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Harvard University

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Center on the Developing Child at Harvard University

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Center on the Developing Child at Harvard University

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Our mission is to drive science-based innovation that achieves breakthrough outcomes for children facing adversity.

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Editorial Note: Forbes may earn a commission on sales made from partner links on this page, but that doesn't affect our editors' opinions or evaluations.

When you are looking for a new checking or savings account, a loan or a line of credit, you have more choices than just the myriad local and national banks that compete for your business. An often-overlooked option for these sorts of products is the credit union, which offers many of the same types of financial products and services that you can get at a bank.

But what exactly is a credit union, and how is it different from a traditional bank? Although both banks and credit unions have similar offerings, there are some important distinctions to make between these two types of institutions.

Understanding the difference between banks and credit unions can help you make the best decisions for you and your family. Here's what you need to know about how banks compare to credit unions, so you can find the best home for your money.

For-Profit vs. Nonprofit

What makes banks and credit unions different from each other is their profit status. Banks are for-profit, meaning they are either privately owned or publicly traded, while credit unions are nonprofit institutions. This for-profit vs. not-for-profit divide is the reason for the difference between the products and services each type of institution offers.

A credit union is owned by its members, since the institution is actually set up as a cooperative. Credit unions typically open membership to individuals who share a common bond, such as the industry they are employed in, the community they live in, their faith or their membership in another organization. In addition, as a nonprofit, credit unions are also generally exempt from federal taxes, and some credit unions even receive subsidies from the organizations that they are affiliated with. This means credit unions do not have to worry about making profits for shareholders.

It is the credit union's mission to provide its members with the best terms it can afford for their financial products. This means members generally get lower rates on loans, pay fewer (and lower) fees and earn higher APYs on savings products than bank customers do.

Banks, on the other hand, are in business to make a profit. This means banks are focused on making that profit, rather than specifically centering on the needs of the account holders. This is one of the reasons why you will often find that banks charge more fees, and at a higher rate, than credit unions do. Interest rates on lending also tend to be higher at banks, while their APYs on savings products tend to be lower.

Why Choose a Bank?

While the fact that credit unions are not-for-profit and member-focused may make them sound like the clear winner compared to banks, there are a number of reasons why consumers may choose banks.

To start, banks are open to any consumer interested in a product or account, provided the consumer doesn't have a bad banking history. Credit unions are only open to members, and you may not be eligible for membership if you or a member of your household does not belong to the community served by the credit union. This makes banks an easier choice for many consumers who lack any specific affiliation with a community served by a credit union, although some credit unions do allow you to become a member simply by paying a nominal membership fee.

Banks generally have more branches and ATMs available, as compared to credit unions. This added convenience makes it easier to access your money from a bank, since you may be able to find branches and ATMs throughout your city, state and even nationwide. That said, credit unions often partner with other co-ops to provide additional branch availability and access to fee-free ATMs nationwide.

Banks usually surpass credit unions when it comes to financial technology. As for-profit institutions, banks have the money to invest in things like mobile banking apps, which have become ever more important in a 24/7 world. While many credit unions have worked to step up their game when it comes to services like mobile check deposit and banking apps, they don't tend to operate at the leading edge of technology, as many banks do.

Finally, while both banks and credit unions offer many of the same kinds of products, banks are likely to offer a much wider array of options. For instance, not all credit unions offer commercial loans, even though such loans are a standard part of bank offerings. Credit cards offered through banks also are likely to provide more and bigger perks to cardholders when compared to credit union cards, which tend to be a bit more bare-bones.

Why Choose a Credit Union?

As a cooperative financial institution, a credit union puts its members first. This means credit unions are known for their excellent customer service. When a member goes into a credit union branch, they can generally expect to get personal attention and a commitment to getting their needs met. In addition, your membership to a credit union is good for life, even if you leave the organization or community served by the credit union.

Credit unions also provide their members with necessary financial education as part of their services. In addition to the types of online articles and tools that you can find on many banking websites, many credit unions also offer in-person seminars on important financial topics, such as managing credit cards, preventing identity theft, buying a home, planning for retirement or estate planning.

The biggest benefit to credit unions is financial. A Credit Union National Association (CUNA) report found that the average annual financial benefit for a single credit union member in 2018 was $85. For households, that benefit was $178.

So how does the average credit union member see such benefits? To start, any profits that the credit union sees will be distributed to its members in one of two ways: either by earning interest on their deposit accounts or by receiving dividend checks periodically.

In addition, the fact that credit unions are not-for-profit also means that they often have no minimum balance requirements, lower deposit requirements to open accounts and lower overdraft, non-sufficient fund and ATM fees. Finally, you are likely to receive lower interest rates on loans from a credit union, compared to a bank.

FDIC vs. NCUA

A common concern about credit unions is that they are not insured by the Federal Deposit Insurance Corporation, or FDIC. However, even though credit unions are not subject to FDIC insurance, Congress created the National Credit Union Administration (NCUA) in 1970 to insure deposits in credit union accounts.

The FDIC is a government agency that provides deposit insurance for up to $250,000 per depositor, per insured bank, for each account ownership category. If your bank were to fail or run out of money, the FDIC will pay account holders the money they are due from the accounts in the failed bank. FDIC insurance has been around since 1933 to prevent the kind of bank runs and panic that occurred when banks failed in the 1920s and early 1930s.

Before 1970 and the creation of the NCUA, credit union members had no such insurance should their financial institution fold suddenly. Like FDIC insurance, NCUA insurance guarantees up to $250,000 per share owner, per insured credit union, for each account ownership category, should the credit union close or go into conservatorship.

All federal credit unions and most state credit unions are insured by the NCUA. At the NCUA website, you can see if your credit union is covered, and NCUA-insured credit unions always prominently display their insurance status on signage in their branches.

Pros and Cons

Which financial institution will be a better fit for you and your family-a bank or a credit union?

Making the Right Choice for Your Money

While banks and credit unions offer a number of the same products and services, they are not the same. For consumers who need nationwide convenience, easy access to mobile banking and a wide array of different products, a bank may be the better bet. But consumers who need lower rates and fees, higher APYs, a personal touch when it comes to customer service and access to excellent, free financial education may do better with a credit union.

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What's The Difference Between A Bank And A Credit Union?

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When you are looking for a new checking or savings account, a loan or a line of credit, you have more choices than just the myriad local and national banks that compete for your business.

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Child Abuse and Family Violence Institute (CAFVI) Certificate Program

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The Child Abuse and Family Violence Institute was established in 1990 under the umbrella of the Rongxiang Xu School of Health and Human Services. The main goal of the Institute is to promote effective prevention of, and intervention in child abuse and domestic violence by providing interdisciplinary education, training, and state-of-the-art resources for students, professionals, and the community. The Institute serves as a resource for the community and promotes interdisciplinary cooperation between the University and various community agencies.

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Child Abuse and Family Violence Institute

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The Child Abuse and Family Violence Institute was established in 1990 under the umbrella of the Rongxiang Xu School of Health and Human Services. The main goal of the Institute is to promote effective prevention of, and intervention in child abuse and domestic violence by providing interdisciplinary education, training, and state-of-the-art resources for students, professionals, and the community.

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Welcome

Jack and Jill of America, Inc. boasts 252 chapters, representing more than 40,000 family members making a difference in communities nationwide.

Regions

Jack and Jill of America is comprised of 252 chapters that are divided into seven geographical regions across the country. Select your region and discover the chapter(s) closest to you.

Membership

We appreciate your desire to join our organization. Jack and Jill's success is based on the depth of commitment, vision and confidence of its members. Find out how to join a chapter and if there isn't a chapter in your region, find out how to start one.

Foundation

The Jack and Jill of America Foundation fulfills its shared vision to invest in the future of our children, supporting programs that create opportunities and challenges for children to learn and practice leadership skills and building character.

Spotlight

Learn about a few of our outstanding Members, Alumni and Father Auxiliary Committee Representatives.

Keisha Lance Bottoms, The Atlanta Mayor has gracefully arrived on the national stage and has been recognized as a leading Woman of the Year in many outlets

Tyler Mitchell is an accomplished photographer who was thrust into stardom following a Vogue photoshoot of Beyonce.

Sterling K. Brown The incomparable actor, known for his brilliant work in "Waves" and "Black Panther" as well as TV, continues to stay relevant in ALL that he takes on.

Our Chapters

Jack and Jill of America, Inc. boasts 252 chapters nationwide, representing over 40,000 family members. Here are a few.

Jack and Jill of America, Inc

Enjoy a brief history of Jack and Jill of America, Incorporated's founding, growth and continued influence made by our Far West region's Sacramento chapter.

See what's going on with some of our other chapters

Jack and Jill of America, Inc. is a membership organization of mothers with children ages 2-19, dedicated to nurturing future African-American leaders by strengthening children through leadership development, volunteer service, philanthropic giving and civic duty.

To us as mothers, [Jack and Jill] has become a means of furthering an inherent and natural desire ...to bestow upon our children all the opportunities possible for a normal and graceful approach to a beautiful adulthood.

We will move forward with transparency, accountability, and sustainability. I am humbled that you have placed your trust in me to lead this organization, and I am optimistic about our future. I am committed to remaining focused on the children as our first priority. Together, we are dedicated to ensuring Jack and Jill remains revered and prepared for many generations to come.

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Jack and Jill of America, Inc. boasts 252 chapters, representing more than 40,000 family members making a difference in communities nationwide. Jack and Jill of America is comprised of 252 chapters that are divided into seven geographical regions across the country. Select your region and discover the chapter(s) closest to you.

# data[].attributes.attachment_link.readable_text
Welcome

Jack and Jill of America, Inc. boasts 252 chapters, representing more than 40,000 family members making a difference in communities nationwide.

Regions

Jack and Jill of America is comprised of 252 chapters that are divided into seven geographical regions across the country. Select your region and discover the chapter(s) closest to you.

Membership

We appreciate your desire to join our organization. Jack and Jill's success is based on the depth of commitment, vision and confidence of its members. Find out how to join a chapter and if there isn't a chapter in your region, find out how to start one.

Foundation

The Jack and Jill of America Foundation fulfills its shared vision to invest in the future of our children, supporting programs that create opportunities and challenges for children to learn and practice leadership skills and building character.

Spotlight

Learn about a few of our outstanding Members, Alumni and Father Auxiliary Committee Representatives.

Keisha Lance Bottoms, The Atlanta Mayor has gracefully arrived on the national stage and has been recognized as a leading Woman of the Year in many outlets

Tyler Mitchell is an accomplished photographer who was thrust into stardom following a Vogue photoshoot of Beyonce.

