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Feeding Hands is a 501c3 charity providing food and other resources to individuals and families in need from its base in Somerset County, NJ. Our mission is to engage individuals, churches, and businesses in alleviating poverty and helping those caught in its clutches. Operating from our core values of Empathy, Connection and Stewardship, we are transforming the lives of our guests and our volunteers. God is moving here at Feeding Hands. Become a Feeding Hand and see for yourself!

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Download the Help App! The Help App is a collection of local, state and national hotlines, textlines and resources. Find resources on drugs/alcohol, suicide/self-harm, mental health, bullying, abuse/domestic violence and … Help App Read More »

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The Trevor Project | For Young LGBTQ Lives

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The Trevor Project provides 24/7 crisis support services to LGBTQ young people. Text, chat, or call anytime to reach a trained counselor. Free and confidential.

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New Jersey Psychotherapy - Individual, Couple, Family, Marriage Counseling, Sex Therapy NJ

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January 4th, 2021
Happy New Year!

We're excited to announce two online support groups starting up at IPG in 2021, run by IPG therapists. One is a group for People of Color ages 21 and up, called "Black, Brown, and In Between". There will be a men's group and a women's group, and both groups will come together every third session. (Trans/GNC folks can choose whichever group they feel best matches their gender identity.) The support groups will run for 10 sessions to be held every other week beginning on Monday, January 25, 2021 at 7:30PM.

The second is a revival of our long-running Gender Spectrum group, for young adolescents to young adults who identify as transgender or gender non-conforming. There is also a group for their parents, which meets separately. These groups will meet once a month, beginning on Wednesday, January 20 for the first parents' group and Thursday, January 21 for the first adolescent/young adult group.

Both groups will be held online and are completely free of charge. A brief intake assessment is required to verify you are appropriate for the particular group. For more information or to register please call our main office at 732-246-8439, or email us via our Contact Us form on our website.

October 1st, 2020
Happy Fall everyone! We are still conducting mostly online therapy sessions for the time being, until it is deemed safe to return to regular in-person therapy. But rest assured, if you begin with online therapy you will be able to switch to in-person therapy when we are able to reopen our offices.

March 23rd, 2020
We are now conducting 100% online therapy sessions via our securely encrypted, HIPAA-compliant video conferencing platform. It's incredibly easy to use for clients - no downloads, installations, or user accounts required, just one click on a link. The same top quality, experienced, licensed IPG psychotherapists, conducting full-length sessions, but in online therapy format.

January 5th, 2020
Looking back on the past year, we are proud to report that two members of IPG's stellar staff have put their work in print:

(Trigger warning: rape, abuse, violence)
First, veteran IPG therapist Alison Grant, LCSW, was asked to write the introduction to a memoir about surviving childhood abuse and trauma. Alison's introduction to A Girl Raised By Wolves, by Lockey Maisonneuve, "explains the mechanics of repressed memories in trauma", which is a large focus of the book. See our most recent blog post with more info on the book in Alison's own words, and you can pick up a copy at the author's website.

Second, IPG's Scott Taylor, LCSW, has had not one but two professional publications in academic journals in the last year: "G. H. Mead's Philosophical Hermeneutics of the Present", European Journal of Pragmatism and American Philosophy, Vol. 11 No. 2, 2019; and "The Structure of Psychic Revolutions: A Psychoanalytic Account of Kuhnian Science", American Imago, Vol. 76 No. 3, 2019. The latter of these papers also earned Scott the Silberger Prize in interdisciplinary work in psychoanalysis from the Boston Psychoanalytic Society & Institution.

June 13th, 2019
Congrats to us! Yesterday IPG was honored with the PROUD Empowerment Award, presented by the PROUD Awards Committee based out of Robert Wood Johnson University Hospital in New Brunswick. The award was given in recognition of our decades of work with the transgender community.

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New Jersey Psychotherapy | Individual, Couple, Family & Marriage Counseling | Sex Therapy NJ

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IPG has been a leading provider of expert, compassionate psychotherapy and counseling since 1983. Our highly skilled professionals can help you, whether your concerns are the result of temporary life stresses or the symptoms of deeper problems. Call us at 800-379-9220 to schedule an appointment.

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We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States.

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The 988 Lifeline is a national network of local crisis centers that provides free and confidential emotional support to people in suicidal crisis or emotional distress 24 hours a day, 7 days a week in the United States. We're committed to improving crisis services and advancing suicide prevention by empowering individuals, advancing professional best practices, and building awareness.

About The Lifeline

Anyone could be struggling with suicide. Find more specific resources below.

I'm Struggling With Individuals with Neurodivergence

We understand that every struggle is different. Experience the stories of people like you, and how they overcame crisis to find hope and recovery.
read stories of hope & recovery

First, you'll hear an automated message featuring additional options while your call is routed to your local 988 Lifeline network crisis center.

We'll play you a little music while we connect you to a skilled, trained crisis worker.

A trained crisis worker at your local center will answer the phone.

This person will listen to you, understand how your problem is affecting you, provide support, and get you the help you need.

988 Lifeline Center calls are free and confidential, and we're available 24/7.

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Everyone Plays A Role In Suicide Prevention

Get in touch

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Skip to main content We can all help prevent suicide. The 988 Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals in the United States. 988 ¡Los servicios de texto y chat de 988 Lifeline ya están disponibles en español!

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If You’re Having Suicidal Thoughts For Friends and Family For Survivors of Suicide Loss For Survivors of Suicide Attempts For Mental Health Professionals For More Information about Suicide and its Prevention *** For Immediate Help with Suicidal Thoughts If you are in danger of acting on suicidal tho…

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Today's marijuana is extremely potent

In the 1960's, the average amount of THC in the marijuana plant was 1-2%. Today, it averages at around 15%, and can be as high as nearly 30%.

Figure 1 https://www.drugabuse.gov/drugs-abuse/marijuana/marijuana-potency

Such high amounts of THC greatly increase the chances of suffering from the developmental, physical, and psychological risks which can result from marijuana use, including a heightened risk of addiction.

Users who use high potency products are more likely to use the drug at least once a week, twice as likely to have used illicit drugs within the past 12 months, and more than three times as likely to be tobacco smokers.

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Today's marijuana is extremely potent In the 1960's, the average amount of THC in the marijuana plant was 1-2%. Today, it averages at around 15%, and can be as high as nearly 30%. Figure 1 https://www.drugabuse.gov/drugs-abuse/marijuana/marijuana-potency Such high amounts of THC greatly increase the chances of suffering from the developmental, physical, and psychological risks which can result from marijuana use, including a heightened risk of addiction.

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This is a group for transgender and gender nonconforming teens and young adults, roughly between the ages of 14 and 23. It is a support group led by a psychotherapist, and gives TGNC kids an opportunity to meet others like them and develop connections. A corresponding parents groups runs concurrently. They both meet at our Highland Park office. THE GROUPS ARE COMPLETELY FREE OF CHARGE! Email Susan Menahem about this group or call - (855) 906-6205

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Welcoming Schools teacher-friendly lesson plans are designed to help educators create classrooms and schools that are affirming of all students and their families. A key focus of Welcoming Schools is to provide comprehensive resources for educators to teach about LGBTQ+ people and topics to foster equity and belonging in schools.

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Lesson Plans for LGBTQ+ Inclusive Elementary Schools

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Help kids talk about the real ways they are bullied or learn about family diversity including LGBTQ+ headed families. All are aligned with the Common Core Standards.

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NJEA SOGI Committee shares LGBTQIA+ resources by age

The NJEA Sexual Orientation and Gender Identity Committee has compiled age-appropriate LGBTQIA+ resources for educators.

These resources were assembled by former and current members of NJEA's Sexual Orientation and Gender Identity Committee and have not all been screened by NJEA or other members of the committee. Websites, book editions, links etc. are subject to change at any time.

NJEA Review Columns

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Rainbow Connection - New Jersey Education Association

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The NJEA Sexual Orientation and Gender Identity Committee has compiled age-appropriate LGBTQIA+ resources for educators. These resources were assembled by former and current members of NJEA's Sexual Orientation and Gender Identity Committee and have not all been screened by NJEA or other members of the committee. Websites, book editions, links etc.

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Three strategies elementary school teachers can use to foster a sense of inclusion for lesbian, gay, bisexual, transgender, and queer students.

Jing Jing Tsong / theiSpot

"Paul, do you have a girlfriend?" Parker asked me.

"I don't," I replied succinctly, hoping to avoid the topic altogether.

"Why?" she queried.

"Because I don't want one," I said.

"Why?" she asked again, smiling up at me.

It was clear I wasn't getting out of this one. This first grader had questions-and would demand answers.

"Because I have a boyfriend," I finally exhaled.

"Oh, that's weird," she said.

"I understand. Sometimes when things are different, they seem a little weird," I replied. "Why do you think it's weird?"

"Well, I just don't like when people make fun of you. I feel bad for you."

In these few minutes, it seemed as though my heart was broken and put back together all at once.

We adults often think of sexuality and gender as things that are out of reach for students-especially our youngest ones. We project our discomfort on them, assuming that discussing sexuality, biological sex, or gender is inappropriate for young students. But it's clear from conversations like the one I had with Parker that children come into our classrooms with a wealth of knowledge.

One of our jobs as educators is to welcome students' perspectives into the classroom. But we can also dismantle ways of thinking that reinforce the gender dichotomy and heteronormativity, and we must create safe spaces for children to explore their identities and empathize with those who are different from them.

In 2017, the CDC estimated that 8 percent of high school students identify as lesbian, gay, bisexual, transgender, or queer (LGBTQ). Kevin Jennings, founder of the Gay, Lesbian, and Straight Education Network, estimates that one in 10 educators in the United States identifies as LGBTQ. These data provide the moral imperative for showing pride in the classroom-for finding ways to include the LGBTQ community in our curriculum. The problem is that most teachers don't know where to start, even in spaces where the LGBTQ community is already welcomed and visible.

3 Ways to Create an LGBTQ-Inclusive Classroom

1. Include LGBTQ children's literature in your class library: As educators, we should provide both windows and mirrors in our curriculum, ensuring that our book selection represents a diverse array of people and identities. This includes the LGBTQ community. While you may not know it yet-especially if you teach young children-there are students who will identify as LGBTQ at some point in their lives. Our job is to provide a safe space and role models for them as they age.

This also means that we must represent the intersectionality that exists in the LGBTQ community, sharing stories of different genders, ethnicities, races, religions, and classes.

Here are a few of my book recommendations, which are mostly for grades K to 5:

All Are Welcome by Alexandra Penfold and Suzanne Kaufman

Julián Is a Mermaid by Jessica Love

Pride: The Story of Harvey Milk and the Rainbow Flag by Rob Sanders

Queer Heroes: Meet 52 LGBTQ Heroes From the Past and Present by Arabelle Sicardi

Pink Is for Boys by Robb Pearlman

A Family Is a Family Is a Family by Sara O'Leary

George by Alex Gino

The Boy and the Bindi by Vivek Shraya

2. Rethink practices that reinforce the gender dichotomy: Gender is constructed through intergenerational experiences and social norms. Once we're aware of this, we can deconstruct the gender dichotomy and rebuild it as a fluid spectrum.

