Podcast: Jax Richards, Safeguard Youth

Podcast: Jax Richards, Safeguard Youth

Early Link Podcast Episode 21

In this week’s episode, host Rafael Otto talks with Jax Richards, the president and founder of Safeguard Youth, about Oregon’s child welfare system.


Jax Richards is an economics and public policy student at Oregon State University. In 2019 he started Safeguard Youth with the mission to provide a platform for foster youth and survivors of child abuse to advocate for a higher quality child welfare system.


In April, A Better Childhood, a national advocacy group, and Disability Rights Oregon filed a lawsuit against the Oregon Department of Human Services, alleging the agency revictimizes children in its foster care system and has failed to address documented problems for at least a decade.

The lawsuit paints a picture of a system that, through its dysfunction, further traumatizes children who were taken from their families on the premise that the state would better care for them. There are 10 plaintiffs with stories ranging from being forced to stay in refurbished jail cells, to being drugged to gain compliance without consent.

Since 2006, the state has paid $39 million in legal settlements over allegations of abuse and neglect.

Additional Resources:

Horrific failures of Oregon foster care system called out in new federal lawsuit

Tensions flare at explosive hearing over Oregon foster care

Oregon officials want to seal off much of federal child welfare lawsuit from public view


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Podcast: BLM Organizer La Mikia Castillo on Systemic Change and Dismantling Racism

Podcast: BLM Organizer La Mikia Castillo on Systemic Change and Dismantling Racism

Early Link Podcast Episode 21

In this week’s episode, host Rafael Otto talks with La Mikia Castillo, a Black Lives Matter activist and community organizer, about what it looks like to dismantle systemic racism.  


La Mikia Castillo is an adjunct professor at the University of Southern California Sol Price School of Public Policy, a diversity, equity and inclusion consultant and an organizer with Black Lives Matter, Los Angeles.


Castillo clarifies the message around defunding the police and shares how we can start to reimagine a new idea of safety. She also explains the ways in which systemic racism has impacted the health and education of Black children and children of color and what it will take to see real change in these institutions. Finally, Castillo shares her idea of what a world free of racism would look like for her and her son.


Please visit our Racial Equity Resources for Early Childhood page for more information on racial justice and equity issues that connect to early childhood. It is not comprehensive, but will be updated regularly.

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Will you help us advocate for children, families, and the early care and education community?  

Your tax deductible contribution of any amount allows us to continue our outreach to communities across Oregon impacted by the COVID-19 pandemic. Every dollar counts! 

Podcast: Tabatha Rosproy, First Early Childhood Educator Named National Teacher of the Year

Podcast: Tabatha Rosproy, First Early Childhood Educator Named National Teacher of the Year

Early Link Podcast Episode 21

In this week’s episode, host Rafael Otto speaks with Tabatha Rosproy, the first early childhood educator to be named National Teacher of the Year.


Tabatha Rosproy, a 10-year veteran Kansas teacher, is the first early childhood educator to be named National Teacher of the Year. She teaches preschool for Winfield Early Learning Center (WELC) in Winfield, Kansas. Housed in Cumbernauld Village, a local retirement community and nursing home, her inclusive classroom is an inter-generational program that provides preschoolers and residents with multiple daily interactions and serves special education and typically developing preschoolers in a full-day setting. She also served as a co-chair of the educator task force that helped compile Kansas’s continuous learning guidance for how to approach distance learning during COVID-19.


Rosproy shares her experience with engaging families in student learning and highlights the necessity of a partnership between teachers and caregivers for student success. She also talks about the importance of keeping students connected to one another during distance learning. As Tabatha looks towards the next year, she discusses her plans to use her new platform to advocate for early learning educators across the country.

Support Our Work!

Will you help us advocate for children, families, and the early care and education community?  

Your tax deductible contribution of any amount allows us to continue our outreach to communities across Oregon impacted by the COVID-19 pandemic. Every dollar counts! 

Podcast: Janice Lewis on Distance Learning for Preschoolers

Podcast: Janice Lewis on Distance Learning for Preschoolers

Janice Lewis, Vose Elementary

In this week’s episode, host Rafael Otto talks with veteran teacher Janice Lewis about what it means to provide distance learning for preschoolers.


Janice Lewis is a preschool teacher at Vose Elementary in the Beaverton School District.


Distance Learning for All, a campaign from the Oregon Department of Education,  officially launched across public schools in Oregon in mid April. The goal is to keep public education students learning their material for the school year while they are at home. This means teachers are finding new, creative ways to engage their students remotely.

Inquiry-based learning is an approach to learning that emphasizes the student’s role in the learning process. Rather than the teacher telling students what they need to know, students are encouraged to explore the material, ask questions, and share ideas.


Transcript has been edited for clarity and length

Rafael Otto: (00:08)
This is the Early Link podcast. I’m Rafael Otto. With schools closed and students and teachers working to stay connected and learning online. I wanted to talk with a teacher about what that experience is like. Janice Lewis joins us today on the Early Link podcast. She is a veteran teacher at Vose elementary in the Beaverton school district. Welcome Janice.

Janice Lewis: (00:28)
Thank you. Thank you for having me.

Rafael Otto: (00:30)
Glad you could join us today and for our listeners this episode will air on Mother’s Day. So Janice, I just wanted to wish you a happy mother’s day. There’s an interesting story about how you came to teaching. Tell us about that, how you became a teacher.

Janice Lewis: (00:44)
Well, it’s not a very direct route. I went to college right after graduating from high school but really didn’t have any focus or direction and ended up not finishing school and I got married relatively young. I was 22 and very shortly after that I was able to be a stay at home mom, which is something that I had wanted to do. So it was very fortunate that I was financially able to and that it was something I loved and enjoyed. But as my children were growing up, I could see this end date to that job coming as they would leave home. And I had found mothering to be a very, very purposeful and fulfilling activity and I wanted to continue having purpose in my life. So I went back to school and I got a bachelor of science in human development and also a minor in social work.

Janice Lewis: (01:33)
And in my social work classes I found that I was very, very drawn to families living in poverty and in particular children who live in poverty. I read a lot of books during that time by Jonathan Kozol who you might be familiar with. He writes beautiful, beautiful stories of children living in poverty that just really tug at your heart. And so I thought that I would work for a little while and then go on to become a social worker, get a Masters in social work. I took a job with Head Start because then in that type of job you work with children and with families. But once I got into the job, I found that I fell in love with the teaching part of it more than the interaction with the families. So I eventually went back and got a Masters in teaching and an ESL endorsement and decided that I would instead have a career in teaching and I set a goal of working with children who live in poverty through an elementary school experience. And so I have spent my whole teaching career working primarily with immigrant families and families who live in poverty.