Sterling K. Brown The incomparable actor, known for his brilliant work in "Waves" and "Black Panther" as well as TV, continues to stay relevant in ALL that he takes on.

Our Chapters

Jack and Jill of America, Inc. boasts 252 chapters nationwide, representing over 40,000 family members. Here are a few.

Jack and Jill of America, Inc

Enjoy a brief history of Jack and Jill of America, Incorporated's founding, growth and continued influence made by our Far West region's Sacramento chapter.

See what's going on with some of our other chapters

Jack and Jill of America, Inc. is a membership organization of mothers with children ages 2-19, dedicated to nurturing future African-American leaders by strengthening children through leadership development, volunteer service, philanthropic giving and civic duty.

To us as mothers, [Jack and Jill] has become a means of furthering an inherent and natural desire ...to bestow upon our children all the opportunities possible for a normal and graceful approach to a beautiful adulthood.

We will move forward with transparency, accountability, and sustainability. I am humbled that you have placed your trust in me to lead this organization, and I am optimistic about our future. I am committed to remaining focused on the children as our first priority. Together, we are dedicated to ensuring Jack and Jill remains revered and prepared for many generations to come.

Close

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The cookie settings on this website are set to "allow cookies" to give you the best browsing experience possible. If you continue to use this website without changing your cookie settings or you click "Accept" below then you are consenting to this.
Close

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Jack and Jill of America, Inc. boasts 252 chapters, representing more than 40,000 family members making a difference in communities nationwide. Jack and Jill of America is comprised of 252 chapters that are divided into seven geographical regions across the country. Select your region and discover the chapter(s) closest to you.

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Download the Libby App: ebooks & audiobooks FREE from your library

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Bring the library to you! Free digital books, magazines and more! Available for iOS and Android devices.

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Ages zero to three are the most important for lifelong mental health and well-being.

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Welcome! You are invited to join a webinar: National Black Child Development Institute presents "Last Thursdays" Virtual Learning Sessions. After registering, you will receive a confirmation email about joining the webinar.

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NBCDI's Virtual Learning series will be held on the last Thursday of each month, beginning in August 2020 and will focus on subject matter and themes meaningfully connected to NBCDI priority areas.

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Los Angeles Unified School District (LAUSD)

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Los Angeles Unified School District (LAUSD)

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Serve as a Surrogate Parent for a student with special needs. Contact surrogateparent@lausd.net

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DISTRICT BULLETINS, REFERENCE GUIDES, AND OTHER DISTRICT RESOURCES
Publications from the Division of Education
BUL-4140.2: Review and Consideration of Request for Special Education Evaluation, August 8, 2019

The Individuals with Disabilities Education Act (IDEA), at Title 34 CFR 300.503, permits local education agencies to review and consider the appropriateness of requests for special education evaluation. This Bulletin provides guidance and procedures to schools reviewing such requests for evaluation.

BUL-5577.1: Counseling and Educationally Related Intensive Counseling Services (ERICS) for Students with Disabilities, July 21, 2014

The purpose of this Bulletin is to inform IEP teams of the change in name of the special education related service from Educationally Related Mental Health Services (ERMHS) to Educationally Related Intensive Counseling Services (ERICS) and to provide updated procedures regarding referral and assessment for Counseling or ERICS as related service for students with disabilities.

REF-715.2: Assessment Plans for Related Services, April 29, 2019

The purpose of this reference guide is to provide updated information to schools regarding the 48-hour notification requirement to related services providers when a school receives a signed assessment plan in any related services area.

REF-6790.1: Distribution of Revised Guide: A Parent's Guide to Special Education Services (Including Procedural Rights and Safeguards), September 2018, September 24, 2018

The purpose of this Reference Guide is to (a) notify schools of the revision of A Parent's Guide to Special Education Services (Including Procedural Rights and Safeguards), September 2018, (b) provide information on the delivery of the revised Guides to schools, and (c) provide instructions on how to obtain additional copies of the Guide, as needed.

REF-5195.1: Special Education Assessments for Students Attending LAUSD on General Education Inter-district Permits, October 17, 2016

The purpose of this Reference Guide is to inform school and central office personnel of the following: (1) requests for initial assessment for Los Angeles Unified School District (LAUSD) resident students attending school in another school district on a general education inter-district permit shall be the responsibility of the district of attendance; and (2) requests for initial assessment for out-of-district resident students attending school in LAUSD on a general education inter-district permit shall be the responsibility of the LAUSD school of attendance.

REF-5527.0: Visually Impaired Program: Referral, Assessment, and Scope of Service, June 28, 2011

The purpose of this Reference Guide is to provide guidelines to administrators, certificated staff, school psychologists, and school nurses in regard to the process for referral and assessment for determining eligibility for services from the Visually Impaired (VI) Program. The scope of services offered by the VI program is also briefly described.

REF-2371.0: Procedures for Requesting Additional Special Education Assessment Support, February 13, 2006

The purpose of this Reference Guide is to provide procedures for school site administrators to follow when requesting additional support for the timely completion of special education assessments.

Request for a Surrogate Parent Form

Parent Request for Reasonable Accommodations - English

Parent Request for Reasonable Accommodations - Spanish

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Policies & Procedures / Developing a Special Education Assessment Plan

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DISTRICT BULLETINS, REFERENCE GUIDES, AND OTHER DISTRICT RESOURCES Publications from the Division of Education BUL-4140.2: Review and Consideration of Request for Special Education Evaluation, August 8, 2019 The Individuals with Disabilities Education Act (IDEA), at Title 34 CFR 300.503, permits local education agencies to review and consider the appropriateness of requests for special education evaluation.

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CASA's vision is a Los Angeles in which every foster child has an advocate and the opportunity to thrive.

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Greater Good: The Science of a Meaningful Life

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Based at UC Berkeley, Greater Good reports on groundbreaking research into the roots of compassion, happiness, and altruism.

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protecting your children’s mental health during covid-19 webinar

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protecting your children’s mental health during covid-19 webinar tickets

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Protecting Your Children's Mental Health During COVID-19 Webinar

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Eventbrite - Baltimore Child Abuse Center presents Protecting Your Children's Mental Health During COVID-19 Webinar - Monday, October 12, 2020 - Find event and ticket information.

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Sex Education in America: The Good, the Bad, and the Ugly

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Don't miss out on our FREE interactive webinars that cover hot topics such as teen vaping, bullying, technology use, and more.

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protecting your children’s mental health during covid-19 webinar

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protecting your children’s mental health during covid-19 webinar tickets

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Protecting Your Children's Mental Health During COVID-19 Webinar

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Eventbrite - Baltimore Child Abuse Center presents Protecting Your Children's Mental Health During COVID-19 Webinar - Monday, October 12, 2020 - Find event and ticket information.

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Confirm that it meets all the requirements

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Mommy Xpress has partnered with Nurturing Lactation and Wendy McHale to provide Lactation Consulting to our patients.

Wendy McHale is an International Board Certified Lactation Consultant (IBCLC) and provides professional breastfeeding support to help mothers meet their parenting goals.

Breastfeeding and human milk are the physiological norm for mothers and babies. For some, breastfeeding comes easily. For most mothers and babies, however, there are some difficulties to overcome along the way. Many mothers find that seeking professional help from an International Board Certified Lactation Consultant can help them get past the rough spots in their breastfeeding experience.

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Lactation Consulting - Mommy Xpress Breast Pumps

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Mommy Xpress has partnered with Nurturing Lactation and Wendy McHale to provide Lactation Consulting to our patients. Wendy McHale is an International Board Certified Lactation Consultant (IBCLC) and provides professional breastfeeding support to help mothers meet their parenting goals. Breastfeeding and human milk are the physiological norm for mothers and babies.

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Department of Pediatrics
Only register for FLEs that are over 60 minutes and are live

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We are excited to begin bringing our UF Health experts right to the comfort of your home. Join us for these live 30-minute webinars you can watch from your computer, tablet or smartphone.

Can't watch live? These seminars will be recorded, so you can watch them at your convenience. You must register to receive a link to join live or watch later.

Helping Your Child Get a Good Night's Sleep

Tuesday, June 2, 2020; 12:00pm - 12:30pm and 6:00pm - 6:30pm

Parents play a big role in developing their child's healthy sleeping habits. During this webinar, learn how many hours of sleep your child needs per day, what healthy sleep looks like and when you should ask for an additional evaluation.

Raising Children with ADHD - Strategies for Success

Tuesday, June 9, 2020; 2:30 P.M.

Early diagnosis and intervention are vital to ensure that children realize their full potential. The earlier a child receives attention, the better the outcome. Join us to learn more about ADHD and strategies for success.

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Free Webinars | Delivering Health and Wellness Tips Directory to Your Home " Department of Pediatrics " College of Medicine " University of Florida

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We are excited to begin bringing our UF Health experts right to the comfort of your home. Join us for these live 30-minute webinars you can watch from your computer, tablet or smartphone. Can't watch live? These seminars will be recorded, so you can watch them at your convenience.

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Study Skills Planning & Organization

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Planning & Organization: Crash Course Study Skills #4

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Consumer Financial Protection Bureau (CFPB)

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Consumer Financial Protection Bureau (CFPB)

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Your Financial Path to Graduation

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Your financial path to graduation | Consumer Financial Protection Bureau

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Our vision is a consumer finance marketplace that works for American consumers, responsible providers, and the economy as a whole.

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Reading a Textbook for True Understanding

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Many students make the mistake of picking up their textbook and reading 50 pages straight through front to back and assuming they are done with their reading assignment. These students will often struggle to participate actively in class discussion and may not do well on the tests. There are better methods for getting the most out of your reading.

The basics:

1. Multiply the number of pages you have to read by 5 minutes. That is the amount of time the average college student needs to spend on their reading assignment. Keep this in mind as you schedule time to do your reading. If you calculate four hours of reading, you might not want to read 7-11 p.m. straight through. Consider getting an hour in before class in the morning or over the lunch break - spread it out a bit.

2. Divide the reading into 10-page chunks. The system described below should be done on the 10-page chunk before you move to the next set of pages and start the method over again.

3. Have a highlighter in hand, a pen or pencil and paper or notecards (depending on your preference). Writing in the book itself is highly recommended, but if you have some reason for not doing that, you might also want post-its and use those on each page in place of writing in the book. If the book is already highlighted by a previous reader (not ideal situation) please use a highlighter of a different color.

