Uplifitng Our Youth For The Future.


A Time for Healing, Educating, And Rebuilding VII Conference:

“Exploring the Trauma of Community Violence, Strategies for Healing”.


If you have registered are unable to attend the date change, please contact us for a refund. If you have registered and can attend, there is no need to do anything.

Frederick Douglass Family Initiatives, 140 E. Main Street, Rochester, NY 14604







Dr. Hagins is the Chief Elder & Spiritual Leader of The Afrikan Village and Cultural Center in St. Louis, Missouri. He is also a clinician, therapist, musician, and a pilot.

Dr. Hagins has attended and completed studies in various academic institutions such as: Montclair State University, Northeastern Bible College, Lighthouse Christian College and Trinity Theological Seminary and holds a doctorate (C.C.D.) in counseling and a Ph.D. with an emphasis in Cognitive Psychology.

Dr. Hagins is an advocate for developing strong communities through healthy, productive families and spends a great deal of time addressing marriage and family issues.

"I believe that the society of tomorrow will be built on the families of today. Unfortunately, the support systems traditionally provided by the extended family, churches and neighborhoods have weakened or disappeared for many of the members of our communities. Therefore, it is imperative that we invest in family enhancement and development if we are to survive the negative forces that have been strategically designed to eliminate the Black family unit. We must make a close and intense examination of the psycho-historical context of contemporary issues which impact on various inter- and intra-personal behavioral patterns of Afrikans today."

Edwin J. Nichols, PhD., is a Clinical/Industrial Psychologist, working in Organization Development. He is Director of Nichols and Associates, Inc., an applied behavioral science firm. The goal is to restructure organizations to achieve systemic congruence in process through cultural competence in leadership. An assessment of corporate systems and structures is made to achieve systemic congruence within the organization. An evaluation of corporate staff and their management styles are examined to ascertain cultural competence to enhance leadership capacity. Dr. Nichols’ hallmark paradigm: The Philosophical Aspects of Cultural Difference affords insights into the essence of ethnic difference from the philosophical disciplines of Axiology, Epistemology, and Logic. The awareness of self and others facilitates cultural competence in leadership, which affords the full utilization of their multiethnic, pluralistic and linguistically diverse workforce. This 21st Century team orientated workforce is the value added; it restores the competitive edge and increases the market share. He has provided these services to Fortune 500 Corporations, foreign governments, national government agencies, parastatals, associations, health and mental health systems.

            International Organization Development consultation has been to the British Commonwealth of Nations’ Centre for Management Development in Canada, Guyana, Nigeria, Singapore and the United Kingdom. Other foreign engagements include Germany, Austria, Switzerland; Mexico, Columbia, Argentina, Venezuela; Japan, Malaysia and China. Dr. Nichols offers Executive Coaching per the models of Ernst Kretschmer (German) and Ivo Kohler (Austrian).

            Dr. Nichols retired from the National Institute of Mental Health, where he held various clinical administrative positions. He was the first African American to serve at the level of a Center Chief – Child and Family Mental Health. Directed Technology Transfer, he used meta-analysis to convert myriad research findings to a matrix for applied clinical practice, which was the first video teleconferencing to Community Mental Health Centers as distance learning seminars. He was a Visiting Professor at the University of Ibadan, Nigeria. After developing norms for Nigerian children, he established a Child’s Clinic for psychological assessment and evaluation.  As Associate Director, Cleveland Job Corps Center for Women, he introduced the concept of place as a totally therapeutic milieu. He taught Psychiatry at Meharry Medical College, Nashville. There, he developed the nation’s first Adolescent Day Hospital where clients were mainstreamed into the public junior high school. At the Kansas Neurological Institute, an affiliate of the Menninger Foundation, Topeka, he demonstrated dance therapy as an intervention model for severely intellectually disabled and the extremely physically challenged. He is District of Columbia licensed, served two terms on the DC Board of Examiners for Psychology. Maintained a psychotherapy practice and taught at local colleges.            Dr. Nichols was educated at Assumption College, Windsor/Canada; Eberhardt-Karls Universität, Tübingen/Germany, unter Kretschmer; Das C.G. Jung Institut – Zürich; Leopold-Franzens Universität, Innsbruck/Austria where he received his Doctor of Philosophy in Psychology and Psychiatry, cum laude, unter Kohler. Psychoanalytiker – Innsbrucker Arbeitskreis für Tiefenpsychologie unter Grünewald. His awards include being a Fellow of the Austrian Minister of Education; a Visiting Scholar for the Rockefeller Foundation at the Bellagio Study Center, Italy; Harvard University Foundation, Distinguished Clinical Psychologist; University of Toronto and Universidade Estadual do Piauí, Brazil – Distinguished Psychologist; Public Service Awards from the United States General Service Administration, the Department of Justice and the Social Security Administration. He is a founding member of the Association of Black Psychologist, a life member, an Elder, a Diplomate and Distinguished Psychologist. University of the District of Columbia, Doctor of Humane Letters, honoris causa. Dr. Nichols served in the Army during the Korean War. He has two adult children and two grandchildren.

BOOKS: Cultural Competence in America’s Schools: Leadership, Engagement and Understanding. 

