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Red: Emergency

Blue: Local and County Services & Partnerships

*Blue: Child Welfare

Purple: Mental Health & Counseling

*Purple: Partnerships

Green: School Tools

*Green: Mental Health Practices in Education

White: Local Culture & Diversity

*White: Neuroscience Info.

Yellow: Self-Care

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*Mental Health Practices in Education: Trauma-Informed Education

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*Mental Health Practices in Education: Trauma-Informed Education

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Everyone: Learn how YOU have a role in trauma-informed education. It's not just for teachers and it's not just for those in trauma.

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The principal of an internationally recognized trauma-informed school explains what this form of education is-and what it isn't.

ACEs (adverse childhood experiences) have made their way into the mainstream over the past couple of years, even showing up in a segment that Oprah did for 60 Minutes. And because ACEs have a profound effect on children, the concept has been taken up in the world of education. Approaching education with an understanding of the physiological, social, emotional, and academic impacts of trauma and adversity on our students is driving changes in our systems.

However, these changes are not coming without misconceptions. As the principal of Fall-Hamilton Elementary, an internationally recognized trauma-informed school, I've encountered many misconceptions about trauma-informed education over the past five years. As educators move toward understanding the impact of trauma, including ACEs, and how creating and maintaining positive relationships can serve as a buffer to the negative impacts of trauma, it's vitally important to understand what trauma-informed education is and is not.

6 Misconceptions About Trauma-Informed Education

1. Trauma-Informed education is solely about a student's ACE score: The ACE study conducted by Kaiser Permanente and the CDC is credited with increasing public awareness of the potential negative health outcomes of adults based on their adverse childhood experiences.

That increased awareness is good, but trauma-informed education is not solely concerned with students' ACE score. We should use the ACE study as a catalyst to look deeper into understanding the broad scope of adversity that children are experiencing but that the study did not include. Trauma-informed education includes examining the influence and impact on students in our schools of factors such as racism (explicit, implicit, and systematic; and microaggressions) as well as poverty, peer victimization, community violence, and bullying.

2. Educators must know a student's ACE score to successfully intervene: It is not imperative to know a child's ACE score or specific traumatic experience to provide effective interventions. Being trauma-informed is a mindset with which educators approach all children.

Research indicates that strong, stable, and nurturing relationships foster a feeling of belonging that is essential for all students but is absolutely imperative for healing with students who have experienced trauma. Karen Treisman, a clinical psychology specialist, says, " Every interaction is an intervention." As educators, we must understand the impact of daily positive interactions and affirmations for our students.

3. Trauma-informed education is about fixing kids: Our kids are not broken, but our systems are. Operating in a trauma-informed way does not fix children; it is aimed at fixing broken and unjust systems and structures that alienate and discard students who are marginalized.

If we view our trauma-informed approach as fixing kids, that creates a deficit mindset. Many kids are doing the best they can in the moment. We must meet all students where they are while supporting them with strong, stable, and nurturing relationships.

4. Trauma-informed educators don't give students consequences for inappropriate behavior: There needs to be a clear understanding of the difference between consequences and punishment. Consequences by definition are designed to teach, while punishment relates to personal suffering.

It's important to set clear boundaries and expectations and then to support students into success. When students do not meet expectations or disregard boundaries, it is imperative to teach and reteach the expectations through consistent consequences.

5. Sometimes you have to escalate a confrontation with a student to calm them down: Co-regulation is the idea of keeping calm in order to help calm a student who is experiencing anger, frustration, or fear. A dysregulated adult cannot regulate a dysregulated child. Raising our level of intensity is not a strategy that works.

We should instead use strategies that honor the student's emotions and need for space while also getting their systems to calm in a safe way. This can be accomplished through first making sure that we really are calm and then by validating the student's experiences and emotions in order to get to the root of what is causing those emotions.

This doesn't mean excusing any poor choices the student may have made-it means ensuring that they're in a state where they can understand and accept any consequences, which is necessary if they are to learn from the experience.

6. I'm a teacher, not a therapist-this isn't my job: As educators explore the complexities of being trauma-informed, we need to remember that trauma-informed work is a journey and not a destination. It doesn't mean that teachers need to do the work of professional therapists. Our part in helping students with trauma is focusing on relationships, just as we do with all of our students. The strong, stable, and nurturing relationships that we build with our students and families can serve as a conduit for healing and increasing resilience.

Becoming trauma-informed in our daily practice is truly a process of learning and adjustment, but it is a worthwhile process.

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The principal of an internationally recognized trauma-informed school explains what this form of education is-and what it isn't.

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*Mental Health Practices in Education: PBIS at Home

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*Mental Health Practices in Education: PBIS at Home

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Caregivers & Teachers: Partner with families to support positive behavior at home and school.

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*Mental Health Practices in Education: Signs of Battling Mental Health

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*Mental Health Practices in Education: Signs of Battling Mental Health

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Everyone: Do you recognize these signs in you or someone else? Though this video is not meant to diagnose, perhaps it can lead to an open conversation. Don't battle alone; don't let someone else battle alone.

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8 Signs that Someone is Battling Mental Health Problems

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IDHS: School-Based Mental Health Database

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*Mental Health Practices in Education: Illinois Dep't. of Human Services Mental Health Database

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*Mental Health Practices in Education: Illinois Dep't. of Human Services Mental Health Database

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Teachers & Administrators: Read and use any of the Illinois school-based mental health resources in this database.

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Suicide
988 Suicide & Crisis Lifeline
For free and confidential support for individuals in crisis available 24 hours a day 7 days a week,dial 988.
The previous Lifeline phone number1-800-273-8255(TALK) will always remain available to people in emotional distress or suicidal crisis.

Crisis
Crisis Text Line
Free and confidential support for individuals in crisis available 24 hours a day 7 days a weekText HOME to 741741

National Helpline
National Helpline | SAMHSA - Substance Abuse and Mental Health Services Administration
Free and confidential treatment referral and information service available 24 hours a day 7 days a week.1-800-622-4357 (HELP)

Human Trafficking
Human Trafficking
Free and confidential support for individuals who are a victim of human trafficking available 24 hours a day 7 days a week.1-800-559-SAFE (7233)

National RunAway Safeline
National Runaway Safeline
This 24-hour 7 day a week national Safeline is for youth at risk of running away or already have and are looking for help. 1-800-Runaway (786-2929) or text: 66008

It is the goal of the Division of Mental Health to ensure individuals have the information necessary to make informed decisions about when to seek mental health services and where to go to obtain those services. Public Act 101-0045 requires the Department of Human Services to develop an online database and resource page related to mental health resources related to bullying and school shootings and to encourage information sharing. The Division would like to thank our system partners from the Department of Public Health, Illinois State Board of Education and the Illinois State Police, Statewide Terrorism Information Center for their participation in the development and collection of information contained in this database.

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IDHS: Welcome to the School Based Mental Health Database

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Suicide 988 Suicide & Crisis Lifeline For free and confidential support for individuals in crisis available 24 hours a day 7 days a week,dial 988. The previous Lifeline phone number1-800-273-8255(TALK) will always remain available to people in emotional distress or suicidal crisis.

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*Mental Health Practices in Education: The Rural Mental Health Desert

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*Mental Health Practices in Education: The Rural Mental Health Desert

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Everyone: Access to services, including mental health care, is challenging in rural communities. Assistance Support Counseling (ASC) has shown promise in filling the access gap of previously unmet mental health needs.

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There are often barriers to mental health treatment in rural communities. ncIMPACT explores how the ASC Centers are filling a void in what's considered to be a mental healthcare desert.

Aired: 11/16/20

Rating: NR

Problems Playing Video? Report a Problem |

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ncIMPACT | The rural mental health desert | Season 2021 | PBS

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Rural communities filling a void in the mental health desert

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*Mental Health Practices in Education: Vaping

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*Mental Health Practices in Education: Vaping

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Caregivers & Teachers: Read current data from the Centers for Disease Control and Prevention about the dangers of vaping. Many links are embedded within this site for further information.

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Protecting Youth From the Harms of Vaping

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Learn how individuals and organizations can help youth reject or quit vaping.

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*Mental Health Practices in Education: Hidden Mental Crisis in Rural U.S.A.

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*Mental Health Practices in Education: Hidden Mental Crisis in Rural U.S.A.

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Teachers & Administrators: Policy-makers focus on urban areas where resources abound. "Nobody talks about rural America, which makes up almost 90% of this country” (12:59). We need a call to action!

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It's prohibitively difficult to access mental-health services in rural America. That's because, relative to urban areas, rural counties have so few mental-health professionals. The majority of nonmetropolitan counties in the U.S. don't have a psychiatrist, and almost half lack a psychologist. The paucity has resulted in a public-health crisis-rural Americans suffering from a psychiatric condition are more likely to encounter police than receive treatment. Each year, 2 million mentally ill Americans, most of whom aren't violent criminals, end up in jail.

This is the case in Cochise County, Arizona, a sprawling area nearly the size of Rhode Island and Connecticut combined, but with 3.8 million fewer residents. Many 911 calls in the area involve people with mental-health issues, and according to Mark Dannels, a local sheriff, 67 percent of the people in Cochise County Jail were diagnosed with a mental-health condition.

In the short documentary Out of Sight, Out of Mind, directed byJames Burns for PBS Independent Lens, Dannels and other residents of Cochise speak to the alarming implications of the area's lack of psychiatric resources.

"There's an increasing demand for mental-health services across the board, and we can't keep up," Dr. James Reed says in the film. Reed is one of just two mental-health professionals serving the entirety of Cochise County.

"With the lack of resources in a county like Cochise, it is a revolving door [to prison]," Dannels says. "The options are limited ... one option that remains constant is the arrest. I'll be the first tell you, that's not the answer."

Burns, who has personal experience with the criminal-justice system, told me that when a county is already struggling financially, mental-health care is often pushed to the bottom of the list of concerns. "It's seen as a luxury, yet oftentimes it's those with the least access to it that need it the most," the filmmaker said.

"Cochise is an acute example of how the crisis manifests," Burns continued. "It is so remote that people are physically unable to travel the distances they would need to go to get help. That's emblematic of the story playing out in rural areas all over the country."

In a recent speech at the National Institute of Mental Health, Dennis Mohatt, vice president of rural mental-health research, said that rural America often eludes the public consciousness.

"What most people think about when they picture persons with mental illness are people sitting on a city street, homeless," Mohatt said. "They think of an out-of-control teenager in a large metropolitan school. They think of a person locked in a psychiatric hospital ward. They think about people making poor choices."

"What few Americans picture," Mohatt continued, "is a farmer or a rancher with serious depression. They don't think about the stress associated with a changing rural economy ... they certainly don't think about the refugees and the migrants that travel across this country harvesting the food that we all eat. They don't think about rural America."
This film is an Independent Lens "Stories for Justice" production in association with Terry Greene Sterling and the Arizona Center for Investigative Reporting.

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Most nonmetropolitan counties don't have mental-health professionals, resulting in a "revolving door" to jail.

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SAMHSA'S "Talk. They Hear You." Discussion Starter Guide

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*Mental Health Practices in Education: Underage Alcohol Discussion Starter Video Guide

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*Mental Health Practices in Education: Underage Alcohol Discussion Starter Video Guide

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Teachers & Administrators: Use this in conjunction with the SAMHSA's "Talk" video campaign in your school.

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*Mental Health Practices in Education: Underage Alcohol Discussion Starter Video

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*Mental Health Practices in Education: Underage Alcohol Discussion Starter Video

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Caregivers, Teachers, & Administrators: Take a proactive stance to talk to your children about underage alcohol use. *See the accompanying Discussion Starter Video Guide.

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SAMHSA's "Talk. They Hear You." Discussion Starter Video

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*Mental Health Practices in Education: Human Trafficking

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*Mental Health Practices in Education: Human Trafficking

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Everyone: The Midwest is known for several things; sadly, one is human trafficking. CRISIS HOTLINE: (800) 559.7233
(SAFE)

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Human Trafficking Services - Center for Prevention of Abuse

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Learn more about the human trafficking services offered at the Center for Prevention of Abuse, as well as the types of abuse and the indicators to look for.

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*Mental Health Practices in Education: PTSD

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*Mental Health Practices in Education: PTSD

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Everyone: Post-Traumatic Stress Disorder (PTSD) doesn't only affect military veterans. Please become aware. www.psychiatry.org

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*Mental Health Practices in Education: Bipolar Disorder

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*Mental Health Practices in Education: Bipolar Disorder

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Teachers, Caregivers, and Adolescents: Learn more about what bipolar disorder is, how it affects people, and how it is treated. www.PsychHub.com

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*Mental Health Practices in Education: Anxiety (Children)

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*Mental Health Practices in Education: Anxiety (Children)

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Teachers & Caregivers: Show this video to young students as an introduction to a conversation or lesson to talk about anxiety.