The system:
P2R

1. Preview

2. Read Actively (includes reading, highlighting, note-taking)

3. Review

Let's take a closer look. Feel free to grab a textbook to use as example as you read this portion.
Preview:
You would most likely not travel to another country without getting a lay of the land first. Often we read a tourism book or look at a map. We might try to learn a few words in the other language. If the country is similar to our own (England speaks the same language as the U.S. so feels more familiar) we might do less preparation than if it is seems very different from our own (Japan has an alphabet/language quite different from the U.S.). This advance preparation allows us to get off the plane and have a sense of what we know and don't know, what questions we will need to ask and where we want to head first.

Previewing a textbook accomplishes much the same thing. Start by looking at the beginning of your 10-page chunk. Read section titles. If no titles, read first lines of paragraphs. Read the last paragraph. Glance over charts or photos used on the pages. Read study questions or summaries that might be given at the end of the chunk of pages. Now, take a moment to think about what you have just seen. What do you think will be the main topic of that section? What do you already know about it from your childhood, past courses or other readings in this current class? What is your biggest question right now--what more do you need to know?

Now, you have a sense of where you are heading. Hopefully, you are a bit curious about what you will be reading, have some questions in your mind and will be able to fit what you read into a bigger context of where it fits into the whole chapter.
Read Actively:
Do not take notes or highlight as you read; this tends to break up your flow and diminish your understanding. It also isn't very productive, because you don't know if the first sentence is worth taking notes on until after you have read the third sentence, which might be the real point of the paragraph. So, read at least one complete paragraph or a short section before you stop to take notes and highlight.

Your first step after you read the paragraph is to highlight a phrase or two that were the important parts that you'll need to know for future reference. Don't pick just words (too little) or whole sentences (too much). Exceptions to this might be dates or definitions. The idea is that you could re-read JUST the highlighted portion in a month and get the gist of the paragraph without having to re-read the whole paragraph.

Now go to the margins (or your post-its) and start writing a question or two for the paragraph. This might be "What years were considered the Renaissance?" or "What is the meaning of metamorphosis?" When you get done with the entire ten page section, you will go back and try to answer these questions without looking at the book . If you need to cheat and look at the book, you should underline those highlighted notes to show that you need to study that more. If you could answer it, you are doing well on recalling that paragraph.

This is also a good time to make some notes for class. Take a sheet of paper or a notecard and write down questions that you want to ask in class (to understand a concept or to ask how it connects to something else you've read,etc.). Write down any observations or opinions you want to share with the class. You may want to jot down page numbers and quotes that may be useful to discuss in class.

Some people prefer to also make these notes in their margins or at the end of the chapter. That is fine.

Now read the next paragraph or short section (one column, for example) and do the same process as above.

Review:

At the end of the ten-page chunk, take a moment and think about the section you have read in its entirety. Go to a clean sheet of paper or a reading journal and jot down a summary (in your own words, not quotes from book) of what you just read. Then make some broad observations about how it connects to other things you knew or have read or any feelings you might have about what you've read.

Go back and try to answer the questions in the margins.

Now start the whole thing over with the next 10-pages.

When you have finished the entire reading assignment, finish up your reading journal and comprehensive thoughts and organize your note-cards or split sheet of paper so you are ready for class tomorrow.
Basic Things to Keep in Mind When Reading:
Faculty members do not assign reading as busy work. They feel the material is valuable. So, approach it with as much energy and creativity as you can muster. If it is not a class that particularly excites you, try to relate it to something that does. A great example might be physics and baseball. You'd be surprised at how much science can apply to things like the trajectory of a ball or the impact needed on the bat to make a ball go a certain distance,etc. If you are in doubt, ask the professor to help you relate the topic to something you do enjoy and he or she might be able to help you connect the dots. You might also consider your future career and whether you could make use of this knowledge in small talk or in background knowledge for that type of job.

If something is not making sense, try reading it out loud. That can often help you process the material in a new way.

Try to keep your notes in your own words, not the words from the book. This helps you avoid plagiarism in papers and helps you think more about the reading which will, in turn, help you retain the material for tests or when it comes time to write a paper.

If you run into vocabulary words you do not know, try to look up the important ones. If there are concepts or the book refers to an event you've never heard of, look at credo reference or Oxford reference on the library's main webpage.

If you don't understand something you read, ask the professor via email, in person at class, or get a tutor!

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Reading a Textbook for True Understanding

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Many students make the mistake of picking up their textbook and reading 50 pages straight through front to back and assuming they are done with their reading assignment. These students will often struggle to participate actively in class discussion and may not do well on the tests.

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For More Effective Studying, Take Notes With Pen and Paper

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Article

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Gay, Lesbian & Straight Education Network (GLSEN)

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Gay, Lesbian & Straight Education Network (GLSEN)

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In this statement, GLSEN's National Student Council condemns police brutality and calls for greater support for Black lives

Read the Statement

Get involved and join your community, local, or state GLSEN chapter

GLSEN Chapters create LGBTQ-inclusive schools. Community-led chapters offer teacher trainings, student support, community outreach, and more.

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Research, Reports, and Briefs

Research, Reports, and Briefs

Research, Reports, and Briefs

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In this statement, GLSEN's National Student Council condemns police brutality and calls for greater support for Black lives Read the Statement GLSEN Chapters create LGBTQ-inclusive schools. Community-led chapters offer teacher trainings, student support, community outreach, and more. Research, Reports, and Briefs Research, Reports, and Briefs Research, Reports, and Briefs

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American School Counselor Association (ASCA)

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American School Counselor Association (ASCA)

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Home - American School Counselor Association (ASCA)

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Webinar

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Addressing Anti-Blackness on Campus: Implications for Educators and Institutions

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Study Strategies in a Virtual Space

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SPRING 2020 WEBINARS

PLAN TO SOAR: STUDY STRATEGIES IN A VIRTUAL SPACE

Panelists will discuss:

Exploring study strategies and virtual academic support

Preparing for assignments, projects, and testing

How to stay motivated and manage our stressors

PLAN TO SOAR: HOW TO EFFECTIVELY CONNECT WITH THE CENTER FOR ACADEMIC SUCCESS TO FINISH STRONG

Panelists will discuss:

How to prepare for sessions with tutors and staff

Explore specific study and academic strategies

Reflect on productivity and motivation

PLAN TO SOAR: HOW TO EFFECTIVELY CONNECT WITH ADVISING AND LIBRARY SERVICES IN A VIRTUAL WORLD

Panelists will discuss:

How to prepare meeting with an advisor or librarian

Explore academic success strategies

Reflect on productivity and motivation

PLAN TO SOAR: SPRING REFLECTIONS AND NEXT STEPS FEATURING THE CAREER CENTER

Panelists will discuss:

Career and internship advice

Explore post-spring planning

Reflect on spring semester

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Panelists will discuss: Exploring study strategies and virtual academic support Preparing for assignments, projects, and testing How to stay motivated and manage our stressors Panelists will discuss: How to prepare for sessions with tutors and staff Explore specific study and academic strategies Reflect on productivity and motivation Panelists will discuss: How to prepare meeting with an advisor or librarian Explore academic success strategies Reflect on productivity and motivation Panelists will discuss: Career and internship advice Explore post-spring planning Reflect on spring semester

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The Center for Academic Success (CAS) is available to all students at Cal State LA. Our outstanding staff and tutors support your academic growth. No degree is completed without the help of others and without environments that serve your unique needs.

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Student Resources

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Let's get to the root of racial injustice

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Let's get to the root of racial injustice

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2016

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Let's get to the root of racial injustice | Megan Ming Francis | TEDxRainier

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How Can I Stay Positive for My Kids...

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After another harrowing week of violence, I sat down at my computer to attempt to "work." Or to just do something, anything. But I continued to scroll, watch, or listen to terrible things.

Then, I received an email from a beloved colleague. The bolded subject line: " Dr. Briscoe-Smith can you help any advice about how to talk to children of color about these massacres? "

My first reaction was simply "Nope. Why you askin' me?" Just that afternoon I had hurriedly turned off the talk radio station as my son entered the car. I had quickly put down my phone as I felt my daughter looking over my shoulder at the images on my Instagram feed.

I was yet again seeing images of violence against black bodies, bodies like my own and like my children's. There was overwhelming pain, grief, and rage. This wasn't new-just another wave of what I've known my whole life. But now I could hold the murder of those like me in my hand, and it could be watched over and over again. It was in front of my children, as well. In all of this, I found myself exhausted.

But here I was being asked for help. I had to remind myself of why people might be turning to me. I did something silly and stupid: I Googled my name and "violence" (pro tip: Don't do that). I got a list of my previous webinars and articles. Since around 2009, I've been writing and speaking about how trauma impacts kids; how children understand race and racism; how to talk with children about grief, terror, racialized violence; and how to promote resilience. That's 10 years talking about pretty much the same damn thing.

Going over those talks was a good reminder about the sound science, evidence, and wisdom that we all have available to us about how to survive after terrible things-and how we as parents, teachers, and caregivers can support children. As I reread and reheard my own words, however, I felt a growing sense of disquiet.

In a December 2012 radio interview, there was a cheerful optimism in the tone of Dr. Briscoe-Smith. I heard myself saying that surely urban violence and school shootings would spur a change in gun laws. In recorded talks after Oscar Grant, after Tamir Rice, after Ferguson, after Philando Castile, I seemed to feel, all those years ago, a dogged commitment to the absolute fact that our "better angels" would prevail. By 2016, I heard from myself a renewed focus on our resilience and capacity to overcome our differences. And during the summer of Charleston in 2017, there was in my voice a buoyant hope for possible change.

Over and over, I heard myself say things like "We must talk to our children" or "Remember, we are resilient." Today, frankly, those feel like words spoken by someone else. If I am honest, right now, I am tired, I am discouraged, and I feel impotent to affect my world for the better. I feel like I am getting so used to terrible things that I can scroll past them with a hesitation, offering a quick "thought and prayer" before moving on. I teeter between being numb and overwhelmed with the state of the world.

I know I am not alone in these feelings.

On an intellectual level, I have fiercely held on to a deep belief that we-as a people, as Americans and African Americans-have overcome hatred, divisiveness, dehumanization, and violence before. I believe that we must remember the stories of resilience and strength within our own families in order to effect change today. When I hear people talk about how definitively worse things are now than "ever," I bristle. I simply refuse to believe that is true. By so many empirical measures, life is "better" now. We're living longer, we have more access to health care, there's less crime. But still the sentiment that I so often encounter is that this is different and worse, somehow.

In fact, I even argued with my mother about this. She was lamenting how terrible things are. "C'mon, Mom," I said. "With all that you've been through-Jim Crow in the south, civil rights, Vietnam, poverty, discrimination-that had to be worse."