Rafael Otto: (02:41)
You’ve been a preschool teacher now for a number of years? Correct. Did you teach elementary grades as well?

Janice Lewis: (02:47)
Yes, I had five years as a Head Start teacher. After I got hired in the Beaverton school district, I had one year as an ESL teacher and found very quickly that I really didn’t care for that because I didn’t have that classroom bonding kind of experience that you have when you’re a classroom teacher. So I was very fortunate that the following year, a first grade job opened up and I taught first grade for a number of years and loved it. And then I’m just back into Pre-K again the last three years. When that opportunity came up I thought, wouldn’t it be a nice way to end my teaching career? Going back to something that I loved a long time ago.

Rafael Otto: (03:31)
Tell me about the number of preschool classrooms that are available in Beaverton.

Janice Lewis: (03:40)
There are seven currently. Each site has a morning and an afternoon class. So it’s growing, but it’s still very, very small percentage of the number of four-year-olds in our district who are able to get that high quality preschool experience.

Rafael Otto: (04:08)
How does the preschool stay connected to what’s happening in the elementary grades?

Janice Lewis: (04:13)
Well that varies from school to school. At Vose I am in the best possible situation. I have an excellent principal, Monique Singleton and an excellent vice-principal, Melissa Holz who both absolutely understand and support the value of early learning. So they have fostered a lot of connection between pre-K and the upper grades. For instance, featuring what we’re doing at staff meetings, asking upper grade teachers to come in and see what we’re doing and build on the really good things that are happening in pre-K. And this year I’m in the kindergarten wing so I’ve had a lot of opportunity to collaborate with the kindergarten teachers as they are trying to do more of what we’re doing in pre K and it’s been a great experience. I already had a relationship with those kinder teachers because I had taught first grade for so many years and just highly valued. How well prepared the students were when they came to me. So had a good working relationship already. But this year it’s been different because they’re all dabbling into inquiry and it’s just been wonderful to collaborate with them and help them discover what a great way of teaching this is.

Rafael Otto: (05:27)
I’m curious about in the current time as we’re moving digitally and trying to connect and try to keep kids engaged and learning what that’s like as a preschool teacher and what have you come up with for remote learning options for children and is that possible? How is it working?

Janice Lewis: (05:42)
It is possible, of course it’s not the same as having those children with you in the classroom, but it is possible to keep the connection going. So what all of the preschool teachers are doing is we are filming short videos and posting them on a platform called Seesaw and parents can access them at whatever point in the day they want. So that’s different from what a kinder through fifth grade student is experiencing at Vose where there are set times for a class meeting or Zoom small group. I usually load three videos first thing in the morning and then I load another one a little bit later in the day. That’s kind of like a little bonus or an extra and it’s just really incumbent upon me as the teacher to think of things that the children will be drawn to. And fortunately with the weather being the way it is and with it being spring time, there’s just so much to access.

Janice Lewis: (06:41)
I started a garden with the children before school let out. So I am continually going over to the garden and filming what’s happening and posting questions for them. Just as an example, I went to check on the garden last week and we planted only pea seeds, but right in the middle of the garden there’s a little Oak seedling and a little farther down there are some tomato plants growing, neither of which did we plant. The fabulous thing about the Oak seedling is that we have a giant Oak tree on our property and the children are fascinated with that tree and have thought all year long that fairies lived there and they’ve built fairy houses and told stories about it. And so I pose the question, how did these things get into our garden? And of course some children immediately thought that the fairies must be behind this.

Janice Lewis: (07:30)
The children answered back with, with things like, well, some seeds must’ve gotten mixed up at the seed packing factory. So I’m still presenting them with things that they find engaging and I’m posing questions so that they will think and wonder and then they respond to me. So it is possible to find things that will draw them in. And just like in the classroom, I have to provide a variety of learning experiences. So I’ve had building invitations and storytelling invitations and um, mathematical games. So, you know, you just never really quite know exactly what’s going to draw a child in so it has to be a variety of offerings. And overall, it’s a pretty good time of year and a pretty good place to be. Indeed. I had the good fortune of a Robin who decided to nest right outside my front door and that’s been fascinating.

Janice Lewis: (08:24)
So we were doing a little study of nests where I had just have, I love birds nests and I have a big collection of them. And I did a nest making invitation for the children to use mud and sticks and different things to create nests. I was filming a nest that was by my front door and then I started noticing that it was changing every day. And sure enough, our robin was nesting. So about once a day she’ll hop off long enough for me to get a little snapshot or a video of what’s happening. So the children are very interested in that.

Rafael Otto: (08:56)
I can imagine that they would love that.

Janice Lewis: (08:56)
Yes, they do. I’m very thankful that when I discovered that nest starting to change. It was just like the most beautiful gift in the middle of a really awful situation because that was quite a while ago and it was when the pandemic seemed so scary and so grim and yet this beautiful, lovely thing was happening right outside my front door. I just was so thankful for it.

Rafael Otto: (09:29)
That’s wonderful. What other kinds of things are considered developmentally appropriate in terms of children’s learning during this time and are what other kinds of curriculum ideas or are you using or what other standards are you trying to apply?

Janice Lewis: (09:44)
Well, we use a framework called Habits of Mind and I don’t know whether you’re familiar with that, but what we are trying to focus on with children is things like persistence, collaboration, focus skills that they build into their mind, their framework that will serve them as they go into kindergarten and beyond. In addition to that, we also have some more what you would think of as typical school standards, like writing your name, being able to count to ten one to one correspondence, counting, counting to 20 and sequence recognizing numerals and that type of thing. So I’m doing really a balance of inquiry, such as what I referred to with the garden and then more skill work, but still in a way that’s engaging to preschoolers. So for example, this week we’re doing an overall study on texture. So finding texture in things in your home and outside, doing some texture painting with plants. So my name practice activity is writing your name in different textures of substances. So that could be a food substance like flour or salt or rice. But we also always want to offer a non-food substance just because of families living in poverty are often facing food insecurity. So I also showed how you could do that in gravel or in bark chips or in dirt. And so it’s a way to tie into our theme of texture and it’s just a way for them to have a fun, engaging way to practice writing their name.

Rafael Otto: (11:19)
I’m curious if you’re concerned about the amount of time that kids are spending on screens now that they’re interacting with their teachers more often. Are you concerned about that? Do parents have questions about it? What’s happening there?