There are some simple ways to do this. Start saying, "Good morning, everyone!" instead of, "Good morning, boys and girls!" Have critical conversations with your kids about the many assumptions we make based on gender, providing counterexamples, like boys who like to sing or girls who play sports.

I've even written gender out of the stories I write with my class. In one instance, I was writing a fairy tale adaptation of Cinderella, modeling for my class.

"Is it a boy or a girl?" one student queried.

"Maybe we don't need to assign our character a gender," I replied, using the pronoun their deliberately throughout.

3. Capitalize on teachable moments: My experience with Parker didn't happen because I planned it. It happened because Parker wanted to know me better-she wanted to find out about a part of my personal life. Over the course of her rather short life, Parker had learned that lots of adults have special people in their lives, and when those people aren't husbands or wives, they are often boyfriends or girlfriends. To her, it seemed only natural to ask.

I could have shied away from the conversation, as I intended to do at the outset. In hindsight, I'm glad I took the teachable moment by the horns.

If you're an LGBTQ educator like me, embracing these moments allows us to share a piece of ourselves that can provide either a window or a mirror into a whole set of stories to which most of our children have not been exposed. If you're not, such moments provide you an opportunity to demonstrate how to be an ally for the LGBTQ community.

It's scary, I know. For so many of us, this is uncharted territory. But to ignore these moments would be to operate in opposition to justice. To quiet students' voices would mean crushing autonomy, courage, and vulnerability. And as educators, we cannot and must not do that.

We have a responsibility, you see. And as we enter into Pride Month, I hope it's one that you don't take lightly.

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Supporting LGBTQ Students in Elementary School

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Three strategies elementary school teachers can use to foster a sense of inclusion for lesbian, gay, bisexual, transgender, and queer students. Jing Jing Tsong / theiSpot "Paul, do you have a girlfriend?" Parker asked me. "I don't," I replied succinctly, hoping to avoid the topic altogether. "Why?" she queried.

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Not everyone is male or female - the growing controversy over sex designation

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Not everyone is male or female - the growing controversy over sex designation

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Check out your birth certificate and surely you'll see a designation for sex. When you were born, a doctor or clinician assigned you the "male" or "female" label based on a look at your genitalia. In the U.S., this has been standard practice for more than a century.

But sex designation is not as simple as a glance and then a check of one box or another. Instead, the overwhelming evidence shows that sex is not binary. To put it another way, the terms "male" and "female" don't fully capture the complex biological, anatomical and chromosomal variations that occur in the human body.

That's why calls are growing to remove sex designation from birth certificates, including a recent recommendation from the American Medical Association.

I am a professor of medicine who has worked extensively on lesbian, gay, bisexual, transgender, queer, intersex and asexual (LGBTQIA+) issues. My co-author is a professor of gynecology who is deeply involved in the health of people who are trans and intersex.

Our research and clinical experience show that sex designation is not something to take for granted. For those who don't fit neatly into one of two categories - and there are millions - an inappropriate classification on a birth certificate can have consequences that last a lifetime.

The problems with sex designation

Variations in genital anatomy happen more frequently than you might think; they occur in 0.1 to 0.2% of births annually. In the U.S., that's about 4,000 to 8,000 babies each year.

Other sex traits don't necessarily help either. Doctors examining the reproductive organs can find people born with both a vagina and testes, and also those born without any gonads. And when evaluating an individual's estrogen and testosterone hormone levels, long defined as key determinants of female and male bodies, doctors find some people with vaginas still produce significant amounts of testosterone. Because of this, testosterone is not a great indicator for defining sex; higher amounts of testosterone do not necessarily make someone male.

Even karyotyping - a laboratory procedure used since the 1950s to evaluate an individual's number and type of chromosomes - doesn't tell the whole story. While we typically expect people to either have XX or XY pairs of sex chromosomes, many people have variations that do not fit either category. These include Turner syndrome, in which a person is born with a single X chromosome, and Kleinfelter syndrome, which occurs when a person is born with a combination of XXY chromosomes.

In short, human diversity has demonstrated that the binary categories of male and female are incomplete and inaccurate. Sex designation, rather than "two sizes fit all," is on a spectrum. Up to 1.7% of the U.S. population - that's more than 5 million Americans - have an anatomy and physiology that present intersex traits.

Binary designations can be damaging

Those with intersex traits who are assigned at birth to be female or male can experience medical care that harms them, both physically and psychologically.

Sometimes physicians perform surgeries to align bodies into binary categories. For example, those born with a larger than typical clitoris may have it reduced in size. But some who have this childhood surgery suffer as adults from pain and difficulty having sex.

[Get The Conversation's most important coronavirus headlines, weekly in a science newsletter]

Additionally, governments sometimes limit those with intersex traits from fully participating in society. For instance, in Australia, marriages have been annulled because governments have previously ruled that an intersex person - someone not seen to be "100% man" or "100% woman" - cannot be legally married.

Private entities often do the same. The International Olympics Committee uses cutoffs of hormone levels to determine who plays in women's sports. As a result, some athletes have been barred from participation.

And for those with a gender identity that differs from the sex designation on a government document, discrimination, harassment or violence can result.

State governments have begun to acknowledge sex diversity. Some let gender-diverse people change their designation on birth certificates, although there are restrictions. Medicine too is changing. For example, some pediatric centers have stopped performing surgeries on newborns with differences in sex development. Still, society at large has been much slower to move beyond the use of strictly binary categories.

As clinicians, we strive to be accurate. The evidence shows that using male and female as the only options on birth certificates is not consistent with scientific reality. Evidence shows that removing this designation will tell new parents that it's not sex assignment that's most important at birth but rather the celebration of a healthy and happy baby.

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Not everyone is male or female - the growing controversy over sex designation

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Check out your birth certificate and surely you'll see a designation for sex. When you were born, a doctor or clinician assigned you the "male" or "female" label based on a look at your genitalia. In the U.S., this has been standard practice for more than a century.

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People are sometimes shocked by the notion that teachers should address lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in elementary schools. Maybe they think children those ages are too young, that those conversations are better had at home, or that the whole topic is simply inappropriate. Such concerns often arise because people assume talking about people who identify as LGBTQ means talking about sex. That is not what we believe at all.

Instead, when we advocate for elementary school teachers to address LGBTQ topics, we simply want them to talk about the diversity of families and relationships and communities in ways that include LGBTQ people. After all, public schools are for everyone, yet many elementary schools are too frequently unwelcoming and unaccommodating of all children, especially children of LGBTQ parents or those who are or may be LGBTQ themselves. LGBTQ people exist in children's lives in myriad ways. If children themselves don't have LGBTQ parents, perhaps they have a peer with two moms at daycare or a relative who comes out as gay, or maybe they've heard a story about transgender rights on the news. Elementary school students are surrounded by these experiences, but their teachers are often underprepared when it comes to realizing why LGBTQ topics might matter to their work as elementary school teachers and how they might make their classrooms more inclusive.

As queer-identified women and former elementary school teachers who now work in universities as teacher educators, we've spent the past decade developing a range of approaches to help elementary school teachers integrate LGBTQ-inclusive practices into their teaching: expanding representations of LGBTQ people, questioning categories with regard to gender and sexuality, and questioning representations within LGBTQ-inclusive texts. We know that no two states, districts, schools, nor teachers are exactly alike; we know that what works one place might be impossible or ineffective in another. But we also believe that every teacher can do something to help make her or his classroom safer and more inclusive to better serve LGBTQ children and families.* These approaches provide options to help everyone find something that works no matter the context.

Below we explain why LGBTQ-inclusive elementary school instruction matters, outline the approaches we have developed and have used in real-life classrooms, and suggest resources for teachers as they do this work. This article draws from our book, Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom, where we also provide examples from our work as coteachers and researchers with second-, fourth-, and fifth-grade teachers in Michigan and Ohio to illustrate what each of these methods can look like in practice.

Why LGBTQ-Inclusive Curriculum Matters in Elementary Schools

Research shows that including LGBTQ topics in elementary schools makes a positive difference to the learning environment of a wide variety of students. For example, 75.2 percent of LGBTQ students in schools with an inclusive curriculum said their peers were accepting of LGBTQ people, compared with 39.6 percent of those without an inclusive curriculum. ¹ This acceptance is particularly important for the estimated 6 million people with one or more LGBTQ parents. ²

However, only half of elementary school teachers (49 percent) say a student with a lesbian, gay, or bisexual parent would feel comfortable at the school where they teach, and only 42 percent think that would be true for a student with a transgender parent. ³ Even though most elementary school teachers address family diversity generally, only 2 in 10 elementary students (18 percent) actually learn about families with two moms or two dads. ⁴ This silence sends a message to children with LGBTQ parents that their families are not "real" families and that their families are not accepted in schools.

Including LGBTQ topics in elementary school classrooms is also important for children who themselves identify as LGBTQ, whether they come out while they are young or, more commonly, later in life. After all, every LGBTQ adult was once a school-age child. Unfortunately, many of those children never see LGBTQ people included in the curriculum. And, too often, they see their teachers fail to intervene when other students use the term "gay" in hateful ways; sometimes they even hear such slurs from teachers themselves. ⁵

These behaviors also affect children who are bullied for being perceived as LGBTQ. Because LGBTQ people have historically been feared, hated, and discriminated against, words to describe LGBTQ people are often used by children to shame people of all identities whose behaviors fall outside the norm. What teachers do and say in response can have implications for children for years to come.

Elementary schools are also affected by the increased awareness about the lives and needs of transgender children. Transgender children are those who, having been assigned a gender at birth, consistently and persistently insist they are actually a different gender. ⁶ Sometimes children identify as a different gender as young as age 3. ⁷ Pediatricians and psychologists suggest, and recent research findings confirm, that supporting the gender identity a child asserts is an important part of healthy development. 8 This means elementary schools should be ready to affirm transgender children and their families in order to support children's mental health and development.

Lastly, including LGBTQ topics in elementary school classrooms is important to do for all children because we all live in a world with LGBTQ people. Children-even if they have a mom and a dad, identify as straight, and fit gender norms-will encounter LGBTQ people in their families, schools, workplaces, and communities. When teachers implement a curriculum that ignores these realities, students are left on their own to process what they hear about LGBTQ people in popular culture and to learn respectful language for talking about LGBTQ topics. Just as white people must be invested in ending racism and men must stand up for women's rights, non-LGBTQ people have an important role to play in making the world safer for and more inclusive of LGBTQ people. Schools teach children about the world and equip students to live in it; that world includes people who identify as LGBTQ, and therefore schools should include LGBTQ topics. The following approaches will help educators understand how to do that.

