Who We Are
At the heart of our approach is the recognition that historically marginalized and underserved individuals and families across all cultures and identities in the areas where we work face similar barriers to accessing services such as: isolation, distrust of systems, fear or losing their children, institutionalized racism, stigma, cost, language, and culture. We address these challenges across all activities and services by providing trauma-informed, strengths based, culturally responsive programming that empowers individuals and families who have been historically marginalized and underserved to reach their personal goals.
Our Equity & Diversity Policy states: “Equity goes beyond diversity, requiring an examination of systemic policies and practices from both a historic and present day perspective in order to ensure the removal of the most pervasive and impactful inequities in our community, particularly inequities based on race, ethnicity and socioeconomic status. Impact NW will undertake this examination and will leverage power and resources to create a more equitable community.”
Our four main goals as identified by an Impact NW staff survey are:
- DIVERSITY: Has policies and strategies for strengthening and maintaining organizational diversity; staff and board represent the diversity of the community it serves; effective retention strategies are implemented
- INCLUSION: All staff and board feel valued; the organization has transitioned to an inclusive/multicultural culture and has created systems, policies and practices to maintain this culture
- TRAINING: Fosters ongoing DEI training, growth and leadership among management, staff and board in line with an equity plan/strategy; staff are held accountable to DEI-related practices
- COMMUNITY: Has strong, mutually beneficial, accountable and equitable partnerships with diverse organizations and leaders from communities facing disparities
The Impact NW Equity and Empowerment Lens can be viewed here (PDF)
Our Equity, Diversity and Inclusion (EDI) Committee can be contacted at email@example.com and meets at 10am on every second Tuesday of the month at Dancing Tree Family Center, in the Large Conference Room
Upcoming Trainings and Events
The Impact NW Equity, Diversity and Inclusion (EDI) Committee meets at 10am on every second Tuesday of the month at Dancing Tree Family Center, in the Large Conference Room.
Below are 90-minute trainings available upon request:
101. DEVELOPING INCLUSIVE PRACTICE
- Power Dynamics, Race and Culture
- Implicit Bias and its effects
- Microaggressions: labelling, interrupting and defining
- Inclusive Practice – Pragmatic answers to Organizational Issues
Each section will go down to specific topics, like implicit bias, our cultural frameworks, perceived microaggressions, tokenism, colorism, and other manifestations of structural power dynamics that play out daily in our workplace with co-workers and when working with clients/service users. The first three parts outline the specific dynamics that occur in non-profit and other spaces, and the last section addresses questions raised about practice. We will reflect on strategies currently used in organizations to create a more inclusive and collaborative environment for marginalized identities. This training discusses issues and terminology rarely addressed elsewhere.
We will address aspects such as accessibility, and collaborative partnerships that are culturally appropriate, instead of traditional outreach models. In advanced versions of this training, we will detail how to make a responsive Organizational Equity Plan for your program.
101. CULTURALLY RESPONSIVE PRACTICE WHEN WORKING WITH YOUTH
This training highlights a Culturally Responsive Trauma Informed Care lens, that address structural and historic oppression. We will address newcomers to the US, institutionalization and potential pathologization of children. We will reflect on issues that affect the communities we work with.
Outlines short-term and long-term effects of trauma, trauma responses, triggers and how it psychologically, socially and developmentally affects children and students. We compare models of delivery in elementary and middle school settings with a trauma-informed lens vs. a non-informed lens. We address different learning, cognition styles and learning development rates of students.
We also look at reflective practice through a trauma lens, potential scenarios, and trust-building exercises around sensitive approaches to trauma, crisis and PTSD. We imagine what a trauma informed practice might look like in schools.
101. CULTURALLY RESPONSIVE TRAUMA-INFORMED CARE
This training focuses on a Culturally Responsive Trauma Informed Care lens, that address structural and historic oppression and introduces the concept of how trauma effects people and their lives. Outlines ACES, short-term and long-term effects of trauma, PTSD and other analyses of trauma and how it psychologically, socially and developmentally affects our clients.