To which she replied: "No, it wasn't. It was bad, but I thought we'd be further by now, that it would be different by now, that we wouldn't be hurting each other like this by now. And that makes it hurt more."

My mother is a black woman who grew up with her five siblings in the deep South during Jim Crow. Her first toy was a "Mr. Potato Head" that was an actual potato. She looked like Angela Davis back in the day, as a college student at UCLA, and was routinely harassed for it. She married a Vietnam vet with intense post-traumatic stress disorder. So, yeah, she's been through it, and her baseline for suffering is pretty high. So, when Mom says that things are worse now, I have to listen. And if I'm honest, things do feel different now. I was arguing with her, based on my convictions, but in my heart, I knew she was right.

I study trauma, and so I look to the scientific literature on trauma to understand my own experience. "Psychological trauma is an affliction of the powerless," writes Harvard psychologist Judith Herman in her classic book Trauma and Recovery. She continues:

At the moment of trauma, the victim is rendered helpless by overwhelming force. When the force is that of nature, we speak of disasters. When the force is that of other human beings, we speak of atrocities. Traumatic events overwhelm the ordinary systems of care that give people a sense of control, connection, and meaning.

She also states, "The knowledge of horrible events periodically intrudes into public awareness but is rarely retained for long." This gets to the core of why things might feel different now. The intrusions are not periodic anymore. Instead, there is now the constant witnessing and proximity to multiple, repeated, and horrific disasters and atrocities. We all know that many communities have always experienced high levels of trauma. For them, there was never such thing as "the periodic." Even there, however, things are different now. Let me share a personal example.

Last summer, several nights after yet another series of mass shootings, I went out to dinner with a dear friend in downtown Oakland. It was a local spot, with diverse and lively families sitting around us. Toward the end of the evening, we heard a pop pop pop. And then more, pop, pop, pop -and then someone yelled, "Get down!" We dropped to the floor of the restaurant, the friend and I looking at each other in disbelief. Most of the crowded restaurant was on the floor with us. "What's happening?" "Stay down, stay down!" "Is this really happening?" There was such confusion, such fear, such disbelief at the same time.

I can't tell you whether this was for 30 seconds or five minutes. I grabbed my friend and started crawling on the floor toward an exit. Several folks were on the phone, calling 911. Then as I was crawling my way out, someone came in and said, "It's OK, it's OK, they're gone now." A woman stood up and balled up her fists, shaking, "Who did this?" Several people ran out, one couple remained frozen, the fork still halfway to the woman's mouth. Dishes were spilled on the floor and a mother held her weeping teen daughter. Someone said, "These are the times we live in."

Now, the thing is, this happened in a community that is not unused to violence. This happened in Oakland, on a street where pop pop pops aren't unusual. They usually mean a drive-by, and it's horrible. I hate to say it, but many of us are used to this, and we know what to do. But this was different. A stray bullet and a targeted one can have the same impact, but this felt worse, somehow, from all the other incidents. I have been in spaces before with a pop pop pop and we never responded like that, never collectively like that before. Things have been bad, but we were all on a hair trigger. We were hypervigilant-and hypervigilance is one of the signs of post-traumatic stress disorder.

It is hard for me to say this, because I cling desperately to hope. But as I am witness to another towering wave of racialized violence, on top of a global pandemic, I find myself sinking into depths of rage, overwhelm, and even numbness. To combat these feelings, I feel compelled to speak up. These days, I am doing speaking engagement after speaking engagement at a manic pace. I reply to emails like the one from my friend, asking me to help them talk to their children about what's happening.

All this talking about trauma and race brings me back to my mother. I can't remember a single thing my mother has ever "said" about race. My father was the one who told the stories, who gave the lectures, who gave me the "talk." But I know it is also my mother who has taught about race. About who a black woman can be, about how to deal with sexism and racism.

She also taught me about hope. She didn't do this in words. My mother is almost pathologically positive and kind. She sees the best in others. She knows herself well and she is deeply connected to others-and she's the safe place I return to. She has helped me weather the storms of my youth. It's not that she has been silent about how to overcome grief, trauma, and sadness-it's just that I remember her "way" more than her words. She didn't ignore what was going on. I remember her having the full range of emotions when I was a child: anger, rage, sadness, grief. While I know I didn't see or appreciate her feelings, she didn't shield me from them, either. I've studied in academic settings how to talk with kids about race, violence, and trauma, but I got my most important lesson about these things from Mom: We don't need to say the perfect words, and we don't have to be the perfect parent who is positive all the time, to support our children. We can be, and should be, as human as we feel.

In this midst of all this anger-in the face of mass shootings, racist violence, a global pandemic-I again returned to my mother. I wanted her to soothe me with how things were "so much better now," but she gave me the truth-her truth. And because she hasn't sugarcoated things in the past, I know I can trust her. I know that I have to listen to her. She has given herself the space to be sad, to worry. That gives me the space to do so, as well.

That's the lesson I got from the School of Mom. As a psychologist, I have additional evidence-based advice for my friend and for adults like her who are taking care of children. Here are some things I think we need to keep in mind:

It really is different now, due to the cumulative effects of chronic exposure to "viral" images, sounds, and the recounting of terror proliferated via the media channels of the internet, social media, radio, and TV.

Solutions to natural disasters (like COVID-19) and human-made atrocities feel out of reach to the average person, which is causing more stress and fear.

A generation of children with exposure to the internet and social media are consuming much larger, visual, and uncontrollable images of disaster and human-made atrocities, and it is having a negative impact.

Caregivers who have been coping with ongoing stressors in this current era are stretched thin and in need of more support.

And many of us are tired, so tired. It's OK to be tired.

So, given that context, how do we keep talking with our children about terrible things that keep happening over and over again? Here are my suggestions:

1. Check in with yourself. How you doin'? No, really. How are you, as a parent or caregiver, doing? How do you understand what is going on? How is it making you feel? Be honest with yourself. Before we focus on what we tell our kids, what do we tell ourselves? How are you staying well? And if you aren't well-and many of us aren't-how do you get some help?

2. Filter what reaches your children as much as you can. If you're feeling overwhelmed, just think about how your children-with so much less life experience and knowledge-might be feeling. While I still believe it's important to talk to our children about the bad things going on in the world, I see that, if we are so lucky and privileged, we should still try to at least space out or filter the information that reaches them. The research says that the pervasive and chronic nature of mass and racialized violence-the exposure to images and sounds-is taking a toll on adults, and it's affecting our kids, too. If we can break up the flow of violence and threat, we should.

3. Commit to action. Any action. Even and especially if that action is a "small act of kindness." Be a role model of proactive empathy and compassion.

4. Listen to your children and support their actions. So much of the conversation about talking with our children is really about talking at our children. There's a time for that, but try to first be curious about how they are doing, how they are making sense of things. Listen to them about how they understand what's happening and what solutions they might like. We can support our children in leading without leaving them to clean up our messes. If they're old enough to pursue solutions, encourage them to do so. If they want to march, just make sure they're wearing a mask and bring a bottle of Purell. If they want to volunteer, help them to find a way.

5. Draw their attention to the good things. The terrible things are important to pay attention to, but they do not have to dominate our existence in the way that they are now. Pay attention to moments of joy, too. If your attention goes to examples of heroism, helping, empathy, and resilience, your kids will follow your gaze, even if they don't seem to be.

6. Remember our stories of resilience. Let's not forget: We have indeed been through terror and trauma before. Every family has a story of survival, of resilience. Let's cultivate and tell those stories-and create new ones.

I am holding on desperately and painfully to hope that things will feel better soon. I needed a friend to remind me that we have been down this path before and we can survive together. That's a gift I can give to my children, and that you can give to yours.

I don't know if my children will remember anything that I've said about race. They've been to my talks, and soon will read my articles. But more than that, I hope they remember my way. As my mother has taught me, I don't need to be positive all the time. I hope that I am showing my own children the full range of my humanity.

At its core, I think, racism is the inability to see the other-the "different"-as human. If my children can see the human in me, their black mother, they'll be less likely to internalize the lie that racism tells them about us. That truth will, I hope, make them stronger in the face of all the terrible things we're facing.

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How Can I Stay Positive for My Kids When I'm So Overwhelmed?

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After another harrowing week of violence, I sat down at my computer to attempt to "work." Or to just do something, anything. But I continued to scroll, watch, or listen to terrible things. Then, I received an email from a beloved colleague.

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Google's Research on teamwork

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Over the years, Google has embarked on countless quests, collected endless amounts of data, and spent millions trying to better understand its people. One of the company's most interesting initiatives, Project Aristotle, gathered several of Google's best and brightest to help the organization codify the secrets to team effectiveness.

Specifically, Google wanted to know why some teams excelled while others fell behind.

Before this study, like many other organizations, Google execs believed that building the best teams meant compiling the best people. It makes sense. The best engineer plus an MBA, throw in a PhD, and there you have it. The perfect team, right? In the words of Julia Rozovsky, Google's people analytics manager, "We were dead wrong."

Selected to lead the efforts was Abeer Dubey, Google's director of people analytics (HR). Eager to find the perfect mixture of skills, backgrounds, and traits to engineer super-teams, Dubey recruited statisticians, organizational psychologists, sociologists, engineers, and researchers to help solve the riddle. Included in this all-star lineup was Rozovsky.

Fast forward two years, and Project Aristotle has managed to study 180 Google teams, conduct 200-plus interviews, and analyze over 250 different team attributes. Unfortunately, though, there was still no clear pattern of characteristics that could be plugged into a dream-team generating algorithm.

As described in an article in The New York Times, it wasn't until Google started considering some intangibles that things began to fall into place.

"As they struggled to figure out what made a team successful, Rozovsky and her colleagues kept coming across research by psychologists and sociologists that focused on what are known as "group norms" - the traditions, behavioral standards, and unwritten rules that govern how teams function when they gather... Norms can be unspoken or openly acknowledged, but their influence is often profound."

With a new lens and some added direction from a research study on collective intelligence (abilities that emerge out of collaboration) by a group of psychologists from Carnegie Mellon, MIT, and Union College, Project Aristotle's researchers went back to the drawing board to comb their data for unspoken customs. Specifically, any team behaviors that magnified the collective intelligence of the group.

Through Google's Re:Work website, a resource that shares Google's research, ideas, and practices on people operations, Rozovsky outlined the five key characteristics of enhanced teams.

1. Dependability.

Team members get things done on time and meet expectations.

2. Structure and clarity.

High-performing teams have clear goals, and have well-defined roles within the group.

The work has personal significance to each member.