1. Expanding Representations with LGBTQ-Inclusive Texts

One of the best and most direct ways to make your classroom safer for and more inclusive of LGBTQ people and families is to have books that feature LGBTQ characters. As author Rudine Sims Bishop ⁹ first argued decades ago, books serve as "windows and mirrors." "Mirror books" validate for readers that they are not alone, that their identity or life experience is not strange, and that there is a community of people just like them out there. When readers receive mirrors for parts of themselves, they get the message that their experiences are worth writing about and are worth being read. "Window books," on the other hand, give readers insight into another person's experience. Rather than show readers more of themselves, these books show the way into other worlds that readers haven't seen firsthand but can learn from nevertheless. They remind students that not everyone is exactly like them, and they help prepare students for the complexity and diversity of the larger world. ¹⁰

As teachers, we need to remember that all readers deserve a balance of windows and mirrors. It is this balance that helps us feel affirmed while also moving beyond our own experiences. It helps children recognize they are not alone while at the same time reminding them that they live in a world with other people who are different from them. Both sides of this equation are important. Therefore, when we bring books with LGBTQ people and families into our classrooms-much like when we ensure we have books in our classrooms representing different races, ethnicities, and life experiences-we expand the number of mirrors available for LGBTQ students or children of LGBTQ families, while also expanding the number of windows available for everyone else.

So how does a teacher include a book with LGBTQ characters in her teaching? The short answer is just like you'd include any other book! You could put it on your shelf for a child to find on his or her own. You could recommend it to a child who you think would enjoy it or offer it as an option for literature circles, book clubs, or paired reading groups. Or you could read it aloud, maybe even highlighting it in your teaching. Reading a book can be a wonderful way to open up conversations about topics we don't often discuss in schools because the book can do so much of the work. You'll likely find that your adult worries about reading LGBTQ-inclusive books in the classroom are rarely shared by your students. After all, in addition to sending important messages about who belongs and who is worthy of being represented, many LGBTQ-inclusive books are also compelling and interesting reads that students and teachers alike truly enjoy. When Jill cotaught with a fourth- and fifth-grade teacher who read Alex Gino's George aloud, every time the teachers closed the book at the end of the day's reading, students would groan loudly and beg for "just one more chapter!" In a classroom Caitlin visited regularly, Patricia Polacco's In Our Mothers' House, Cheryl Kilodavis' My Princess Boy, and James Howe's Totally Joe were popular choices during silent reading time.

Reading LGBTQ-inclusive books doesn't have to be done on a special day or otherwise separated from your curriculum. When writing a book report on In Our Mothers' House, for example, a fifth-grade student we know read it independently, summarized the text, identified themes, evaluated the author's writing, and made both text-to-self and text-to-world connections. Because his teacher had included LGBTQ content in classroom discussions prior to his writing of this report, he was able to critically think about that content in sophisticated ways.

When teaching the expected content standards for your grade level, there are many opportunities for this kind of integration. LGBTQ-inclusive stories like Asha's Mums or Donovan's Big Day can be incorporated into language arts units on literary elements like understanding characters, comparing and contrasting, sequencing, understanding descriptive language, or finding the theme of a text. You could add King & King to genre studies of fairy tales and explore Lumberjanes or The Popularity Papers in investigations of graphic novels and/or series books. You could incorporate books such as And Tango Makes Three or Daddy, Papa, and Me or The Family Book into an exploration of family structures in social studies. In all these cases, you can teach required content while still providing important representations to your students.

2. Questioning Categories with Books You Already Use

If it's difficult for you, given your school or district, to read books with LGBTQ characters in them, you can make your classroom safer and more inclusive of LGBTQ people and families by discussing gender and relationships generally in broader ways, even when reading books you already teach. After all, gender is relevant for children of all ages. While gender and sexuality are not the same things, an idea called the heterosexual matrix ¹¹ shows how they become interrelated in our culture. We expect that women will have female bodies, will act feminine, and will want to date and partner with men. We expect that men will have male bodies, will act masculine, and will want to date and partner with women. Of course, in reality, all these categories are much more complicated, but we continually revert to these basic ideas. Ask almost any young child to draw a picture of a girl, and she will have long hair. We might know plenty of girls and women with short hair and boys with long hair too, but culturally, we teach that a way to distinguish boys from girls is, among other characteristics, to look at hair.

By expanding our ideas about any one piece of this puzzle-how boys or girls should look and act, for example-we make space in the whole system, creating more room for people who live any part of it differently than our stereotypes suggest. If we help students see there aren't strict rules about what girls and boys can do or how girls and boys should be, then we help to blur those divisions between categories. This blurring can help students learn to respect people who live those categories differently. When people disrupt any of the matrix categories through their gender identity, through their gender expression, or with whom and how they might fall in love, they are queering-disrupting and expanding-the heterosexual matrix to make more kinds of lives and loves visible.

Teaching in this way, a method that we call "questioning categories," means helping your students investigate how both people in the real world and characters in books disrupt the heterosexual matrix and to what effect. We believe such questioning helps students become aware of and more sensitive to the multiple ways of "doing gender" or being in relationships.

Why, for example, does Kate DiCamillo's Despereaux make his mother so disappointed that he isn't big and strong? Why does he get in so much trouble for being a mouse who doesn't act like other mice and who falls in love with someone he's not supposed to? Why is it a big deal for Charlotte Zolotow's William to have a doll? Why does his dad care so much and get so angry about it? Why is Jacqueline Kelly's Calpurnia Tate so worried about having no interest in "female" jobs such as cooking and sewing as would be expected of her, recognizing instead that her "nature" was leading her to be a scientist?

Books like these, as well as others, including Michael Hall's Red: A Crayon's Story and Tomie DePaola's Oliver Button Is a Sissy, provide indirect yet important opportunities to reflect on what we think about and how we treat people who don't behave in ways society expects. Such conversations can easily be connected to students' lives and real-world experiences in ways that can broaden their understanding of LGBTQ people and families, even without reading terms like "gay" and "lesbian."

Other considerations might also be useful when questioning categories and expanding the heterosexual matrix. For example, when reading nonfiction, students and teachers can consider how there are different expectations and assumptions made about a person based on gender, and how those expectations inform how we understand gender as a culture. Likewise, teachers can ask students to think about the kinds of relationships between people in the texts they are reading. Are they based in assumptions about who is "allowed" to be connected to each other? What knowledge does the author assume the reader has about how men and women or boys and girls act and relate to each other? Is a story shaped by the character's refusal to conform to social norms? How so? Does the way the character looks to others match the way he understands himself? What happens to people who don't fit in? Whose relationships do people make fun of and why? Questioning categories in these ways provides an important lens through which your students can engage with the characters in books, as well as develop critical reading and thinking skills.

3. Questioning Representations in LGBTQ Books

In her now-famous TED talk, Nigerian author Chimamanda Adichie ¹² discussed what she calls the danger of the single story: the stereotype or surface-level picture of a person, place, or event. The problem with relying on such stereotypes, Adichie says, isn't that they're incorrect necessarily, but that they're incomplete. By treating a single representation of the story as the full story about a particular identity category, people create limited, ultimately inaccurate portrayals. Therefore, even though expanding representations by including even one book with an LGBTQ character provides new "windows and mirrors" for readers, the danger of the single story reminds us that it is only one specific portrayal and not a representation of an entire community.

One way to address this is to try to layer different representations in order to provide students the most nuanced, complex, thorough picture of a community. Therefore, the third approach, questioning representations, brings together the first two; it helps you include representations of LGBTQ people while still questioning norms and silences involved in those representations. In other words, this approach helps us move away from asking simply if LGBTQ people are represented and instead turn our attention more specifically to how they are represented and what the overall message is of those representations. This questioning of categories even within LGBTQ-inclusive texts can help students see more possibilities for other people and for themselves.

This work is especially important because many of the LGBTQ representations in children's books are of white, cisgender, partnered, middle-class adults. Helping students notice the (relative) absence of other, more diverse LGBTQ experiences within the books they read expands students' worldviews about who LGBTQ people are. In addition to books, you can layer representations with text sets, videos, newspaper articles of current events, and guest speakers. Such work also supports standards related to research skills, reading from multiple perspectives, the use of textual evidence, and comparing and contrasting to build understanding.

It's particularly helpful to identify books that show characters of different races, classes, religions, and gender expressions. An example we love and have read with students is Jacqueline Woodson's After Tupac and D Foster. When reading that text, we help students explore how the queerness of a black character like Tash informs that character's life in different ways than does the queerness of a white character such as James Howe's Joe in The Misfits and Totally Joe. Both Tash and Joe, like all of us, have intersecting identities ¹³: they are not just gay or just male, but are gay and male and belong to a specific race and class all at the same time in one body.

Because these books give readers the opportunity to enter the lives of very different people, students more easily see how multiple identities intersect. Just as important, the single story of being gay, too often understood in terms of how white wealthy people experience it, is interrupted. The richness of these texts deeply engages students and stimulates a desire to understand the worlds that the characters live in, while simultaneously supporting connections to their own lives.

Getting Started

Because including LGBTQ topics in elementary schools is still somewhat rare, we know you might have concerns about how it will work in your classroom. For that reason, it can be good to think through what concerns you have so you can brainstorm ways to meet those challenges. Sometimes teachers are worried about saying the wrong thing, or what will happen if they don't know the answer to a child's question. Trust us that everyone feels this way sometimes. Knowing all of the right words is not the goal. The willingness to try, to be open to continually learning, to revise the ways that we speak or label or present an idea, is what all good teaching is about, including LGBTQ-inclusive teaching. It's always OK to tell a child that you don't know something or that you aren't sure but that you can look up the answer together. It's also OK to say something like, "That's a better question for you to ask your families at home."

Another concern that we hear from teachers is that they fear resistance from parents of their students and/or from their school administrators. Each situation is different, of course, but at schools we've worked with, resistance has come from a very small number of parents; the vast majority have not minded and have even supported this work. ¹⁴ But the fear of parental resistance is real. Therefore, it is useful to have thought through and to be able to articulate to others why you are doing this work. We suggest relying on research, including the findings cited in this article and other statistics from GLSEN, about the power of inclusive classrooms. You may decide to send home a statement at the beginning of the year about how you are committed to ensuring that all students have a safe space to learn or about how your class will read and discuss a variety of identities and communities over the year. Responding to resistance may also involve understanding and communicating the ways the LGBTQ-inclusive teaching that you do connects to your mandated standards or is in keeping with district policies, particularly antibullying or nondiscrimination policies.