Janice Lewis: (11:31)
I haven’t had questions from parents, but I am concerned about it and not in terms of what I’m posting because my videos are short. Anywhere from a minute to the longest. One I think was seven minutes, so really no more than a total of maybe 15 minutes of video in a day. And then the things that I’m asking to do often involve going outside and going for a walk and looking for things. So there, I don’t have a concern about that, but I am concerned that potentially children are on a phone or a Chromebook and just doing things like playing games. It’s a long time to be at home and be away from school. And of course parents are working and have many stressors on their mind. So I do think that that is a bit of a concern. Children having too much screen time.

Rafael Otto: (12:21)
Is there any kind of standard or advice that you would give people other than to try to limit?

Janice Lewis: (12:27)
I would certainly try to encourage people to do things other than screen. Like just simply going for a walk. You can get out for a walk and notice things that are growing. You can go out for a walk and close your eyes and listen and see what you hear. You can read beautiful literature. Some of it has to be accessed online because if you don’t have a large library at home, you’re going to rely on YouTube or the library. But even so that’s better than playing a game. It is a reason that a lot of the invitations that I’m creating for the children involve being outside and doing things like the nest making activity that I refer to going around, you know, collecting things that a bird would use. Mixing mud. Um, so definitely things that engage a child and thinking and wondering like we do in the classroom are preferable to being on a screen.

Rafael Otto: (13:19)
As a preschool teacher. I’m curious about the idea of family engagement and what that means to you. And I’m also curious if that has changed over time given the breadth of your experience and in your career. Does it look different now than it used to?

Janice Lewis: (13:34)
Well, it’s definitely different in preschool than it is in first grade. I would say I had virtually very, very little contact with first grade parents. It was at the beginning of the school year and then at conferences. And really that was about it. I knew my students really well, but I really didn’t know their families. So with our preschool model, we do three home visits a year and two conferences and versus a walking school. So I often see parents dropping the children off and picking them up. So there is that engagement. We don’t have a high rate of volunteerism at Vose. And that’s because parents are often working sometimes multiple jobs just to survive. So they don’t often have the luxury of time to be in the classroom. Another silver lining in what’s happening right now is that I am having way more communication with my families than I had when we were in the classrooms.

Janice Lewis: (14:31)
So families are really needing a lot of help. They’re needing encouragement, they’re posting things on Seesaw for me to look at and I always respond, you know, to the child or to the parent and we’re celebrating things more. I got pictures just the other day of a little girl who was having a birthday party and there have been couple of babies born in our classroom and we’re all celebrating that. So I honestly feel that I have more engagement from my families right now and I think that’s a really interesting thing to ponder. What could we do when school resumed and something you know, things to do that would create a stronger bond between the families and the school. I think that that really needs some thinking. Sure.

Rafael Otto: (15:15)
What else are you seeing in terms of what parents and families need most right now during this time, specifically with the COVID-19 pandemic,

Janice Lewis: (15:24)
There are needs that they have that are really concrete. For instance, I need a Chromebook for my child, which our district has provided for anyone who needs it or I can’t log onto my Chromebook. Can you help me with my password? My child doesn’t want to participate. How can you help me? So there are concrete needs, but what I’m hearing oftentimes under the questions and just comes about in a roundabout way that parents need to be encouraged. Right now we are asking a lot of parents and particularly in our community where people are living on the edge anyway. If you’ve lost a job, it’s very, very serious and we are also asking parents to be teachers at home. Even at this preschool level, there has to be a certain involvement with the parents. And so I have found myself messaging parents through Seesaw and just thanking them. Thank you for continuing to make sure your child is learning. Thank you for sending me those pictures of your child’s birthday party. That was so delightful to see and I find myself saying things like, you are such a great mom. You’re doing such a good job, and the response that I get back when I say things like that shows me that these parents are really hungry for that. They need to be encouraged that they are enough. What they’re doing is enough. Their children are going to be okay.

Rafael Otto: (16:49)
It’s interesting that during this time during the pandemic with parents and families having to balance so much that the role of the teacher, the need for skilled teachers is becoming more and more apparent and that there’s just this recognition of the importance of the teacher in children’s lives.

Janice Lewis: (17:07)
Yes. You definitely see that often in very comical ways where you’ll see a funny clip on YouTube about people saying they had no idea what it was like to be a teacher. So I do think maybe, I mean I know that the parents that I’m serving are extremely grateful and thankful. I hear that often from them. So maybe in general as a society maybe there will be a little bit more appreciation for the career of teaching. It’s definitely a hard job, but certainly one of the most rewarding that I think you can have.

Rafael Otto: (17:39)
I hope so. When you think about the idea of a grade level meeting, groups of teachers getting together to think about strategies and how to work with their children, how to make adjustments, how to engage their parents and families. What does that look like at the preschool level and in Beaverton?

Janice Lewis: (17:58)
Well, in Beaverton we have a really strong team. The seven of us who are preschool teachers, even now we still have weekly meetings. So we have a weekly Zoom meeting, but we also have a text thread where we text each other all week long and if someone comes up with a great idea, they’re willing to share it. We have a shared Google drive right now where we are uploading any lessons that could be generalized to another school. So they’re still definitely collaborating. They’re sharing. We have some wonderful TOSAs that help us at the meetings and they’re conveying information from the district information from the state and kind of distilling it down to the pre K level because pre-K is a really very different grade level than even kindergarten, so I still feel as if we have a strong team connection and a lot of support.

Rafael Otto: (18:50)
Have you looked ahead at the fall and thought about what that might look like? I know there have been many different kinds of scenarios. People are talking about possibly staggered openings or restructuring the school day in a different way. Have you thought about that? What does that look?

Janice Lewis: (19:05)
I think there’s a lot to be concerned about. I think primarily what I focus in on is the budget shortfall, it seems apparent that teachers could lose their jobs. There could be large class sizes in Beaverton. There’s a very, very strong initiative right now in early learning to take the inquiry model that we’ve created in pre K and move it up to kindergarten next year. That’s a lot of the work that we’re doing with the Children’s Institute right now and then from kinder to first and so on. I I just have a little concern about that continuing to go forth smoothly. If there are lots of teacher layoffs or if there is a staggered start, I know that our district has a very, very strong commitment to inquiry and I just don’t want to see that momentum start to fail.

Rafael Otto: (19:58)
Janice, you’re referring to the Early School Success program, which is a Children’s Institute program. Part of what that program is designed to do is connect preschool to the elementary grades. I’m curious, when you talk about that inquiry approach, what does it take to scale that up and embed that into kindergarten, first grade and beyond?