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Real kids talk about coping with anxiety

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*Mental Health Practices in Education: Anxiety (Teens)

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*Mental Health Practices in Education: Anxiety (Teens)

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Teachers & Caregivers: Find out about common causes of anxiety specific to adolescents and learn the signs to watch for.

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How Anxiety Affects Teenagers | Student Mental Health Matters | PBS LearningMedia

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It's easy to mistake teenage low mood or anxiety as just typical teenage mood swings. Teens can be good at hiding their true feelings. This video, from Child Mind Institute, outlines the important signs to look out for related to anxiety.

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*Mental Health Practices in Education: Depression

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*Mental Health Practices in Education: Depression

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Teachers: Show this video to students as an introduction to a conversation or lesson to begin to remove the stigma surrounding depression. www.Wellness.McMaster.ca

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*Mental Health Practices in Education: ADHD

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*Mental Health Practices in Education: ADHD

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Everyone: Learn about ADHD from the perspective of a student who has ADHD.

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*Mental Health Practices in Education: I Am Lovable

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*Mental Health Practices in Education: I Am Lovable

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Everyone: Sometimes it is hard to love and accept others because we find it hard to love and accept ourselves. We are never too old to learn to say and believe, "I am lovable!"

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I Am Lovable! 4 Minute Self Love Positive Affirmations Meditation for Kids And Classrooms

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*Mental Health Practices in Education: Offer Empathy (High School)

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*Mental Health Practices in Education: Offer Empathy (High School)

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Teachers & Administrators: Imagine yourself in others' shoes before you judge. Challenge students to create a similar video in your school.

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Someone Else's Shoes // Blythewood High School

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*Mental Health Practices in Education: Offer Empathy (Middle School)

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*Mental Health Practices in Education: Offer Empathy (Middle School)

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Teachers & Administrators: Take the time to open your eyes to those around you, and then reach out to them. Challenge students to make a similar video in your school.

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*Mental Health Practices in Education: Hidden Biases

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*Mental Health Practices in Education: Hidden Biases

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Teachers & Administrators: Watch this to be challenged to look beyond the surface of our students.

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*Mental Health Practices in Education: Labels

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*Mental Health Practices in Education: Labels

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Everyone: Many people are quick to label others. We often believe the harmful labels given to us by others and act accordingly. Learn the transformative power of one particular label.

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*Mental Health Practices in Education: Interactive Game to Teach about Labels

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*Mental Health Practices in Education: Interactive Game to Teach about Labels

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Teachers & Administrators: Replicate this powerful activity with students to jump start a conversation about accepting others and oneself.

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*Mental Health Practices in Education: When we Feel Unhappy

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*Mental Health Practices in Education: When we Feel Unhappy

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Everyone: Learning to pour out from your bucket into others can leave you feeling fulfilled and grateful. Learn to look beyond you when you feel unhappy.

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The Secret of the Leaky Bucket: A Timeless Lesson for Life

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*Mental Health Practices in Education: Bias

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*Mental Health Practices in Education: Bias

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Everyone: We are all wonderfully unique, yet all the same. Treat everyone with kindness; everyone is worth it!

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*Mental Health Practices in Education: Hold On!

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*Mental Health Practices in Education: Hold On!

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Everyone: You can do hard things! Learn how to dig in and not give up!

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"Roots of Resilience: The Journey of a Tiny Seed"

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*Mental Health Practices in Education: Live with Purpose

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*Mental Health Practices in Education: Live with Purpose

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Everyone: You were made for a purpose. Discover it and make a positive mark on your world and on those around you.

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The Pencil's Tale - a story that everyone should hear

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*Mental Health Practices in Education: Controlling Emotions

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*Mental Health Practices in Education: Controlling Emotions

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Everyone: We all have emotions. Why do we sometimes lose control of them?

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*Mental Health Practices in Education: When we Feel Angry

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*Mental Health Practices in Education: When we Feel Angry

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Everyone: It is okay to feel angry. However, sometimes others treat us or say something hurtful to us in anger. And, sometimes we treat others or say something hurtful to others. This is a good way to introduce the topic of anger.

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The Fence's Hidden Truth: A Lesson No One Expected

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*Mental Health Practices in Education: Growth Mindset

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*Mental Health Practices in Education: Growth Mindset

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Everyone: "It's too hard!" Don't say that yet! First, hear the inspirational story of the power of "yet!"

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The Mindset of a Champion | Carson Byblow | TEDxYouth@AASSofia

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*Mental Health Practices in Education: American Association of Christian Counselors

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*Mental Health Practices in Education: American Association of Christian Counselors

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Everyone: The rural Midwest culture is known for farming and church. Connect to Christian mental health resources or call to speak anonymously to someone who cares. (800) 526-8673

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*Mental Health Practices in Education: Different is Awesome

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*Mental Health Practices in Education: Different is Awesome

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Everyone: Prepare to be inspired by this spirited, heart-warming story about autism.

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We Are All Different - and THAT'S AWESOME! | Cole Blakeway | TEDxWestVancouverED

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*Mental Health Practices in Education: Self-Regulation Games

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*Mental Health Practices in Education: Self-Regulation Games

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Caregivers & Teachers: Try these fun games to teach self-control to young people!

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5 Incredibly Fun GAMES to Teach Self-Regulation (Self-Control) | Social Emotional Learning

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*Mental Health Practices in Education: Standing Tall

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*Mental Health Practices in Education: Standing Tall

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Everyone: Take 1 1/2 minutes to become calm and self-aware.

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*Mental Health Practices in Education: How & Why Mindfulness

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*Mental Health Practices in Education: How & Why Mindfulness

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Everyone: Take 4 minutes to become fully present and participate non-judgmentally.

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Mindfulness How: Practice Being Mindful | DBT Skills from Experts

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*Mental Health Practices in Education: Blowing Bubbles

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*Mental Health Practices in Education: Blowing Bubbles

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Everyone, especially the young: Take under 2 minutes to let your worries blow away.

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*Mental Health Practices in Education: Rosa Reflection

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*Mental Health Practices in Education: Rosa Reflection

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Everyone: Regularly reflect upon positives, areas of growth, and supports to grow mentally and increase gratitude.

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*Mental Health Practices in Education: 5-4-3-2-1 for Anxiety

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*Mental Health Practices in Education: 5-4-3-2-1 for Anxiety

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Everyone: Take 4 1/2 minutes to see, feel, hear, smell, and emote. Tailor the exercise to account for sensory impairments. Consider practicing gratitude for sight, touch, etc.

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The 5-4-3-2-1 Method: A Grounding Exercise to Manage Anxiety

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*Mental Health Practices in Education: Body Scan

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*Mental Health Practices in Education: Body Scan

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Everyone: Take 6 1/2 minutes to relax and become more mindful. Consider tailoring the activity to best suit you! (For example, express gratitude for being able to breathe, wiggle your toes, etc.).

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*This is just an image. Click on the link below to access!

Teachers & Administrators: Use this resource to learn how to build trauma-informed relationships with parents/caregivers. Tweak it for your specific population.

https://docs.google.com/presentation/d/1FVF_uMwW8Um-_QsgcBJHyBV9jkszfpLeW23lLyv2WNo/edit#slide=id.g27172ea66ed_0_18

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*Partnerships: The Forgotten 20%--Unseen and Unheard in Rural Poverty

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*Partnerships: The Forgotten 20%--Unseen and Unheard in Rural Poverty

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*This is just an image. Click on the link below to access the insightful article.

Everyone: Learn about the unique challenges of teaching those who live in rural poverty. It's time to give them (us) voice!

https://journals.sagepub.com/doi/pdf/10.1177/23328584211052046

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*Partnerships: Blooming Grove in Palmyra, IL

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*Partnerships: Blooming Grove in Palmyra, IL

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Everyone: Consider connecting to this community of faith. (314) 530-9209

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Everyone needs a place to belong. A place that fits you like a favorite pair of jeans, that's as welcoming as your much-loved and much-worn chair in the den. A place where your whole family is accepted, loved and respected and where you can learn more about the God that created us. At Blooming Grove we're trying to create that kind of place. Join us this Sunday and you'll find friendly people, an encouraging message, uplifting music and great programs for everyone in the family. We think you belong here!

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Teachers & Administrators: Learn about how to best partner with our homeless students and their families.

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At the State Agency Level

Every state educational agency (SEA) must designate an Office of State Coordinator that can sufficiently carry out duties in the Act. Key duties include:

Responding to inquiries from homeless parents and unaccompanied youth.

Conducting monitoring of local educational agencies to enforce compliance.

At the Local Agency Level

Every local education agency (LEA) must designate a liaison for students experiencing homelessness who is able to carry out the duties described in the law. Key duties include:

Participating in professional development and other technical assistance offered by the state.

Ensuring that homeless children, youth, and families receive referrals to health, dental, mental health, housing, substance abuse, and other appropriate services.

School Stability

Children and youth experiencing homelessness can remain in their school of origin for the duration of homelessness and until the end of an academic year in which they obtain permanent housing, if it is in their best interest.

School Enrollment and Participation

Homeless children and youth must be enrolled in school immediately, even if they lack documents or have missed application or enrollment deadlines during any period of homelessness.

If a dispute arises over eligibility, school selection or enrollment, the child or youth must be immediately enrolled in the school in which the parent, guardian or unaccompanied youth seeks enrollment, pending resolution of the dispute, including all available appeals.

Preschool Children

The definition of school of origin now includes preschools.

Credit Accrual and College Readiness

States must have procedures to identify and remove barriers that prevent students from receiving appropriate credit for full or partial coursework satisfactorily completed while attending a prior school.
Liaisons must implement those policies.

Title I, Part A

All LEAs that receive Title I Part A funds must reserve funds to support homeless students.

Reserved funds may be used for services not ordinarily provided by Title I, including local liaisons and transportation to the school of origin.

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McKinney-Vento Act: Quick Reference | SchoolHouse Connection

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Every state educational agency (SEA) must designate an Office of State Coordinator that can sufficiently carry out duties in the Act. Key duties include: Responding to inquiries from homeless parents and unaccompanied youth. Conducting monitoring of local educational agencies to enforce compliance.

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Everyone: Gain a better understanding into the challenges facing rural U.S.A. and the effect on education. Be inspired to reach out and make a positive impact.

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New Research Shows Crises Facing Rural Students, Looks Critically at Distribution of Resources (Why Rural Matters)

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Why Rural Matters 2023 Highlights Need for National Discourse on All Aspects of Rural Education, including Poverty, Inequities, and Students' Mental, Emotional, and Physical Well-Being CHATTANOOGA, TN - The Why Rural Matters 2023 report examines the needs and inequities affecting 9.5 million students attending public schools in rural areas - more than one in five students nationally.

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Everyone: Consider rallying together for our school to receive these Back 2 School kits! Call our school: (217) 436.2210 and ask for Michelle!

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COMMUNITY PARTNERS who received our kits in 2023

Mercy Housing
Street Samaritans
Operation Homefront (military families)
Neighborhood Boy and Girls Club
UCAN
Our Lady of Tepeyac
Holy Angels School
Mercy Home for Boys and Girls
Champaign Park District
Danville Boys & Girls Club
The Well Experience
Angel's Youth Center
The Reading Group
Holy Family Lutheran Church
The Investment Basketball & Mentoring Program
Boxing Out Negativity
Operation Breakthrough
Chicago Hope for Kids
Neighborhood Boys & Girls Club
Boys & Girls Club of Elgin
Center of Independence Through Cognitive Education
Salvation Army
Howard Brown Health
Franklin County Children Services
Friends of Robert Cotton
Love Up Foundation
McDowell Mountain Elementary School
Mercy Home for Boys and Girls
Mercy Housing
Navajo Nation
North Texas Food Bank
PANG Patriots (Military)
Chicago Department of Family Support Services (DFSS)
Illinois Department of Chicago and Family Services (DCFS)
Boys & Girls Clubs of Ada County
Boys & Girls Clubs of Southern Nevada
Boys and Girls Club of Boston
Cameron Community Center
Center of Independence Through Cognitive Education
Yuma School District One
Tempe Union High School District
Daniel Webster Elementary School
Aurora Elementary School
George Washington Carver Elementary
Sumner Math & Science Academy
Daniel Webster Elementary School
Joseph Kellman School
Stone Scholastic Academy
Jose De Diego Community Academy
Wentworth Elementary
Bass Elementary
Boone Elementary
Langford Elementary
King Elementary
Libby Elementary
Revere Elementary
Cullen Elementary
Carroll-Rosenwald Elementary
Nightingale Elementary
O'Toole Elementary
McKay Elementary
Earle Elementary
Christopher Elementary
Edwards Elementary
Sumner Elementary
Haley Elementary
Mason Elementary
Webster Elementary
Pasteur Elementary
Tonti Elementary
Morton Elementary
Legacy Charter School
Thomas Kelly College Preparatory High School
Fry Family YMCA
Indian Boundary YMCA
Irving Park YMCA
Foglia YMCA
Kelly Hall YMCA
Fry Family YMCA
Pav YMCA
North Lawndale YMCA
South Side YMCA
Buehler YMCA
Sage YMCA
Rauner Family YMCA
McCormick YMCA
Lakeview YMCA
Elmhurst YMCA
Lakeview YMCA
Stephen Family YMCA
YWCA

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Community Partners - Back 2 School America

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*Partnerships: Tips for Trauma-Informed Advocacy

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*Partnerships: Tips for Trauma-Informed Advocacy

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Teachers & Administrators: As we delve into partnerships that advocate for our students, it is important to reflect and evaluate. These practical tips are essential for effective advocacy and maintaining self-care.