It's important to recognize that states have different laws with regard to LGBTQ inclusion in schools. You can learn more about your state's laws by visiting the Human Rights Campaign's website. There, you might note what protections are available in states that have LGBTQ-inclusive antibullying and nondiscrimination laws as well as any legal restrictions that apply to your state. If you teach in one of the seven states (Alabama, Arizona, Louisiana, Mississippi, Oklahoma, South Carolina, and Texas) that currently have some kind of "No Promo Homo" law that doesn't allow teachers to say the words "gay" or "lesbian," it might make more sense for you to use questioning categories (approach No. 2) to LGBTQ inclusion rather than expanding representations (approach No. 1). To ensure that you are up to date on your specific context, consult directly with organizations like GLSEN, the Human Rights Campaign, the American Civil Liberties Union, or a state-level LGBTQ advocacy group.

No matter where you teach, it will be helpful to build your knowledge and locate sources of support. Finding parents and other teachers who are interested in LGBTQ-inclusive teaching can be a way to build networks and generate new ideas. In addition to research, GLSEN offers lesson plans, professional development opportunities, and other resources for educators. The Human Rights Campaign's " Welcoming Schools" project is elementary-school focused and offers book lists, training opportunities, and lesson plans.
Many professional organizations also have statements that speak to the importance of LGBTQ inclusion and resources for teachers doing such work. The National Council of Teachers of English (NCTE), for example, has an Intellectual Freedom Center to help teachers should any book they use be challenged or censored. NCTE's website contains policy statements, a rationale for reading banned books, and activities to use when teaching books that are frequently challenged. And, of course, the American Federation of Teachers (AFT) is another important source of support as you begin doing the work of LGBTQ inclusion in your classrooms. The AFT's website offers many such resources.

Elementary schools are a microcosm of our larger world, full of diverse identities, ideologies, and approaches to teaching and learning. Of course, this can cause messiness, false starts, redos, and unintentional errors, just like it does in the world outside of schools.

But when that diversity is recognized, incorporated, and celebrated in elementary schools, it can create learning spaces that teach all students how to treat one another and that are welcoming to all students and families, including those in the LGBTQ community. These are the elementary schools that students and families deserve. Let's work together to make them a reality.

Jill M. Hermann-Wilmarth is a professor of social foundations at Western Michigan University. Caitlin L. Ryan is an associate professor in the College of Education at East Carolina University. Parts of this article are excerpted from Caitlin L. Ryan and Jill M. Hermann-Wilmarth, Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom (New York: Teachers College Press). Reprinted by permission of the publisher. Copyright © 2018 by Teachers College, Columbia University. All rights reserved.

*To learn how schools can help LGBTQ students thrive, see " More Than a Safe Space" in the Winter 2016-2017 issue of American Educator. ( back to article)

Endnotes

1. J. G. Kosciw et al., The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools (New York: GLSEN, 2016).

2. G. J. Gates, "LGB Families and Relationships: Analyses of the 2013 National Health Interview Survey," Williams Institute, UCLA School of Law, October 2014.

3. GLSEN and Harris Interactive, Playgrounds and Prejudice: Elementary School Climate in the United States; a Survey of Students and Teachers (New York: GLSEN, 2012).

4. GLSEN and Harris Interactive, Playgrounds and Prejudice.

5. GLSEN and Harris Interactive, Playgrounds and Prejudice; and Kosciw et al., 2015 National School Climate Survey.

6. J. Rafferty, "Gender-Diverse and Transgender Children," American Academy of Pediatrics (2018), www.healthychildren.org/English/ages-stages/gradeschool/Pages/Gender-No...; and C. Meier and J. Harris, "Fact Sheet: Gender Diversity and Transgender Identity in Children," Society for the Psychology of Sexual Orientation and Gender Diversity, American Psychological Association Division 44, https://www.healthychildren.org/English/ages-stages/gradeschool/Pages/Gender-Diverse-Transgender-Children.aspx

7. S. A. Brill and R. Pepper, The Transgender Child: A Handbook for Families and Professionals (Berkeley, CA: Cleis Press, 2008); and S. F. Leibowitz and N. P. Spack, "The Development of a Gender Identity Psychosocial Clinic: Treatment Issues, Logistical Considerations, Interdisciplinary Cooperation, and Future Initiatives," Child and Adolescent Psychiatric Clinics of North America 20 (2011): 701-724.

8. Rafferty, "Gender-Diverse and Transgender Children"; Meier and Harris, "Fact Sheet"; K. R. Olson et al., "Mental Health of Transgender Children Who Are Supported in Their Identities," Pediatrics 137, no. 3 (2016): 1-8; and Substance Abuse and Mental Health Services Administration, A Practitioner's Resource Guide: Helping Families to Support Their LGBT Children (Rockville, MD: SAMHSA, 2014).

9. R. Bishop, "Mirrors, Windows and Sliding Glass," Perspectives: Choosing and Using Books for the Classroom 6, no. 3 (Summer 1990): ix-xi.10. C. M. Tschida, C. L. Ryan, and A. S. Ticknor, "Building on Windows and Mirrors: Encouraging the Disruption of 'Single Stories' through Children's Literature," Journal of Children's Literature 40, no. 1 (2014): 28-39.

10. C. M. Tschida, C. L. Ryan, and A. S. Ticknor, "Building on Windows and Mirrors: Encouraging the Disruption of 'Single Stories' through Children's Literature," Journal of Children's Literature 40, no. 1(2014): 28-39.

11. J. Butler, Gender Trouble, 2nd ed. (New York: Routledge, 1999).

12. C. N. Adichie, "The Danger of a Single Story," TED, July 2009.

13. K. Crenshaw, "Mapping the Margins: Intersectionality, Identity Politics, and Violence against Women of Color," in Critical Race Theory: The Key Writings That Formed the Movement, ed. by K. Crenshaw et al. (New York: The New Press, 1991): 357-383.14. C. L. Ryan and J. M. Hermann-Wilmarth, Reading the Rainbow: LGBTQ-Inclusive Literacy Instruction in the Elementary Classroom (New York: Teachers College Press, 2018).

14. C.L. Ryan and J. M. Hermann-Wilmarth, Reading the Rainbow: LGBTQ Inclusive Instruction in the Elementary Classroom (New York: Teachers College Press, 2018).

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People are sometimes shocked by the notion that teachers should address lesbian, gay, bisexual, transgender, and queer (LGBTQ) topics in elementary schools. Maybe they think children those ages are too young, that those conversations are better had at home, or that the whole topic is simply inappropriate.

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Support group for 18-24 year olds

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We believe that all young people have the right to be safe, affirmed, and supported.

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Suicide is the 10th leading cause of death in the United States, according to the Center for Disease Control and Prevention (CDC). With numbers on the rise (a 33% increase between 1999 and 2019), we have a lot of work to do as a society in order to decrease the lives lost every year to this tragic event. Although it is not always obvious that there is something going on, knowing the signs can help you identify it. There is no single cause for suicide, there are known risk factors and warning signs of suicide that we need to be aware of.

It is known that suicide doesn't discriminate and can happen to anyone, regardless of age, race, or gender. By educating ourselves on the risk factors and warning signs, we can help those who are at risk for suicide and potentially save lives.

In this blog post, we will discuss the warning signs of suicide and the risk factors involved. We will also provide some tips on how you can help someone who may be suicidal.

By basic definition, suicide is the act of taking one's own life. It occurs when people have thoughts of harming themselves and decide to take their lives. The warning signs of suicide that may lead to this vary, but we will go over those below as well.

According to statistics from the CDC, more than 47,500 people died by suicide in 2019. As sad as it may sound, this is a problem that is still increasing today.

Suicide can be intentional or accidental. Intentional suicide is a result of planned actions while accidental suicide happens when someone does not intend to take their life but death still occurs.

In the coming sections, we will discuss the possible factors that lead to suicide, warning signs to consider, and how suicide can be prevented.

There is no single cause for suicide. Rather, it is the result of many factors. Some of these risk factors may result from mental health conditions, past traumatic life events or experiences such as physical or sexual abuse, or the death of a loved one.

In addition, some suicide cases are linked to alcohol or drug abuse. People who misuse substances are more prone to suicide than others. Whatever the causes of suicide, it is important to detect the warning signs for suicide early.

Significant Suicidal Factors

Some risk factors can help you detect whether there are eminent factors at play on someone's mental health and how you can intervene to provide aid when needed.

These are conditions that increase the chances of someone being suicidal. If someone you love, or even yourself is currently experiencing any of these symptoms, keep an eye on how you or they engage with the world around them. Reach out and show support and that you are there for them. This can greatly decrease negative factors on mental health and help through the rough patches the person may be going through.

These include:

Health Factors: Suicide is more common in people with physical health problems such as cancer, chronic pain, heart disease, or stroke. In some instances, these people have given up on life and they just want to end the pain coming from their health issues. Also, suicide rates are common in people who have a serious mental illnesses like depression or bipolar disorder. They are more prone to harming themselves and this can lead to suicide. Examples of chronic health disorders that prompt suicide include Bipolar disorder, Schizophrenia, mental disorder, and so on.

Social Factors: Suicide risk increases when one does not have social support and connections to other family members, friends, or loved ones. For example, if someone has lost their job, home, or going through a divorce, risks are increased. These people may feel that they have lost everything and see no reason to continue with life.

Psychological Factors: Also known as the emotional factors common to people who tend to be impulsive and may act without thinking of the consequences due to their mental health state are at risk for suicide. Those with low self-esteem fall under this category. Self-pity and feelings of worthlessness usually accompany suicidal attempts.

Environmental Factors: The environment that someone resides in can be a strong factor for suicide. Some environments are prone to more violence, abuse, drug use, and other factors which may influence suicidal ideation. Also, the media or personal contact (or lack thereof due to COVID for example) may increase the risk of suicide. This is because people tend to romanticize suicide and this can lead someone vulnerable to copying what they see. Examples of environmental suicidal factors includes access to lethal weapons, bullies, etc.

Hereditary and Historical Factors: Suicide can also be a result of hereditary and family history. In other words, suicide may run in families or some suicides may be linked to certain events which can be traced to the family history. Also note if there has been previous suicide attempt in the family as this could increase risks also. Factors such as Mood disorders, psychotic disorders, certain personality disorders and substance use disorders can increase suicide risk substantially, according to Mayo Clinic.

Behavioral Factors: Suicide is more common in people with a history of suicide attempts or any potentially dangerous behavior. This can make suicide appear as the only solution to their problems.Also, people who engage in self-harm or violent behavior are at risk for suicidal behavior.

All these factors strongly influence suicide. Therefore, any person showing these signs needs to be taken seriously and get help. There are a number of mental health services available to you, no matter where in the world you may reside. You can see a list of these services by Googling for "mental health services". If you are within the United States, SAMHSA has a National Helpline available to you.

As stated above, suicidal risks can often be detected if protective factors are in place. Protective factors are conditions that reduce suicide risk. Do not feel as though you are wrong for not detecting them, but education is key and we can all play a small part in helping others. Simply knowing you are not alone is a big step in helping to decrease suicide numbers worldwide.