Janice Lewis: (20:20)
Well, fortunately we have some really, really smart, passionate people in our district who are already working on that. And I was just on a Zoom alignment team meeting where we got to peek a little bit at some proposed kindergarten schedules, some supports that are going to be put into place for teachers to access who have never taught in an inquiry model. Often kindergarten teachers want more child-directed learning. They want to see joy and learning, they want to see more play, but their question is always, how do I do that? What does that look like? Where will I get the supplies? So the alignment team that I’ve been a part of this year has been working on that for a year and their proposed schedule that we saw yesterday allows a large block of time for inquiry for children. So very child-directed learning. And I think that not only is that just a beautiful developmentally appropriate way for children to learn, but I think it’s going to be very necessary for this group of children who come back to school hopefully in the fall because many of them are experiencing trauma right now. They’re going to be hungry for places that feel safe and where they feel competent and where they feel valued and where they can build community and inquiry is the perfect platform for all of that.

Rafael Otto: (21:45)
I know that children may be experiencing trauma [from the pandemic] though they might not able to express it. It seems like it may take some time for us to understand the full impact of this on our kids. Do you agree?

Janice Lewis: (21:57)
I absolutely do agree and my husband and I have talked about that a little bit. Children are resilient thankfully, but I do think that we will see some impact on children. I certainly know that I am seeing that in some of the children that I can think of. In my preschool class where I had a mom I was messaging with that her daughter really isn’t responding to any of the invitations and I just offered, is there any way that I can help you? And she said to me, she just says she doesn’t want to do it. She misses her teacher, she misses her friends, and she wants to know, when can I go back to school? This is very big information for a preschooler to process. They don’t really have the ability to understand why this has all come to an end, this wonderful, safe, engaging place that they got to go to several days a week. I had another little boy who wouldn’t come and join in the Zoom meeting and his mom was reporting to me that he’s having temper tantrums and meltdowns and that just was not the personality that we saw at all in the classroom. And so it’s definitely impacting children.

Rafael Otto: (23:02)
Do I have this correct? This is your last year you’re about to retire?

Janice Lewis: (23:06)
Yes. Retiring from teaching. Hopefully not retiring from the work of early childhood. I’m hoping there will be a way to stay involved in the work.

Rafael Otto: (23:14)
Looking back, what would you have done differently knowing what you know now?

Janice Lewis: (23:22)
I’m thinking of when I taught first grade and if I could go back with the knowledge that I have right now, I would do much less hand-wringing and have hopefully much less anxiety about getting every child to benchmark in every subject. There is so much pressure on teachers for every child to succeed and yet children are all individuals. They’re all on their own learning continuum. And I would do more celebrating any milestone that a child made. And one of the beauties of being back in preschool is that ability to look at every child as an individual. And maybe there’s a child who’s an amazing builder and another who’s an amazing artist and you know, a child who’s already reading there, they’re just all over the continuum of learning. And I think it’s unrealistic, particularly in first grade to think that every child will get to benchmark in every subject. And I would love to be able to go back and have done more celebrating whatever milestones any particular child made.

Rafael Otto: (24:29)
Thinking about education and opportunity. And you have a lot of experience working with families living in poverty. And dual language learners. What is your hope for Oregon and what do you feel like, what’s in your view should our priorities be as a state?

Janice Lewis: (24:44)
Well, my hope always for every child is that every single year they have a teacher who is passionately committed to them as an individual and committed to them to their success. And I do think that the inquiry model that we’re building in Beaverton is a really appropriate model for young children. I would love to see that grow in our district. I would love to see that grow go nationwide. I think the idea of children, particularly kindergartners or first graders spending long periods of time sitting at a desk is just not the best way for children to learn. One of the discussions that we had with Children’s Institute was about the fact that children of poverty are often tracked into skill programs where they are focused on learning those hard skills but not learning the skills of inquiry. And to me that just seems absolutely backward. I think that they should have the same opportunities as a child who comes from a higher socioeconomic home. The things that they maybe are not able to have outside of the classroom because their families can’t provide them. I think it’s incumbent upon schools to provide that for the child in the classroom.

Rafael Otto: (26:02)
Janice, I couldn’t agree with you more on that. I wanted to thank you for your time and I appreciate you coming on the Early Link podcast today.

Janice Lewis: (26:10)
Absolutely. Thank you so much for having me and thank you for the wonderful work that the children’s Institute is doing. It’s been such a pleasure to work with CI.

Rafael Otto: (26:18)
It’s great to hear that. Thank you Janice

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Will you help us advocate for children, families, and the early care and education community?  

Your tax deductible contribution of any amount allows us to continue our outreach to communities across Oregon impacted by the COVID-19 pandemic. Every dollar counts! 

Podcast: How Culturally Specific COVID-19 Liaisons Are Reaching Communities

Podcast: How Culturally Specific COVID-19 Liaisons Are Reaching Communities


In this week’s episode, host Rafael Otto talks with Regina Ingabire and Virginia Luka about their role as culturally specific COVID-19 liaisons.


Regina Ingabire is a Community Outreach Manager at the Portland Bureau of Emergency Management (PBEM). She leads public engagement initiatives focusing on disaster risk awareness, community resilience, and household preparedness in historically underserved communities.

Virginia Luka is a Program Specialist for the Pacific Islander Community at the Multnomah County Health Department. Her research experience includes Pacific Islander culture and history, with a focus on Micronesia.


Regina Ingabire and Virginia Luka share what it means to be a culturally specific COVID-19 liaisons and the importance of considering culturally specific needs during this time. They also discuss why accurate demographic data collection matters, and how they are focusing on building community resilience.

The Multnomah County Health Department has a dedicated COVID-19 resource and information page available here. 

Transcript has been edited for clarity and length
Rafael Otto:  I know that you have your roles with the Portland Bureau and the Multnomah County Health Department, but you’re also serving as culturally specific COVID-19 liaisons. Can you tell me what that means? Regina, could you start for us?

Regina Ingabire: This role – culturally specific COVID-19 liaison ­– was created at the Multnomah County Emergency Operations Center at the beginning of March. The goal was making sure that we can be point of contact for culturally specific organizations and individuals to make sure that we are sending updated information because as you know, information was changing really fast. Those culturally specific organizations kind of surveyed back information to us, what they’re hearing from the communities, their concerns.

Rafael Otto: Virginia, what does that look like for you?

Virginia Luca: Yeah, I’m, before I share, I also want to acknowledge that Beth Poteet is the third liaison that we have. So I wanted to give a special shout out to her.

Other than checking emails and responding to folks, the biggest share that I do is the communities of color, COVID-19 partner call. That happens every Thursday in which we have about 116 folks from the community come in to share resources, catch up on what people are doing and trying to find out what is the best ways that we can help our community members. Which, of course, when we hear feedback, then we have to do something with it, right?

