.  She currently holds the position of Executive Manager of Community Services at Providence Children Society in Calgary, Alberta Canada where she supports all programs with contracts working in community with kids from 0-12 years old.

BIO: Sandra Wagner, MA, RSW

Sandra Wagner holds a Master of Arts in Leadership Degree from Royal Roads University in Victoria, British Columbia, Canada and a registered Social Worker with the Alberta College of Social Workers. For over 20 years, her experience highlights a passion in engaging multi-disciplinary teams in collaborative innovative approaches which engage families with young children and youth in prevention and early intervention services. Through-out Sandra’s career her passion has been working alongside young children and their families who face vulnerabilities in the early childhood and mental health sectors. Most recently, she is a Manager of Inclusive Child Care at Providence Children Society in Calgary, Alberta Canada.

Program Enhancements

Breath, Body, and the Beat: Rhythm and Regulation – Luke Graner

DESCRIPTION: Breath Body and the Beat: Rhythm and Regulation

“We are truly alive only when the mind is with the body.” (Thich Nhat Hahn)

Experience the positive impact of a rhythmic practice. Learn rhythmic regulation strategies for the home, the classroom, one-on-one time, small groups, community events and much more. Keep it simple, have patience and have fun, we can all learn to be rhythmic.

BIO: Husband, father of 4 boys, musician, writer, web producer, loop artist, graphic designer, composer, music teacher, sandlot athlete, rhythm junkie…Luke is the founder of Be Rhythmic where he serves as the lead rhythm coach and regulation consultant. Created for children, teens, adults, parents, caregivers and educators, the expanding series of rhythmic musical patterns and engaging interactive activities promote regulation, reflection, and awareness through a repetitive practice of music, movement, and mindfulness.


Reframe Ideas Visual Production Graphic Recording – Nelle Ricard, MA

Graphic Recording: Nelle Ricard will be visually tracking on a 3’ X 5’ wall of paper presentations capturing the most salient points and emotions of what happened throughout the day.  Nelle will share her recording by providing a summary at the conclusion of the Summit.

BIO: Nelle Ricard has a Master of Management, Organizational Development degree from the College of St. Scholastica (2010) and a Bachelor of Science, International Studies—Refugee Resettlement, School for International Training (1996).


Yoga Sessions Trauma-Conscious | Healing-Centered | Growth-Oriented

Svälja YogaKyle Leia Heyesen, MSW, E-RYT 500, YACEP

At Svälja Yoga all of our offerings are trauma-conscious. Through our Whole-Being Well-Being approach, we support people on their own unique healing journey. We share the wisdom and practice of yoga in a way that is accessible, inclusive, and honors choice. Yoga means to unite. Yoga is a pathway to well-being and to the realization of our innate wholeness.

BIO: Kyle Leia Heyesen is the founder of Svälja Yoga and owner of and Lead Teacher HGYS Yoga School. Her specialty within the HGYS Yoga Teacher Training (YTT) is Trauma-Conscious Yoga. She is an Experienced-Registered Yoga Teacher (E-RYT 500) and a certified Yoga Alliance Continuing Education Provider (YACEP). Additionally, she holds a Master of Social Work (MSW) and has worked in the social work field for over 20 years. Kyle is a trauma survivor and personally knows the devastating impacts and outcomes of trauma. She is a living testimony to the fact that we can transform trauma and stress in order to rise from the ashes and use our unique experiences and gifts to make a difference in the world.

 Yoga Descriptions

All of the yoga practices offered are gentle and trauma-conscious. Kyle Leia, Owner of Svälja Yoga shares the wisdom and practice of yoga in a way that is accessible, inclusive, and honors choice. Specially designed for this virtual platform and assuming many people will be seated, her Whole-Being Well-Being approach, supports people on their own unique healing journeys

8:00 – 8:25 am (25 minutes)

Irrevocable Wholeness – Begin your day with gentle and energizing embodied movement and centering. Yoga means to unite. Yoga is a pathway to well-being and to the realization of our innate wholeness. In this practice you will be invited to connect with and build your internal resources and potential for healing, transformation, and growth.

10:45 – 11:05 am (20 minutes)

Body Armoring – We are often in a state of stress (fight or flight), living in our sympathetic nervous system. This can lead to long held tension in our bodies or body armoring. Armoring can be defined as chronic patterns of involuntary tension in the body that dampen or block emotional expression, alter perception of both the outer and the inner psychological world, diminish or eliminate kinesthetic awareness and other sensations, and resist range of motion and movement (Greene and Goodrich-Dunn). In this practice you will be invited to bring awareness to your own body armoring and explore releasing armor that no longer serves you.

12:20-12:50 pm (30 minutes)

Bearing the Unbearable – In this time of collective trauma and grief, many are weary, fatigued, and disheartened. Life can oftentimes be difficult to bear. In this practice you will be invited to explore a process of letting go, letting be, letting in, and beginning. This is an experiential  journey of being with the joys and sorrows of life with greater presence, peace, and well-being.