These factors include:

Connectedness: Suicide is more likely to strike in people who feel they have no connection with others. However, if someone feels connected to family members and friends, suicide is less likely to occur.

Healthy Coping Skills: If a person has effective coping skills and tools available to them, suicide is often times less likely. When people are given the comfort knowing they can express their feelings, solve problems, and deal with painful stress positively are less likely to feel suicidal.

Self-Esteem: A person with good self-esteem is usually confident and often times will not see suicide as an option. They have a positive view of themselves and believe that they are worthy. Therefore, self-confidence needs to be an active part of every learning process. Helping someone to build their self-esteem is possible and doing things together to feel good and decrease hopelessness will help.

Mental Health Care: Those who have access to mental health services and receive support from caring friends and family are less likely to act on suicidal thoughts than those who are socially isolated. If you know of someone who is showing suicide warning signs don't be afraid to inquire about their mood or thoughts of suicide. Ask whether they are seeing a therapist or taking medication. Just asking this question can often times show that they are loved and cared for, and can have a huge impact.

All these factors need to be in place so suicide can be decreased or prevented. Let's work together to create a society where suicide is not an option; where people know there are others who care about them and who will do anything they can to help.

Challenges And Obstacles To Suicide Prevention

When it comes to helping others, this is exactly why we exist as a foundation. We are dedicated to increasing suicide awareness and prevention through outreach, education, and improving mental health care accessibility. When it comes to the challenges we face everyday as a nonprofit, we want it to be transparent that there are challenges to what we do. These challenges often times stifle the progress of suicide prevention but can be overcome!

The challenges include:

Lack of training for suicide prevention workers and health care providers: Suicide is preventable, but it takes effort from all stakeholders to do so. Health care workers need to be trained and aware of suicide risk factors and warning signs so they can take action in time.Educators and students need to have regular training and exposure to the risk factors and how to overcome them. This is one of our biggest goals as a foundation, and with your help we will come closer and closer to making the biggest impact we can.

Lack of awareness and public education: The public needs to be educated on suicide prevention. They need to know the warning signs, how to get help for someone in danger and what they can do to prevent suicide.

Negative attitudes towards mental health: There are a lot of stigmas attached to mental illness. This stops people from seeking help when they need it and leads to suicide. Statements such as "man up" or "boys don't cry" only hinder that. We need the world to know that nobody is alone, and everyone struggles in one way or another.

Lack of resources: There are not enough resources allocated to suicide prevention. This includes funding, trained professionals, and facilities. Furthermore, not enough people talk about it so even the resources that are available are often not at the top of mind when someone is considering the negative action. Our goal is to highlight this and bring more awareness to services available.

Politics: Suicide prevention is often politicized and this can lead to disagreements on suicide prevention methods.

Let's work together to overcome these obstacles. Suicide is a problem that we need to face head-on. It doesn't discriminate and it can happen to anyone. Therefore, all hands must be on deck to reduce suicide rates as soon as possible.

Warning Signs Of Suicide

Flowing from the suicide risk factors stated above, you must always observe the warning signsof suicide. These warning signs include:

Preoccupation with Death: This includes talking about death a lot, reading articles or stories about suicide, wanting to die, drawing pictures of death and posting them on social media, or writing suicide notes.

Extreme mood swings: This is one of the most prominent warning signs to look out for. Warning signs include mental disorders such as increased depression, anxiety disorders, agitation, irritability, feeling trapped, hopelessness, or helplessness.

Withdrawal from Society: The person in question starts to hide his/her feelings and emotions. They withdraw from their family members and friends and become isolated. Removing themselves from social activities and events, spending a lot of time alone are signs to watch out for.

Suicidal Behaviors: This includes taking risky actions without fear or concern about the consequences. This suicidal behavior includes threatening suicide and attempted suicide.

Substance Abuse: Abusing drugs and alcohol can lead to suicide. This is because these substances impair judgment, hinder decision-making skills and increase impulsiveness.

Don't hesitate to seek instant help if you notice any of the warning signs of suicide that we talked about above.

Suicide is something we can all work together to prevent and save lives - it's all about education on identifying the warning signs and getting people the help they need when they need it. Let's be the society we want to see and work together to prevent suicide.

If you or someone you know needs suicide help, please call the National Suicide Prevention Lifeline and reach out with all the love and support you can. Also, please share this post with your friends and family to help raise awareness about suicide prevention. It might just save a life!

Together, we can make a difference. The National Suicide Prevention Lifeline is also available at 1-800-273-TALK.

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Let's Work Together to Prevent Suicide [Warning Signs of Suicide]

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Suicide is the 10th leading cause of death in the United States, according to the Center for Disease Control and Prevention (CDC). With numbers on the rise (a 33% increase between 1999 and 2019), we have a lot of work to do as a society in order to decrease the lives lost every year to this tragic event.

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NK Chapter

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Dedicated to improving the lives of individuals and families affected by mental illness, for more information contact 732-940-0991, N Brunswick, NJ

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Our Chapter

GLSEN Central New Jersey is a chapter of GLSEN, a national organization fighting for every student's right to a safe, supportive education.

GLSEN Central New Jersey is a grassroots initiative, working locally in our community to ensure safe schools for all students, regardless of sexual orientation and gender identity. There are 43 Chapters around the country doing this important work. Join us today!

Our chapter supports students and educators locally, organizes around LGBTQ-affirming public policy, plans teacher trainings, and hosts events for students, educators, parents, and allies. Chapters like ours play an important role in bringing GLSEN's programs and visions to right where we live, work, and learn. While some chapters have full-time or part-time staff, most are entirely volunteer-based. We're always looking for new volunteers to help us ensure safe schools for all students.

Explore our website to find out more about our work here in Central New Jersey and to learn about how you can get involved in local and national events.

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Stay up to date with everything going on with GLSEN Central New Jersey! Learn about upcoming social events, trainings, meetings, and more. Sign up to volunteer and join us in this important activism!

Events

For the first time in its 17-year existence, GLSEN Northern, Central & Southern Jersey are coming together to plan a fully free & virtual NJ GSA Forum.

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GLSEN Central New Jersey is a chapter of GLSEN, a national organization fighting for every student's right to a safe, supportive education. GLSEN Central New Jersey is a grassroots initiative, working locally in our community to ensure safe schools for all students, regardless of sexual orientation and gender identity.

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Who we are

We are a diverse community of researchers, advocates, clinicians, communicators and more, all working together to provide support and solutions for families impacted by addiction.

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Who we are We are a diverse community of researchers, advocates, clinicians, communicators and more, all working together to provide support and solutions for families impacted by addiction.

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PESS (Psychiatric Emergency Screening Service)             (908) 526-4100

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PESS (Psychiatric Emergency Screening Service)             (908) 526-4100

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Mobile outreach to anyone in Somerset County experiencing acute psychiatric distress

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Contact: Allison MacFadyen

282 East Main Street
Somerville, NJ 08876
Phone: (908) 526-4100 Fax: (732) 292-6797

When you need:

Crisis intervention - Stabilization - Crisis Hotline - Family Crisis Services - Mobile Outreach

Mobile outreach to all those in Somerset County experiencing acute psychiatric distress. Also providing traumatic incident debriefing.

Services Include:

- Rapid mobile outreach focused on early intervention, least restrictive crisis intervention and hospital diversion
- A community based psychiatric emergency screening service center that will include a "Living Room" model of care for the provision of crisis intervention services, planning, and follow-up appointments
- Use of flexible follow-up PESS services, on-site and in-vivo, to ensure that individuals receive crisis intervention services while they are awaiting appointments with community providers or if they fail to keep the appointment and need an additional referral option

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Bridgeway Rehabilitation Services - Somerset County PESS

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Contact: Allison MacFadyen 282 East Main Street Somerville, NJ 08876 Phone: (908) 526-4100 Fax: (732) 292-6797 When you need: Crisis intervention - Stabilization - Crisis Hotline - Family Crisis Services - Mobile Outreach Mobile outreach to all those in Somerset County experiencing acute psychiatric distress. Also providing traumatic incident debriefing.

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2-1-1 is a universally respected and growing national model. More than 14.3 million 2-1-1 connections to help were made in 2017. Today 94 percent of people living in the US have access to 2-1-1 services. Americans living in any one of our 50 states plus those residing in Washington DC and Puerto Rico now have access to community resources by dialing 2-1-1.

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Award-Winning Medical & Dental Services with sites across New Jersey

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A confidential, 24-hour hotline.

A confidential, 24-hour hotline. Call 908-526-7444 for crisis counseling, support, information, and referrals.

Survivor accompaniment to the police station, hospital, or court via SART.

Counseling - trained licensed clinicians provide free individual, and family crisis and short term counseling with survivors (age 13 and up) and their loved ones. These services are available to anyone who has been a victim of sexual violence, no matter when the trauma occurred. We work with people of different gender identifications, cultures, ethnicities, and abilities. Bilingual Spanish-speaking services available.

People seek counseling for many reasons:

Feelings of anger, confusion, fear, sadness

Disruptive thoughts of the trauma that don't go away

Avoiding things and situations that are trauma reminders (and sometimes more)

Problems at work or school

Growing concerns abut a child's challenging behaviors

Relationship conflicts

Sexual difficulties

Sleep disturbance and other health problems

If you identify with any of these problems, the good news it that you are not alone, and the staff at SASS can help. Contact us a 908-526-7774

Sexual Violence Prevention and Education.

Zufall offers two educational components for schools and community groups in Somerset County.

A sexual violence prevention program for Somerset County youth to change attitudes and behaviors that contribute to occurrences of sexual violence. The program provides a series of sessions about healthy relationships, bystander intervention, and recognizing toxic media messages through media literacy programs. (such as Media Literacy, Safe Dates).

Single-session workshops for community and faith-based organizations, school personnel, and health care and other professionals on sexual violence, mandatory reporting, the nature of consent, healthy relationships, "In Their Shoes", risk factors, N.J. Sexual Assault laws, and related topics. To find out more, contact Julie Krupinski at 908-526-2335, ext. 124 or jkrupinski@zufallhealth.org.

READ MORE (Workshop Summaries)

Healthy Relationships - Identifies red flags of an unhealthy relationship,while discussing values, physical intimacy, and dynamics present inhealthy verses unhealthy relationships.

Consent - Introduces N.J. laws on minors' rights and consent. Includes sexual assault prevention and information on local resources and the county support center.

"In Her Shoes" - An interactive program focusing on partner violence and sexual assault. For 11th and12th grade and adult audiences only.

Outreach - Facilitating community-wide education on the programs offered by Zufall Health Center and Sexual Assault Support Services to individuals, organizations and schools throughout Somerset County. For more information please contact Arianna Cohen at 908-526-2335, ext. 129 or acohen@zufallhealth.org

The Somerset County Violence Prevention Coalition is a group comprised of community members, including members of school systems and local human services agencies whose goal is reducing sexual violence through education and prevention.