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When defining trauma, we often limit the definition to a catastrophic and explicitly physical, violent event. Through this definition, we inadvertently remove ourselves from the notion that we, too, may have experiences with trauma and that trauma is normalized in today's society. Simply put, trauma is an emotional response to physical, verbal, psychological, sexual, financial, spiritual and/or emotional disturbances. Considering this definition, trauma-informed approaches are foundational to providing care and a critical approach to healing a scope of people. Having said that, below are some tips on how we all can become trauma-informed to encourage an environment that is based on healing, safety, and empowerment.

Tip #1: Educate yourself on marginalized identities and forms of oppression.

Cultural humility is key to recognizing the ways people from marginalized communities experience different forms of trauma.

Tip #2: Build rapport to promote a trusting and safe relationship.

Depending on the context, building rapport may look different in different situations. We may only have a short amount of time to "build rapport" before the conversation ends. For example, an advocate may only talk on the phone with the caller for a few minutes. Still, there are ways to connect with the caller. This can be achieved through active listening, reflection, paraphrasing, validation, and open-ended questions.

Tip #3: Transparency.

If you have to ask specific questions in your assessment that have the potential to make the person uncomfortable or could be triggering, preface the question with an explanation. When working with victims and survivors, it is imperative that we do not come off as abrupt, harsh, shocked, or judgmental, which can be avoided by being transparent about the process.

Tip #4: Center the survivor.

Be sure to not indirectly or directly center you, the abuser, or anyone else. The survivor is the client. This also provides the environment for the survivor to feel empowered, which is important in the healing process.

Tip #5: Practice empathy and be mindful of your tone.

Survivors may not remember the specific things you say, but they will remember how you made them feel. Be sensitive, show warmth, validate their concern, ask questions, and "help carry the load."

Tip #6: Self-care.

It is an ethical responsibility to take care of oneself when engaging in this type of work. It is okay to not be okay- just know when you need to debrief, decompress, unplug, or take a break. Otherwise, we are doing a disservice to the clients.

While there are plenty of other tips that could be included on this list, the above-mentioned tips are fundamental to building a trauma-informed culture. Sometimes, no amount of experience or knowledge can prepare us for the tragedies we will hear throughout the day as an advocate. By implementing these above tips, I can assure you that you are enough for that person in that moment.

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6 Tips for Trauma-Informed Advocacy | Ohio Alliance to End Sexual Violence

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Click here for tips on how we all can become trauma-informed to encourage an environment that is based on healing, safety, and empowerment.

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Teachers: Learn how to connect with policymakers to enact change to bring voice to Illinois schools serving those in rural poverty. Ready to partner? Contact our school: (217) 436.2210. Ask for Michelle!

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Education Policy | Illinois Education Association

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What Is Education Policy? Education policy is comprised of federal, state, and local laws and rules that are intended to regulate public education in the United States. The purpose of IEA's education policy work is to identify the impact of proposed and current education policy and improve outcomes for educators and students.

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*Partnerships: Diversify for Maximum Impact

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*Partnerships: Diversify for Maximum Impact

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Everyone: Think outside of the box when building partnerships to enrich, bring widespread perspectives, and connect with more diverse people.

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Rocío Lorenzo: How diversity makes teams more innovative | TED Talk

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Are diverse companies really more innovative? Rocío Lorenzo and her team surveyed 171 companies to find out -- and the answer was a clear yes. In a talk that will help you build a better, more robust company, Lorenzo dives into the data and explains how your company can start producing fresher, more…

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Everyone: Even if you do not view yourself as a natural leader, you can be a catalyst for change by being a good follower!

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Derek Sivers: How to start a movement | TED Talk

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With help from some surprising footage, Derek Sivers explains how movements really get started. (Hint: it takes two.)

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*Partnerships: Find a Vision & Find Others to Join You

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*Partnerships: Find a Vision & Find Others to Join You

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Everyone: Once you discover your passion, invite others to partner with you to develop action steps to bring about change.

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Everyone: Watch this brief motivational video and be inspired to build partnerships, make action steps, and become an agent of change!

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Everyone: Apply to receive assistance with energy needs. (217) 839.3467

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Illinois Valley Economic Development Corporation

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Low Income Home Energy Assistance Program (LIHEAP)

The LIHEAP Program is designed to help low income eligible households meet the rising cost of home energy by providing financial assistance in the form of direct payments to the household's energy vendor or the household.

LIHEAP provides a one-time benefit to eligible households for use towards energy costs. The payment amount is based on four criteria: Income, household size, fuel type, and geographic location.

PIPP - The Percentage of Income Payment Plan (PIPP) program is available for LIHEAP eligible households who are Ameren Customers. Under PIPP, you will pay a percentage of your income, receive a monthly benefit towards your utility bill and, a pre-program balance reduction for every on-time payment you make.

WNCF-Warm Neighbors Cool Friends pledges up to $500 during heating season matching customer payments within the last 45 days. Cooling season maximums are $200(instead of $500) and are intended for seniors(60+years), people with a disability or documented medical condition requiring air conditioning. Applicant can only receive assistance ONCE per heating season (September 1st to May 31st) and ONCE in the cooling season (June 1st to August 31st)

Furnace Assistance - If you own your home, your household is LIHEAP eligible and your heating system is inoperable or determined to be unsafe by the fuel vendor, Furnace Assistance may be available.

Reconnection Assistance - This component of LIHEAP provides supplemental energy assistance funds designed to help households maintain a continuous supply of home energy. Payments will be made only after a household has actually been disconnected from its energy source. The household must make a good faith effort at maintaining services or an emergency payment cannot be made on its behalf. A limited portion of emergency funds are set aside for the repair and/or replacement of inoperable heating systems of income eligible homeowners.

When you apply for assistance, bring with following items with you:

Proof of Gross income from all household members for the 30-day period prior to the application date. If receiving assistance from Illinois Department of Human Services, bring proof your household receives cash assistance.

A Copy of your current heat and electric bills issued within the last 30 days.

Social Security Cards for all household members

Service Areas: Calhoun, Greene, Jersey, and Macoupin Counties

Required Documentation

Social Security Cards for the household

Proof of income for the household for the last 30 days

Most recent gas/electric bill and or water bill

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Energy Assistance Programs - Illinois Valley Economic Development Corporation

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Low Income Home Energy Assistance Program (LIHEAP) The LIHEAP Program is designed to help low income eligible households meet the rising cost of home energy by providing financial assistance in the form of direct payments to the household's energy vendor or the household.

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Everyone: Rural Technology Fund offers grants to help narrow achievements gaps, targeting rural and high-poverty areas. offering grants

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Rural Technology Fund - Reducing the digital divide between rural and non-rural communities

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The mission of the RTF is to help rural students recognize opportunities in technology careers, facilitate pathways to work in the computer industry, and provide equitable access to technology for students with disabilities. We reduce the gap between rural and non-rural communities by providing technology education resources, scholarships, and assistive technology devices to rural students.

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Teachers & Administrators: Community partnerships foster engagement, mutual support, and shared responsibility for students' success. Read, and be inspired!

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OUR MISSION: to advance STEM education to ensure all students, especially those furthest from opportunity, thrive and reach their highest potential as problem solvers and lifelong learners who pursue their passions and tackle the worlds toughest challenges. Learn more.

Registered 501(c)(3). EIN: 11-3769438

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National Math and Science Initiative - Blog + News

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OUR MISSION: to advance STEM education to ensure all students, especially those furthest from opportunity, thrive and reach their highest potential as problem solvers and lifelong learners who pursue their passions and tackle the worlds toughest challenges. Learn more. Registered 501(c)(3). EIN: 11-3769438

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Teachers: We need each other! Learn about the importance of having healthy relationships with other teachers and their impact on your life and the lives of the students you influence.

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The overlooked importance of teacher to teacher relationships | Peter Ulrich

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How a Community School Builds Partnerships

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Everyone: Be inspired to take steps toward becoming a community school or at least incorporate some of these amazing ideas.

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How a Community School Helps ELLs Succeed

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Teachers & Administrators: Gain insight into guidelines to create and maintain strong family-school partnerships.

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National Standards for Family-School Partnerships | National PTA

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The benefits of family-school-community partnerships are many: higher teacher morale, more parent involvement, and greater student success are only a few. Learn how to raise awareness, take action and celebrate success as your school sees increased involvement by following these steps.

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20 Tips for Developing Positive Relationships With Parents/Caregivers

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Teachers & Administrators: Discover some great ways to partner with parents and caregivers.

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20 Tips for Developing Positive Relationships With Parents

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Blogger Elena Aguilar shares 20 tips to help teachers better connect with parents.

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Everyone: Learn the important difference between empathy and sympathy.

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Everyone: Play this "game!" (No spoilers--hence no image and a vague description)! Play alone and use with others in a small group or Professional Development setting.

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Everyone: We all have implicit bias...so what is it and why is it important when building partnerships?

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POV | Implicit Bias: Peanut Butter, Jelly and Racism | PBS

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What does implicit bias have to do with peanut butter?

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(20 miles away): (217) 855-1672

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Below is our current list of Carlinville food pantries.

We not only provide listings of pantries, but we also provide information on: food closets, food banks, soup kitchens, congregate meal locations, food boxes, vouchers, etc.

Our comprehensive list of food assistance programs provides full descriptions, pictures, hours, volunteer information, etc.

Food locations provided are faith based, government and non profit. We list them all.

If you know of a food pantry that is not included in our list, please submit new food resources to our database by going to the ADD A LISTING link on the header of our website. Provide as much volunteer information as possible as we are the top resources for volunteering at food pantries.

Search all food pantries in Macoupin County.

Search Results

Nearby Area Listings

Due to the low number of listings in Carlinville, we have added area listings below.

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Below is our current list of Carlinville food pantries. We not only provide listings of pantries, but we also provide information on: food closets, food banks, soup kitchens, congregate meal locations, food boxes, vouchers, etc. Our comprehensive list of food assistance programs provides full descriptions, pictures, hours, volunteer information, etc.

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Family Community Resource Center Food Stamp Office - Carlinville, IL

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*Partnerships: Macoupin County, IL--Department of Human Services

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*Partnerships: Macoupin County, IL--Department of Human Services

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(20 miles away): (217)-854-3145.

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Popularity: #22 of 75 Food Stamp Offices in Illinois #1,021 in Food Stamp Offices

Macoupin County Department of Human Services Family Community Resource Center Food Stamp Office Contact Information

Address, Phone Number, and Hours for Macoupin County Department of Human Services Family Community Resource Center Food Stamp Office, a Food Stamp Office, at McCausland Street, Carlinville IL.

Name

Macoupin County Department of Human Services Family Community Resource Center Food Stamp Office

Address

Phone

217-854-3145

Hours

Monday: 8:30am - 5:00pm; Friday: 8:30am - 5:00pm; Tuesday: 8:30am - 5:00pm; Saturday: Closed; Wednesday: 8:30am - 5:00pm; Sunday: Closed; Thursday: 8:30am - 5:00pm

Map of Macoupin County Department of Human Services Family Community Resource Center Food Stamp Office

View map of Macoupin County Department of Human Services Family Community Resource Center Food Stamp Office, and get driving directions from your location.

Food Stamp Offices Nearby

Find 6 Food Stamp Offices within 38.6 miles of Macoupin County Department of Human Services Family Community Resource Center Food Stamp Office.

External Links

Find 3 external resources related to Macoupin County Department of Human Services Family Community Resource Center Food Stamp Office.

About the Macoupin County Department of Human Services Family Community Resource Center Food Stamp Office

Macoupin County Food Stamp Program Statistics

Find Macoupin County Household Food Stamps Coverage, Households Below Poverty Line Food Stamp Coverage, and Households At or Above Poverty Line Food Stamp Coverage. Data Source: U.S. Census Bureau; American Community Survey, 2018 ACS 5-Year Estimates.

