Bowman Consulting Group is dedicated to partnering with organizations, agencies, communities and systems to provide training, coaching, consultation and support to staff serving children, youth and adults who struggle as a result of trauma, developmental differences, or mental health challenges.
A dynamic and supportive “Resilience Warrior” Membership Community
Experience monthly “next-level” training on actionable topics of trauma-informed care & evidence-based resilience practices grounded in an evidence-based, normed “Stress & Well-Being Assessment”™ HMI combined with purposeful professional connection and growth that will have you thriving in your professional role AND your personal life!
Trauma-informed FBAs and Behavior Plans are one of the most powerful ways in which we can ensure that all adults surrounding students with trauma impacts are on the same page, using practices that are designed to re-pattern the nervous system baseline, avoid re-traumatizing these children and teens, and ultimately build their resilience.
Unlike traditional approaches to FBAs/BSPs that assess and plan primarily based upon identifying what a child may be trying to get or avoid, the approach developed by Bowman Consulting Group digs deeper, assessing impact on the nervous system, as well as on underlying neurocognitive skills needed for behaving in adaptive ways when triggers or everyday expectations are encountered that the child is unable to handle. It then provides a plan that can be tailored individually and specifically to the child’s sensory and nervous systems, and skill needs, through components that are neurobiologically and developmentally appropriate and trauma-sensitive.
Online and in-person training events are offered year-round, both In-Agency and to the public. Program options include these and more:
Collaborative Problem Solving® (MGH) (or CPS, as it is commonly referred to) is a unique and innovative strengths-based and neurobiologically-grounded model out of Think:Kids at Massachusetts General Hospital.
The CPS model is a mindful, empathetic and empowering way of parenting, teaching and otherwise serving children, teens, and adults who demonstrate chronic challenging behavior or struggle with responding to everyday demands of life in ways that would be considered adaptive. The approach is designed to work across a wide variety of settings such as home, school/daycare, foster care, and therapeutic & residential environments.
“I define connection as the energy that exists between people when they feel seen, heard, and valued; when they can give and receive without judgment; and when they derive substance and strength from the relationship.” ~ Brene Brown
The TTRR Connected Community is a dynamic and ever-evolving experience of relational energy converted to substance and actionable results in the form of:
Trauma-Informed Care is an approach defined by adherence to certain principles. At its foundation, it involves recognizing, understanding, and responding to the effects of trauma in both clients/patients/students being served, as well as the staff/employees who serve them.
Trauma-Informed Care recognizes that the experience of trauma, and whether an event or series of events constitutes trauma, can only be determined by the person who has experienced it. And Trauma-Informed Care is grounded in a deep understanding of the biological, neurological, psychological and social effects that trauma can have on an individual who has experienced traumatic event(s).
Within this context, the principles applied in effective Trauma-Informed Care are:
A trauma-informed, skills-based, neurobiologically grounded lens views challenging behavior as a result of delay or disruption of the development of autonomic nervous system functioning as well as crucial cognitive (thinking) skills necessary to handle the demands of everyday life. Experiences of trauma are highly likely to cause impacts in both of these areas.
A growing body of research supports the fact that, it is by working to re-pattern the nervous system to establish a new baseline or set point, along with building these lagging neurocognitive skills, that we can develop more adaptive behavior in children who struggle to self-regulate and handle the everyday demands of life as a result of trauma (or other neurological impacts).
Unlike traditional approaches to FBAs/BSPs that focus on identifying what a child may be trying to get or avoid, the approach developed by Bowman Consulting Group digs deeper, assessing impact on the nervous system, as well as on underlying neurocognitive skills needed for behaving in adaptive ways when triggers or everyday expectations are encountered that the child is unable to handle.
Through this more empathetic and accurate understanding of what is getting in a child’s way, and the application of not only what pediatric neuroscience tells us, but what the latest in resilience and physiological coherence research are telling us about what a nervous system and brain need in order to re-pattern the stress response system and build new neural pathways for skills, we are better able to intervene with FBA’s/BSP’s that will effectively support children who have experienced trauma.
The ability to self-regulate, and to proactively build and sustain one’s resilience is a critical need in today’s society, workplace, interpersonal relationships, and intra-personal well-being. Whether it be on the professional front, or within the home or social settings, one’s ability to apply the principles of proactive resilience and self-regulation is often the key factor that determines levels of health, wellness, relational wealth, financial wealth, and inner fulfillment.
Based in over 30 years of research and more than 300 studies, a vast majority of which are independent studies, The HeartMath® Institute’s systems for which Bowman Consulting are Certified Trainers provide simple, practical, and time-sensitive strategies proven to accomplish results in all of the following areas:
Collaborative Problem Solving, or “CPS” as it is most often referred to, is an approach dealing with challenging behaviors and/or conflict that was developed for working with children with severe and/or chronic challenging behavior out of Massachusetts General Hospital as part of the Department of Child Psychiatry.
The premise of CPS is based in a perspective that, when children or adults engage in challenging behaviors/interactions, there are underlying “lagging skills” that are the cause, and that these skills can be built through the use of a deliberate process that helps them to regulate and then engage in collaborative cognitive problem-solving.
Over time, CPS has been applied in an increasingly wide range of settings with diverse populations and provocative results. Its effectiveness has been demonstrated everywhere from homes and schools, to residential treatment facilities, to psychiatric and medical hospitals, and even corrections facilities. The approach has also been found to be coherent, accessible, and applicable to the workplace setting.
Appreciative Inquiry, commonly referred to as “AI”, is a systems change model whereby the strengths and past successes of a system/organization are leveraged in order to generate the belief, buy-in, and momentum to foster growth and accomplish successful large-scale and lasting change.
More than simply a “strengths-based” model, Appreciative Inquiry involves use of a skillset that includes reframing seemingly unpromising situations, identifying positive potential, and devising a course of action that takes advantage of all of the untapped potential that lies dormant within a system or organization.
Appreciative Inquiry incorporates practices that, in and of themselves, are over-used lingo in many organizational circles (such as “strength-based”), but when applied properly in the framework designed by AI, can take a system or organization forward from a place of “stuck” or even regression, to a full realization of organizational potential and goals.
Rick’s background includes leadership positions in the U.S. Military, business, mental health and education. He’s functioned as a clinical consultant for mental health clinics, human service agencies, and educational organizations, as well as large companies/organizations such as the National Corporation for Public Broadcasting and Alyeska Pipeline Corporation in Valdez, Alaska. He has also provided speaking/consultation internationally in Russia, Cuba & Jamaica.
Rick has held positions of Clinical Psychologist, Community College Professor, Assistant Principal, Alternative Education Coordinator, Student Services Director, and Assistant Executive Director of a non-profit organization providing educational services to students with severe behavioral and emotional challenges.
Doris spent a decade as a private business owner of a commercial fishing business in Alaska, and has since run school district programs for children and youth with chronic challenging behavior, as well as those with trauma impacts, and those with a variety of mental health diagnoses. She’s worked as a Behavior Consultant, Trainer and Coach in the areas of Behavior Intervention, Trauma Sensitive Schools, Staff Resilience and Collaborative Problem Solving®MGH. She has over 20 years’ experience working with and supporting children/youth with challenging behaviors and their families.
Doris has co-authored Going to Bed is Easy Now, and Going to School is Easy Now, the first two in a series of children’s books with her daughter, Maritsa. Available in both English and Spanish, the series is designed to meet the needs of typically developing young children, as well as those with challenging behavior, ADD/ADHD, autism spectrum disorder, and other disabilities or diagnoses (www.easynowbooks.com).