We go through the importance of and modes of Trauma-Informed care and possible triggers in our workplaces. We compare models of delivery in direct service settings with a trauma-informed lens vs. a non-informed lens. We look at programs and program teams to reflect on how colleagues may enact TIC with each other. Some case studies might include what de-escalation, home visits or meetings could look like. We discuss different cultural frameworks and bridging intercultural communication styles that may come up in practice. Lastly, we address vicarious trauma, and ways to de-escalate and minimize secondary traumatic stress.
101. RESTORATIVE JUSTICE – CONTEXT AND PRACTICE
- Identity and Intersectionality
- Inclusive Practice (how to work in terms of culture, race, access, abilities, etc)
- Cultural considerations when looking at justice models
- The connection between school, exclusion and criminalization
- Restorative Justice
- Transformative Justice
- Trauma-sensitive practices
- New paradigms of harm reduction, and how that looks in schools
- Practical examples of implementation in a domestic violence setting, and with youth
101. UNDERSTANDING TRANS IDENTITIES AND GENDER DIVERSITY
Participants will learn information pertaining to their communities and services, and ways to improve interactions with clients from trans and queer communities. We will address the context of gender within feminism, and examine the historical concepts of gender, including:
- the idea of gender as binary;
- feminism and social constructs;
- gender as performed;
- gender as a continuum, and/or matrix;
- gender as fluid.
Trainees will learn the meanings of queer, transgender, heteronormativity, and other related terminology.
We will talk about language, vocabulary, terminology, daily structural struggles, and how gender constructs, are a concept different to sexuality. We will discuss transitioning, presenting, passing, and not outing folks. This may include discussion around intake processes, documentation, greetings and other communication.
Participants will be led through some reflection on their own gender constructs. Lastly, we will talk about different methods of alliance, solidarity and support for trans communities.
101. CREATING A CULTURE OF SELF CARE
As a continuation of Trauma Informed Care – We will raise awareness to understand vicarious trauma and how self care can mitigate its effects. We will increase knowledge of different types of self care, especially in terms of personal triggers. We will utilize exercises and reflections that can be used by supervisors with their teams (or families!).
101. CULTURAL RESPONSIVENESS IN TEACHING STEM (K-12)
Format of Session:
- Reflection on Cultural Framework
- Overview of Intercultural Communication styles
- Reflect on personal Communication styles
- Strategies to communicate with kids and families who are ELL
- Building curriculum for different learning styles, and how to relate to different home situations and ACEs
- Trauma-informed methods to engage with students
- Addressing STEM-specific considerations, how curriculum may be culturally relevant and responsive
- Addressing on different learning styles – eg. kinetic, visual, aural etc.
101. WORKING WITH AGING POPULATIONS
In this training we will address issues that aging populations face and how to serve these communities more effectively and with compassion and dignity.
101. CULTURAL RESPONSIVENESS IN TEACHING VISUAL ART, DESIGN AND CREATIVE WRITING FOR YOUTH
In this workshop we go through the different methodologies of delivering lesson plans around different formats of visual art, comics, cartooning, illustration, visual design, 3-D design, and creative writing for children of all ages, up to college level. We address cultural and developmental considerations, and different learning styles. Appropriate for Elementary through college-age students.
101. INTRO TO GRANT-WRITING
In this training we demystify the process of writing a grant, and discuss best strategies and vocabulary for making grant applications. Lastly, we will practice some of these skills in order to trouble-shoot if necessary.
102. BEST PRACTICE FOR RESPONSES TO VARIOUS MENTAL HEALTH SCENARIOS
This is an introductory trainings addressed to people in direct service who interact with clients who are experiencing various states of mental health, and the best ways of approaching and working with them. We will address definitions, de-escalation, calming strategies, building safety plans and how to integrate knowledge and trauma informed practices into procedure.
- Understand definitions of ‘mental health’ and ‘disability’
- Understand de-escalation for different situations, including suicidation, and how it relates to trauma informed care
- Roleplay to practice responding to different situations
201. INTERSECTIONALITY, GENDER AND THE #METOO CONVERSATION
A facilitated discussion around #metoo and gender inequity around notions of consent.
An opportunity to reflect on, listen and share about the current cultural approach to the objectification of different genders, and how that relates to the power dynamics that lead to situations implied in the #metoo movement.