We have to pass it on to whoever it needs to go to. We have to find out why isn’t it being done already. Is there already a system that’s doing it? So there’s a lot of untangling that happens. There’s a lot of background information that happens and because we’re trying to do this work from our position in a larger model, always trying to understand the system and making sure that we are honoring the community voice and we’re honoring the community for what they’re needing. What can we do to uplift their voice and their needs from their standpoint.

Rafael Otto:  Could you talk about key priorities, needs and challenges within communities that you’re working with? What are you seeing? 

Virginia Luca: Before I was on this cultural liaison work, I was doing Pacific Islander-specific research and community engagement. I feel like I can speak pretty clearly about the Pacific Islander need in Multnomah County and Oregon. Even before COVID-19 happened, we already had our disparities. We already had lots of things in our community that they we were not having access to that were, where there were barriers.  COVID-19 just made things even worse.

The way we collect data does not help everybody because we don’t disaggregate in a way that is informative for our specific communities.

It isn’t easy to just go to a website and find out how many people, Pacific Islander communities have COVID-19 and Multnomah County, Yamhill, Clackamas, Marion, because each county has its own separate way of collecting things and sharing it out.

It’s hard to tell the story of the community if we don’t have the data to back it up. And vice versa. So many times we, I’m hearing things from my community that is not being reflected in the data

It’s our responsibility to make sure that the stories are uplifted-the story and the data need to work together.

Rafael Otto: Regina, what are you seeing?

As Virginia states, it’s true, for most of these communities, the coronavirus made things worse in so many ways. People are finding hard time getting food into their homes and also there is a lack resources to help their children continue their education at home. As most of education right now is online, parents who don’t have the technological savvy to know how to support their children, and some parents cannot read or write themselves.

So now you can imagine that in the long-term, the impact it’s going to have on the children when the schools are back in the fall. We try our best to connect [communities] to existing resources and the school districts they are coming from but still there are challenges there. And the challenges we hear from the community is how to take care of someone who has COVID-19 at home. Some of these communities could be living in a small space, a small house or apartment. How do you make sure they are taking some care of someone without exposing the rest of the family members? The challenge is real. We’re doing our best.

Rafael Otto: The needs are many out there. I would also imagine that in some cases there’s, from the health perspective, there’s a language need. How are you thinking about that? Virginia, I know you touched on sort of that systems view. What does that look like? 

Virginia Luka: One thing that we struggled in in the beginning was we have all of the messages usually come out in English right? Automatically. And then, you know, people deciding, well, what other languages should we advocate for this, you know, message to be translated into and having to advocate for Pacific Islander languages.  People might not even realize that we have a large Chuukese population, a large Marshallese population.

Normally only people who are doing work in that community know what the language access is.  And kind of showing people that when we do translations, it’s not a word for word. You can’t just give me something in English and have it translated word for word into a Palauan language – that’s, that’s my ethnic group, my mom’s from the Island of Palau.­

There has to be this back and forth communication of, “What are you trying to convey? What are you actually trying to have people do?” And then from a cultural perspective of what other underlying things do I have to point out that maybe in an English form you’re kind of reading between the lines already. And having to know what culturally specific way do you need to convey this information cause it’s not just enough to tell people to wear a face mask. You know you have to also say things like, you know, it’s not a good idea to share the face mask. This is how you should take care of the face mask.

You have to be very specific and try to think of ways that our communities, our immigrants and refugees are going to take that information, even in their language, how they’re going to compute that information. At the end of the day, we want them to be safe and secure. What is it that we have to say to make sure that is understood?

For my community, the Pacific Islander community, some of these directives don’t work for multigenerational households. For example, I have a friend who lives in a house with 12 people and two bathrooms, three bedrooms. So, you can’t tell people to self-isolate, be in your own room. We are still taking care of children. We’re still taking care of our elders. My 80-year-old mother lives with me.

When I read a directive, I have to say, well, this doesn’t really work for my community. This doesn’t work for my own household. Right? You’re asking [people] to do something that I can’t even do my own home. So constantly thinking about what are ways that our messaging has to be community informed and community driven and even community created. It should start with the community because it’s for the community.

Rafael Otto: That makes a lot of sense. Regina, do you have comments on that?

Yeah, just to touch base on what Virginia said, it’s true. We try our best to translate information into different languages to make sure that I can reach the wider audience. I’ll give you a quick example. We created a poster which had information about how to stay safe and also created videos. We then translated those into 37 languages. That was a very successful project in terms of reaching out to the communities. However, as Virginia said that when you translate a message from English to a different language, there’s likely a piece that is missing. So you need to elaborate.

Information moves really fast. It’s evolving every day and sometimes no matter how much we try there is a delay because we can’t keep up with all the information coming out. New guidelines are coming back every day and we try our best. Each day we send information out to our community contacts. We have about 1,400 contacts or even more, and we ask those community members to share that messaging directly with their community members and maybe translate where it’s possible.

Rafael Otto: Have you seen the need to be addressing myths or questions around COVID-19? I know that things that have been circulating, like certain foods will prevent it or certain people are immune from it. Those kinds of things. What are you seeing along those lines and how are people, like, what’s the efficient form of communication for communities? How are they sharing that, those kinds of things?

Virginia Luka: I was on a Zoom call, I think it was two days ago, and one person said like, I heard that it’s caused by 5G.

That the 5G network is the reason why we have COVID-19. I remember saying we need to use true information, real evidence from people that we trust, people who do this for a living, you know, researchers, scientists, we need to make sure that when these things come up, that we are saying something.

I know that one way a lot of these myths are shared are through social media. I’m not huge on social media myself, but I definitely have had people tell me things like, “Oh my gosh, this, did you hear this?”

I’m like, please do not spread this information because you’re actually harming our community by, by spreading these things that are not true. Let us focus on things that are true, that are evidence-based, that are from reliable sources. I just try to tell people to question. Where did you get that? Where did you hear that? That we have this other narrative that I do believe and if you can help me spread that, that would be great.

Rafael Otto: Regina, what kind of things are you hearing?


Regina Ingabire: I heard from the East African community of immigrants and refugees a myth that this is another form of Ebola. So to be able to say that this is not Ebola, this is coronavirus, they have different symptoms. This one is actually spreading really fast. Just to make sure that we’re providing a sense of calm, really providing information that’s needed. It’s always important to debunk that myth as soon as possible because that person can influence the community too.

Rafael Otto: That can be such a tough process because those kinds of things arise really quickly. How do you stay on top of all of those different kinds of messages?