The coalition's belief is that by focusing on issues that address the county's social, cultural, behavioral, and environmental needs, it can provide a comprehensive approach to the prevention of violence.

Interested in participating in our Coalition? Contact Arianna Cohen, 908-526-2335, ext. 129, acohen@zufallhealth.org

Sexual Assault Response Team (SART) is a team approach to provide compassionate, comprehensive medical care, emotional support, information, assistance, evidence collection, and investigation of any recent incidents of sexual assault.

A victim may choose to activate any or all of the following SART members:

Confidential Sexual Violence Advocate (CSVA) - specially trained individual whose purpose is to provide emotional support and information about medical, legal, and therapeutic options

Forensic Nurse Examiner (FNE) - a nurse who is specially trained to obtain forensic evidenc

Law Enforcement (LE) - police/prosecutors whose purpose is to obtain statements, evidence, and to investigate

Victims can activate SART if:

They are at least 13 years of age

Their assault occurred within the last 5 days

They consent to the SART activation

Any sexual contact or behavior that occurs without clear and explicit consent.

A crime of power and control.

Consent is a clear and voluntary agreement from each participant at every stage of a sexual encounter. The absence of "no" should not be understood to mean there is consent.

Consent does not need to be verbal. However, verbal communication prior to engaging in sex does help to clarify consent. It is important to be clear when talking about both partners' sexual desires, needs, and boundaries.

A prior relationship does not indicate consent to future activity.

Someone cannot give consent if the following are present :

Physical force or coercion (threats, guilt)

Use or threat of weapons

Physical helplessness or incapacity

Intellectual or mental incapacity

Supervisory or disciplinary power over victim

The actor stands in loco parentis

The victim is not of legal age to consent

The New Jersey Age of Consent is 16 years old. In the United States, the participation in sexual activity. Individuals aged 15 or younger in New Jersey are not legally able to consent to sexual activity, and such activity may result in prosecution for statutory rape.

New Jersey statutory rape law is violated when a person has consensual sexual intercourse with an underage individual. A close-in-age exemption exists allowing minors between ages 13 and 15 to engage in sexual congress with a partner who is up to 4 years older. The age of consent is raised to 18 if the older partner is a parent, guardian, sibling, a relative closer than a 4th cousin, or an individual with some authority over the younger party (for example, a teacher or the victim's boss).
For more information about laws and punishment, go to https://www.ageofconsent.net/states/new-jersey
Minors 12 and under are not legally old enough to consent to participation in any sexual activity. Any resident of NJ with knowledge of sexual activity involving a minor aged 12 and under is mandated to report this to Department of Child Protection and Permanency.

By law (N.J.S.A. 9:6-8.10), and Department of Education regulations (N.J.A.C. 6:29-9), any person having a reasonable cause to believe that a child has been abused or neglected in any environment (e.g. home, school, institution, foster home, etc.) is required to immediately notify the Division of Child Protection and Permanency (DCP&P) by calling the Child Abuse Hotline 1-877-NJ ABUSE. Reporting through a secondary source creates unnecessary delays in reporting, possibly resulting in further harm to the child, and does not satisfy the statutory requirement to report directly to DCP&P. In addition, the DCP&P screener may need information known only to the person who suspected the abuse.

1-866-685-1122 Safe and Sound of Somerset (Domestic Violence)

908-705-2800 Richard Hall Community Mental Health Center

908-526-4100 PESS Psychiatric Emergency Screening Services

Whether you have been the victim of a sexual assault, or you love someone who has been, it is typically very difficult to process. There is no "right" reaction to dealing with the aftermath of an act of sexual violence.

Some of the emotions you may experience include:

Disbelief. When you first experience or hear about the assault you might be surprised or shocked, and you might have trouble believing the assault happened. After a traumatic experience, it's common for survivors and those around them to experience denial. It's important for significant others to focus on believing survivors and acknowledging their story.

Anger. You might feel anger for a number of reasons: towards yourself for not being able to protect yourself or the survivor; towards the survivor for telling you about something that is hard to hear, or because he or she waited a period of time before telling you; or towards the perpetrator for carrying out the assault and hurting you or the survivor. It can be difficult to keep anger from affecting the way you communicate. Allow yourself to acknowledge this emotion and find another outlet to express it.

Sadness. It's normal to feel sad, hopeless, worried, or powerless. You might feel sad for yourself, or for the survivor, or mourn how this has changed his or her life. If you know the perpetrator, you might feel sad for how this has changed your life as well. Self-care strategies and coping skills can help you move through these feelings.

Guilt.You may feel guilty that you could not prevent the assault from happening. You may feel guilty if it happened to others that you love. You may feel guilty if the survivor didn't feel comfortable telling you about the assault right way. A loved one may feel guilty that something so terrible happened to someone else and not to you. It can be helpful to re-focus your energy on making the survivor feel supported as he or she moves forward. For the survivor, it may be helpful to understand that under no circumstance was it your fault.

Anxiety. Both survivor and significant other might feel anxious about responding, or handling it the "right" way. A significant other may be worried about how this event will impact a relationship with the survivor. Survivors should be reassured that the assault was not their fault and that you believe them. These can be the most powerful and helpful words for survivors to hear.

Confusion.You might feel confused by what you're hearing. You might not understand how it could happen or why it has happened. Sadly, sexual assaults are more common than we'd like to think. Although you may be struggling with feelings of confusion, especially if you know the perpetrator, you should try to always believe the survivor. Survivors are never to blame for the assault.

It takes courage for survivors to share his or her story, and it is important for the people in their lives to believe and support them.

Remind the survivor that he or she is not alone.

Allow the survivor control over when, and with whom they share their story. Though it may be difficult, it is important to refrain from forcing the survivor to make any decisions he or she do not feel ready to make.

Allow the survivor the freedom to discuss it when he or she feels comfortable, and avoid talking about it constantly unless the survivor wishes.

Don't make it about you. Unfortunately, some significant others may have a similar story. Sharing that story when the survivor is sharing may make her or him feel invalidated, as though the time was no longer about the survivor.

Be patient. Understand that there is no timeline for survivors to "bounce back" from an assault, and that each person handles trauma differently. Education is key to understanding how to best support your loved one.

Vicarious trauma is still trauma. Reach out for your own individual counseling from a trained professional to best understand how to help you heal.

The Cast Of GIRLS Has A Powerful Message About Sexual Assault

Lady Gaga "Til It Happens to You"

Good self-care enables you to better care for others, especially if you or someone in your life has survived sexual violence. The principles of self-care for friends and family are similar to the self-care concepts for survivors.

Maintain your lifestyle. It can be difficult to stay emotionally strong if you are mostly focusing on the sexual assault. Maintaining your lifestyle and continuing to do what you enjoy is important for your emotional wellness. If you enjoy painting, cooking, exercising, spending time with friends, or other activities, keep them up. It may seem challenging to make time to do these activities, but they can be helpful self-care strategies in the long-run.

Reach out and talk about it. It's normal to have a difficult time processing a sexual assault. It can continue to be difficult as time goes on, and others seem to forget and get back to their usual routine. You can call our 24-hour hotline at 908-526-7444 to talk with someone who understands what you're going through. You can also consider talking to someone who is professionally trained to help you deal with these thoughts and feelings, like a mental health professional. To get in touch with a counselor, call our hotline and let them know you may be interested in counseling.

Make plans. Sometimes talking about what happened can help you cope with your feelings, and other times it can make you feel more stuck. Make plans that give you a break from talking or thinking about the assault. It could mean starting a new hobby or revisiting one you already enjoy. You could go to dinner with a group of friends who understand this isn't the time to discuss what happened. Maybe you prefer a solo activity like going on long walks or reading a light-hearted book. Let this be a time where you can take your mind off the assault.

Take time to relax. Relaxation looks different for everyone. You might consider meditation or deep breathing exercises. Maybe journaling helps you sort through your thoughts and find peace. Whatever you choose, build time into your day for these moments of relaxation so that you don't skip out.

Healthy relationships are mutually supportive and beneficial to the individuals that are a part of them. A healthy relationship should promote self-respect, independence, shared feelings of trust and generally provide more happiness than stress or conflict.

Some signs and indicators of a healthy relationship include:

Mutual respect

Open and direct communication, without fear of manipulation

Emotional intimacy

Feeling supported and supporting of the other

Feelings of security and comfort

Equal power

Being able to have your own life apart from each other

Resolving conflict respectfully

Sharing many basic values

A significant degree of trust and honesty

Commitment to a healthy relationship

Knowing the components of a health relationship can highlight the red flags in an unhealthy or abusive and coercive behaviors used to maintain power and control over a former or current intimate partner. Abuse can be emotional, psychological, financial, sexual, or physical and can include threats, isolation, and intimidation. Abuse tends to escalate over time. Some signs and indicators of an unhealthy relationship include:

Abusive behavior in a previous relationship

Threat of violence or abuse (to self, victim, or others)

Using force during an argument

Forcing, pressuring or withholding sex

Breaking objects

Jealousy

Controlling behavior

Isolation

Physical abuse - hitting, punching, kicking, slapping, grabbing

Stalking or tracking

"Playful" use of force

Jekyll-and-Hyde personality

Trained volunteer Confidential Sexual Violence Advocates (CSVA) provide support to survivors of sexual assault on our 24-hour sexual assault crisis hotline and/or provide support and accompaniment at the hospital or police department. No experience is necessary. We provide a 40-hour training which must be completed before becoming an active advocate. Training is held once or twice a year in the evenings. If interested in becoming an advocate, please contact Julie Krupinski at 908-526-2335, ext. 124 or jkrupinski@zufallhealth.org

While there are no specific skills needed to become an advocate, there are several prerequisites. All advocates must:

Be 18 years of age or older

Have access to transportation

Live in Somerset County or immediate surrounding area

Complete an application

Participate in an interview

Submit to a criminal background check

Complete the 40-hour training in its entirety

Duties
Volunteers field calls through our 24-hour hotline for support, information, and referrals.Volunteers are also trained to meet the emotional needs of the caller through crisis intervention. Volunteers accompany survivors and their loved ones in person at Robert Wood Johnson University Hospital at Somerset and/or local police departments.
Training
Volunteers must complete a 40-hour training prior to actively taking shifts and fielding calls and requests for accompaniments with survivors. The training is held over the course of approximately 12 weeks. All training sessions are held in Somerville, NJ in the evenings during the week. Trainings are typically held twice annually. The next CSVA Training will begin Thursday, September 13, 2018. Deadline to submit an application to participate in the CSVA Training is September 12, 2018. If interested in becoming an advocate, please contact Julie Krupinski at 908-526-2335, ext. 124 or jkrupinski@zufallhealth.org.
Commitment of Time
Once training has been completed, volunteers are asked to commit themselves to least one year of service, which includes taking one shift per month. Shifts take the form of a primary weeknight, primary weekend, or backup shift.