The group believes their work is purposeful and positively impacts the greater good.

Yes, that's four, not five. The last one stood out from the rest:

5. Psychological Safety.

We've all been in meetings and, due to the fear of seeming incompetent, have held back questions or ideas. I get it. It's unnerving to feel like you're in an environment where everything you do or say is under a microscope.

But imagine a different setting. A situation in which everyone is safe to take risks, voice their opinions, and ask judgment-free questions. A culture where managers provide air cover and create safe zones so employees can let down their guard. That's psychological safety.

I know, not the quantitative data that you were hoping for. However, Google found that teams with psychologically safe environments had employees who were less likely to leave, more likely to harness the power of diversity, and ultimately, who were more successful.

Engineering the perfect team is more subjective than we would like, but focusing on these five components increases the likelihood that you will build a dream team. Through its research, Google made the ancient Greek philosopher Aristotle proud by proving, "The whole can be greater than the sum of its parts."

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Google Spent 2 Years Studying 180 Teams. The Most Successful Ones Shared These 5 Traits

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Over the years, Google has embarked on countless quests, collected endless amounts of data, and spent millions trying to better understand its people. One of the company's most interesting initiatives, Project Aristotle, gathered several of Google's best and brightest to help the organization codify the secrets to team effectiveness.

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Pod. Work group. Committee. Autonomous collective. Whatever you call it, you're part of one at Google and probably wherever you work: a team. So if we know what makes managers great, why don't we know what makes a team great?

A group of us in Google's People Operations (what we call HR) set out to answer this question using data and rigorous analysis: What makes a Google team effective? We shared our research earlier today with the Associated Press, and we're sharing the findings here, as well.

Over two years we conducted 200+ interviews with Googlers (our employees) and looked at more than 250 attributes of 180+ active Google teams. We were pretty confident that we'd find the perfect mix of individual traits and skills necessary for a stellar team -- take one Rhodes Scholar, two extroverts, one engineer who rocks at AngularJS, and a PhD. Voila. Dream team assembled, right?

We were dead wrong. Who is on a team matters less than how the team members interact, structure their work, and view their contributions. So much for that magical algorithm.

We learned that there are five key dynamics that set successful teams apart from other teams at Google:

1. Psychological safety: Can we take risks on this team without feeling insecure or embarrassed?

2. Dependability: Can we count on each other to do high quality work on time?

3. Structure & clarity: Are goals, roles, and execution plans on our team clear?

4. Meaning of work: Are we working on something that is personally important for each of us?

5. Impact of work: Do we fundamentally believe that the work we're doing matters?

If you answered "yes" to the five questions above, congrats! You're probably on a high-performing team. And if not, not all hope is lost. This is a shortcut to help you figure out where to focus, how to get better, and a way to talk about this concept with your teammates in a structured way.

Psychological safety was far and away the most important of the five dynamics we found -- it's the underpinning of the other four. How could that be? Taking a risk around your team members seems simple. But remember the last time you were working on a project. Did you feel like you could ask what the goal was without the risk of sounding like you're the only one out of the loop? Or did you opt for continuing without clarifying anything, in order to avoid being perceived as someone who is unaware?

Turns out, we're all reluctant to engage in behaviors that could negatively influence how others perceive our competence, awareness, and positivity. Although this kind of self-protection is a natural strategy in the workplace, it is detrimental to effective teamwork. On the flip side, the safer team members feel with one another, the more likely they are to admit mistakes, to partner, and to take on new roles. And it affects pretty much every important dimension we look at for employees. Individuals on teams with higher psychological safety are less likely to leave Google, they're more likely to harness the power of diverse ideas from their teammates, they bring in more revenue, and they're rated as effective twice as often by executives.

Googlers love data. But they don't want to sit idle with it. They want to act. So we created a tool called the gTeams exercise: a 10-minute pulse-check on the five dynamics, a report that summarizes how the team is doing, a live in-person conversation to discuss the results, and tailored developmental resources to help teams improve. Over the past year, more than 3,000 Googlers across 300 teams have used this tool. Of those Google teams, the ones that adopted a new group norm -- like kicking off every team meeting by sharing a risk taken in the previous week -- improved 6% on psychological safety ratings and 10% on structure and clarity ratings. Teams said that having a framework around team effectiveness and a forcing function to talk about these dynamics was missing previously and by far the most impactful part of the experience.

From sales teams in Dublin to engineering teams in Mountain View, we've seen that focusing on this framework helps all types of teams improve.
Update: Check out the re:Work guide Understand team effectiveness for the full story on Google's team effectiveness research as well as tools to help teams foster psychological safety.

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re:Work - The five keys to a successful Google team

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Pod. Work group. Committee. Autonomous collective. Whatever you call it, you're part of one at Google and probably wherever you work: a team. So if we know what makes managers great, why don't we know what makes a team great?

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Article

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Improve your public speaking skills and meet new friends!

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How to Stop the Racist in You

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How to Stop the Racist in You

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Improve your skills!

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Skip to main content

Whether you're new to giving speeches or are a seasoned Toastmaster, these how-to articles will help you hone your public speaking skills. Get quick and easy tips for how to prepare and present an award, use visual aids and props, incorporate body language into your presentations, and more. With time and practice, your communication skills will greatly improve, along with your confidence.

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Toastmasters International -Public Speaking Tips

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Hone your communication skills with these public speaking tips

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Improve your skills!

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Skip to main content

Whether you're new to giving speeches or are a seasoned Toastmaster, these how-to articles will help you hone your public speaking skills. Get quick and easy tips for how to prepare and present an award, use visual aids and props, incorporate body language into your presentations, and more. With time and practice, your communication skills will greatly improve, along with your confidence.

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Toastmasters International -Public Speaking Tips

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Hone your communication skills with these public speaking tips

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Podcast interview with - Dr. Daniel Siegel

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Podcast interview with - Dr. Daniel Siegel

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Parenting Info. - Attachment Research.

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"Too often we forget that discipline really means to teach, not to punish. A disciple is a student, not a recipient of behavioural consequences." ― Daniel J. Siegel

In this episode, Dr. Siegel and I talk about:

How to show up consistently for your child

Why it's important to be a constant in your child's life

How to empower your children with your example

Dr. Siegel is a clinical professor of psychiatry at the UCLA School of Medicine and the founding co-director of the Mindful Awareness Research Center at UCLA. He is also the Executive Director of the Mindsight Institute which focuses on the development of mindsight, which teaches insight, empathy, and integration in individuals, families and communities. Dr. Siegel has published extensively for both the professional and lay audiences. His five New York Times bestsellers are: Aware: The Science and Practice of Presence, Mind: A Journey to the Heart of Being Human, Brainstorm: The Power and Purpose of the Teenage Brain, and two books with Tina Payne Bryson, Ph.D: The Whole-Brain Child, and No-Drama Discipline. His other books include: The Developing Mind, The Pocket Guide to Interpersonal Neurobiology, Mindsight, The Mindful Brain, The Mindful Therapist, and also with Tina Payne Bryson, Ph.D. - The Yes Brain and The Power of Showing Up (released 1/7/20). Dr. Siegel also serves as the Founding Editor for the Norton Professional Series on Interpersonal Neurobiology which contains over seventy textbooks.

Check out Dr. Siegel's website at: www.drdansiegel.com. His new book, The Power of Showing Up, will be released tomorrow, 1/7/20.

Continue the conversation on Instagram @momisincontrol

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Mom Is In Control Podcast - 647: The Power of Showing Up {Interview with Dr. Dan Siegel}

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"Too often we forget that discipline really means to teach, not to punish. A disciple is a student, not a recipient of behavioural consequences." ― Daniel J.

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News & Events

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board of governors of the federal reserve system

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The Federal Reserve Board of Governors in Washington DC.

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Do your homework & Always read the find print

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Bankrate: Master Life's Financial Journey

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Use Bankrate.com's free tools, expert analysis, and award-winning content to make smarter financial decisions. Explore personal finance topics including credit cards, investments, identity protection, autos, retirement, credit reports, and so much more.

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ASA

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WSJ Podcast - Free

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Your must-listen for valuable money and market stories from The Wall Street Journal. Each weekday our journalists from Heard on the Street, the Intelligent Investor and other popular features share insights on investing, markets, taxes and retirement planning.

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Your must-listen for valuable money and market stories from The Wall Street Journal. Each weekday our journalists from Heard on the Street, the Intelligent Investor and other popular features share insights on investing, markets, taxes and retirement planning.

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WSJ Podcasts - Free

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Empower yourself financially. Successful women executives, workplace pioneers, self-made entrepreneurs, industry trendsetters and money-savvy experts reveal insights on how to get ahead, reach your goals, and achieve professional success. They join host Veronica Dagher every Tuesday.

Empower yourself financially. Successful women executives, workplace pioneers, self-made entrepreneurs, industry trendsetters and money-savvy experts reveal insights on how to get ahead, reach your goals, and achieve professional success. They join host Veronica Dagher every Tuesday.

Great Podcast!

Sad to see it end, I just found it! Everyone was so inspiring!

Thank you

Sad that this podcast ended. At least I found a new podcast: "Leading Female Insider" to keep me inspired.

MLMs are pyramid schemes, not businesses

I really dislike that the podcast brought on Rodan and Fields - it's a multi level marketing company that takes advantage of many people by scamming them into thinking they can make money by being "downlines". It's really a pyramid scheme, and should not be celebrated.

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‎WSJ Secrets of Wealthy Women on Apple Podcasts

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Empower yourself financially. Successful women executives, workplace pioneers, self-made entrepreneurs, industry trendsetters and money-savvy experts reveal insights on how to get ahead, reach your goals, and achieve professional success. They join host Veronica Dagher every Tuesday. Empower yourself financially.

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Personal Finance

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Personal finance | Life skills | Khan Academy

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Making financial decisions can be intimidating, especially if you're just starting to manage your own money. But you don't have to figure things out on your own. Whether you're creating your first budget or saving for retirement, these lessons can help you make the financial choices that work best for you.

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COVID-19 Myths & Demystifying truth vs noise

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COVID-19 Myths & Demystifying truth vs noise

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Busting COVID-19 Myths and Misinformation: We Got You

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Youtube clip

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online school tips (productivity + study skills)

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Additional resource: everyoneon.org

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PBS SoCal | Your Home for PBS in Southern California

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PBS SoCal is the home to PBS for Greater Los Angeles Area and Southern California. We deliver the full schedule of PBS Programs, plus local programs.

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National Association for the Education of Young Children (NAEYC)

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Ages zero to three are the most important for lifelong mental health and well-being.