Regina Ingabire: I found out working directly with the community partners, it helps us to be able to reach out to community members and communicate information as soon as possible. Otherwise, we just rely on our other ways of disseminating information to the people, you will be too late. But these culturally specific community leaders are very key in terms of getting information out and back to us to like, this is what we’re hearing, how can we make sure that our community is getting the right information right away.

Rafael Otto: How are you thinking about building community resilience in these times?

Virginia Luka: How I see it is reminding our community of the strengths that they have. So many of us who are people of color, indigenous people, there are so many narratives that you know, a lot of us statistically shouldn’t be here. Because of institutions in place to make sure that people like us don’t survive, that there is no next generation for us.

As someone who is Pacific Islander, you know, hearing stories like my mom being born during World War II in Palau with Japanese rule, while you know, had to hide in caves while the United States was bombing the islands and having to rebuild because a lot of the bombs had torn up the taro patches, polluted the lagoons where they go fishing. We talk about the ways that we have survived and that we will continue surviving.

Yes, it’s really hard. And it’s not to downplay that this is not hard, right? Let us think about the ways that we have gone through things in the past and what are those practices that we can do right now? What is medicine in our life? Cause we don’t always practice things from a Western point of view. Making sure that my mom has enough ginger and lemon for her daily tea. That’s her medicine. Making sure she has enough Vicks and coconut oil to rub all over her body. That is medicine. So constantly thinking – what are the ways that we have thrived?

And how can we uplift that and make sure that we don’t forget who we, we don’t forget where we came from and that we are strong and resilient people.

And that’s only one way. And then you have to actually have systems in place to support.

I sit on the board of APANO, the Asian Pacific American Network of Oregon, and when COVID-19 was coming up, they were able to find ways to get grants from different community organizations, banks to the communities who are in need.

For example, these phone calls, these Zoom calls, right? I am not normally someone who likes to be on a digital call. I’m from a population of people that wants to be in the same room together. We want to smell the same air together. We want to touch each other and hold hands and eat. That is our medicine. That is how we connect. That is how we show we love each other and this is very hard. But that doesn’t mean we don’t meet, we still continue to meet in new ways in order for us to still be in community.

Rafael Otto: Regina, what are your thoughts on building community resilience?

What we’re planning to do and continue to do is to have that relationship with the existing community based organizations knowing that they have that strength, they know what the community needs. As government agencies, we need to listen to them and value what they say. We as key stakeholders to make sure that we work together closely, not just to meet the needs of the people, but to do our part as individuals, as community to make sure that we can survive. At the end of the day to make sure that there’s that collaboration, that acknowledgement of what everyone brings on the table.

I know the city has shared out a lot of economic relief programs so we can disperse funding back to the community based organizations. Just rethinking resources that so we make sure that no one’s left behind.

Rafael Otto: What would you say are the avenues for community voice and making sure that government or institutions or systems are actually listening to the communities? What are the best ways to make that happen? What are the avenues for which community voice can be elevated?

Regina Ingabire: I know from Multnomah County they’ve organized a press conference with Dr. [Jennifer] Vines, to listen to the community members who speak Spanish directly and ask her questions directly.

I think what that helps is a community understanding that now we have someone who is speaking to us, responding to us and she’s hearing from us direct as well. I think that builds that trust and bond knowing that the communities are not left by themselves. And I know Mayor Wheeler has also been communicating, having those press conferences on Zoom to hear from community members and the community organizations and the city. When you provide that space and time to listen to community needs, in the end, not only do you build trust, you show true leadership.

Rafael Otto: Virginia thoughts on that? 

Virginia Luka: In the Pacific Islander community in Multnomah County, we have something called the Pacific Islander Coalition. It’s made up of Pacific Islander-serving organizations. And because we are a smaller community, we tend to have the same leaders show up to the same table and people in the community have some kind of personal connection with them.

I’ve been a community leader for so many years, even before I started at Multnomah County, people know my telephone number. I get personal phone calls, you know, people share my number, I get phone calls from family who are like, Oh, you know, my daughter is going to be applying to Portland State University. Can you tell her how to apply? I think it just shows how connected our community is. It really is about relationship – relationship and connections. Because of the trust building we’re going to the people right now that we trust, that we see stepping up, that we see who have been active leaders, that are the go tos. Right now in my community, that is how things are getting done.



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Podcast: Native Wellness in the Time of COVID-19

Podcast: Native Wellness in the Time of COVID-19


In this week’s episode, host Rafael Otto delves into the importance of focusing on Native American wellness and the impact of COVID-19 on Native communities.


Jillene Joseph is the executive director for the Native Wellness Institute and a partner with the Future Generations Collaborative.

Suzie Kuerschner is also a partner with the Future Generations Collaborative and serves as the education mode coordinator.


The Future Generations Collaborative was formed by the Multnomah County Health Department and other community partners in 2011 to promote healthy pregnancies and cultural healing in the Native community, and to create a positive relationship between a government agency and the Native community.

The Native Wellness Institute is a nonprofit that exists because of the lasting effects of intergenerational trauma and how that contributes to the contemporary trauma that exists in Native American communities today. The institute focuses on providing opportunities for healing, growth, and development.

Transcript below has been edited for clarity and length

Rafael Otto: Welcome to the Early Link podcast. I’m your host Rafael Otto. Today we’re going to be talking about the impact of COVID-19 on native American communities, and I have the pleasure of speaking with Jillene Joseph, who is executive director for the Native Wellness Institute and a partner with the Future Generations Collaborative, and Suzie Kuerschner, who is also a partner with the Future Generations Collaborative and serves as the education mode coordinator.


Jillene and Suzie, welcome to the Early Link podcast.


Jillene Joseph: Thanks for having us!


Suzie Kuerschner: We appreciate the opportunity.


Rafael Otto: I wanted to start with the Future Generations Collaborative. If you could tell me about the work that’s happening with that group.


Suzie Kuerschner: Sure. Well, it has been my privilege for, I think. I’ve gone about 11 years now in terms of the point at which there was community and inspiration and responding thoughts about how we could kind of collaborate, come together and in particular be focused on generating, promoting, supporting the development of our families from a healthy perspective, a wellness perspective, [including recognition of] historic trauma. And that’s inclusive of boarding and residential schools and all of the things that have impacted our culture, our people, our health and welfare.


We recognized that fetal alcohol spectrum disorder… the use of substances during pregnancy—particularly alcohol, which produces the only lifelong disability from drugs and alcohol. We could look at it in a non-stigmatic way and really understand its presence. That it is an expression of the hurt and the pain and that its presence can carry with it shame, but rather an understanding of what is the opportunity, how can we address it?