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Macoupin County Department of Human Services Family Community Resource Center Food Stamp Office - Carlinville, IL (Address, Phone, and Hours)

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Popularity: #22 of 75 Food Stamp Offices in Illinois #1,021 in Food Stamp Offices Address, Phone Number, and Hours for Macoupin County Department of Human Services Family Community Resource Center Food Stamp Office, a Food Stamp Office, at McCausland Street, Carlinville IL.

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Everyone: Explore opportunities to partner with the closest hospital.

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Since 1952, Carlinville Area Hospital & Clinics has worked tirelessly to connect residents of Carlinville and surrounding communities to expert, compassionate care in a setting that's close to home. Our Comprehensive Rural Health System offers a wide range of high-quality inpatient, outpatient, surgical and emergency services for patients of all ages.

Learn More About Us

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CAH&C's Comprehensive Rural Health System offers a wide range of high-quality inpatient, outpatient, surgical and emergency services for all ages.

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*Partnerships: Project Third Day--Macoupin County, IL

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*Partnerships: Project Third Day--Macoupin County, IL

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Everyone: Consider partnering with this amazing non-profit organization serving rural Macoupin county schools by providing food, supplies, funds, and support.

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*Partnerships: Maple Street Clinic--Medical, Dental, & Behavioral Health

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*Partnerships: Maple Street Clinic--Medical, Dental, & Behavioral Health

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(38 miles away): (217) 839-1526 or (888) 349-4482

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Macoupin County Public Health Department | Dedicated to serve and work with the people in the community

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Maple Street Clinic

Macoupin County Public Health Department listened to the needs of the community and opened Maple Street Clinic located in Gillespie. The clinic's collaborative approach provides medical, dental services and behavioral health services to Macoupin County and surrounding areas. Maple Street Clinic is committed to helping our communities thrive as we continue to prioritize the health and well being of our residents. We strive to provide comprehensive and compassionate care for all patients regardless of age, race, or income.
Department of Health and Human Services, Health Resources and Services Administration Grant Award Recipient
If you have a medical emergency and cannot reach us, please go to the nearest emergency room or dial 911.

To obtain a copy of your healthcare records, complete this paperwork:
Authorization to Release or Obtain Confidential Healthcare Information Medical records will be released to you by fax, in-person, or by mail through the United States Postal Service. Medical records cannot be released by email.
To obtain your immunization record, register for a Vax Verify Portal account here.

If further assistance is needed, our Medical Records Department can be reached at 217-839-7799.

Medical Services

Maple Street Medical Clinic offers preventative and medical services for all individuals across the lifespan. We accept patients from newborn to senior citizens regardless of insurance coverage. All major health insurance is accepted along with Medicaid, Medicare and MCO's. Sliding fee scale is available for the uninsured and underinsured.

Services for adolescents include: sports and school physicals, immunizations, well child check-ups, minor illness or injury, nutritional counseling, STI screening and treatment and primary care.

Services for adults include: routine well woman check-ups, minor illness or injury, Illinois Breast and Cervical Cancer Program, nutritional counseling, chronic disease management, STI screening and treatment and primary care.

Please arrive 15 minutes earlier than your scheduled appointment time to allow paperwork updates.

For appointments: (217) 839-1526 or TOLL FREE: (888) 349-4482.

Dental Services

Maple Street Dental Clinic offers preventative and basic dental services for any patient over the age of one. Services include: exams, cleanings, fluoride treatments, x-rays, fillings, extractions, crowns, partials and dentures.

The Dental Clinic accepts all children with any insurance. Currently the Illinois Medicaid card serves children through the age of 20 for regular dental care. The Dental Clinic accepts all insurances and has a sliding fee scale for those who are uninsured and under insured.

If you have a dental emergency and cannot reach us, please go to your nearest emergency room.

Please arrive 15 minutes earlier than your scheduled appointment time to allow paperwork updates.

For appointments: (217) 839-4110 or TOLL FREE: (888) 349-4482

School Sealant Program

The Maple Street Dental Clinic operates a school sealant program. The following school districts are offered the opportunity to participate: Bunker Hill, Carlinville, Gillespie, Mt. Olive, North Mac, Staunton, and Southwestern. In most schools, the staff nurse is in charge of distributing and collecting permission slips for student participation.

Services offered in the school sealant program include: dental screenings, cleanings, fluoride treatments, placement of sealants, and oral hygiene instructions. Our clinic's staff dentist completes the screenings and licensed hygienists provide further treatment. For more information on sealants, please contact our dental clinic at 217-839-4110.

Behavioral Health Services

Have you been diagnosed with or do you think you might be battling a mental illness? The good news is, mental illness is treatable and with the proper care, you can begin to feel better! The Maple Street Clinic behavioral health team provides high quality, evidence-based mental health care to assist individuals improve their quality of life. As the number of people diagnosed with mental health issues such as depression rises to new highs, the need for services to treat them is growing too. The CDC reports that approximately 56% of adults with a mental illness do not receive treatment. There's also evidence of a dire lack of treatment among teens, with the CDC reporting that the suicide rate for teens is skyrocketing.

Choosing a behavioral health provider is a personal and important decision. Clients who come to Maple Street Clinic find hope and reclaim their life as they face anxiety, depression, addiction or other mental health disorders. Our professional and dedicated staff helps clients face their issues with grace and dignity, promoting recovery and positive coping skills. Our staff of mental health professionals includes licensed psychiatric nurse practitioners, clinical social workers and counselors who have experience to assess and treat mental health concerns.

Mental Recovery is Possible
The behavioral health team at Maple Street Clinic provides evaluations, medication management, and counseling for a variety of emotional and behavioral difficulties. We treat patients ranging from age 5 to senior adults. We offer individual and family therapy, in addition to medication management. No matter where you live, help is just one phone call away. We treat all types of mental disorders including:

Depression

Anxiety

Post Traumatic Stress Disorder (PTSD)

Obsessive Compulsive Disorder (OCD)

Attention Deficit Hyperactivity Disorder (ADHD)

Bipolar Disorder

Schizophrenia

Dual diagnosis (Addiction and Mental Illness)

Serious Eating Disorders (anorexia, bulimia)

Please download, print, and complete the following prior to your appointment. You may either bring it with you or mail it to us at least one week prior to the appointment date. Please arrive 15 minutes earlier than your scheduled appointment time to allow paperwork updates.

For appointments: (217) 839-1526 or TOLL FREE: (888) 349-4482

Federally Qualified Health Center (FQHC) Mission Statement:

The Macoupin County Public Health Department believes that optimal health is an important goal for all individuals, and that all residents, groups, and communities have a right to affordable and accessible healthcare. The mission of the Maple Street Clinic is to promote wellness, prevent disease, and be proactive in assessing and addressing the healthcare needs of residents or Macoupin and surrounding adjacent counties.

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Maple Street Clinic | Macoupin County Public Health Department

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Macoupin County Public Health Department listened to the needs of the community and opened Maple Street Clinic located in Gillespie.

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This is just an image. Their website is no longer functioning.

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(20 miles away): Located at 20 Carlinville Plaza in Carlinville.

(217) 854-3029

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*Partnerships: Macoupin & Montgomery Counties--Serving Children in Care

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*Partnerships: Macoupin & Montgomery Counties--Serving Children in Care

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Making Moments Matter. Connect with precious ones in foster care through our bi-county-wide camp and mentoring program.
*See also: https://www.facebook.com/RFKCarlinville/

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We stand with those on the front lines of child abuse, abandonment and neglect. We believe all children should have family, safety, rights and a future. Join us in taking a stand For The Children.

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*Child Welfare: Maltreatment in Rural, U.S.A.

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*Child Welfare: Maltreatment in Rural, U.S.A.

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Everyone: Rural America has higher overall maltreatment rates, including physical, emotional, and sexual abuse and neglect, than urban rates.

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*Child Welfare: Statistics for Macoupin County, Illinois

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*Child Welfare: Statistics for Macoupin County, Illinois

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Everyone: Learn about the prevalence of children in foster care in Macoupin County, Illinois, and gain an understanding of what led to their removal, their length of time in foster care, and more.

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Statistics for Macoupin County, Illinois

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Macoupin County Children Subject of Maltreatment Reports (duplicated) During October 2013 through September 2014

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*Child Welfare: The Effects of Poverty on Brain Development

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*Child Welfare: The Effects of Poverty on Brain Development

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Caregivers & Teachers: Learn about the negative impact poverty has upon the brain and its repercussions in the classroom.

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How does income affect childhood brain development?

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Neuroscientist and pediatrician Kimberly Noble is leading the Baby’s First Years study: the first-ever randomized study of how family income changes children’s cognitive, emotional and brain development. She and a team of economists and policy experts are working together to find out: Can we help kids in poverty simply by giving families more money? “The brain is not destiny,” Noble says. “And if a child’s brain can be changed, then anything is possible.”

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*Child Welfare: Child Maltreatment Occurs Across all Cultures

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*Child Welfare: Child Maltreatment Occurs Across all Cultures

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Everyone: Child maltreatment has no boundaries. It crosses all socioeconomic and educational levels, religions, ethnic, and cultural groups.

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If it is not measured, it didn't happen. If it didn't happen, it's not a problem. If it's not a problem there is no discussion. If there is no discussion, there will be no solution. The lack of transparency, tracking and accountability for things happening to America's at risk children is appalling. Here are just some of the child abuse statistical facts that highlight the need for change.

NATIONAL CHILD ABUSE STATISTICS

37% of American children are reported to Child Protective Services by their 18 th birthday (African American children are reported at 54%), for a total of 4 million child maltreatment referral reports received.

207,000 children received foster care

3% of victims are neglected.

2% of victims are physically abused.

4% of victims are sexually abused.

9% of victims are psychologically maltreated.

9% of the child abuse victims die from neglect.

9% of the child abuse victims die from physical abuse.

4% of children who die from child abuse are under one year.

80% of child fatalities involve at least one parent.

Estimated that between 50-60% of maltreatment fatalities are not recorded on death certificates.

GRAPH - CHILD VICTIMS BY AGE:

The youngest children are the most vulnerable to maltreatment.

ALL 52 states reported that most victims were younger than 3 years.

The victimization rate was highest for children younger than one year of age.

Over one-quarter (27.%) of total abuse victims are younger than 3 years.

Highest rate of child abuse in children under one (24.2% per 1,000).

Sexual Abuse

1 in 4 girls and 1 in 6 boys will be sexually abused before they turn 18 years old.

34% of people who sexually abuse a child are family members.

3% of girls were age 10 or younger at the time of their first rape/victimization, and 30% of girls were between the ages of 11 and 17.

96% of people who sexually abuse children are male, and 76.8% of people who sexually abuse children are adults.

325,000 children are at risk of becoming victims of commercial child sexual exploitation each year.

The average age at which girls first become victims of prostitution is 12 to 14 years old, and the average age for boys is 11 to 13 years old.

More than 90% of juvenile sexual abuse victims know their perpetrator.

CHILD ABUSE RISK FACTORS

Alcohol abuse (parent/caregiver)-the compulsive use of alcohol that is not of a temporary nature.¹

Drug abuse (parent/caregiver)-the compulsive use of drugs that is not of a temporary nature.¹

Domestic violence (parent/caregiver)-abusive, violent, coercive, forceful, or threatening act or word inflicted by one member of a family or household on another.¹

CHILD ABUSE & ALCOHOL/SUBSTANCE ABUSE

1/3 to 2/3 of child maltreatment cases involve substance use to some degree.¹²

In one study, children whose parents abuse alcohol and other drugs were three times more likely to be abused and more than four times more likely to be neglected than children from non-abusing families.¹²

Two-thirds of the people in treatment for drug abuse report being abused or neglected as children.¹⁰

More than a third of adolescents with a report of abuse or neglect will have a substance use disorder before their 18th birthday, three times as likely as those without a report of abuse or neglect.¹³

3% - 15.8%of children have a parent/caregiver alcohol abuse risk factor.¹

4% - 33.5%of children have a parent/caregiver drug abuse risk factor.¹

0% - 33.2%of children have a domestic violence abuse risk factor.¹

Gun Violence

Guns kill or injure a child or teen every half hour.

In 2010, 2,694 children and teens were killed by guns and 15,576 were injured by guns. Guns killed more infants, toddlers and preschoolers than law enforcement officers in the line of duty.

U.S. children and teens are 17 times more likely to die from gun violence than their peers in 25 other high-income countries.

Since 1963, three times as many children and teens have died from guns on American soil than U.S. soldiers killed in action in the Vietnam, Afghanistan and Iraq wars.

Gun violence disproportionately affects children of color. In 2010, Black children and teens were nearly five times and Hispanic children and teens were more than three times more likely to be killed by guns than White children and teens.

United States military and law enforcement agencies possess 4 million guns. U.S. civilians have 310 million.

