Within The Framework Webinar
Understanding Trauma Informed Care and the Pyramid Model: Supporting Resilience in Early Intervention

Within The Framework Webinar Series


May 4, 2022
Duration: 57 min



Childhood trauma may be more common than you think. Roughly 26 percent of children in the United States have witnessed or experienced a trauma before the age of 4 (Briggs-Gowan et al. 2010). It is highly likely that each provider in Early Intervention has worked with children and their families who have experienced trauma. Providers may not be aware of what a child has experienced, nor how the experiences impact the child and family. Join this webinar to hear more about trauma informed care, the Pyramid Model, and how these approaches support resilience for all children in early intervention, including those who have experienced trauma. This webinar will highlight the experiences of two Early Intervention programs, and will share resources you can use in your own programs.

Learning Objectives:

Participants will:
  • Receive an overview of what is in “The Pyramid Model and Trauma-Informed Care (TIC): A Guide for Early Childhood Professionals to Support Young Children’s Resilience”
  • Gain an increased understanding of how trauma informed care and the Pyramid Model align
  • Learn about resources available via NCPMI and the PMC
  • Hear from program leaders implementing TIC and Pyramid Model

Certificate of Attendance

A downloadable certificate is available for recorded webinars.

To receive the certificate, you must fill out the evaluation survey.

How to access the survey:

  • Recording viewers: The URL link for the survey will be displayed at the end of the webinar. You will need to type that URL into your internet browser to access the survey and certificate. Note: Type the URL exactly as you see it. URL is CASE SENSITIVE.

Once you submit the survey, the certificate will appear. You can then save and/or print your certificate.


Amy Hunter

Amy Hunter, Georgetown University

Amy Hunter is a Licensed Independent Clinical Social Worker (LICSW) who earned her Masters of Social Work degree at Boston University in 1995. Amy has a post graduate certificate from the University Of Maryland School Of Medicine in early childhood mental health. Amy currently serves as an assistant professor at Georgetown University. In her capacity at Georgetown she directs the mental health section of the Head Start National Center for Early Childhood Health and Wellness, a training and technical assistance center for Early Head Start and Head Start. Amy has worked in the field for early childhood mental health for over twenty years. Prior to coming to Georgetown she served in a number of roles at ZERO TO THREE including, but, not limited to: the Director of Program Operations for the Early Head Start National Resource Center and the Director of the Center on the Social Emotional Foundations of Early Learning (CSEFEL). Amy has served as a National Head Start Fellow at the Office of Head Start for two years and was the mental health manager to a large Head Start program for eight years. Amy has provided training and technical assistance on early childhood mental health to a variety of audiences around the country. Amy maintains a private practice in Washington DC providing consultation to parents with young children.

Chelsea T. Morris

Chelsea T. Morris, University of West Georgia

Chelsea T. Morris is an Assistant Professor in the Department of Literacy and Special Education at the University of West Georgia. Prior to pursuing her Ph.D. at the University of Miami, Dr. Morris was a teacher in a children's hospital and later, a public school early childhood special education teacher. She is committed to thinking differently, and deeply, about what is good for children, utilizing culturally responsive practices, an ethic of care, and a willingness to take risks. Dr. Morris' current teaching and research projects focus on bias in the perceptions of children's behavior in early childhood. This teaching and research is bolstered by expertise in practice-based coaching and trauma informed care through the nationally recognized Pyramid Model framework. She serves on the Georgia Pyramid Model State Leadership Team, was a past fellow for NCPMI, and participates in state and national infant and early childhood mental health workforce teams.

Margo Candelaria

Margo Candelaria , University of Maryland

Dr. Candelaria has considerable clinical and research expertise in infant-early childhood mental health (IECMH) screening, diagnosis, assessment, evidence-based practices (EBPs), and parent-child interactions across multiple community systems. She has worked with young children and families in medical systems, community mental health agencies, early intervention agencies, and Head Start/Early Head Start. Dr. Candelaria also has a history of working in the NICU, NICU Follow-up Program and the Growth and Nutrition Clinic with medically fragile and substance-exposed infants. She participated in the development of the E-SMART Clinic in Carroll County Maryland focusing on building a developmental clinic to serve children with behavioral and developmental needs and their families. She also has overseen or currently oversees the evaluation efforts for two SAMHSA funded IECMH SOC grants (BRIDGE and E-SMART), two programs focused on programing for pregnant and parenting at-risk youth (HHS pregnancy Assistance Fund and SAMHSA funded TREE grant), a locally funded intervention (The TREE Project) with MD AAP in pediatric primary care, training providers on promoting parent-infant interactions, and a HRSA funded project evaluation of implementing the same TREE project virtually through dedicated pediatric developmental coaching telehealth visits. Furthermore, Dr. Candelaria oversees evaluation and research efforts of IECMH Consultation and National Pyramid Model activities funded by MSDE. Across all these projects, she has focused on program evaluation and implementation science aimed to improve programs for families with young children by using data and engaging in a continuous quality improvement processes.

Deborah J. Kennerson

Deborah J. Kennerson, Greensboro Children’s Developmental Services Agency

Debbi is a Master’s level psychologist who has worked with young children and families in North Carolina since 1992. Debbi’s experience includes community mental health evaluation and treatment and program management, therapeutic foster care parent training and support, Early Childhood Mental Health consultation in early childhood education classrooms, direct services to families as part of an integrated care pilot in a pediatric medical practice and currently as director of the Greensboro Children’s Developmental Services Agency, which provides the NC Infant Toddler program for 5 counties in central North Carolina. In her current role Debbi is chair of the team charged with implementing state wide improvements focused on social emotional development and she is the lead implementation coach for the pilot site rolling out Pyramid Model Practices in North Carolina’s Infant Toddler Program. Debbi has had the privilege of serving on multiple non-profit boards serving young children and families and recently presented with her team at NTI 2022.