Rainbow Days Training
Training Calendar
Virtual CBSG Program Facilitator Training

Stay Tuned! Registration for upcoming trainings on June 22nd and August 31st coming soon.

Kids’ Connection, Youth Connection, and Kids’ Connection, Too (collectively known as the CBSG® Program ) are unique, interactive, multi-cultural curriculum-based prevention interventions that teach high-risk children and youth ages 4-17 a set of essential life skills: skills to help them learn how to cope with difficult family situations (which include Adverse Childhood Experiences), resist negative peer pressure, set and achieve goals, and refuse alcohol, tobacco, and other drugs. 

This training is designed to fully prepare schools, community-based organizations, churches, juvenile justice divisions, volunteers, and other youth service professionals to fully implement the CBSG Program with fidelity. 

Those completing this training will receive their choice one of the CBSG Program Facilitator manuals:
  • Kids’ Connection for ages 4-12 in Schools and Communities
  • Youth Connection for ages 10-17 in Schools and Communities
  • Kids’ Connection, Too for Ages 4-15 in Homeless & Domestic Violence Shelters, Group Homes & Other Transitional Living Environments

Please contact us at info@RainbowDaysTraining.org for more information!
Virtual Workshops
March 25th - So You Want To Be Engaging?
Michaela Flores, M.S., CPS
*Space is still available. Come join us!

April 6th - Opioids: The Making of a Crisis
Julie Stevens, MPS, ACPS, ICPS

April 15th - Navigating Difficult Conversations
Elizabeth Didlake, MA, CLC

April 20th - Youth Experiencing Homelessness: How Did We Get Here?
Dr. Darius Campinha-Bacote, PsyD, HSP and Certified Trauma Therapist

April 27th - What is Trauma and What Can We Do to Heal?
Dr. Marcia Baker, Ph.D., LPC, LCDC, ACPS

May 6th - Suicide Prevention: The Intersection of Suicide, Substance Misuse and Mental Health
Mitchell Moore, BAT, LCDC, ADC, ACPS

May 13th - Vaping: The New Social Phenomenon
Julie Stevens, MPS, ACPS, ICPS

May 18th - Helping Support Families During COVID
Dr. Marcia Baker Ph.Dl, LPC, LCDC, ACPS

May 25th - The Disease of Addiction
Gyna Juarez, MPA, ACPS

I CAN: Social Awareness & Competence
I CAN treat others like I want to be treated.
The Golden Rule: “Do unto others as you would have them do unto you.” This is one version of what has come to be known as The Golden Rule which dates to Confucius (500 B.C.), “What you do not want done to yourself, do not do it to others.”; and to Aristotle (325 B.C.) “We should behave to others as we wish them to behave to us.” A version of The Golden Rule can be found in all major World Religions.
Social-Competence and Awareness Defined:
Simply put, Self-Awareness is becoming aware of one’s self. 

  • Simply put, “Social-Competence is the ability to handle social interactions effectively.” - John Wiley & Sons

  • “…social competence refers to getting along well with others, being able to form and maintain close relationships, and responding in adaptive ways in social settings.” - John Wiley & Sons

  • “Social competence consists of social, emotional, cognitive, and behavioral skills needed for successful social adaptation. Social competence also reflects having an ability to take another’s perspective, learn (and apply learnings) from past experiences.” - Wikipedia

  • Social Awareness: The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. - Merriman Webster

  •  Competence: “the quality of having sufficient knowledge, judgment, skill, or strength.”  - Merriman Webster

  • I CAN focuses on the interaction between people. Social Awareness and Competence develops perspective about, and empathy for, others, including those from diverse backgrounds and cultures. It is the ability to understand social and ethical norms for behavior, and to recognize family, school, and community resources and support. Resilient children are considerately more responsive, more active, more flexible, and more adaptive.” - The CBSG® Program

Personal Reflection:

Reflect for a moment on your personal experiences with Social Awareness and Competence. Growing up, was interacting with your peers easy or challenging? Is there a particular incident you remember when you felt awkward or embarrassed? Like maybe when you wanted to crawl in a hole! As an adult, have there been similar moments or situations? What about the children and youth you work with and their possible struggles to fit in. Do they interact in ways which attracts others, or causes them to keep their distance?

Like all adolescents, even though I am an introvert, when I was a teenager I wanted desperately to “fit in” “belong” and “be accepted by my peers.” Figuring out how to accomplish these desires was sometimes hard. I envied the “popular” girls who effortlessly made friends and seemed comfortable in any social situation. Over time I learned to assert myself, especially if it involved what I viewed as injustice. And I went through stages, and had experiences, which caused me to lack the esteem and respect for myself I now know I deserved. A couple of teachers gave me the support and encouragement I needed to slowly gain the skills and confidence to feel more socially competent. (Never forget the “power of one.” You can be the one difference in a child’s life.)