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Novel coronavirus is affecting people throughout the world, including many families in California, as the virus continues to show up in more and more communities. Children's Hospital Los Angeles is working diligently to protect our patients, families and team members. We...

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Children's Hospital Los Angeles - Pediatric Hospital Treating Children in Southern California

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Novel coronavirus is affecting people throughout the world, including many families in California, as the virus continues to show up in more and more communities. Children's Hospital Los Angeles is working diligently to protect our patients, families and team members. We...

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CSULA student resources during COVID-19 pandemic

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CSULA student resources during COVID-19 pandemic

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Wi-Fi Hotspots

A limited number of Wi-Fi hotspots are now being distributed to students who do not have access to Wi-Fi or have problems accessing the Internet at home. Please contact the Dean of students to make an appointment if you need assistance.

Emergency Grants

Emergency grants are available for students in need. These grants may be used to cover basic necessities such as food, housing, and technology. To apply for assistance, please submit an emergency grant application form. If you have questions, please contact the office of the Dean of students.

CARES Act Funding

The Coronavirus Aid, Relief, and Economic Security (CARES) Act includes funding for schools, colleges, and universities. Although $37.9 million in CARES Act funding has been allocated to Cal State LA, the University has yet to receive the funds from the federal government. Half of the funding will be used for grants to assist students in need. No decisions have been made regarding the remainder of the allocation, but these resources will be used to support our University community. We will provide more information as it becomes available.

Additional Resources

The Office of the Dean of Students has also compiled a list of student resources on campus and in the surrounding community.

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Only register for Live FLE Webinars. 1) Is it meant to be preventative?
2) Who is the intended audience?
4) Is it educational?
5) Is the presenter an FLE (SW, Psych., Counselor, or Teacher?

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Eventbrite - Discover the Best Local Events & Things to Do

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Money Official Site - Finance News & Advice Since 1972

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Money is an online magazine that guides people to financial victories through up-to-date information, weekly newsletters, instructional videos, and tools.

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Staying Strong and Positive for Ourselves and Our Children During COVID-19

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We are committed to having transformative conversations, whether on a webinar or in a training. Join us at one of the opportunities below.

Staying Strong and Positive for Ourselves and Our Children During COVID-19
In the midst of social distancing and self-quarantine, Be Strong Families has an excellent opportunity to move into a new way of training! Started March 23rd, we have been offering Living the Protective Factors during COVID-19, Fast Track Workshops, and Parent Cafés online using Zoom.

Upcoming Webinars, register in the green links below:
Monday, April 13th Tuesday, April 14th Wednesday, April 15th Thursday, April 16th
English 12:00pm CDT Vitality Webinars: Environmental Vitality
Espanol, Jueves 16 de abril, 1:30pm CDT Vitalidad Ambiental
English 12:00pm CDT Vitality Webinars: Social Vitality
Espanol, Miercoles 15 de abril, 1:30pm CDT Vitalidad Social
English 12:00pm CDT Vitality Webinars: Physical Vitality
Espanol, Martes 14 de abril, 1:30pm CDT Vitalidad Física
English 12:00pm CDT Vitality Webinars: Mental/Emotional and Spiritual Vitality
Espanol, Lunes 13 de abril, 1:30pm CDT Vitalidad Mental / Emocional y Epiritual
Friday, April 17th
English 12:00pm CDT Vitality Webinars: Financial Vitality
Espanol, Viernes 17 de abril, 1:30pm CDT Vitalidad Fiscal (Financiera)

If you missed any webinar, email us for recordings, PowerPoints, or handouts.

Webinars: Parent Cafe Success Exchange Spring 2020

Our Parent Café Success Exchange Webinars are an opportunity for members of our Be Strong Families Café Community of Practice to come together to learn from each other and continue improving their skills and building their Café efforts. We introduce you to our latest Café resources, bring guest speakers to provide perspective on tricky topics, and invite Community of Practice members to share their stories.

We would love to see you in person at one of our upcoming events. We host Training Institutes, organize Art and Activism Events, and present at conferences across the country.

Art & Activism

Be Strong Families is partnering with and amplifying I Grow Chicago's Healing Justice model of individual and community transformation through hosting A More Perfect Union (AMPU) Parent Cafe. AMPU Cafes are safe spaces for families to share struggles and strategies, to learn from each other how to navigate the complex and often unjust context in which parenting occurs. At this event, we will create a community vision board of a thriving and vibrant community where all can co-exist peacefully, respecting one another. All are welcome and invited, including Chicago police officers who serve this community.

"Art is Activism." Angie Thomas (Author)

Art & Activism Event: AMPlifying Hope and Healing for Englewood

Be Strong Families is known best around the country for Parent Cafes -- physically and emotionally safe spaces where parents and caregivers talk about the challenges and victories of raising a family. With the Strengthening Families protective factors as our foundation, the A More Perfect Union(AMPU) Cafes occur at the nexus of social justice and parenting. In AMPU cafes, parents grapple with and explore how to assist themselves and their children with issues such as bullying, stereotypes, racism (and other -isms), immigration, religious discrimination, policing, violence, LGBTQ issues, gender equality, and disability. Be Strong Families' Art & Activism Events use artistic expression to bring balance to these often emotionally intense conversations.

November 26, 2019
6:00 pm -8:30 pm
(light dinner will be served promptly at 6:00 pm)
Lindblom Park District
6054 S. Damen Ave.
Chicago, IL 60636

Cafe Community of Practice: Midwest Regional Confab 2020

Strengthen Your Café Efforts!
Network with and learn from others implementing parent cafés, share your café successes, and build your capacity to grow, sustain, and evolve your parent-led café teams. Food and Fun!

Pricing:

Friday, April 24th
6:00 pm - 9:00 pm
Carnivale Restaurant
702 W Fulton Market,
Chicago, IL 60661

Saturday, April 25th
9:00 am - 4:00 pm
Blue Lacuna
2150 S. Canalport Ave.2nd Floor
Chicago, IL 60608

MAY 26-29, 2020

Los Angeles Convention Center

Rise Up for Equity Summit with IEL and Coalition for Community Schools

Partnered with The Institute for Educational Leadership (IEL), Be Strong Families is hosting the following events at the Rise Up for Equity National Summit. Join us for this high-impact educational equity event that will cultivate collaboration and catalyze innovation.

October 12, 2020
Pre-Conference workshops

October 13-16, 2020
Together for Families conference

Seattle, WA

Together for Families Conference: Track "Advancing Equity for Families"
(Track Leads: City of Seattle & Be Strong Families)

The Advancing Equity for Families Track, will convene conversations through workshops that promote racial awareness, diversity, equity, and inclusion in partnerships to strengthen families and enhance communities. Through interactive conference workshops, presenters will share experience, expertise, and lessons learned, as well as strategies and approaches that participants can use to disrupt systems of oppression and co-create a more just and equitable future.

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We are committed to having transformative conversations, whether on a webinar or in a training. Join us at one of the opportunities below. Staying Strong and Positive for Ourselves and Our Children During COVID-19 In the midst of social distancing and self-quarantine, Be Strong Families has an excellent opportunity to move into a new way of training!

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Florida Diagnostic & Learning Resources System (FDLRS) The Anxious Child

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Florida Diagnostic & Learning Resources System

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Parents, please join us for one or all of these fantastic, collaborative offerings.

The Anxious Child (for students with disabilities)

Date: April 16, 2020
Time: 1:00-3:00pm EST
Location: Virtual Webinar (link will be provided at registration)

This presentation will provide attendees with a detailed review of anxiety and anxiety related symptoms in children and adolescents. The presenter will discuss behaviors that are often common in anxiety disorders and recommend what parents should do if they are concerned about their child's emotional state as it relates to anxiety disorders. Additional strategies and easy to implement techniques to use when working with, or raising a child or adolescent with anxiety or anxiety related symptoms. All strategies can be implemented both at school and home.

Marlena L. Jenkins, M.S., BCaBA
Lead Clinician, UF-Jacksonville FDLRS-MDC
Division of Neurodevelopmental Pediatrics and UF Autism Center
University of Florida, College of Medicine - Jacksonville
Registration Link
Simplified Learning (for students on the spectrum or have special needs) Recording & Resources

This presentation was designed for the parents of children of any age who are Early Language Learners. Simplified Learning is an opportunity for parents and children to learn about language milestones, general descriptions of language disorders, and to learn how to utilize common, low or no cost items to help support language development. Suggestions for how to make and use toys or developmental activities using common items such as: Play-Doh, pasta, measuring cups/spoons, boxes, brushes, etc. were presented. This presentation strived to empower parents as they have a unique opportunity to enrich and promote language, fine motor, and gross motor development with their children without any fancy toys, gadgets, or screens.

Ashley Parker, MS CCC-SLP
Speech Language Pathologist and Clinician
UF Jacksonville Neurodevelopmental Pediatric Center

All resources from this webinar held on March 31, 2020 can be found below.

The ABC's of Behavior Recording & Resources

This presentation covered the basics of behavior for early learners. Topics included: understanding functions of behavior, determining functions of behavior to plan targeted interventions and taking basic data on behaviors to be increased or decreased. Strategies to address common behavioral challenges such as aggression, communication, waiting, maladaptive attention-seeking and task completion were discussed. This presentation aimed at making the underlying philosophies of Applied Behavior Analysis understandable and applicable in real life for parents, teachers and therapists.

Elise Summa, MA, BCBA
Lead Clinician, Center for Autism & Related Disabilities
Clinician, FDLRS/MDC
UF Jacksonville Neurodevelopmental Pediatric Center

All resources from this webinar held on April 6, 2020 can be found below.

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Free Parent Webinar: The Anxious Child - April 16, 2020

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Parents Register Today for the Parent Webinars with FDLRS & UF Jacksonville CARD/MDCParents, please join us for one or all of these fantastic, collaborative offerings. The Anxious Child (for students with disabilities)Date: April 16, 2020Time: 1:00-3:00pm ESTLocation: Virtual Webinar (link will be provided at registration)

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Federal Trade Commission

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"Social distancing," "shelter-in-place," "virtual happy hour"- these are some of the new expressions on everyone's lips the past few weeks. For many, add "remote learning" to the list. Because of school closures, millions of students are now using online, education technology (or "ed tech") services to engage in remote learning from home. And while this fills a vital need, it's important...

Headlines tout rapid improvements in artificial intelligence technology. The use of AI technology - machines and algorithms - to make predictions, recommendations, or decisions has enormous potential to improve welfare and productivity. But it also presents risks, such as the potential for unfair or discriminatory outcomes or the perpetuation of existing socioeconomic disparities. Health AI...