Every year American companies manufacture enough bullets to fire 31 rounds into every one of our citizens.

CHILD ABUSE CONSEQUENCES

Abused children are25% more likely to experience teen pregnancy. ⁶

Abused teens are more likely to engage in sexual risk taking, putting them at greater risk for STDs.⁶

About 30% of abused and neglected children will later abuse their own children, continuing the horrible cycle of abuse.⁷

In at least one study, about 80% of 21 year old's that were abused as children met criteria for at least one psychological disorder. ¹⁵

The financial cost of child abuse and neglect in the United States is estimated at $585 billion. ⁸

Children who experience child abuse & neglect are about 9 times more likely to become involved in criminal activity.

Preventable Costs

Child poverty costs the nation at least $500 billion each year in extra education, health and criminal justice costs and in lost productivity.

Child abuse and neglect cost the U.S. $80.3 billion each year in direct costs and lost productivity.

A single case of nonfatal child abuse and neglect costs $210,012 over a lifetime, and a case of fatal child abuse and neglect $1.27 million, mostly due to lost productivity.

Gun deaths and injuries cost the U.S. $174.1 billion each year, or 1.15 percent of our total gross domestic product (GDP).

Racial and ethnic health disparities cost the U.S. an estimated $1.24 trillion in medical costs and lost productivity between 2003 and 2006.

The high school students who dropped out of the class of 2011 will cost the nation's economy an estimated $154 billion in lost income over the course of their lifetimes.

The gap between Black and Hispanic compared to White high school achievement in 1998 cost the U.S. $310 to $525 billion in lost GDP by 2008 and the income achievement gap cost $400 to $670 billion.

The achievement gap between American students and those in top-performing countries like Finland and Korea in 1998 cost the nation $1.3 to $2.3 trillion in 2008 or 9 to 16 percent of GDP. We Can Afford to Do Better.

The amount the U.S. spends per minute on corporate tax breaks would pay the salary of 16 child care workers. More than 220,000 children are currently on waiting lists for child care assistance. Expanding child care increases poor mothers' work participation.

Three days' worth of the amount the U.S. spends on corporate tax breaks would provide a whole year's worth of SNAP food assistance for the estimated 737,000 children who don't have enough food.

The amount the U.S. spends a year on corporate tax breaks for private jets would pay the salary of 6,400 high school teachers.

All poor infants and toddlers could have been served by Early Head Start if the government diverted just 18 days of defense spending. Currently only about 4 percent of eligible children reap the benefits of this high quality early learning experience. Quality early education programs return 7 to 10 percent a year for every dollar invested.

More than 17,500 low-income children could enroll in Head Start for a year for the cost of just one F-35 fighter jet among the nearly 2,500 the Department of Defense is scheduled to buy. The State of America's Children The State of America's Children® 2014

Child Well-Being 50 Years After the Launch of War on Poverty

In 1964, President Lyndon Johnson declared a War on Poverty in his State of the Union Address. Fifty years later, how have American children fared? Fair Start: Rich Get Richer While Working Families Struggle

In 2012, child poverty was 5 percent lower than in 1964 but 64 percent higher than the lowest recorded level - 14 percent in 1969 - and 21 percent higher than before the recession. The Black-White ratio for child poverty decreased 26 percent from 1964 to 2012. Black children remained three times more likely than White children to be poor in 2012.

Taking into account government benefits, child poverty and child extreme poverty were cut by over a third from 1967 to 2012.

Income inequality has increased dramatically. The top 1 percent of earners received 22.5 percent of the nation's income in 2012, more than double their share in 1964 and equal to levels last seen in the 1920s.

The federal minimum wage is now worth 22 percent less in inflation-adjusted terms than in 1964. In no state can an individual working full-time at the minimum wage afford the fair market rent for a two-bedroom rental unit and have enough for food, utilities and other necessities. Head Start: Progress and Peril

The percent of children living in single-parent households more than doubled between 1964 and 2012 and in 2012 children in single-parent families were nearly four times more likely to be poor than children in married-couple families. While the Black-White ratio decreased 35 percent, Black children are more than twice as likely as White children to live with only one parent.

Teen births have been cut nearly in half since 1970 and the Black-White ratio has decreased by a quarter since 1980. The U.S. teen birth rate is the second highest among industrialized countries.

The percent of 3- and 4-year-olds enrolled in preschool or kindergarten more than quintupled between 1964 and 2012.

There are 19 percent more high school graduates and 162 percent more college graduates and Black-White gaps have decreased substantially. However, a majority of fourth and eighth graders remained unable to read or compute at grade level in 2013 and there are large achievement gaps by income and race. School segregation by race and income continues to be the norm. Healthy Start: Important Gains but More to Do.

Infant mortality decreased three-quarters between 1964 and 2011 but the Black-White ratio grew 14 percent since 1980. In 2011 Black babies were more than twice as likely to die as White babies. The U.S. infant mortality rate remains one of the highest among industrialized nations. Safe Start: Children Losing a War at Home.

Gun deaths of children and teens increased 31 percent between 1964 and 2010, and the Black/White ratio more than doubled leaving Black children and teens nearly five times more likely than White children and teens to be killed by a gun in 2010. The State of America's Children® 2014

Racial Disparities for America's Children

Each Day in America for Black Children

2 mothers die in childbirth.

4 children are killed by abuse or neglect.

5 children or teens commit suicide.

7 children or teens are killed by guns.

24 children or teens die from accidents.

66 babies die before their first birthdays.

187 children are arrested for violent crimes.

408 children are arrested for drug crimes.

838 public school students are corporally punished.*

847 babies are born to teen mothers.

865 babies are born at low birthweight.

1,241 babies are born without health insurance.

1,392 babies are born into extreme poverty.

1,837 children are confirmed as abused or neglected.

2,723 babies are born into poverty.

2,857 high school students drop out.*

4,028 children are arrested.

4,408 babies are born to unmarried mothers.

16,244 public school students are suspended.*

Each Day in America for White Children

1mother dies in childbirth.

1 child is killed by abuse or neglect.

2 children or teens are killed by guns.

4 children or teens commit suicide.

15 children or teens die from accidents.

30 babies die before their first birthdays.

88 children are arrested for violent crimes.

303 children are arrested for drug crimes.

331 babies are born to teen mothers.

345 babies are born into extreme poverty.

404 public school students are corporally punished.*

407 babies are born at low birthweight.

633 babies are born without health insurance.

737 babies are born into poverty.

805 children are confirmed as abused or neglected.

1,066 high school students drop out.*

1,718 babies are born to unmarried mothers.

2,645 children are arrested.

5,233 public school students are suspended.*

Each Day in America for Hispanic Children

1 child is killed by abuse or neglect.

1 child or teen commits suicide.

1 child or teen is killed by guns.

4 children or teens die from accidents.

13 babies die before their first birthdays.

56 public school students are corporally punished.**

173 babies are born at low birthweight.

285 babies are born to teen mothers.

399 children are confirmed as abused or neglected.

408 babies are born without health insurance.

595 babies are born into extreme poverty.

834 high school students drop out.**

1,153 babies are born into poverty.

1,330 babies are born to unmarried mothers.

3,453 public school students are suspended.**

According to the Children's Defense Fund, and former Minnesota Chief Justice Kathleen Blatz, these sad facts explain why the U.S. spends more on crime and incarceration than any other industrialized nation. ***
The following information is gathered from: Kids Count, Children's Defense Fund and American SPCC.
Child Abuse and the Developing Brain

Sonya Sasser + Mike Tikkanen

A child who has been sexually abused may experience many detrimental effects on his or her healthy brain without ever fully understanding the damage that has occurred as a consequence of the abuse. The impact of sexual abuse can include- emotional, social, and physiological issues and can also lead to unchecked developmental difficulties. Such difficulties can even be measured by examining abuse survivors' brains.

Many don't realize how sexual abuse contributes to stress on the survivor's brain.

Body Dysregulation
All Adults Are the Protectors of All Children listen to the audiobook for free
If you knew;

#statistics

#childabuse

#child selfharm

#childprotection

#kara

#kidsatrisk

Share this message with your State Representative and post on your networks!

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Child Abuse Statistics (and the best resources)

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Nationally over 7 million U.S. children come to the attention of Child Protective Services each year 37% of American children are reported to Child Protective Services by 18

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Royal Family Kids: Serving rural foster care children

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*Child Welfare: Royal Family Kids (RFK), Macoupin & Montgomery Counties of Illinois 

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*Child Welfare: Royal Family Kids (RFK), Macoupin & Montgomery Counties of Illinois 

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Everyone: Learn sobering facts, including the percentage of death row inmates who were in the foster care system. Be inspired to make a difference in the lives of foster children and youth in our county and beyond by volunteering at a camp or mentoring program, or partnering via financial support.

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Annually, 3.6 million cases of child abuse, neglect or abandonment are reported in America. Many of these children go into the foster care system. The following statistics will break your heart:

Children in the U.S. foster care system: 408,425

Girls in foster care pregnant by 19: 50%

Prison inmates who were once in the foster care system: 74%

Young adults incarcerated within 2 years of "aging out" of foster care: 50%

Death row inmates who were former foster care children: 80%

Royal Family Kids, founded in 1984, is rescuing many of these children. Over one hundred thousand foster children have attended one of these camps since 1985. The vision is to give foster children, ages 6-12, a life-changing experience at a week-long camp. Right now there are about 63 foster children in Macoupin county. We have an opportunity to serve these foster children with the love and hope of Jesus Christ!
Will you please give a one-time gift of $25, $50, $100 or more so that 20 foster children can be loved and healed in Christ's name?

Click here to go to our donation page. (Please mark "Royal Family Kids Camp").

If you are interested in serving at camp, please email Melissa at royalfamily@carlinvillefirst.org or fill out the signup form below.

Thank you!
Our Sunday 10:00 am meetings typically open with both contemporary and traditional songs. When the people of God gather in worship, God is active. Together we passionately exalt and glorify God with singing, music, prayer, the reading of God's Word, creative arts, and communion. Then in this atmosphere of united worship, the Holy Spirit communicates the manifest presence of God. The Holy Spirit also uses us in the orderly exercise of spiritual gifts. Our church is one big family that is multi-cultural and multi-generational. Each generation and every stage of life belongs and is valued. Because life-change happens best in the context of authentic friendships, all are welcomed and loved at our church family. Sunday meetings also include Biblical and practical messages that are encouraging, challenging and hope-filled.

Services

10:00 am Worship Service

Take 2 Nursery (Newborn-2 yrs.)

Take 2 Pre-school (Ages 3-5)

Take 2 Elementary (Grades K-6)

Services

6:30 pm Family Night

Adult Life Groups

Rainbows (boys & girls ages 3-5 years)

Royal Rangers (K-8th grade boys)

Mpact (K-8th grade girls)

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*Child Welfare: Through the Eyes of a Child Placed into Foster Care

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*Child Welfare: Through the Eyes of a Child Placed into Foster Care

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Everyone: Gain perspective and empathy for children placed in foster care due to maltreatment and neglect.

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Taken into foster care, through the eyes of a child

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*Child Welfare: Kinship Foster Care Through a Child's Eyes

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*Child Welfare: Kinship Foster Care Through a Child's Eyes

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Everyone: Gain perspective and appreciation for fictive kin foster carers.

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Something to be proud of - a film by Kinship

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*Child Welfare: Illinois Fictive Kin Self-Care

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*Child Welfare: Illinois Fictive Kin Self-Care

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Fictive Foster Carers: Remember to take care of yourself as you pour into the vulnerable loved ones you have taken in.

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December 2023

Illinois Extended Family Support Program (EFSP)

If you are a kinship caregiver and you are wanting some direction for possible services and/or resources, check out the Extended Family Support Program that assists relative caregivers who are caring for their relative's children and who are not part of the child welfare system. Services include:

Help obtaining guardianship.

Help obtaining the Child Only Grant (TANF) and other entitlements and benefits.

Help enrolling the children in school.

Referrals for other services.

Cash assistance to obtain guardianship and to meet the child's basic needs.

To inquire about receiving EFSP services, call the DCFS Hotline at 1-800-252-2873. You are encouraged to say: "I am caring for my relative's child. I have been caring for them for more than 14 days. The child is not being abused not neglected but I need help. I would like to be referred to the Extended Family Support Program." Please note, EFSP does not provide a monthly stipend.

For more information, contact the EFSP coordinator at [Please enable javascript.].

November 2023

Generations United Report

Over 2.4 million children in the United States are living in grandfamilies. These are families where grandparents, other relatives, or close family friends are raising children because the children's parents are unable to do so. The report aims to bring attention to the mental health and emotional wellness of grandfamilies, shed light on their resilience and challenges they face, and provide innovative solutions and resources to better support them. The report also includes policy and program recommendations for strengthening these incredible families. Generations United released their yearly report on our generational kinship/grandfamilies this month. Check it out for important information and resources to support our families and communities.