In forming this, it was understood that we would not be an organization unto ourselves, but rather a collaborative and potential collective impact of everyone reciprocally, cooperatively, supportively, working together to create a non-stigmatic non-judgmental understanding of how fetal alcohol impacts all parts of life and all ages and stages.


How can we wrap around in a collaborative circle of care, a love and understanding of healing and understanding that is trauma informed, not only the environmental trauma that has happened within our indigenous community, but also the neurotrauma? That has come from that which we have needed to do, you know, to self-medicate. There is a prophecy that sort of guided us in the beginning and continues to. It was said that there was a time when there would be those who would come among us, who would be different and look different and in their differences, they would change the people. I’d really like to turn it over to Jillene to talk about how in so doing we recognized those folks who we identify as our elders and natural helpers who are really the community.


I’ve given you a bunch of gobbledygook around sort of expression of FASD. But really what’s important is … our community coming forward through groups and forums and listening sessions that guided the direction of the FGC and then carried that knowledge and continues to grow in its carrying of knowledge through our elders and natural helpers.


Rafael Otto: Well, Jilene, I’d love for you to talk a little bit about that as well, and if you could tell us more about the Native Wellness Institute.


Jillene Joseph: Yeah, sure. Thanks, Suzie. That was a great description. So the Future Generations Collaborative, we approach our work, we call it a four mode approach. We have the education mode that Suzie takes the lead on. We have an evaluation mode, we have a policy mode, and then we have a community engagement mode.


Myself and some of my colleagues at the Native Wellness Institute, we take the lead on the community engagement mode. We work with community members that we call elders and entry helpers. And they are the eyes and the ears of the community and they help us to do our engagement work by talking to people one-on-one, by helping to recruit people to attend our training and community outreach events. They help facilitate those events and community outreach. It’s a really unique, culturally specific model. We’re trying to provide services to our community members that might be impacted beyond the Fetal Alcohol Spectrum Disorder spectrum.


And then of course, we provide opportunities for healing as a way to prevent it as well. So the work that I do with my organization, the Native Wellness Institute, we’re based here in Oregon, Multnomah County, and we’re a national nonprofit. I like to say social profit because we’re benefiting society.


Rafael Otto: I like that shift.


Jillene Joseph: Yeah. This is our 20th anniversary, even though many of us that founded this organization have been doing this work for many, many decades, and we exist because of the lasting impacts of historical and intergenerational trauma and how that contributes to the contemporary trauma that we see in our communities today.


More importantly, we exist to provide opportunities for healing, and growth, and development. We provide training and technical assistance in a variety of areas. Our work has come to a screeching halt because of this pandemic. And so, like the solution-oriented people that we are, we turned it around.


We’re doing these daily, what we’re calling, Native Wellness Power Hours. Every day at noon Pacific time, we’re offering an hour of programming. Workshops, storytelling, comedy, concerts… All sorts of things. That’s been our response and contribution to the pandemic and just helping to bring uplifting messages and tools for people’s wellbeing and things like that.


Rafael Otto: What else are you hearing from communities about needs? What’s urgent right now related to COVID-19 and what’s happening across the state?


Suzie Kuerschner: A tremendous potential and opportunity… is to look at what can emerge as the strengths of nurturing families. In their bonding, their attachment… the joy of being with your child, the joy of playing and learning together.


One of the first things that we all saw as a potential takeaway was the ability to help grow that within families. But at the same time, recognize the tremendous anxiety, frustration, and just lack of, you know, predictability, etc, for families and how that can grow in a more challenging direction.


So how can we be in people’s lives, whether it’s through frequency of contact, through phone calls, but we’re all doing a lot and having some really nice responses on a daily contact base. We’ve been developing a toolkit that has activities, has specific COVID approaches, general and family supports from a developmental perspective.


Jillene Joseph: I think the Native community here, the two main Native-serving organizations, NAYA and NARA, have been outstanding in the things that they’ve done for the native community. And then within that, different programs, other agencies and the community have really stepped up to help reach the needs of the community.


So that’s just been beautiful. Online programming, culture nights, things like that. Everything went online. It has been really, really beautiful. I always say that we are trying to help our people realize that we are descendants of miracle survivors of genocide. We’ve been through pandemics before, and when we focus on and embrace that resiliency. That becomes a tool to help us get through this.


We’re an already traumatized community. And now here we are experiencing more trauma through this pandemic. So we’re very mindful of that and very mindful of just checking in on one another and providing opportunities for continued healing and continued opportunities for balance.


Beginning next week [are] some online support circles for women, for men, for two spirit, non-binary people, and for young people. This an opportunity for our community to come together online and just be together and share and offer encouragement or put a voice to what they might be experiencing.


Rafael Otto: In the collaborative. Could you say more about how widely it reaches? I know Multnomah County is involved, but how broad is the collaborative


Suzie Kuerschner: The Metro area is sort of its first circle. This wouldn’t have happened without Multnomah County Public Health department and their support in many ways, as an infrastructure.


The support that Multnomah County commissioners gave us from the beginning—we were able to develop and deliver a proclamation for the county-wide area so that it was really understood that it could, in fact, touch not only education, but housing and really importantly, justice­—community justice and then justice as a whole.


We are now a presence throughout Oregon. Yesterday, I was in a long conference meeting and then call with a variety of clients in both COOs and Douglas counties and shelter homes that we’re reaching.


So it seems to be growing… Looking at the stimulus package and what might be omitted, we are looking at the federal level…[how do] we make sure that those services are not waived or eliminated.


And there’s a federal bill that we’ll be looking not only support, but really help guide it’s deliverance and presence around fetal alcohol.


We have all of these concentric circle models, but there is this core, and at the heart of that core are the values and the commitments, the beliefs, the strengths in the beauties. Of our own indigenous Portland urban population, but in their generating of their good spirit and their good strengths of resilience, as Julian was talking about, those are radiating out through service systems for our county, metropolitan state, and then federal.


Rafael Otto: I did want to go back to what you were talking about Jillene with this, you know, the role of historical trauma and historical resilience, and Suzie, you brought it up again around indigenous values. And I wonder if you could just say more about that and how those intersect at this point in time.


Jillene Joseph: So historical trauma examples, you know, the boarding school, disease, massacres, all that sort of thing. What I always make sure that people understand is, yes, we have those examples of historical trauma that contributes to the intergenerational trauma that contributes to the contemporary trauma that we see and experience in our community today.