If your business makes "smart" devices, you'll want to read about Tapplock's settlement with the FTC. It's one more example of why businesses in the Internet of Things (IoT) space need to think about privacy and security when designing connected products.

...

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"Social distancing," "shelter-in-place," "virtual happy hour"- these are some of the new expressions on everyone's lips the past few weeks. For many, add "remote learning" to the list. Because of school closures, millions of students are now using online, education technology (or "ed tech") services to engage in remote learning from home.

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Financial Literacy

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Official Site of David Bach. 10X New York Times Bestselling Author

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David Bach is one of America's most trusted financial experts and bestselling financial authors of our time. He has written nine consecutive New York Times bestsellers with more than seven million books in print, translated in over 19 languages.

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Complete your will and trust with Suze Orman's Must Have Documents program, listen to her Women & Money podcast, and take charge of your personal finances today.

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Live - Weekdays 2-5pm EST

Dave Ramsey started on one station in Nashville back in 1992, sharing practical answers for life's tough money questions. Today, the show reaches 15 million combined weekly listeners. From to your favorite , listen and watch the show anytime, anywhere.

Listen or Watch Now

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A Proven Plan for Financial Success | DaveRamsey.com

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Live - Weekdays 2-5pm EST Dave Ramsey started on one station in Nashville back in 1992, sharing practical answers for life's tough money questions. Today, the show reaches 15 million combined weekly listeners. From to your favorite , listen and watch the show anytime, anywhere. Listen or Watch Now

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Breakthrough Parenting

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Every Wednesday
Spanish Session: 10 a.m. - 12 p.m.
English Session: 4 - 6 p.m.

This series consists of 10 classes that will cover the powerful influence parents have on children and how that may have a positive or negative effect into their adulthood.

Some topics that will be covered are:

The Three Approaches to Parenting

Understanding the Source of Behavior

Teaching Responsibility

Helping Children Build Healthy Self-Esteem

Communicating Effectively

Classes and services are FREE and open to EVERYONE!

*Court mandated parents MUST attend 10 classes to receive a free workbook and a certificate and/or letter of completion.

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Breakthrough Parenting Series (English and Spanish)

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Every Wednesday Spanish Session: 10 a.m. - 12 p.m. English Session: 4 - 6 p.m. This series consists of 10 classes that will cover the powerful influence parents have on children and how that may have a positive or negative effect into their adulthood.

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National Family Support Network

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The National Family Support Network has developed two tools to support Network development. Each of these continua highlights resources available through the NFSN, such as technical assistance and facilitation, to support movement along them.

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The National Family Support Network has developed two tools to support Network development. Each of these continua highlights resources available through the NFSN, such as technical assistance and facilitation, to support movement along them.

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National Association for

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In response to the COVID-19 pandemic, some Internet providers are offering free or low-cost services to households with students and low-income families.

Note that these are services from third-party providers and not recommendations from LAUSD. This is simply meant as informational.

FCC agreement (PDF) stating that providers will waive late fees, not cutoff service for lack of payment, and open hot spots.

Comcast: offers free WiFi for two months to low income families plus all Xfinity hot spots are free to the public during this time.

Charter/Spectrum: free internet offer for two months.

AT&T: offers open hot spots, unlimited data to existing customers, and $10/month plans for low-income families.

Verizon: no special offers, but following the FCC agreement.

Sprint: follows FCC agreement, provides unlimited data to existing customers, and, starting March 17, will allow all handsets to enable hot-spots for 60 days at no extra charge.

T-Mobile: follows FCC agreement, plus unlimited data to existing customers, and coming soon, will allow all handsets to enable hot spots for 60 days at no extra charge.

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Free Parenting Workshops

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HealthyChildren.org parent webinars are designed to help you wherever you are on your parenting journey by offering research-supported child health and safety information and immediately useable tips and suggestions. Best of all, you can rest assured that the information comes from the nation's leading child health experts-pediatrician fellows of the of the American Academy of Pediatrics (AAP).

Check out our archives to watch a previously recorded webinar.

The information contained on this Web site should not be used as a substitute for the medical care and advice of your pediatrician. There may be variations in treatment that your pediatrician may recommend based on individual facts and circumstances.

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webinar~ parent webinar~ webinar archive~ archived webinar~ youtube~ morning madness~ parent class~ online ceu~ rushing~ school~ school lunch~ milk~ breakfast~ sleep

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​HealthyChildren.org parent webinars are designed to help you wherever you are on your parenting journey by offering research-supported child health and safety information and immediately useable tips and suggestions. Check out our archives to watch a previously recorded webinar.

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CHADD - Improving the lives of people affected by ADHD

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Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.

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Center for Victim Research

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Research, evaluation, and program planning all require good quality data collection. For good quality data collection, you must know what data you need, how you will collect it, and how you will ensure consistency (for example, that all the people answering a question interpret it in the same way). Some data can be collected through observations or document review. Data collection often requires the use of "instruments" such as surveys or questionnaires, interview guides, and focus group protocols. A program logic model can help you understand the data you need to collect; it helps clarify what your project intends to do and what it hopes to accomplish, as well as document the potential impact to the agency. That information can reveal the information you need to collect about your activities and results.

Resources on instrument design, testing, and implementation are provided below along with tips for developing a logic model for your program. Developing quality instruments can be a challenging process; starting with a few examples can make it easier. CVR has a collection of sample instruments measuring victimization, community and victim needs, satisfaction with victim services, and victim outcomes, as well as some sample logic models. You can search this collection below. We are also continuing to build this collection, and welcome additional submissions.

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Collecting Data - Center for Victim Research

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Research, evaluation, and program planning all require good quality data collection. For good quality data collection, you must know what data you need, how you will collect it, and how you will ensure consistency (for example, that all the people answering a question interpret it in the same way).

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Substance Abuse and Mental Health Services Administration

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SAMHSA - The Substance Abuse Mental Health Services Administration

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SAMHSA - Substance Abuse and Mental Health Services Administration

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SAMHSA.gov, Substance Abuse and Mental Health Services Administration

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Adverse Childhood Experiences

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Explore the Greater Good Science Center, which showcases the science of a meaningful life.

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Central Intelligence Agency - The World Fact book

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Children and Adults with Attention-Deficit/Hyperactivity Disorder

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CHADD - Improving the lives of people affected by ADHD

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Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.

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Society for Research in Child Development

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Society for Research in Child Development

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Free Webinars

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At Home with the Child Experts: The Science of Learning and Teaching at Home During COVID-19 | Society for Research in Child Development SRCD

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This 30-minute informal conversation gives parents and caregivers a chance to ask leading child development experts direct questions about learning and teaching at home during the COVID-19 pandemic. Are you wondering how to make sure your kids are staying on track with school work? If or when to reach out to your child's teacher?

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National Alliance on Mental Illness

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This website is using a security service to protect itself from online attacks. The action you just performed triggered the security solution. There are several actions that could trigger this block including submitting a certain word or phrase, a SQL command or malformed data.

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Conference-Quality Professional Development by Early Childhood Experts

Early Childhood Investigations offers free webinars to early childhood educators. The series is produced by Engagement Strategies, LLC., and presented by leading authors, experts, and leaders. Now, you can participate in conference-quality training without leaving your home, classroom, or office.
UPCOMING WEBINARS

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Early Childhood Webinars - Conference-Quality Professional Development

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Early Childhood Investigations offers free webinars to early childhood educators. The series is produced by Engagement Strategies, LLC

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Applied Behavior Analysis (ABA) Social Skills Programs Parent Training & Support Speech & Language Feeding Therapy Occupational Therapy Telehealth Therapy ABA therapy designed for your needs Applied Behavior Analysis, or ABA, is a therapeutic approach

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Our mission is to educate families, communities and professionals about trauma & resilience in order to promote survivor empowerment, and create stable...

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Eventbrite - Discover the Best Local Events & Things to Do

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California Commission on Teacher Credentialing

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California Commission on Teacher Credentialing

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The American Psychological Association (APA) is a scientific and professional organization that represents psychologists in the United States. APA educates the public about psychology, behavioral science and mental health; promotes psychological science and practice; fosters the education and training of psychological scientists, practitioners and educators; advocates for psychological knowledge and practice to inform public policy; and champions the application of psychology to promote human rights, health, well-being and dignity.

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National Association of Social Workers (NASW)

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National Association of Social Workers (NASW)

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NASW helps secure major policy win for clinical social workers

They will soon be eligible to get Medicare reimbursement for Health Behavior Assessment and Intervention services

Learn more in Tips and Tools for Social Workers

https://www.socialworkers.org/Practice/Tips-and-Tools-for-Social-Workers/Payment-of-Health-Behavior-Assessment-and-Intervention-Services-Approved-for-Clinical-Social-Workers

\Images\ChaptersHomepageBannerImages\www.socialworkers.org\HBAI-Banner2.jpg

A social worker consults with an elderly couple who are sitting with her by a desk

www.socialworkers.org

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Header Text Main Text Link Text Link Url Picture File Path Alternate Text Site Url NASW helps secure major policy win for clinical social workers They will soon be eligible to get Medicare reimbursement for Health Behavior Assessment and Intervention services Learn more in Tips and Tools for Social Workers https://www.socialworkers.org/Practice/Tips-and-Tools-for-Social-Workers/Payment-of-Health-Behavior-Assessment-and-Intervention-Services-Approved-for-Clinical-Social-Workers \Images\ChaptersHomepageBannerImages\www.socialworkers.org\HBAI-Banner2.jpg A social worker consults with an elderly couple who are sitting with her by a desk www.socialworkers.org

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National Association of School Psychologists (NASP)

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National Association of School Psychologists (NASP)

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National Association of School Psychologists (NASP)

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NASP Practice Model

The NASP Model for Comprehensive and Integrated School Psychological Services, also known as the NASP Practice Model, represents NASP's official policy regarding the delivery of school psychological services. The model was updated as part of the NASP 2020 Professional Standards revision and builds on the success of the 2010 standards in advancing the comprehensive role of school psychologists across the country.

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National Association of School Psychologists (NASP)

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The National Association of School Psychologists (NASP) represents and supports the profession of school psychology by advancing effective practices to improve students' learning, behavior and mental ...

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American Association for Marriage and Family Therapy (AAMFT)

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American Association for Marriage and Family Therapy (AAMFT)

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Nothing is as scary to parents, children, spouses, and loved ones as somebody they care about expressing suicidal thoughts, which is referred to as "suicidal ideation" by mental health professionals. The idea that this person we care about would choose death over life is frightening. We feel both responsible for that person's well-being and terribly helpless.