Building Resilience: Supporting Grandfamilies' Mental Health and Wellness - Generations United (gu.org)

September 2023

Support Kinship Youth

The November 2023 National Adoption Month campaign, "Empowering Youth: Finding Points of Connection," will raise awareness about the importance of professionals and communities in building relationships with youth who are in foster and kinship care to create tools to keep and form lifelong connections that will support and affirm youth as they explore who they are holistically. As families and communities plan to build protective environments for their youth and prevent substance use, check out the tools to help youth feel valued and loved in your community.

Visit Children's Bureau (CB) | The Administration for Children and Families (hhs.gov)

July 2023

Kinship Care Defined

Do you know what kinship care is? Do the terms referring to you as a caregiver confuse you? Kinship care is when relatives step up to raise children when their parents can't care for them for the time being. The Annie E. Casey Foundation shares that today, more than 2.5 million children are in kinship care in our country. If you were raised by a grandparent, an aunt or a close friend, you were raised under kinship care. Compared to children in the general foster care population, kids in kinship care tend to be:

Better able to adjust to their new environment;

Less likely to experience school disruptions;

Less likely to experience behavioral and mental health problems;

More stable - they move less than kids in nonfamily foster care settings and have lower rates of re-abuse;

More likely to stay with their siblings and maintain lifelong connections to family.

Importantly, kinship care also helps to minimize trauma for children as well as preserve their cultural identity and connections to their communities.

Resources:

Learn more on Kinship Care - The Annie E. Casey Foundation (aecf.org)

May 2023

Aging Network Services and Supports for Kin/Grandfamily Caregivers

While many kin/grandfamily caregivers experience great satisfaction and pride in taking on the kinship role, doing so can also be stressful and bring about challenges. About 66 percent of grandparent caregivers are age 55 or older and almost half are no longer in the work force. These retired and older caregivers likely experience financial strain, challenges in making their homes child[1]friendly, and feelings of social isolation from their peers who are no longer raising children. Generations United has identified services to help through the Aging Network. Contact your local AAA or Title VI program to explore partnerships with them or to learn more about specific services that can help the kinship/grandfamilies you serve.

Visit: https://www.gksnetwork.org/resources/aging-network-services-and-supports-for-kin-grandfamily-caregivers/

April 2023

Visit: www.gu.org for more self-care information.

March 2023

Resources for You

The "Grandfamilies & Kinship Support Network: A National Technical Assistance Center" uses the terms "grandfamilies" and "kinship families" interchangeably to refer to families in which grandparents, other adult family members, or close family friends are raising children, with no parents in the home. The parents are not caring for their children for many reasons, including parental substance use, incarceration, military deployment, severe disability, deportation, teenage pregnancy, or death. At least 2.6 million children are being raised in these families across the United States.

To access the resources and information available, check out: Who Are Grandfamilies and Kinship Families? - Grandfamilies & Kinship Support Network (gksnetwork.org).

February 2023

Self-Care Tips

It is reported there are 2.6 million children in the US who living in homes headed by a grandparent, other adult family members, or close family friend without a parent present. These occur both inside and outside of the child welfare system. These families include approximately 30% of children in foster care being raised in kinship families. Even in the best kinship family situations, self-care is vital. For health, physically and mentally, take a look at the tips offered by Generations United and Humana. With many of the "grandfamilies" generated by chaos and substance misuse in the child's environment, setting an example by self-care is a strength to success of the kinship family.

View: Grandfamily Caregiver Tip Sheet: Self Care (PDF)

January 2023

Al-Anon Support

If you live in the chaos of substance use in your family, One Day at a Time in Al-Anon reminds us that arguments are useless against a sickness. "I pray to remember, every day, every hour, and especially in times of crisis, that hostile behavior on my part will only add fuel to a fire that could destroy us both." As a grandparent or another person providing kinship care, you need to take care of yourself to provide the best care and support to your "littles" and their parents.

January 2023

FREDLA

Are you a family leader with lived experience as a primary caregiver of a child, youth, or young adult with mental health or substance use needs due to use or parental use? Are you working in a role that fosters and supports family engagement in agency practice and policy decisions? This may be as a foster parent, kinship caregiver, or as your work focus. If so, are you interested in connecting with other family leaders working in similar roles to expand and enhance your skills and knowledge? The Family-Run Executive Director Leadership Association (FREDLA) offers a peer networking group to share experiences, innovative and effective practices, skills and knowledge, solution to barriers and challenges, and key information supporting your role as family leaders.

The Family Exchange is a Monthly Peer Networking Group for Family Leaders Who Foster and Support Family Engagement. The group is facilitated by experienced family leaders from the Family-Run Executive Director Leadership Association (FREDLA) who foster peer connections; provide access to resources and technical assistance; and support participants to further family engagement within their agency, community, or state.

January Topic: Family Voice in the Ever-Changing Environment; Next Session: Wednesday, January 25, 2023 at CT 2:00 - 3:30
Join the next session of our networking group for family leaders | January Topic: Family Voice (constantcontact.com)

January 2023

Managing Your Emotions

As a grandparent or kinship caregiver, your life has changed. Taking care of your mental health is a key component to managing your daily health, both physical and mental health. Practice self-care, seek a support group and be aware of he needs of your "little" charges along with you needs. Check out the extensive information on the Illinois Department on Aging and the resources you may access. Knowing what is available to help your family through the days ahead in vital and will make this process a valued experience for all of you.

Grandparents Raising Grandchildren Program - Caregiver Support Program (illinois.gov)

December 2022

Racial Equity Toolkits

Check out the Toolkits offered by Generations United. The Racial Equity Toolkits are designed to give resources and tips to child welfare agencies, other government agencies, and nonprofit organizations, so they can better serve all "grandfamilies"/kinship families. Generations United has produced a toolkit for American Indian and Alaska Native families, Black families, and Latino families.

Visit: Racial Equity Toolkits Featuring Grandfamilies - Generations United (gu.org).

November 2022

Grandparents, be sure to check out the resources for families in these times of stress. With winter approaching, housing is even more important. Keep you and your family safe especially if you are caring for little ones while their parents are unable. Visit: www.illinoishousinghelp.org.

November 2022

Support for Families

September was National Recovery Month and Kinship Care Awareness Month. This year's National Recovery Month theme, "Every person. Every family. Every community." reminds us that no one is immune to the risks and impact of substance use disorders (SUDs), mental health issues and the impact of gambling. As a result, when parents can no longer care for their children, there is no one better matched to step in than grandparents, other adult kin, or close "family-like" friends. But providing that care can come at a cost to the caregivers' own physical, mental, and financial health and well-being. To help, ACL released the first-ever National Strategy to Support Family Caregivers. It was developed through a collaboration of the Advisory Council to Support Grandparents Raising Children and the Recognize, Assist, Include, Support, and Engage (RAISE) Act Family Caregiving Advisory Council. Find out more about the support developing nationally and the importance of being involved.

Go to: Supporting Kinship Families & Grandfamilies Affected by Substance Use Disorders | ACL Administration for Community Living.

October 2022

What is the most important thing in Hispanic culture?

Do you Know? PBS Kids invites you to celebrate Hispanic Heritage Month. Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and contributions of American citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. Honoring family traditions is important to kids and grown-ups across backgrounds and cultures. Sharing special traditions can strengthen family bonds and create a sense of belonging to children and grown-ups. Traditions can help us connect with cultural or religious roots. They are often shared and passed on to others - sometimes through generations.

Family traditions can include activities, recipes, and acts of kindness. They can be done at any time to celebrate anything! Want to start a new tradition with your family? Make it simple and not stressful. Your new tradition can be daily, weekly, monthly, or set for special holidays. Involve your kids in making family traditions and then share them with other family members. The most important thing in Hispanic culture... Traditionally, respect for one's elders and authority figures is an essential aspect of Hispanic culture. Additionally, Hispanic culture places much importance on the concepts of self-respect, dignity, and pride.

Learn more at: What Are Your Favorite Family Traditions? |... | PBS KIDS for Parents.

August 2022

The Lifeline Works

Are you or someone you know having thoughts of suicide or experiencing a mental health or substance use crisis? 988 connects you to compassionate, confidential support for free. 988 is the new three-digit dialing code for the Suicide and Crisis Lifeline. For years, the Lifeline - formerly known as the National Suicide Prevention Lifeline -has answered tens of millions of calls and helped people overcome mental health-related distress. 988 is the same trusted resource. When you call, text, or chat 988, you'll be quickly connected to trained crisis counselors who will listen to your concerns, provide support, and get you additional help if needed. There is HOPE. The Lifeline WORKS. You are not alone in crisis. Just call 988.

JULY 2022

Grands Taking Care of Your Mental Health

Beginning July 16, 2022, 988 the new three-digit dialing code connecting people to the existing National Suicide Prevention Lifeline, where compassionate, accessible care and support is available for anyone experiencing mental health-related distress-whether that is thoughts of suicide, mental health or substance use crisis, or any other kind of emotional distress. People can also dial 988 if they are worried about a loved one who may need crisis support. If you have questions regarding how this relates to other services or how to use the system.

Check out: 988 Frequently Asked Questions | SAMHSA.

July 2022

Resources

If you are a grandparent or other kinship caregiver, Generations United has updated their state fact sheets that include resources for assistance on this journey. take a minute to do an assessment of your potential needs (or wishes) and review the Generations United information.

Visit: Illinois GrandFacts State Fact Sheet 2021 Update.pdf (grandfamilies.org)

February 2022

Grandfamilies are Great

Generations United has shared news addressing the issue of grandparents and other relatives raising grandchildren. "Grandfamilies" are families in which children live and are being raised by grandparents or other extended family members with whom they have a family-like relationship. That may include godparents and close family friends. The data shows approximately 7.8 million children across the country live in households headed by grandparents or other relatives. About 2.5 million grandparents report they are responsible for their grandchildren's needs. In about a third of these homes neither of the children's parents are in the home.

Despite facing many barriers, research shows that the children in "grandfamilies" thrive. Caregivers also experience benefits like an increased sense of purpose in life. Keep updated on grandfamilies news by signing up for their quarterly newsletter, The Grand Voice.

Visit and learn more about the new family generation. Grandfamilies - Generations United (gu.org). For additional information check out Relatives Raising Children/Extended Family Support - Loving Homes

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*Child Welfare: Aging Out of Foster Care

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*Child Welfare: Aging Out of Foster Care

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Everyone: Hear first-hand insecurities and struggles of aging out of the foster care system. Is there hope of a stable, productive life?

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*Child Welfare: Exit Interviews for Youth in Care (FARE)

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*Child Welfare: Exit Interviews for Youth in Care (FARE)

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Everyone: Learn about a safeguard created by DCFS of Illinois to give a voice to children and youth exiting a foster home.

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Illinois Legislation for youth aging out of foster care

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*Child Welfare: Illinois Legislation Gives Legal Voice to Youth Aging Out of Foster Care

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*Child Welfare: Illinois Legislation Gives Legal Voice to Youth Aging Out of Foster Care

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Everyone: On February 8, 2023, Illinois signed legislation providing foster youth with legal counsel. Learn about this important advancement.

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SPRINGFIELD - State Senator Ann Gillespie and child welfare advocates announced legislation that would provide youth in the care of the Department of Children and Family Services with legal representation on Wednesday.

"Children and youth with lived experience in our child welfare system have overwhelmingly voiced their desire to be seen, heard and represented," said Gillespie. "We must join the vast majority of states that provide legal representation to youth in care so that our most vulnerable have expert help in leaving the foster care system and can go on to live safe, dignified lives."

Illinois is one of seven states that does not guarantee legal counsel to at least some youth in care, and one of 14 states that does not guarantee legal representation for all children in child welfare proceedings. Without legal representation, children are left to navigate complex proceedings on their own, putting them at risk of receiving unfair treatment or having vital decisions about their future made without their input.

Senate Bill 1478 amends the Foster Children's Bill of Rights Act to include the right to an attorney in child welfare proceedings. The legislation creates a commission to oversee implementation, including lawmakers, legal and judicial experts in juvenile law, social workers, and administration from DCFS.

"As a former youth in care I know the importance of representation and having a voice in the decision process," said Representative Lakesia Collins (D-Chicago), sponsor of the legislation in the Illinois House. "This important piece of legislation will give a voice to youth in care who often times feel as though they don't have a voice in their current situation or the future of their wellbeing."

Senate Bill 1478 awaits committee assignment.

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SPRINGFIELD - State Senator Ann Gillespie and child welfare advocates announced legislation that would provide youth in the care of the Department of Children and Family Services with legal representation on...

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*Child Welfare: Illinois Legislative Services

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*Child Welfare: Illinois Legislative Services

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Caregivers & Teachers: Become informed about Illinois legislation surrounding child welfare.

