Image description for Figure 1.6

Six concentric circles, showing the ecological systems by level of generality with the individual in the middle. Each circle is also connected to the next largest and next smallest circle with two-headed arrows, indicating a bidirectional relationship between all levels.

Inner circle

A Black girl with pigtails. Her attributes include:

• Attachment
• Racial-ethnic identity
• Internal working model

Second circle

Attributes of this girl’s microsystem include:

• Mentors
• Spiritual community
• Teachers
• Social media
• Health providers
• Parents
• Peers

Third circle

The mesosystem is visualized with two arrows showing the connections among the elements of the microsystem.

Fourth circle

Attributes of this girl’s exosystem include:

• Neighbors
• Foster care system
• Physical and mental health systems
• Parent’s workplace
• Extended family & fictive kin
• School system
• Juvenile justice system
• Mass media

Fifth circle

Attributes of this girl’s macrosystem include:

• Systemic racism
• Cultural strengths
• Colorism
• Public policy

Sixth circle

Attributes of this girl’s chronosystem include:

• Black Lives Matter Movement
• Historical & intergenerational trauma

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Image description for Figure 1.8

The words Strengths-Based Approach are in a large bubble centered in the middle. Ten smaller bubbles are around it, some connected to one another by a line.The following bubbles are violet, and more related to external resources:

• Connections, connected to Community, Resources, Support, and Family
• Community, connected to Connections and Resources
• Resources, connected to Community and Resilience
• Support, connected to Family and Connections
• Family, connected to Support and Connections

The following bubbles are teal, and more connected to internal resources:

• Resilience, connected to Client’s Awareness, Resources, and Client’s Strengths
• Client’s Awareness, connected to Resilience and Client’s Strengths
• Client’s Strengths, connected to Insight, Self-Knowledge, Resilience, and Client’s Awareness
• Insight, connected to Self-Knowledge and Client’s Strengths
• Self-Knowledge, connected to Client’s Strengths and Insights

Licenses and Attributions

Graphic designed by Elizabeth Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0

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Image description for Figure 1.10

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Image description for Figure 2.2

This poster features a large hand-drawn portrait of Dr. E. Franklin Frazier, Sociologist. Dr. Frazier has dark skin, a small mustache, round wire-rimmed glasses, and warmth in his eyes. Three small penciled illustrations accompany the portrait:

• The first illustration shows the sociologist teaching in a math classroom and reads: “Dr. Frazier’s natural curiosity about people and their problems led him into the field of sociology. He began his career as a teacher of mathematics, history, and English!”
• The second illustration features the sociologist visiting the home of a family with dark skin and reads: “Recogized authority on the Negro Family, his sociologist writings have created a deeper understanding of Negros, both in this country and in South America.”
• The third illustration shows the sociologist surrounded by stacks and stacks of papers and reads: “As head of the department of sociology at Howard University, President of the D.C. Chapter and member of the Executive Committee of the American Sociological Society, Resident Fellow, Library of Congress, Dr. Frazier is a very busy man!”

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Image description for Figure 2.3

The following questions are excerpted from the 2020 U.S. Census form:

NOTE: Please answer BOTH Question 8 about Hispanic origin and Question 9 about race. For this census, Hispanic origins are not races.

8. Is Person 1 of Hispanic, Latino, or Spanish origin?

• No, not of Hispanic, Latino, or Spanish origin Yes, Mexican, Mexican Am., Chicano
• Yes, Puerto Rican
• Yes, Cuban
• Yes, another Hispanic, Latino, or Spanish origin – Print, for example, Salvadoran, Dominican, Colombian, Guatemalan, Spaniard, Ecuadorian, etc.

9. What is Person 1’s race? Mark one or more boxes AND print origins.

• White (Print, for example, German, Irish, English, Italian, Lebanese, Egyptian, etc.)
• Black or African Am. (Print, for example, African American, Jamaican, Haitian, Nigerian, Ethiopian, Somali, etc.)
• American Indian or Alaska Native (Print name of enrolled or principal tribe(s), for example, Navajo Nation, Blackfeet Tribe, Mayan, Aztec, Native Village of Barrow Inupiat Traditional Government, Nome Eskimo Community, etc.)
• Chinese
• Filipino
• Asian Indian
• Other Asian (Print, for example, Pakistani, Cambodian, Hmong, etc.)
• Vietnamese
• Korean
• Japanese
• Native Hawaiian
• Samoan
• Chamorro
• Other Pacific Islander (Print, for example, Tongan, Figian, Marshallese, etc.)
• Some other race

“Excerpt from Census 2020 form” from United States Census 2020 by U.S. Department Of Commerce, Economics and Statistics Administration, U.S. Census Bureau. Public Domain.