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American Association for Marriage and Family Therapy

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Nothing is as scary to parents, children, spouses, and loved ones as somebody they care about expressing suicidal thoughts, which is referred to as "suicidal ideation" by mental health professionals. The idea that this person we care about would choose death over life is frightening.

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ALERT COVID - 19 INFORMATION
BBS Statement on COVID-19 and Telehealth
BBS statement for licensees
BBS statement on HHS Telehealth Announcement

Due to recommendations and guidance from local and state health officials to help prevent the spread of the Coronavirus (COVID-19), our building is closed to the public, effective Friday, March 20, 2020 at 5pm, until further notice. However, our office remains open for employees during this pandemic. During this time you may experience some delays in reaching staff and we appreciate your patience. We apologize for any inconvenience. Please email us with any questions at bbs.info@dca.ca.gov If you need to renew your existing license, would like to apply for a new license, or make changes to your information, we strongly encourage you to log onto your BreEZe account at www.breeze.ca.gov. If you would like to file a complaint, we strongly encourage you to do so by visiting https://www.dca.ca.gov/consumers/complaints/consumer.shtml
BBS statement about registrant renewals
The Board recognizes the impact that the closure of Pearson VUE test sites may have on your ability to renew your registration. We are actively working on additional ways to mitigate this impact. The Board is required to follow the licensing requirements set forth in its statutes and at this time, the examination is a requirement for renewal. If any changes are made to this, we will communicate it as quickly and as soon as possible via our website, email (make sure you subscribe to our email lists here, https://www.dca.ca.gov/webapps/bbs/subscribe.php) and social media pages.

Welcome to the California Board of Behavioral Sciences (BBS)

OUR MISSION

Protect and serve Californians by setting, communicating, and enforcing standards for safe and competent mental health practice.

OUR VISION

All Californians are able to access the highest quality mental health services.

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BBS Statement on COVID-19 and Telehealth BBS statement for licensees BBS statement on HHS Telehealth Announcement Due to recommendations and guidance from local and state health officials to help prevent the spread of the Coronavirus (COVID-19), our building is closed to the public, effective Friday, March 20, 2020 at 5pm, until further notice.

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5 Benefits for First Responders and their Families
First responders put their lives on the line every day. They are our neighbors, family members, and friends. When they must step in to help us, they don't just do it for us-they do it for everyone in their community.

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Benefits.gov is an online resource to help you find federal benefits you may be eligible for in the United States.

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"We realized many writers and readers would be facing weeks and possibly months of social distancing and isolation. We wanted to use our art to help and connect with people around the world."

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"We realized many writers and readers would be facing weeks and possibly months of social distancing and isolation. We wanted to use our art to help and connect with people around the world."

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by Contently

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The other day, a friend and I were talking about becoming better writers by doing a "reading level analysis" of our work. Scholars have formulas for automatically estimating reading level using syllables, sentence length, and other proxies for vocabulary and concept complexity. After the chat, just for fun, I ran a chapter from my book through the most common one, the Flesch-Kincaid index:

I learned, to my dismay, that I've been writing for eighth graders.

Curiosity piqued, I decided to see how I compared to the first famous writer that popped in my head: Ernest Hemingway. So I ran a reading level calculation on The Old Man and the Sea. That's when I was really surprised:

Apparently, my man Ernest, the Pulitzer- and Nobel Prize-winning novelist whose work shaped 20th-century fiction, wrote for elementary schoolers.

Upon learning this, I did the only thing a self-respecting geek could do at that point: I ran every bestselling writer I had on my Kindle through the machine. I also ran some popular crime and romance novelists, a few political books I despise, and a couple of business writers who bought their way onto bestseller lists (i.e., their work wasn't notable enough to sell on its own). I grabbed each author's most well-known work, pasting in enough text to gain a statistical confidence.

For reference, I threw in a few other things: an academic paper about reading level indices, another paper about chess expertise, a Seth Godin blog post, the text of the Affordable Care Act, and the children's book Goodnight Moon.

Here's what came out:
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What this shows is the approximate number of years of education one needs to be able to comprehend the text. Flesch-Kincaid is the most popular calculator, but some scholars argue that other indices, like Gunning-Fog and SMOG are better. For the above chart, I ran everything through the five most popular calculators, and took an average.

Another highly regarded measure is the Flesch-Kincaid "Reading Ease" score. It estimates how fast a piece of writing is to get through.

Here's a look at the reading ease of those same books:
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Reading ease roughly correlates to reading index, but you'll see that some of the works shift when calculated this way. For example, Hemingway moved up a rank.

Since fiction and nonfiction are not apples to apples, here's a breakdown by category:
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Note how none of these guys wrote above a ninth-grade level.

Nonfiction is a little different, but you'll notice that these bestselling books tend to hover at or below ninth grade as well, with a few exceptions that are known for their difficulty (e.g., Good to Great is exceptional material but only really accessible to college students) or that were just crappy books (the authors who bought their own books in order to become bestsellers):
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The initial surprise from my little data experiment is that writers whose work we regard highly tend to be produce work at a lower reading level than we'd intuit.Cormac McCarthy, Jane Austen, and Hunter S. Thompson join J.K. Rowling in the readability realm of pre-teens. The content of McCarthy's and Thompson's novels isn't meant for children, but these writers' comprehensibility is rather universal.

I wasn't shocked that academic documents rank difficult. However, I was surprised that the ones I studied were only 12th- and 13th-grade reading level.

Most of us don't read at that level, it turns out. (Or if we can, we hate to.) Here's what research says about how many Americans even can read well:

In other words:

I did an informal poll of some friends while writing this post. Every one of them told me that they assumed that higher reading level meant better writing. We're trained to think that in school. But data shows the opposite: lower reading level often correlates with commercial popularity and in many cases, how good we think a writer is.

I recently wrote a post about three important ingredients for "shareable" writing: novelty, identity, and fluency. "Novelty," of course, has to do with surprising or new ideas and stories. "Identity" means the reader can relate to the subject or characters. And "fluency" means the reader can get through the writing quickly, without having to think so hard about the words themselves.

My reading level data verifies that Hemingway et al. write with more fluency than others. That's what makes them exceptional. And it gives them a better chance to reach larger audiences.

In eras past, sophisticated writers aimed to entertain and persuade a sophisticated audience with big vocabulary and complex ideas. (Case in point: Ben Franklin's autobiography-one of my favorites-is written at a 13th-grade level.) In recent years, it seems an increasing number of sophisticated thinkers have intended to reach larger audiences through literary simplification (e.g., Malcolm Gladwell, one of the smartest people I've met, who certainly could write at a 13th-grade level but intentionally writes at an eighth-grade level in order to bring complex ideas to an audience that wouldn't hang at a higher level). Yet school teaches us that higher reading level equals credibility, which is why so many of us try to sound more sophisticated when we speak and write. In fact, that's what most business and academic writers still do: They get verbose and pack their work with buzzwords and heavy diction in order to appear trustworthy.

Turns out, that's counter-productive.

Let's look at Vox's Ezra Klein, the former Washington Post and American Prospect writer who made his mark in the journalism world through the opposite practice. Klein's job, like any good reporter, is to take sophisticated information and explain it in a way that a larger audience can understand. He does it exceptionally well. Here's what that looks like in a couple of his recent posts:

Now, at a reading ease of 57 out of 100, Klein's articles are not Goodnight Moon. But he significantly increases the percentage of people who can actually comprehend some very complex material. And that's made his career.

I posit that this idea has a lot to do with the unlikely popularity of blogs in general. When blogging became a thing 15 or so years ago, journalists frequently scoffed. How can amateurs possibly win an audience's trust like we pros can? Movies and TV shows made a trope of the enterprising young blogger who gets no respect from the newsroom.Yet blogs-with their conversational prose-took off.

For one last comparison, I grabbed a top story from a bunch of news sites around the web. It's not a wholly scientific comparison (entertainment stories will contain different vocabulary than policy or business stories), but I tried to take samples that represented each publication's standard work. Here's what I found:

I was curious why GQ was more complex than The Los Angeles Times, and Cosmopolitan less complex than GQ. Turns out that esoteric vocabulary that you tend to find in fitness and health articles (like the one I sampled for GQ) clocks in at a higher reading level, even if the rest of the prose is simple.
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You may not be surprised to learn that the third-grade-level BuzzFeed post was the most-shared article on the list. The top BuzzFeed News article, on the other hand, dealt with weightier subject matter and was more advanced reading (and shared much less). The Economist, of course, publishes the most complex writing. Strange, however, that The Huffington Post's big news stories tend to be complex as well. This is a product of subject matter to a degree, but I suspect it also has to do with having more seasoned writers on staff and an aim over recent years to appear more sophisticated. They're not writing at a level that a well-educated person can't jibe, but the fact that 50 percent of the country isn't going to comprehend the top general interest story on HuffPo is pretty interesting.

What does this all mean?

We shouldn't discount simple writing, but instead embrace it. People freak out that teenagers are reading fifth-grade-level books, but it turns out that's not a bad sign. Of course, we want to teach teens to comprehend higher reading levels than Harry Potter, but just because we can doesn't mean we should be forced to waste time slogging through Ph.D.-level papers when the Ph.D.s could write more fluently.

The other lesson from this study is that we should aim to reduce complexity in our writing as much as possible. We won't lose credibility by doing so. Our readers will comprehend and retain our ideas more reliably. And we'll have a higher likelihood of reaching more people.

Of course, nobody's going to be excited enough to read or talk about something just because it's easy. To make an impact, writing has to be interesting, too.

It might not be reasonable (or desirable) to write business texts at a fourth-grade reading level. Gladwell and Hemingway are different beasts.But within a given genre, the best writers tend to write the simplest.

And in case you're wondering, this blog post got an 8.6.
Joe Tabacca

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Reading Level Analysis That Will Change The Way You Write

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The other day, a friend and I were talking about becoming better writers by doing a "reading level analysis" of our work. Scholars have formulas for automatically estimating reading level using syllables, sentence length, and other proxies for vocabulary and concept complexity.

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The National Council on Family Relations (NCFR) provides the Certified Family Life Educator (CFLE) credential, which is recognized in the U.S. and Canada for Family Life Education professions.

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The National Council on Family Relations (NCFR) provides the Certified Family Life Educator (CFLE) credential, which is recognized in the U.S. and Canada for Family Life Education professions. The program encourages applications from professionals who have preparation and experience in Family Life Education settings, including formal teaching, research/scholarship, community education, public information and education, curriculum and resource development, health care, military family support, and ministry.

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