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The links below will take you to the Illinois Legislative Services website where you can access all Illinois Laws.

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*Child Welfare: Service Provider IDentification and Exploration Resource of Illinois [SPIDER]

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*Child Welfare: Service Provider IDentification and Exploration Resource of Illinois [SPIDER]

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Everyone: Connect to resources including mental health, substance use, parenting, domestic violence, early childhood interventions, housing, mentoring, vocational training and physical and medical health care service throughout Illinois.

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*Child Welfare: Foster Parenting Handbook for Illinois

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*Child Welfare: Foster Parenting Handbook for Illinois

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Caregivers & Teachers: Explore topics surrounding foster care including DCFS, juvenile court, permanency, emotional needs, health services, education, after foster care, caregivers' rights and responsibilities, and a reference of caregivers' resources. *(Disponible en español).

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The Foster Family Handbook is a valuable tool geared for families to find information on services, resources and tips for children in and after DCFS care. The new version can be viewed online, downloaded or printed by chapter or as a whole.

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The Foster Family Handbook is a valuable tool geared for families to find information on services, resources and tips for children in and after DCFS care. The new version can be viewed online, downloaded or printed by chapter or as a whole.

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*Child Welfare: Trust-Based Relational Intervention (TBRI)

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*Child Welfare: Trust-Based Relational Intervention (TBRI)

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Caregivers & Teachers: Learn how to help bring healing and build resilience following trauma.

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Karyn Purvis Institute of Child Development

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*Child Welfare: Resilience-Building During and Following Traumatic Events & Circumstances

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*Child Welfare: Resilience-Building During and Following Traumatic Events & Circumstances

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Caregivers & Teachers: Responsive relationships and skilled caregivers can help children and youth who have undergone or who are undergoing trauma learn coping skills to manage stress, solve problems, manage behavior, and plan ahead. You can be one of these life-giving, life-altering adults!

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Center on the Developing Child at Harvard University

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*Child Welfare: Prevention & Intervention of Child Maltreatment and Neglect

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*Child Welfare: Prevention & Intervention of Child Maltreatment and Neglect

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Everyone: Adverse Childhood Experiences (ACEs) are quite common. Learn how you can be part of the solution.

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Centers for Disease Control and Prevention (CDC)

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Everyone: Explore the four levels of neglect and learn how neglect affects the brain and body.

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Center on the Developing Child at Harvard University

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Extensive biological and developmental research shows significant neglect-the ongoing disruption or significant absence of caregiver responsiveness-can cause more lasting harm to a young child's development than overt physical abuse, including subsequent cognitive delays, impairments in executive functioning, and disruptions of the body's stress response. This edition of the InBrief series explains why significant deprivation is so harmful in the earliest years of life and why effective interventions are likely to pay significant dividends in better long-term outcomes in learning, health, and parenting of the next generation. This 6-minute video provides an overview of The Science of Neglect: The Persistent Absence of Responsive Care Disrupts the Developing Brain, a Working Paper from the National Scientific Council on the Developing Child.
View this video in Spanish

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How Child Neglect Harms Brain Development in Children

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Extensive biological and developmental research shows significant neglect can cause more lasting harm to a young child's development than overt physical abuse. This video explains the science behind why significant deprivation is so harmful in the earliest years of life.

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What is emotional abuse? Is it really harmful?

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Everyone: Learn about indicators and long-term consequences of emotional abuse.

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Different types of child abuse have equivalent psychological effects, according to a study in JAMA Psychiatry. It has previously been assumed that emotional and verbal abuse could have different or less harmful impact on a child's psychology than physical or sexual abuse, but research now suggests that these forms of abuse can be just as damaging.

It is estimated that nearly forty percent of children worldwide suffer some kind of emotional abuse or neglect, referred to as child maltreatment (CM). Research has connected these non-sexual forms of maltreatment with a broad range of mental health problems, including depression, anxiety, eating disorders, substance use, and suicidal behavior. However, legal punishments for many forms of maltreatment largely vary, with some carrying felony sentences while others may be frowned upon but legal. The standard "nonequivalence" assumption is that child maltreatment has less severe long-term psychological effects than physical and sexual abuse.

To test this hypothesis, a team of researchers led by David Vachon at McGill University studied 2,292 children enrolled at a summer camp between 1986 and 2015. The camp allowed for the children, who had previously suffered forms of maltreatment, to be psychologically assessed from multiple perspectives, including by their peers and counselors, over several years.

"Our results suggest that physical abuse, emotional abuse, and neglect are equivalent insults that affect broad psychiatric vulnerabilities," they wrote.

The study is limited by the fact that there is no way to separate out the effects of childhood sexual abuse because it co-occurs with other forms of maltreatment and it is often underreported.

They conclude:

"Finally, population-level prevention and intervention strategies should not ignore the considerable psychological harms imposed by emotional abuse, which rival those of physical violence and neglect. Taken together with high worldwide prevalence and evidence that emotional and physical pain share a common somatosensory representation in the brain, it is clear that emotional abuse is widespread, painful, and destructive."

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Vachon, D. D., Krueger, R. F., Rogosch, F. A., & Cicchetti, D. (2015). Assessment of the harmful psychiatric and behavioral effects of different forms of child maltreatment. JAMA psychiatry, 1135-1142. (Abstract)

MIA Research News Editor: Justin M. Karter is the lead research news editor for Mad in America. He completed his doctorate in Counseling Psychology at the University of Massachusetts Boston. He also holds graduate degrees in both Journalism and Community Psychology from Point Park University. He brings a particular interest in examining and decoding cultural narratives of mental health and reimagining the institutions built on these assumptions.

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Emotional Child Abuse Just as Harmful as Physical Abuse

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Different types of child abuse have equivalent psychological effects, according to a study in JAMA Psychiatry.

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*Child Welfare: Victims and Witnesses of Physical Abuse

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*Child Welfare: Victims and Witnesses of Physical Abuse

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Caregivers & Teachers: WARNING -- Potentially triggering video -- WARNING. Better understand the physical and emotional effects of exposure to physical violence.

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Through Our Eyes: Children, Violence, and Trauma—Introduction

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Signs, indicators, and types of sexual abuse and related resources

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*Child Welfare: Signs & Indicators of Sexual Abuse

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*Child Welfare: Signs & Indicators of Sexual Abuse

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Caregivers & Teachers: WARNING -- Potentially triggering video -- WARNING. Learn about signs and indicators of child sexual abuse, how to communicate with children suspected known or suspected to be victims of sexual abuse, online sexual abuse, and more related topics.

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Research indicates that just one in three children who had been sexually abused by an adult told anyone. For those abused by another child this was even less, with five out of six not speaking to anyone.

There are many barriers to children sharing their experiences of sexual abuse and it simply isn't likely that a child will feel able to tell professionals directly what is happening or recognise that what is happening to them is abuse. Instead children may show other emotional, behavioural and physical signs.

All professionals need the knowledge, skills and confidence to recognise when children might be showing them that something is wrong and understand the potential indicators of sexually abusive behaviour in those who may be abusing them. There are also factors within the family or environment which can increase opportunities for abuse to occur, so a professional understanding of these is also really important in order to reduce risks and build strengths.

Our Signs and indicators template is designed to provide a common language amongst professionals to discuss, record and share concerns that a child is being, or has been, sexually abused.

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Signs and indicators of child sexual abuse | CSA Centre

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A template to help professionals to gather the signs and indicators of sexual abuse and build a picture of their concerns.

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*Child Welfare: Indicators of Child Abuse and Neglect

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*Child Welfare: Indicators of Child Abuse and Neglect

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Caregivers & Teachers: WARNING -- Potentially triggering video -- WARNING. Learn how to recognize and report child abuse and neglect.

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*Child Welfare: Physical Abuse -- Spot the Signs

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*Child Welfare: Physical Abuse -- Spot the Signs

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Everyone: Recognize the ABCs of recognizing physical abuse in this 40-second video by looking for changes in one's appearance, behavior, and communication.

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*Child Welfare: DCFS Illinois Manual for Mandated Reporters

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*Child Welfare: DCFS Illinois Manual for Mandated Reporters

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Teachers & Administrators: Use this resource for in-depth understanding and training for mandated reporters.

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Especially insightful for school counselors, teachers, and those working with children and youth

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*Child Welfare: Steps to Report Child Abuse or Neglect

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*Child Welfare: Steps to Report Child Abuse or Neglect

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Everyone: WARNING -- Potentially triggering video -- WARNING. Learn what to look for and what steps to take to make a mandated reporter call.

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The Steps I Take to Report  Child Abuse and or Neglect | School Counselor Edition

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*Child Welfare: A Brief History in the United States' Child Welfare System

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*Child Welfare: A Brief History in the United States' Child Welfare System

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Everyone: Understand the history of the child welfare system and be inspired to know how you can help write the next chapter by becoming involved.

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Astonishing fact: it was the ASPCA that had to step in to provide the first legal protection for an abused child in 1873. This short doc was eye-opening in many ways, including the realization that Dewey’s godfather James Wagenvoord was one of the most eloquent and dynamic photographic chroniclers of children’s urban street life in the late 1960’s and 70’s.

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Everyone: Learn more about how to become a foster parent in Illinois to give hope, stability, and healthy connections for children and youth removed from their biological parent(s).

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Every year, thousands of foster families across Illinois provide a temporary safe haven for children who have been placed in DCFS care by local courts. DCFS strives to reunite children with their birth families, and nearly half of all foster children

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Everyone: Not everyone is born into a forever, stable and loving family. This can still become possible when others open their homes and hearts to vulnerable children and youth via adoption.

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Over the last decade, more than 15,000 children got the chance they deserve to love and be loved, and to reach their fullest potential thanks to families across our state that chose to adopt through DCFS. By providing a child with a loving and permanent home, adoptive families have discovered the unique joy of making a life-changing difference to a child. It is a feeling you can't get any other way.

At the same time, the decision to add a child to your family is serious and life changing. We want to help you make sure that opening your heart and your life to a child is the right decision for the child and your family. If you choose to adopt, DCFS and our non-profit partners are committed to providing your new family with the help you need.

Adoption establishes you as a child's legal parent with all the rights and responsibilities of a child born to you. Once a child is adopted, DCFS is no longer involved in or responsible for the care, supervision or custody of the child. As an adoptive parent, you assume all rights and responsibilities to make important decisions for your child, including the right to consent to major medical care and treatment, to marriage and to enlistment in the armed services. Adoption is permanent and lifelong, and is only possible when the birth parents have voluntarily given up their parental rights or their rights are terminated by the court.

For more information about adoption, read the Birth Parent Rights and Responsibilities (DCFS Case), Birth Parent Rights and Responsibilities (Private Agency Case) and Adoptive Parent Rights and Responsibilities.

Guardianship is another permanency option for children when it has been determined that both returning home and adoption have been ruled out. Guardianship is frequently used by relative caregivers who wish to provide a permanent home for a child in his or her care, and can be considered for children who have been living in the home of licensed relatives for a period of six consecutive months. Guardianship means that the court appoints you as the child's legal guardian. It differs from adoption because the birth parents' rights do not have to be terminated in order to appoint a guardian. When you are appointed guardian of the child, DCFS will not be involved in the care, supervision or legal custody of the child. Guardianship lasts until the child reaches the age of 18. Families becoming guardians of children in the care of DCFS may receive financial and non-financial assistance and resources.

For more information about adoption and guardianship, read the DCFS publication Making the Adoption/Guardianship Decision in en or Polish (Polskie) and Post Adoption/Guardianship Services in English, en español or Polish (Polskie). You may also fill out the online interest form and a foster/adoptive parent recruiter will contact you with more information and next steps.

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Over the last decade, more than 15,000 children got the chance they deserve to love and be loved, and to reach their fullest potential thanks to families across our state that chose to adopt through DCFS. By providing a child with a loving and permanent home, adoptive families have discovered the unique joy of making a life-changing difference to a child

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Everyone: Not everyone is born into a forever, stable and loving family. Guardianship enables children, youth, (and disabled adults) to be granted a guardian who will assume their legal care and responsibility.

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In Illinois, the only way someone can be a guardian for a person who is eighteen years old or older is to be appointed by the circuit court. A parent's guardianship over his/her child stops automatically when the child turns eighteen.

The procedures for obtaining a court-appointed guardian are set forth in Section 11a of the Illinois Probate Act, 755 ILCS 5/1-1 et seq. Each county circuit court may also have its own practices or rules. In Cook County, the rules are found in Part 12 of the general rules of practice for the Circuit Court of Cook County. If there are written rules in other courts, they can be obtained from the Probate Court Clerk.