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Image description for Figure 2.4

The Gender Unicorn infographic features a smiling cartoon unicorn with five icons on or around its body. A rainbow icon sits in a thought bubble above its head, representing Gender Identity. Two overlapping hearts on its chest represent Physical Attraction (yellow) and Emotional Attraction (red). Where its legs meet is a double helix, representing Sex Assigned at Birth. A silhouette of dots outlines its body, representing Gender Expression. Each of these icons is annotated with additional information to show a spectrum of identities and desires.

“Gender Identity” (rainbow icon) includes three arrows. One points to female/woman/girl, one points to male/man/boy, and one points to other genders.

“Gender expression” (dots) includes three arrows. One points to feminine, one points to masculine, one points to other.

“Sex Assigned at Birth” (double helix) includes three dots. One dot is female, one dot is male, one is other/intersex.

“Physically Attracted To” (yellow heart) includes three arrows. One points to women, one to men, and one to other gender(s).

“Emotionally Attracted To” (red heart) includes three arrows. One points to women, one to men, and one to other gender(s).

“Gender Unicorn Image Description” by Veronica Vold for Open Oregon Educational Resources is licensed CC BY 4.0 and is based on “The Gender Unicorn” by Trans Student Educational Resources, 2015. http://www.transstudent.org/gender.

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Image description for Figure 2.5

The poster of the Medical Model Understanding of Disability. The illustration is of a fair skinned man sitting in a wheelchair. The wheelchair has five large yellow tags tied to it with the following text:

• Cannot Work Full Time
• Legs Don’t Work
• Can’t Climb Stairs
• Has Special Needs
• Needs Medication

Under the illustration is the text – What’s the problem? = the disabled person.

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Image description for Figure 2.6

The illustration’s title is Social Model of Understanding of Disability. The illustration is of a dark-skinned person with hair to their shoulders standing with a cane in one hand and the other hand on their hip. There are four horizontal lines in front of the person representing barriers. There are four signs on the bars.

• Physical & Environmental Barrier
• Institutional & Organizational Barrier
• Attitudinal Barrier
• Information & Communication Barrier

Under the illustration is the text: What’s the problem? = the barriers in society.

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Image description for Figure 3.4

A concept map titled ‘Trauma Informed Care’ is followed by the text: Trauma Informed Care (TIC), which recognizes that traumatic experiences terrify, overwhelm, and violate the individual. TIC is a commitment not to repeat these experiences and, in whatever way possible, to restore a sense of safety, power and worth.

Under the paragraph is a box containing the text ‘The foundations of Trauma Informed Care’ with two red arrows pointing down to two boxes.

The left box contains the text ‘Commitment to Trauma Awareness’.

The right box contains the text ‘‘Understanding the Impact of Historical Trauma and Oppression’.

Under the two boxes is the text ‘Agencies Demonstrate Trauma Informed Care with Policies, Procedures and Practices that:’

Under the text are three red arrows pointing down to three boxes with text.

Left box:

Create Safe Context through:

• Physical safety
• Trustworthiness
• Clear and consistent boundaries
• Transparency
• Predictability
• Choice

Middle box:

Restore Power through:

• Choice
• Empowerment
• Strengths perspective
• Skill building

Right box:

Build Self-Worth through:

• Relationship
• Respect
• Compassion
• Acceptance and Nonjudgment
• Mutuality
• Collaboration

Image credit: Trauma informed Oregon, 2014

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Image description for Figure 3.5

This figure contains an illustration of a Venn Diagram titled ‘Types and Degrees of Restorative Justice Practice.’ There are three overlapping circles: Victim Reparation, Communities of Care, and Offender Responsibility.

There are three gray non-overlapping sections representing partly restorative practices.

1. Victim reparation

• victim services
• crime compensation

2. Communities of Care Reconciliation

• contains offender family services
• family-centered social work

3. Offender Responsibility

• related community service
• youth aid panels
• reparative boards
• victim sensitivity

There are three blue overlapping sections of two practices that represent mostly restorative practices.

