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Current Projects


Oklahoma PAX Project

PAX Good Behavior Game (PAX GBG) is an evidence-based practice designed to promote student self-regulation in school settings. PAX creates nurturing environments in which kids thrive by reducing toxic influences; increasing psychological flexibility (mindfulness) and safety; limiting problematic behavior; and richly reinforcing prosocial behaviors.  

 

PAX Tools is the community component for PAX GBG designed to improve cooperation and self-regulation with youth of all ages in nurturing environments. PAX Tools is intended for any caring adult who interacts with children, including parents, caregivers, professionals, and volunteers.  

The Center for Family Resilience serves as the Oklahoma PAX Support Team, coordinating trainings and implementation support of PAX programs in Oklahoma through a partnership with the Oklahoma Department of Mental Health and Substance Abuse Services. If you are interested in bringing PAX to your school or community, please complete the form below. For more information on PAX programs, visit www.paxis.org.  


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Unidos Se Puede/United We Can

Unidos Se Puede/United We Can aims to increase the number of Latinx and African-American students in Tulsa that attend and graduate a higher education institution. The family-based intervention program works with middle-school youth, helping them excel in school, avoid risky behaviors and reduce chronic stress.

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Family Development Credential

The Family Development Credential (FDC) is a national credential that enables individuals in Family Advocate or similar professional roles learn to coach families as they set and reach their own goals for healthy self-reliance within the community. The program focuses on a strength-based partnership approach that develops workers both professionally and personally. Visit the Family Development Credential website to learn more about the program.

 

To earn the FDC, front-line family workers take 90 hours of classes based on the text, Empowerment Skills for Family Workers (Forest, 2015).  They also complete a portfolio documenting their ability to apply these concepts and skills and pass a standardized exam.

 
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