Preliminary Steps

Before starting a court proceeding, one must obtain a report certifying that the person is disabled and needs a guardian. A pre-printed form for the report can usually be obtained from the Probate Clerk of the court where the guardianship proceeding would take place. This is the court in the county where the person with disabilities resides. If the court does not have a pre-printed form, an attorney should be consulted. The report should be completed and signed by a licensed physician and any other professionals who are familiar with the person with disabilities. One or more of the persons who sign the report may be needed later to testify in court. It is important that the report contain all of the information required by paragraph 11a-9 of the Probate Act:

1. a description of the nature and type of the respondent's disability, and an assessment of how the disability impacts on the ability of the respondent to make decisions or to function independently;

2. an analysis and results of evaluations of the respondents mental and physical condition and, where appropriate, educational condition, adaptive behavior and social skills, which have been preformed within 3 months of the date of the filing of the petition;

3. an opinion as to whether guardianship is needed, and the reasons therefore;

4. a recommendation as to the most suitable living arrangement and, where appropriate, treatment or habilitation plan for the respondent and the reasons therefore;

5. the signatures of all persons who performed the evaluations upon which the report is based, one of whom shall be a licensed physician and a statement of the certification, license, or other credentials that qualify the evaluators who prepared the report.

The more detailed the report, the more likely it will contain all of the information legally required for the court's decision. Since many Illinois physicians are unfamiliar with limited guardianship, it is important for the petitioner or his/her attorney to fully explore the potential for limited guardianship in each case regardless of the initial recommendation of the physician. Total (plenary) guardianship should only be used when the person with disabilities is so incapacitated that he/she truly cannot make any decisions himself/herself. The report should accurately reflect the skills and abilities of the person as well as deficits and problems. It is up to the petitioner to assure that this is done; it may be necessary to have other professionals contribute to the report if the physician is not familiar with all aspects of the person's life, or if the nature of the disability is outside the physician's area of expertise.

Attorney Representation and Other Protections

Although an individual seeking guardianship for another may do so without the use of an attorney, the advice of legal counsel may be beneficial. The involvement of an attorney can be helpful where the alleged person with disabilities objects to guardianship or where complicated personal or financial issues are presented to the court. When a person opts to petition for guardianship without representation by legal counsel, a regional Office of State Guardian attorney or a legal assistance agency may be consulted, in order to learn about specific practices or requirements in a particular court. In addition, the clerk of the court should be consulted to obtain copies of local court forms, and to learn about the scheduling of guardianship cases.

A person facing a guardianship adjudication has the right to a court appointed attorney and a trial by a jury of six persons. An individual facing a guardianship adjudication also has the right to request an independent medical evaluation, which must be paid from the funds of the alleged person with disabilities.

Guardians ad Litem

Most counties in Illinois require the appointment of a guardian ad litem, a private attorney or trained professional charged with independently advising the court concerning the apparent need for guardianship. Although the process described in the Illinois Probate Act anticipates the appointment of guardians ad litem in all cases, many probate courts will waive this requirement for cause.

It is the duty of the guardian ad litem to report to the court concerning the respondent's best interests. Under the law, if the guardian ad litem is not a licensed attorney, he shall be qualified, by training or experience, to work with or advocate for the developmentally disabled, mentally ill, physically disabled, the elderly, or persons disabled because of mental deterioration, depending on the type of disability that is alleged in the petition. The court may allow the guardian ad litem reasonable compensation.

The guardian ad litem must meet with the respondent and tell him about the pending guardianship proceedings, and try to determine the respondent's position with respect to being adjudicated disabled, the proposed guardian, any changes in residential placement, changes in care that may result from the guardianship, and whatever else the court may deem appropriate. The guardian ad litem files a written report and appears and testifies concerning the appropriateness of guardianship. It is good practice for the petitioner of the petitioner's attorney to discuss the guardianship case with the guardian ad litem prior to the court hearing.

Preparation For Court

Once the report is obtained, if guardianship is appropriate, the person who will pursue the guardianship, or his/her attorney, will need to prepare the following documents:

1. Petition - the official request to the court for appointment of a guardian.

2. Rights Notice - a plain language summary of the respondent's rights as required under Section 5/11a-10 of the Probate Act.

3. Summons - the official notice to the person with disabilities of the guardianship proceedings. This gives the court jurisdiction over the respondent (person with disabilities) if it is delivered to the person with disabilities in the correct manner.

4. Notice To Interested Parties - an announcement of the date, time and place of the guardianship proceedings, given to all close relatives, the proposed guardian, and the person with whom the person with disabilities resides so that they can appear in court if they wish.

5. Order -a proposed order for the court to sign if it decides that guardianship is warranted. Some courts have forms for various types of guardianship; others have one form which is used for all types of guardianship with appropriate spaces filled in or crossed out

6. Oath - or Oath of Office, which is the official agreement of the appointed guardian to serve as guardian.

7. Bond -a promise to be responsible for financial damage to the estate up to a certain designated limit. The court may require someone to co-sign as a surety. The court may waive bond in non-estate cases.

8. Statement - of Right to Discharge Guardian or Modify Guardianship Order. This form (CCP-214) is required in Cook County. Other counties vary as to whether they require such a document. It tells the newly adjudicated ward about his/her rights.

9. Order - for GAL is a proposed order for the court to appoint a guardian ad litem (GAL) to protect the interests of the alleged person with disabilities in the guardianship proceedings. If the judge decides to appoint a GAL, the draft order may be used with or without changes.

Court Procedures

The petition is filed with the Probate Court Clerk, usually along with the report of the physician. A fee will be charged for the filing of the case. The summons, with a copy of the petition attached, is stamped by the clerk and usually given to the sheriff to deliver to the person with disabilities.

In some counties the clerk of the court gives the papers to the sheriff. In other counties the petitioner (individual requesting guardianship) must do this. The sheriff will charge a fee to deliver the papers. The petitioner must pay the fee unless he/she is indigent and asks the court for permission to file the case as a "poor person."

It is possible to make special arrangements for a court order authorizing someone other than the sheriff to deliver the court papers to the alleged person with disabilities. This may be appropriate if there is some concern that the appearance of a sheriff would upset the individual, or if he/she moves to another county after the case is filed but before the papers are delivered. It can also be done to save the cost of the sheriff's fees.

The notice, with a copy of the petition attached, is sent to each person whose name and address appears in the petition. This includes the proposed guardian, and the person with whom the alleged person with disabilities resides, as well as any current, acting guardian of the alleged disabled person.

The order and oath are either given to the clerk of the court at the time of filing or presented to the judge at the hearing. Practices vary from county to county.

It is a good idea to have at least two extra copies of all papers when filing the case with the court. This is in addition to the extra copies of the petition to be attached to the summons and all of the notices and copies for the petitioner's file. It should also be remembered that the court must receive original documents; others may receive copies.

A hearing date should be set by the court clerk or the judge within 30 days of the filing of the petition. In Cook County the date of the hearing should be as close as possible to 30 days from the filing date to assure that there is time for the sheriff to deliver the summons. If the date assigned is in excess of 30 days, it should be brought to the attention of the judge.

At the guardianship hearing, it may be necessary to have at least one witness to testify in support of the need for guardianship. In Cook County witnesses are rarely called unless the alleged person with disabilities contests the appointment of a guardian, or some other unusual circumstance exists. In other counties the judge may require a witness to prove the case even if there is no contest. The doctor is not required to testify unless the court requires it. The witness could be a nurse, therapist, social worker, nursing home administrator, etc. If it is not clear whether witnesses are required, it is best to be prepared with a witness "just in case."

The alleged person with disabilities is entitled to attend the hearing. If the person wishes to attend, but has difficulty with mobility or transportation, the court and guardian ad litem should be advised.

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In Illinois, the only way someone can be a guardian for a person who is eighteen years old or older is to be appointed by the circuit court. A parent's guardianship over his/her child stops automatically when the child turns eighteen.

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Everyone: Understand the role of a Guardian ad Litem in Illinois regarding children and youth removed from their biological parent(s) due to abuse or neglect (or adults with a disability).

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What is a GAL?

A Guardian ad Litem (GAL) is a legal advocate for a "ward." A ward is a person legally under the care of the courts. This can be a minor child or an adult with a disability. The GAL protects the ward's best interests during a court case. GALs are often called "the eyes and ears of a judge" because they investigate situations to help the judge make a decision.

A GAL is not a guardian. A guardian has legal authority over a minor or a ward. A GAL does not. A GAL can only make a recommendation to the judge. A GAL's job is to help the judge decide what is in the best interests of the ward.

A GAL is not a Child Representative. A GAL can be called as a witness. A GAL helps render judgment in a case. A GAL makes recommendations to the judge. A Child Representative cannot be called as a witness. A Child Representative does not help render judgment. A Child Representative is more like the child's attorney.

A GAL may be appointed in divorce cases, adult guardianship cases, or juvenile court child protection cases. This article focuses on juvenile court child protection cases.

Can I get the GAL's information?

GAL information must be provided to the child in care as well as their:

If requested, the parties will be given the GAL's:

Name,

Email address,

Telephone number, and

Supervisor's name (in some cases).

How should I interact with a GAL?

If you have an attorney, talk to them before contacting the GAL. Your attorney represents your interests. They will make sure that it is in your interest to contact the GAL.

The most important thing when working with a GAL is to have realistic expectations. The GAL is not your attorney. The GAL is not an additional advocate for you. Think of the GAL as a second judge.

Do not complain to the GAL. Be respectful and work with your GAL. Always listen to your GAL. If they ask you to call them after visiting your child, do so. Your attorney, if you have one, can explain this to you.

When you are around a GAL, make sure to be on your best behavior. For example, if you are trying to get or keep parental responsibilities for your child, you need to show that this is in the best interests of your child.

Can I remove or replace the GAL if I do not like them?

Unless there is a good reason, you cannot request a different GAL. A good reason could be if the GAL had previously represented one of the parties in another case. If you have an attorney, talk with them if you have questions about your GAL.

The GAL is supposed to begin the case without bias. However, at some point, the GAL must form opinions based upon the facts. Those opinions may not be in your favor. This does not mean they are being "prejudicial."

As attorneys, they must follow the Code of Professional Responsibility. Unless you have a provable Attorney Registration and Disciplinary Commission (ARDC) complaint, you are not going to get a new GAL. Filing an ARDC complaint is very serious and should not be done lightly.

The only good causes to remove a Guardian Ad Litem or Child Representative is if they are in violation of the ethical rules or are not fulfilling their duties.

If the GAL is engaging in fraud, deceit, dishonesty or misrepresentation, those are reasons to remove them, but you have to prove it.

If your GAL is simply not doing their job, this should be brought to the judge's attention. However, it will probably just result in the GAL doing their job and not being replaced.

If I cannot remove a GAL, what can I do if I do not like their conclusions?

A GAL can be cross-examined at trial to reduce their credibility. However, be careful because the judge may not appreciate berating the court-appointed advocate for the child. If you choose to attack the credibility of the GAL, you should have a good reason.

You can ask the judge to appoint another professional, such as a child psychologist or psychiatrist to provide another viewpoint. You will have to pay for your own expert unless otherwise ordered by the judge.

Can I sue the GAL?

No. Illinois law provides a court-appointed child representative absolute immunity from a lawsuit related to their court-appointed duties. They are considered "arms of the court." It is also a misdemeanor to "harass" or "annoy" a GAL.

Is a GAL the same as a court appointed special advocate?

The court will also appoint a special advocate if one is available. In smaller counties, the court appointed special advocate can also serve as the GAL. In counties with a population over 3 million people, the special advocate appointed will be different than the GAL. Special advocates are volunteers supervised by a court appointed special advocate program. Their responsibilities include:

Do independent assessments of the facts and circumstances of the case by checking the court order,

Stay in contact with the child,

Submit reports about the child's best interests,

Advocate for timely court hearings that lead to the permanent placement of the child,

Be notified of all administrative case reviews and make sure that the child is receiving the correct welfare services,

Attend all court hearings and other proceedings to advocate for the child's best interests,

Check to make sure that the case plan and court orders are being followed, and

Review court documents that relate to the minor child.

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Explains what a Guardian ad Litem (GAL) is. Includes when they are appointed, how to interact with them, and how they're different from other guardians.

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What rights do parents have whose children have been removed by the court?

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*Child Welfare: Parental Rights with Children Removed by the Court

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*Child Welfare: Parental Rights with Children Removed by the Court

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Caregivers & Teachers: Become informed about the rights of parents with court-removed children.

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What Rights Do Illinois Parents Have Whose Children Have Been Removed By The Court

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*Child Welfare: The "Heart" Work of Being a Social Worker

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*Child Welfare: The "Heart" Work of Being a Social Worker

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Everyone: WARNING -- Potentially triggering video -- WARNING.-- Gain insight into social workers' roles, realizing it involves more than removing children from unsafe environments.

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The disturbing, heartbreaking reality of Child Protective Services caseworkers