Jones, Bruce – Nichols, Edwin – 2013 Information Age Publishing, Charlotte, NC 28271

Selected Aspects of Mentoring: Advice, Challenges, and Approaches; Webb, Cooke, Nichols, Talley, Henderson: 2019 – Kendall Hunt Publishing Company, Dubuque, IA 52004-1840

Youth & Family Development

Services that respond to the needs of youth and their families through cultural-trauma healing and improved social behaviors.

Social-Justice Programs

Reaching and educating at-risk youths. Impacting their participation in the justice system. Providing emergency service referrals for runaway or homeless youths.

Cultural-Trauma Healing

An academic approach to healing from past cultural-trauma, learning through historical reenactments, and improving our personal and professional relationships.

Anti-Racist Trainings

Ujima Rochester, Inc. is the anti-racism training provider of choice for the Western New York area. We offer different training series, as well as one-off workshops, that are tailored to the specific needs and questions of our clients. You can explore our full menu of offerings below.

Managing the Workplace through an Equitable Lens (Phase 1)

• Three, 2-hour leadership training sessions
• Topics include (but may not be limited to)
o Historical context on racism in the United States
o Overview on racism’s impact on BIPOC
o Participants’ personal mission and vision statements
o Interpersonal development
o Personal Shadows & Virtues: Implicit/Explicit bias, stereotypes, etc.
o Understanding general culture norms
o Developing an anti-racist environment

o For-profit/Corporate: Starts at $7,500
o Non-profit: 25+ people: $5,000
Fewer than 25 people: $2,500

Phase 2 Equity Leadership Training
• Three, 2-hour leadership training sessions intended for those who have either already participated in “Managing the Workplace through an Equitable Lens” or who are ready to delve deeper into applying this knowledge in the workplace.

Topics include (but may not be limited to)
o Developing a plan of inclusive culture for all employees (an “anti-racist environment”)
o Developing common equity language.
o Reviewing policies (e.g., staff handbook, client rights and responsibilities, etc.) and hiring practices
o Additional interpersonal work and healing group processes

o For-profit/Corporate: Starts at $7,500
o Non-profit:
 25+ people: $5,000
 Fewer than 25 people: $2,500

Racial Equity & Implicit Bias Workshop
• One 90-minute session. Topics include (but may not be limited to)
o Historical context on racism in the United States
o Overview of racism’s impact on BIPOC
o Implicit/Explicit Bias and stereotypes
o Understanding general culture norms
o Developing an anti-racist environment

o For-profit/Corporate
 25+ people: $100 / person
 Fewer than 25 people: $75 / person
o Non-profit
 25+ people: $45 / person
 Fewer than 25 people: $25 / person


•What is Socio-Cultural Trauma?

•Cultural trauma has been described through historical events such as the result of conditions forced upon African Americans during slavery and the decades of discrimination and oppression that followed (DeGruy-Leary, 2005).
•The implication is that cultural trauma, unlike physical or emotional trauma, represents a dramatic loss of identity and meaning that causes damage to the collective group’s social fabric (Eyerman, 2001) .
•How does one learn personal, social, cultural, ethnic, and collective identity? The socialization practices used to instill these aspects of self-worth may not be commonly shared by the parents or caregivers. Without intervention or “different” information, most parent can only raise their children from the same understanding that they, themselves were reared (Nyame, 2016).

Telling the Story of Transforming Trauma to Triumph.

One Man's Journey towards Healing.


Afrikan World History Classes & Workshops

African World History Database

Afrikan World History Database.

The People’s Library is a Digital Multi-media Resource on


Currently over 7 TB (Terabytes) of Data 

If you can think of it, need to research it, or just want to learn it, it’s probably on here. 

Over 10 years of a community collective, collaboration. 

An invaluable resource for preserving History!! Ideal for Parents, Students, History Buffs, Teachers, Researchers, Sociologists, and Human Service Professionals.

Please call 770-765-5424 or email us at tryupliftingouryouth@gmail.com for more info about getting you history database.

Afrikan World History Classes & Workshops


Dates to be Determined.

Class are organized using multi-media presentations, video clips, hand-outs, lecture, and group dialogue to accommodate all learning styles. 

Tuesdays 7:30pm – 9:00pm


For More Info: 770-765-5424 or awh@tryupliftingouryouth.org / tryupliftingouryouth@gmail.com 

The Original African World History Class.

Classes will be returning soon. Class cycle is 16 weeks. Suggested ages are 10 - 90 yrs old.

“History is a clock that people use to tell their political and cultural time of day. It is also a compass that people use to find themselves on the map of human geography… The most important role that history plays is that it has the function of telling a people where they still must go and what they still must be.”

John H. Clarke

Our curriculum starts with theories on the origins of the Universe, and move through the evolution of the “living planet” called earth then chronicles the development of early man in prehistoric time. We document the birth of Modern man in Africa and highlight the history of Africa’s children from ancient times to the present. Join us as student or scholar, contribute too, and help critique our research.

The African World History class provides an ongoing experience of the contributions, achievements, Africans and African-Americans have made throughout history. The class uses the historical experiences of African peoples as insight to highlight the cultural values we share. It enables participants to experience a people rooted in great culture and tradition.

The curriculum taught in these classes will provide increased exposure to the positive contributions that Africans and African-Americans have made throughout history. The purpose of this cultural esteem curriculum is to facilitate the development of cultural awareness, critical thinking, and positive esteem by focusing on documenting and discussing aspects of Ourstory, culture, and socialization.