The CBSG Program I CAN Domain Core Components:

  • Empathy: Being able to “walk in another’s shoes” and “feel” what they have perhaps felt, without having the identical experience, is an important skill. (Brené Brown has a YouTube video in which she cleverly explains the difference between empathy and sympathy.    

  • Perspective Taking: I cannot tell you the number of times I cannot find my phone! (Perhaps you can relate?) Often the way to find this elusive object is to simply change my perspective. By turning around or moving slightly to the left or right I suddenly see where it was all along. It was there in plain sight but from my perspective I could not see it. On a more serious note, when we realize there are many points-of-view on a topic or situation, and the lens through which we view the world is not the same as others, then we can better appreciate, accept, and celebrate our differences.

  • Appreciating Diversity: The world would be a boring and ineffective place if we were all the same! A Google definition of Diversity is “differences in racial and ethnic, socioeconomic, geographic, and academic/professional backgrounds. People with different opinions, backgrounds, religious beliefs, political beliefs, sexual orientations, heritage, and life experience.” Because of technology, travel, immigration, and education, we have more opportunities than ever to learn about others.

  • Respect for Self and Others: The first step in having respect for others is to have respect for ourselves. It is impossible to give something we do not possess. When we have self -respect we have pride and confidence in ourselves and can in turn show esteem and honor to others. We are more likely to be considerate of their beliefs, even if we disagree.

  • Ability to Assert Oneself: One of my first memories of asserting myself was in the 6th grade. Our history teacher gave our small group’s project a “C” grade stating we did not follow the guidelines. I strongly disagreed and proceeded to tell her not only was she wrong, but not a very good teacher, who no one liked. Those less than socially competent comments got me a trip to the Principal who insisted I apologize. My apology was given (not a very sincere one) and I learned having restraint when it comes to not saying exactly what I am thinking was wise. But the confidence I gained in standing up for myself and others, and asserting myself, has been a lifelong beneficial skill. For the children we work with being able to assert themselves is powerful when it comes to resisting negative peer pressure.

  • Ability to Adapt to Change: Heraclitus, an ancient Greek philosopher who lived around 500 BC is the first to have said "The only thing that is constant is change.” He believed nothing in life is or can be permanent because the very nature of existence is change. (iaseminars.com)
From our own experiences we know many changes are welcomed and planned for, while others are unexpected and can bring joy or despair. Even wanted, planned for change can be stressful and calls for us to cope and adapt (e.g., having a baby, moving to a new home, graduating from high school or college, etc.) Having the serenity “to Accept the things I cannot change, Courage to change the things I can, and Wisdom to know the difference” is a 12- step program practice that can serve us all well!

In the Curricula:

In Kids’ Connection and Youth Connection, almost all the Sessions (1-8 &10, Chemical Dependency and Changes & Challenges) have Guided Discussions and Activities which teach and reinforce respect for ourselves and others and developing Social Awareness and Competence. In Kids’ Connection, Too I CAN: Unit II has numerous activities reinforcing these competencies. 


Some of the many benefits gained from having Social Awareness & Competence include:
  • Resilient children are more responsive, active, flexible, and adaptive,
  • Increased empathy (according to some researchers one of the most critical skill we can have),
  • Appreciation for differing points-of-view,
  • Acceptance of others from different cultures, race, ethnicity, language, beliefs, etc.,
  • Decreased discord and strife,
  • Treating others like we want to be treated,
  • Ability to adapt and accept the circumstances and realities we cannot change, 
  • Courage to change and cope with the circumstances and realities we can change,
  • Wisdom to know we cannot change other people,
  • Demonstration of respect for oneself and others,
  • Being able to resist negative peer pressure, and;
  • Developing the competencies to stand up for oneself and others in appropriate, socially acceptable ways.

Please share with us your personal experiences, your comments, and questions. We invite your participation in the conversation!

Cathey Brown, CBSG® Program Developer
Major Message Infographic
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Logic Models

We are excited to unveil our new Outcomes Approach and Theory Approach Logic Models for the CBSG® Program. These Logic Models represent the latest research and short and long-term outcomes of the CBSG® Program.  We believe these will be helpful resources for your grant and fundraising applications, in recruiting new partners, and having concise documents outlining the theory and benefits of the program. If you have any questions, please let us know. 
We Need You ... on Camera!
We are seeking programs and facilitators of the Curriculum-Based Support Group (CBSG) Program to video short testimonials about the impact the curriculum and support group setting has made on you, the children & youth you serve, your organization, and your community.
We are also seeking programs and individuals who have had positive experiences during any of our Rainbow Days Training or workshop events. You can share from our new virtual workshop series or something from farther back in our in-person training days.   
See a great example from Chris Garcia of MidCoast Family Services in Victoria, TX. 
Find out exactly what we are looking for.
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