And then we also have the good stuff that was passed down. That’s that historical wisdom piece, or the historical resiliency piece. We have the cultural values, and we have the language. We have the songs and ceremonies, even if we don’t know what tribe we are, or we think that that hasn’t been passed down in our families, like it literally is within us, and our elders will call that blood memory.


So for example, my son, he’s an avid hunter and a rifle hunter. And a couple of years ago he wanted to learn how to bow hunt. So I had a colleague, a friend of mine who is an amazing bow hunter. He got to spend a week with him. And I had another friend, a good family friend, teach him as well, how to make his own bow as well as how to bow hunt.


During this pandemic, actually, he just finished his second traditional long bow. He would also jump on YouTube and look at YouTube and learn. What I told him was, you know, just close your eyes and rely on the knowledge that’s in your DNA and help that guide you as you’re making this bow.


So he would save the sinew from his elk and he would make his own string out of the sinew. And it’s just pretty amazing. And so that’s an example of that historical resiliency that we all have. And the interesting part about it is that one of the lasting impacts of trauma is chronic negativity. One of the lasting impacts of trauma is also almost like being addicted to chaos.


And this pandemic very much like feeds into both of those, right?


Rafael Otto: Sure.


Jillene Joseph: We can go down those negative rabbit holes or we can get into chaos. And next thing we know, we think we all have the virus. So being mindful of that and when we find ourselves spinning out in that negativity or spinning out in that chaos, like to allow that to be the trigger that makes us pause and to step back into the deep breathing.  Or reach out to our friend or get outside or have some movement, do something to turn that around. Through all these efforts that we’re doing with the Future Generations Collaborative, through my work at the Native Wellness Institute, we’re trying to be very mindful of that and to help our people focus on the positive and have that hope and have that sense of resiliency.


Rafael Otto: Suzie, did you have something to add to that?


Suzie Kuerschner: Well, I think that was beautifully said. We have at the core or the center of many of our traditional values, caring, sharing, and respect. And those values grow compassion and care and they are the strengths, as Jillene did so well at identifying.


Those are the things that move us forward. One of the things that I often find myself saying to people that my grandmother taught me is that when we have that actually joyous privilege of participating in people’s lives, we have the opportunity to hold up that mirror, that reflection of their beauty, because so many of our relatives, the hurt and the trauma—it maps the negative. Particularly when I work with families and with parents, you know, one of the first priority activities that I want to do is —yes, it’s good to hear what everyone’s challenges are—but let’s look at what each other’s beauties are. We need to really practice.


As any people who have had oppression or hurt need to do is—let’s look at what is right. What is that beauty? What is that goodness within ourselves that we can see? What can we tell each other? All this talking and doing community healing is… Let’s grow good gossip.


You know, we can say what we’re noticing each other doing wrong. Let’s just turn that well. Let’s particularly turn that for our children. So when we take these stories and we bring them forward, let’s hold up that mirror so that they can see their beauty. Let’s tell them in these frustrated times. And home. Let’s point out to them what they’re doing is beautiful and kind and let them see those opportunities. Whether it’s the older kids creating a poem or the younger children doing a drawing and sending it to an elder in the community that you know is lonely or a grandparent. There are so many ways that we can help our children and families really put forth those very ideals and traditions that our ancestors showed us we have. As Jillene says, those are the blocks of building those foundations that have created that resiliency.


And I think that’s really one of the great treasures to share—not only among ourselves right now—but with all peoples right now.  That ability to look out and to see that beauty and to bring it in and then to give it out as a gift to others.


Rafael Otto: I agree. I agree. That’s wonderful. I wanted to ask, I don’t know if there’s something that we should be aware of in terms of the tribal response to the pandemic in the context of how states and the federal government is handling things, and what does that dynamic look like right now?


Jillene Joseph: Well, I’ve been pleased to see, at least in the Pacific Northwest tribes, like weeks ago, we’re jumping on this and we’re using their sovereignty and closing their reservation borders as an example to help address this pandemic, you know, to keep their people safe. And there was a tribe up in Washington, the Lumbee tribe, who weeks ago started their own facility to deal with tribal members that could potentially become infected if their clinic couldn’t house them all. I think that response has been very proactive and because of social media, other tribes and other areas would see how other tribes are handling this.


Coming together and cooking for elders, putting food boxes together for elders and other families and delivering them, taking toilet paper to families that need them, and really, really stepping up. It’s just been beautiful.


And that really is an extension and a modeling of our traditional values, you know, that we care for one another. The traditional value of generosity. When we pause and just look at the responses. I mean, they are really based in our culture and it’s beautiful and it’s inspiring to see there’s other tribal communities that have high numbers of this virus already.


And so there again, when we look at communities that are already traumatized, when we look at the health disparities, and when we look at public health as a whole, traumatized communities are disproportionately represented with other diseases. This particular virus has great potential to cause much death and harm in our communities. We have to be super vigilant in protecting ourselves and protecting each other. And when we have close knit communities where maybe multi-generations are living together… close knit communities that may not have access to TVs, or radios, or social media, to even understand that we’re in a pandemic. We have to work extra hard to create the awareness and then create prevention opportunities too.


Rafael Otto: I wanted to ask you if you could tell us where people can find out about the Native Wellness Power Hour. You mentioned it earlier and it’s online. Is it through Facebook? How can people tune in?


Jillene Joseph: Yes, it’s on our Facebook page, Native Wellness Institute. We go live every day. If you miss it, you can go back to our Facebook page and watch it. Or you can also go to our website, nativewellness.com and we have all of the videos on there. We also have a YouTube channel under Native Wellness Institute, and you can go there to view them as well.


Rafael Otto: Suzie, earlier you mentioned the stay-at-home toolkit that’s going to be available for people.  If people are interested, how do they get that?


Suzie Kuerschner: We provide them a link that [offers] quite a packet. That sort of begins with an approach, especially from an indigenous perspective, but hopefully it will be relevant to others in terms of how are we looking at and talking with our children about this. And then we provide, as I mentioned before, developmental activities through the age range all the way through elderhood to be supportive to those multigenerational households—both activity and information based.


And hopefully it will be fun for families and children to use over time or however long we might be sequestered. And then people should feel very free with that link to make copies because we have multiple coloring books and activities, art activities, science activities, etc. that are in there.


Rafael Otto: All right. Well, thank you so much, Suzie, for joining me on the Early Link podcast today.


Suzie Kuerschner: Thank you. Thanks for the opportunity.



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Will you help us advocate for children, families, and the early care and education community?  

Your tax deductible contribution of any amount allows us to continue our outreach to communities across Oregon impacted by the COVID-19 pandemic. Every dollar counts! 

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