"I am so fortunate to be part of this very important and necessary team. Everyone is dedicated to making the client feel supported at the time of great need. "

"It is truly a privilege to be able to help someone who is in distress."

"While heart-breaking at times, I am always grateful to be able to help a victim in need."

"I'm so grateful to be able to give back to others in some way."

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Sexual Assault Support Services (SASS) - Award-Winning Medical & Dental Services with sites across New Jersey

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A confidential, 24-hour hotline. A confidential, 24-hour hotline. Call 908-526-7444 for crisis counseling, support, information, and referrals. Survivor accompaniment to the police station, hospital, or court via SART. Counseling - trained licensed clinicians provide free individual, and family crisis and short term counseling with survivors (age 13 and up) and their loved ones.

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LGBTQIA Health Services

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LGBTQIA Health Services at Robert Wood Johnson University Hospital Somerset

Request an Appointment
Important Information about Monkeypox
Robert Wood Johnson University Hospital Somerset offers specialized primary care services for lesbian, gay, bisexual, transgender, questioning, intersex and asexual (LGBTQIA) adults at our Babs Siperstein PROUD Center.

We are committed to providing a safe and supportive environment where you can get the medical care you need at all stages of your life. PROUD stands for Promoting Respect, Outreach, Understanding and Dignity. Our goal is to provide health services to the LGBTQIA community in an evidence-based, culturally-competent manner. We currently provide care for people age 18 and older.

The PROUD Center is located on the hospital's campus, offering adult patients access to our comprehensive health care services such as laboratory, radiology, cardiology, emergency, oncology, and rehabilitative services, and an on-site Walgreen's pharmacy.

Telehealth services are also available.

Our Location

Babs Siperstein PROUD Center
Robert Wood Johnson University Hospital Somerset
128 Rehill Ave, Suite 1100
Somerville, NJ 08876
1-855-776-8334
Hours of Operation:
Monday through Friday, 9 a.m. to 5 p.m.

Services We Provide for Adult Patients

Comprehensive primary care

Immunization

HIV prevention: pre-exposure prophylaxis (PrEP) and post-exposure prophylaxis (PEP)

Hormone therapy and monitoring

Annual wellness exams

Same-day sick visits

Chronic illness management

Referrals for specialty services, such as behavioral health services

Health education and counseling

Support groups

Behavioral Health Services

Career Workshops

Our Healthcare Team

Our healthcare team recognizes the unique medical needs of the LGBTQIA community and is dedicated to offering high-quality, culturally competent care. In addition to our team of expert physicians, nurses, and administrative staff, we have a knowledgeable patient navigator available who can help you access appropriate resources and care.

Our Mission

We seek to attain a higher level of care for those who need it and those who don't have it. We believe diversity is strength and that all humans have the right to high-quality, patient-centered health care that is equal, inclusive, and unbiased. As a safe haven for the LGBTQ+ community; our compassionate and skilled providers offer a spectrum of personalized care in a culturally competent and judgement-free setting.

At the Babs Siperstein PROUD Center, the health of a human being is our purpose and goal. This is where you lead the way and we make sure you get there safely, because we believe you know yourself best!

Learn More

Behavioral Health Services

Patients at the Babs Siperstein PROUD Center have access to behavioral health services with an outpatient behavioral health therapist dedicated to working with members of the LGBTQ+ community.

Our therapist is available five days a week for in-person and telehealth appointments, supporting members of the LGBTQ+ community throughout their journey, from exploring gender identity or sexual orientation to coming out to their friends and family and learning to live fully as their true selves, which may include developing coping skills or ways to build their personal support network. This is a safe space where they can find understanding and acceptance and develop a plan to address the unique challenges they face.

Most major insurance plans are accepted. Costs for behavioral health services for uninsured LGBTQ+ patients will be covered through funding from a grant from TD Bank.

To schedule an appointment, call 908-243-8647.

Career Workshops

Patients of the Babs Siperstein PROUD Center are eligible for a "Build Your Career Your Way" in-person workshop, 3 two-hour classes with Raritan Valley Community College's Certified Career Interview Coach and Resume Writer, Donnella Tillery.
About the workshop:

Learn how to strengthen your interview skills to stand out when speaking with hiring managers and recruiters

Get tips on how to craft engaging cover letters and resumes using keywords

Gain successful job search strategies for finding jobs and companies that match your career goals

Bring additional questions to the sessions

At the end of the workshop, participants will receive a Resume Writing Certification from RVCC.

Please contact the Babs Siperstein PROUD Center at 1-855-776-8334 for more information.

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Babs Siperstein PROUD Center for LGBTQIA Health | Somerset NJ

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The Babs Siperstein PROUD Center at RWJ University Hospital Somerset offers specialized primary care services for the LGBTQIA community in NJ.

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To achieve your full potential, you need accurate information and the life skills to make positive decisions and choose healthy coping strategies. From pre-school to beyond retirement, we provide the developmentally appropriate education and tools through a wide variety of programs: Youth, Adult, Families, Military, Seniors and All Ages.

The Pioneer Family Success Center was established on March 1, 2012. We are a community-based, family-centered neighborhood gathering place where any Somerset County resident can go for family support, information and services.

The purpose of the FSC is to enrich the lives of children and adults by making families and neighborhoods stronger and to provide families with the tools to identify and build on their strengths in order reach their goals. Everything offered at the Family Success Center is FREE and they are working collaboratively with various community partners to bring together resources and activities into an integrated service system.

EmPoWER Your Community

In partnership with schools, businesses, health care providers, social service organizations, law enforcement and many other key community stakeholders, we develop and implement strategies to create healthy communities, promote mental health, and prevent social problems such as distracted and impaired driving and teen substance abuse.
Contact us today for more information: (908) 722-4900

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To achieve your full potential, you need accurate information and the life skills to make positive decisions and choose healthy coping strategies. From pre-school to beyond retirement, we provide the developmentally appropriate education and tools through a wide variety of programs: Youth, Adult, Families, Military, Seniors and All Ages.

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Provides medical, dental, mental health and other services

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Award-Winning Medical & Dental Services with sites across New Jersey

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Award-winning Medical & Dental services across New Jersey

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We are your medical and dental home providing a comfortable, healing environment where everyone receives high-quality, affordable, health care

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largest organization for LGBTQ+ people, their parents and families, and allies.

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If you're here, then you have a lesbian, gay, bisexual or transgender relative or friend who needs your support. You've come to the right place.

When someone makes the decision to come out to you the first thing to know is that this means they trust you and want you to be a part of this very important and intimate aspect of their life. It is an act of love, respect and trust to come out to someone, and likewise it should be reciprocated with love, respect, and trust.

The PFLAG Princeton chapter is focused on supporting family members and friends of lesbian, gay, bisexual, and transgender people. We hold monthly meetings where attenders have the opportunity to share their experiences, feelings, and challenges in a safe, confidential, and non-judgmental environment. Some participants are looking to get better educated, some are working to come to terms with their loved one's sexuality, and some have a friend or family member who is transgender and want to be better able to support, understand, or relate to this aspect of their loved one's life.

Those whose loved ones have been out for years and are living healthily and happily as proud LGBTQ people come to our meetings. They sit next to and share with people whose loved ones came out maybe just the week before, and may feel lost, confused, and not sure where to go or what to do next. PFLAG can be a treasure trove of resources for those who need a little guidance, or just want to share.

Through this website and at our meetings you will find a wealth of information on LGBTQ issues, as well as some information on what you can do to help support your loved one and educate yourself, as well as some general information on our meetings and programs.

PFLAG - the nation's largest family-based group of its kind - began in 1972, when a courageous mother marched with her gay son in New York City's gay pride parade. Her single voice - calling on society to treat all of its citizens equally and with dignity - sparked a national movement. Since then, tens of thousands of ordinary Americans have joined forces as PFLAG. Known originally as "Parents and Friends of Lesbians And Gays" it now is known just as PFLAG ("p-flag") and is focused on all aspects of LGBTQ+ support and rights. PFLAG has nearly 400 chapters in the United States and over 200,000 members.

The PFLAG Princeton chapter was formed in 1999.

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If you're here, then you have a lesbian, gay, bisexual or transgender relative or friend who needs your support. You've come to the right place. When someone makes the decision to come out to you the first thing to know is that this means they trust you and want you to be a part of this very important and intimate aspect of their life.

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The state of New Jersey's official Web site is the gateway to NJ information and services for residents, visitors, and businesses.

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Central Jersey Housing Resource Center (CJHRC) Community Mission provides outreach programs and services that result in acceptance, recognition and availability of quality affordable housing.

CJHRC is a 501 (c) 3 non-profit that has been helping clients for over 28 years when they have no other place to turn. We never charge a fee.

Our organization primarily serves clients in Somerset and Hunterdon Counties. However our excellent staff strives to assist anyone with housing hurdles that contacts our agency looking for counseling.

Jennifer Laterra, CJHRC Board President stated:

" At CJHRC, our HUD trained counselors assist individuals and families to achieve their housing goals. Our knowledgeable staff is committed to helping clients locate and apply for Low/Moderate Income rental and resale units. CJHRC also provides financial counseling for potential homebuyers and renters, existing homeowners and those facing potential foreclosure or eviction . These services and others we offer are free of any cost. We, at CJHRC, are proud to assist our clients as a HUD approved agency. We are committed to housing and the stellar reputation we enjoy within the State of New Jersey is a testament to all those we strive to serve and to the those who generously support what we do

For additional information call 908-446-0036.

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Central Jersey Housing Resource Center (CJHRC) Community Mission provides outreach programs and services that result in acceptance, recognition and availability of quality affordable housing. CJHRC is a 501 (c) 3 non-profit that has been helping clients for over 28 years when they have no other place to turn.

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Greater Raritan Workforce Development Board

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Greater Raritan Workforce Development Board

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Somerset County One Stop Career Center

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Through policy, oversight, and planning The Greater Raritan Workforce Development Board ensures that workforce training and education are responsive to and meet the needs of employers and job seekers. Your local workforce system will continue to update partners and the community as the impact of the Coronavirus pandemic evolves.

The state has launched a Cov-19 Information Hub page which has links to a vast amount of information and resources, including for businesses and community members. A COVID-19 Jobs and Hiring Portal also is now open and will be updated regularly. Users can navigate the portal and filter by keyword and location, simply by using the question box at the top of the page as a search box. Type in a county name or a position and the jobs will be filtered. This functionality also works from the main Hub site.

In the Greater Raritan area, because of the Coronavirus pandemic, the Greater Raritan One-Stop Career Training Service Centers at 6 Gauntt Place in Flemington and 27 Warren St. in Somerville are closed to in-person visits. Staff will continue to assist customers over the phone and via email. Customers are asked to call 908-541-5780 or email onestop@co.somerset.nj.us for assistance.