1. Victim Reparation and Communities of Care Reconciliation

• Victim support circles

2. Victim Reparation and Offender Responsibility

• Victim restitution
• Victim-offender mediation

3. Offender Responsibility and Communities of Care Reconciliation

• Victimless conferences
• Positive discipline
• Therapeutic communities

The center section is where all three sections overlap and represents fully restorative Justice.

• Peace circles
• Family group conferencing
• Community conferencing

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Image description for Figure 3.8

This figure contains a comic strip with four panels titled Self-Destructive Self-Care.

In the first panel, a young person with dark skin wearing a hat, hoodie, and jeans is walking down the street. There are two thought bubbles. The first says, “I can’t believe I spent so much money today on (living expense).” The second says, “I need something to cheer myself up.”

The second panel shows the young person at a restaurant counter with money in his hand. There is a speech bubble that says, “I’ll have the special, heavy on the whipped cream.”

The third panel shows the young person drinking a milkshake with whipped cream and a cherry.

The fourth panel shows the young person drinking the milkshake with his eyes narrowed and the thought bubble says, “shoot…”

By Mark Pragides is under the fourth panel.

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Image description for Figure 3.9

This figure contains an illustration with the title Mind Full, or Mindful?

The illustration is a simple line drawing of two people, an adult, and a child, holding hands. There is a yellow sun and four plants with purple flowers and green stems. The adult’s thought bubble is chaotic and full of things such as a pointing finger, a car, money, a to-do list, papers, people raising their hands, and a tablet. The child’s thought bubble is serene and only contains the outside scene of the four flowers and the sun.

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Image description for Figure 4.8

Three part image labeled “systemic barriers.”

In the first image, “equality” is represented by three people trying to watch a concert. Each person is standing on the same size box. The caption reads “In the first image, it is assumed that everyone benefits from the same support. They are being treated equally.”

In the second image, “equity” shows each person having a box or boxes that help that person see the concert on the stage. The caption reads “Individuals are given different support to make it possible for them to have equal access to the orchestra. They are being treated equitably.

In the third image, “inclusion” shows the people on the stage making music with the orchestra. The caption reads “All three can see the orchestra and participate without any support because the cause of inequality was addressed. The systemic barrier has been removed.”

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Image description for Figure 8.8

Family: Targeted prevention programs and services to stabilize family and prevent removal.

Kinship placement: Family setting; targeted prevention, programs services to support reunification or adoption.

Resource placements: family setting; trauma informed programs and services to support reunification or permanency.

Therapeutic resource placements: Family setting with trauma informed treatment and services for complex health problems prioritizing family engagement or permanency.

Residential treatment: Congregate setting with trauma informed treatment and services for complex health problems, prioritizing family engagement or less restrictive permanency.

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Image description for Figure 9.2

The four circles in the Vocation Model Venn diagram are:

• What you are good at
• What you love
• What makes a difference in the world
• What you can be paid for (is valued by others)

The intersection between any two adjacent circles in the diagram defines something that is worth knowing and developing, namely (respectively):

• Your Expression – the work you can do and would love to do. This is your “zone of genius” and full expression.
• How you can be of Service to make a difference in the world
• The Value you can create and deliver
• How to Align making a difference with getting paid.

The next level of the diagram is the inner intersections:

• Potential
• Impact
• Transformation
• Excellence

In the center of the diagram is your Vocation.

Image description adapted from “A Bit of Background …” by Lauchlan Mackinnon and included under fair use.

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Image description for Figure 9.8

An iceberg is represented half above water and half below water. An arrow through the iceberg pointing both up and down is labeled visible (upwards) and invisible (Downwards). Above water are Artifacts (Goals, Plans, and Communications). Stated values are half above water and half below water. These include social norms (visualized above water) and Patterns of Behavior (visualized below water). Assumptions are underwater and include Underlying Assumptions and Values.

Based on ideas from Edgar H. Schein, Organizational Culture and Leadership, Jossey Bass, 1985. Graphic designed by Elizabeth Pearce and Michaela Willi Hooper, Open Oregon Educational Resources, CC BY 4.0. Iceberg illustration adapted from MoteOo on Pixabay is CC0.

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Image description for Figure 9.9

Enabling reentry

• Restorative counseling
• Intervention and reentry circles

Responding to challenges

• Conflict mediation
• Repair conversations
• Healing or problem-solving circles
• Support for making amends

Building relationships

• Community circles in classes and advisories
• Conflict resolution training for all
• Calming areas
• Counseling

Return to Figure 9.9