- Understand the historical and current ramifications of #metoo
- Contextualize gender and feminist thinking
- Relate this to work practices in terms of mechanisms of power
201. CLARIFYING COMMUNICATION – UNDERSTANDING COMMUNICATION AND COGNITIVE STYLES ACROSS CULTURAL FRAMEWORKS
An Awareness Training:
- Learn the difference between passive, assertive, and aggressive communication.
- Understand the different communication styles inter-culturally, and how they interact. We reflect on ways to modify communication styles to bridge across different approaches.
- We will look at collectivism vs individualism, and high vs low context cultures and how they contribute to expectations around communication.
- This session will also cover different modes and objectives of communication, various cognitive and working styles, and how to address those differences in the workplace.
201. CULTURALLY RESPONSIVE TRAUMA-INFORMED CARE
We will extend on the case studies from the rudimentary training, however we will focus on the specific needs and setting of each program or department. This training allows people who have already been through initial TIC training to extend their knowledge, trouble shoot and hone in on aspects of their practice or program that could benefit from more trauma informed practices.
201. BYSTANDER INTERVENTION AND DE-ESCALATION
- We will learn about different situations that may or may not require intervention.
- Understand what is meant by the terms ‘allyship’, ‘de-escalation’, and ‘solidarity’.
- We will learn about the bystander effect, and different situations that may or may not require intervention.
- Learn when it is appropriate to intervene, vocalize, use an exit strategy, or stay and de-escalate. We will address how to overcome certain inhibitions around bystander intervention. Learn how to use voice and body to create distance, de-escalate, or self-defend, in a situation, in public or in a workplace.
- Learn other aspects of bystander intervention, including using your
presence or physical self as a tool of solidarity. Together we will discuss group agreements and finalize elements of a process and procedure for your team. Roleplaying is included, however participants can choose to opt out if uncomfortable.
201. TEACHING LEADERSHIP AND CITIZENRY TO YOUTH WITH AN INCLUSIVE LENS
This workshop discusses methods for culturally-responsive strategies of teaching leadership, citizenry and activism for youth, for elementary through college-age students. this may include methods of advocacy, bystander intervention, art or writing.
YWCA of Greater Portland continues their trainings for Social Change (ongoing).
Guides for Impact NW Staff
Working with Vulnerable Populations
Diverse Abilities and Access
Please click each link to be directed to each organization’s website:
You can dial 2-1-1 for help locating health and human services in the greater Northwest Oregon and Southwest Washington region:
Translation and Interpreters
Culturally Specific Organizations
Native American Youth and Family Center (NAYA Family Center)
Native American Rehabilitation Association NW (NARA NW)
Portland African American Leadership Forum (PAALF)
Self Enhancement, Inc. (SEI)
Urban League of Portland
IRCO Africa House
National Association for the Advancement of Colored People (NAACP)
El Programa Hispano
Muslim Educational Trust
APANO (Asian Pacific Association Network of Oregon)
IRCO Asian Family Center (AFC)
Report Profiling by Law Enforcement
Impact NW believes that the dignity and rights of each individual should be respected, regardless of race, ethnicity, language, gender identity, sexual orientation, housing status, national origin, age, religion, ability, political affiliation, and/or socio-economic status.
For this reason, we encourage the sharing of experiences of profiling. We believe that no one in a position of power has the right to discriminate against another person, and now that belief is backed by legislation.
What is profiling?
House Bill 2002 defines profiling as the following, “‘profiling’ means that a law enforcement agency or a law enforcement officer targets an individual for suspicion of violating a provision of law based solely on the real or perceived factor of the individual’s age, race, ethnicity, color, national origin, language, gender, gender identity, sexual orientation, political affiliation, religion, homelessness or disability, unless the agency or officer is acting on a suspect description or information related to an identified or suspected violation of a provision of law.”
Share a personal experience with profiling:
If you want to share a personal experience with profiling, please click here to file a formal complaint. This formal complaint will be submitted to the LECC (Law Enforcement Coordinating Committee). The LECC will leverage these complaints to hold the law enforcement agency involved accountable and effect meaningful change.
For more information about the Law Enforcement Coordinating Committee (LECC), please see: http://www.pdx.edu/cjpri/LECC