In addition, the Greater Raritan One-Stop Career Center at 75 Veterans Memorial Drive in Somerville is closed to the public until June 29.

Unemployment claims

Customers who need to file new Unemployment Insurance claims are asked to apply online at https://myunemployment.nj.gov.

Customers unable to access the Internet should call the following numbers: North Jersey, 201-601-4100; Central Jersey, 732-761-2020; Southern Jersey: 856-507-2340.

Click for additional filing instructions and links, and is a related FAQ.

Here is a FAQ for the self-employed, and instructions on how to file.

The Department of Labor also created a new web portal that allows New Jersey residents to contact the Department of Labor directly. This is a helpful tool for residents who have questions about their applications.

To submit a message, residents must go to www.myunemployment.nj.gov and follow these instructions: On the top navigation, scroll to the right for "Need Help" and unveil the drop down menu; Choose Send an Email; Choose Email: Submit a message through our new online form; and follow the prompts.

Other services

The New Jersey Department of Labor has transitioned other services, including Temporary Disability Insurance, Family Leave Insurance and Workers Compensation, to online and telephone platforms. Information on temporary disability and family leave is available at myleavebenefits.nj.gov.

This attachment posted by the state reviews different benefit scenarios for those impacted by COV-19. Here is the Spanish-language version.

Residents of Hunterdon and Somerset counties are also invited to text "OneStop" to 56512 to receive updates on local area employment and training information.

Among the resources the Greater Raritan Workforce Development Board offers is SkillUp Greater Raritan, a vast online learning portal available for free to all residents of Hunterdon and Somerset counties. A link is also under the Resources tab of the website. This provides an excellent introduction as well. Watch it and start learning from home.

Feeling anxious or afraid because of what is going on? New Jerseyans can call 1-866-202-HELP (4357) for free, confidential support. NJ Mental Health Cares will be answered from 8 a.m. to 8 p.m. seven days a week by live trained specialists.

On March 16, Gov. Phil Murphy issued Executive Order 103 which modifies some requirements for WorkFirst New Jersey (WFNJ) and the New Jersey Nutrition Assistance Program (NJ SNAP), in an effort to limit the spread of the virus.

All applicants for WFNJ and NJ SNAP benefits are encouraged to file online at www.NJHelps.org. All WFNJ and NJ SNAP appointments are moving to telephone interviews, including eligibility and redetermination appointments, and child support interviews.

More details can be found here.

Information for businesses

For employers, the Business.NJ.gov team has created a page for Coronavirus Information for New Jersey Businesses.

The NJDOL has compiled the following resource list to provide businesses with assistance on a variety of topics, including tax credits provided under the Families First Coronavirus Response Act (FFCRA).

For general questions, visit the Business Action Center Website and direct all questions to the chat function on the page.

To understand how to access FFCRA Business Tax Credits, please visit the Internal Revenue Service resources page.

For general questions, please visit the US Department of Labor's FAQs.

For more information on which employers are covered under the law, please visit the US Department of Labor Employer Resource Guide.

For information on how these provisions apply New Jersey, please visit the NJ Labor Department.

Business owners with questions about accessing the reimbursement from the federal government should visit the New Jersey Business Action Center.

Business owners with questions about grants and loans should visit the NJ Economic Development Authority.

New Jersey workers with questions about eligibility for benefits should view these NJ-focused charts in English and Spanish or visit the US Department of Labor Employee Resource Guide.

More resources can be found on https://njbia.org/recovery/, a site of the New Jersey Business & Industry Association. This includes a Back to Work Toolkit and more.

A Business Resource Page created by the Hunterdon County Chamber of Commerce and Hunterdon Economic Development may be found . Information from the Somerset County Business Partnership can be found .

Hunterdon County Coronavirus updates are available on the county website here.

Somerset County Coronavirus updates are available on the county website here.

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Through policy, oversight, and planning The Greater Raritan Workforce Development Board ensures that workforce training and education are responsive to and meet the needs of employers and job seekers. Your local workforce system will continue to update partners and the community as the impact of the Coronavirus pandemic evolves.

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for ages 10-24

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During this time 2NDFLOOR is experiencing above normal wait times and volume. We want to hear from you. Please be patient and remember the line is also open to text 24/7 at 1-888-222-2228. If this is an emergency please call 911 or your local police.

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During this time 2NDFLOOR is experiencing above normal wait times and volume. We want to hear from you. Please be patient and remember the line is also open to text 24/7 at 1-888-222-2228. If this is an emergency please call 911 or your local police.

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NJ Peer Recovery is a peer-support line offering a holistic treatment approach to those living with substance use challenges.

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Somerset County Department of Human Resources

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Somerset County Department of Human Resources

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Drug Deaths Can Be Prevented

This year, there have already been two RVCC students who have died from a drug overdose. If you, or someone you know, is struggling with an addiction to heroin, prescription pills, or other drugs, we want you to know that we are here to assist you. During business hours, contact Advising and Counseling Services at 908-526-1200, X8336 and ask to speak to a counselor.

After hours, call 855-652-3737 for N.J. Connect for Recovery (warmline) or 211 for Addictions Hotline of N.J.

Did You Know?

Opiate addiction is a treatable medical disease

At least 28 people in Somerset County died of overdoses related to heroin or perscription pills in 2014

The stigma and shame related to drug addiction is often the greatest barrier to getting meaningful help

Herion users may also struggle with depression, anxiety, mental health disorders

Many with herion dependency began with painkillers obtained from a medicine cabinet

What You Can Do

Report a drug overdose/save a life without fear of prosecutions - New Jersey's "Opiod Antidote and Overdose Protection Act" (P.L.2013,c.46) allows you to report a drug overdose/seek medical assistance for yourself or another person without fear of prosecution with certain conditions

Safely store or dispose of unused expired medications. Find Rx drop box locations in your area Safe Coalition.org

Get training to administer Life-saving drug Naloxone (Narcan) - To learn how you can assist other experiencing a narcotic overdose by providing emergency response to them. Training

Seek Professional Help - When you notice changes in behavior that might imply drug abuse call 855-652-3737 for NJ Connect fo Recovery (warm line) or 211 for Addictions Hotline of NJ

Ther is no shame in saving someone suffereing from the medical disease of addiction

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Drug Deaths Can Be PreventedThis year, there have already been two RVCC students who have died from a drug overdose. If you, or someone you know, is struggling with an addiction to heroin, prescription pills, or other drugs, we want you to know that we are here to assist you.

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Richard Hall Community Mental Health Center

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Richard Hall Community Mental Health Center

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Wide variety of support groups as well as individual counseling

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Calendar Contact Us County Employment Emergency Alerts Employee Portal GIS Maps & Apps

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Why We're Here

Safe+Sound Somerset touched the lives of over 10,000 people in 2019 through a continuum of trauma-informed crisis intervention, housing, legal advocacy, and case management. Our services also include evidence-based individual and group counseling and financial literacy, as well as community outreach and education.

Domestic abuse is a pattern of controlling, threatening, degrading and violent behaviors by a partner. Abuse takes many forms, including emotional, psychological, physical, sexual and financial. We're here to stop domestic abuse once and for all.

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Safe+Sound Somerset touched the lives of over 10,000 people in 2019 through a continuum of trauma-informed crisis intervention, housing, legal advocacy, and case management. Our services also include evidence-based individual and group counseling and financial literacy, as well as community outreach and education.

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NJ CONNECT FOR RECOVERY-BLOG

NJ Connect for Recovery Helps Families Fight Addiction with CRAFT Method - To assist families, NJ Connect for Recovery offered an educational session featuring Robert Meyers, Ph.D. co-author of CRAFT, an evidence-based intervention program to help families of people living with substance use disorder. NJTV's Michael Hill covered the training. Learn more in the full article, "A different approach to intervene and get a substance user to

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NJConnectForRecovery - NJ Connect For Recovery

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NJ CONNECT FOR RECOVERY-BLOG NJ Connect for Recovery Helps Families Fight Addiction with CRAFT Method - To assist families, NJ Connect for Recovery offered an educational session featuring Robert Meyers, Ph.D. co-author of CRAFT, an evidence-based intervention program to help families of people living with substance use disorder.

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Garden State Equality lifts up the diverse voices of LGBTQ+ communities through education and advocacy to advance the movement for equality in New Jersey and nationally.

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Wellness, recreation, education

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Hillsborough YMCA

FIND YOUR Y

From our exceptional fitness, personal training, sports and aquatics programs, to our safe, nurturing and stimulating early education, preschool and school-age programs, to our fun family and senior events, Hillsborough YMCA truly offers something for everyone - focused on strengthening bodies and minds, and connecting our community members.

BROWSE PROGRAMS

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From our exceptional fitness, personal training, sports and aquatics programs, to our safe, nurturing and stimulating early education, preschool and school-age programs, to our fun family and senior events, Hillsborough YMCA truly offers something for everyone - focused on strengthening bodies and minds, and connecting our community members.

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Pregnant women, new mothers, infants and children up to the fifth birthday with income below 185% of poverty

Norwescap WIC

The WIC (Women Infants and Children) Program provides supplemental nutritious foods to pregnant, breastfeeding and postpartum women, infants and children up to the age of five. Fathers may also bring their children to apply for WIC services. Additional services include health screenings, nutrition education, breastfeeding support, including lactation consultant services, and referrals to health and social services.

WIC prevents anemia and low birth weight and ensures that infants and children have key nutrients for growth and brain development.

Enrollment is open to all eligible applicants, working families and those receiving public assistance.

Our offices are conveniently located in Hunterdon, Somerset, Sussex and Warren Counties. Hours include standard business hours as well as evening hours for working parents.

For more information on how we can help you please call your nearest Norwescap WIC center.

Hunterdon County: 908-454-1210
Somerset County: 908-685-8282
Sussex County: 973-579-5155
Warren County: 908-454-1210

Additional Resources:
State of NJ - Department of Health USDA Nondiscrimination Statement
In accordance with Federal civil rights law and U.S. Department of Agriculture (USDA) civil rights regulations and policies, the USDA, its Agencies, offices, and employees, and institutions participating in or administering USDA programs are prohibited from discriminating based on race, color, national origin, sex, disability, age, or reprisal or retaliation for prior civil rights activity in any program or activity conducted or funded by USDA.

Persons with disabilities who require alternative means of communication for program information (e.g. Braille, large print, audiotape, American Sign Language, etc.), should contact the Agency (State or local) where they applied for benefits. Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA thourhg the Federal Relay Service at (800) 877-8339. Additionally, program information may be made available in languages other than English.

To file a program complaint of discrimination, complete the USDA Program Discrimination Complain Form, (AD-3027) found online at: http://www.ascr.usda.gov/complaint_filing_cust.html , and at any USDA office, or write a letter addessed to USDA and provide in the letter all of the information requested in the form. To request a ccopy of the complaint form, call (866) 632-9992. Submit your completed form or letter to USDA by:

(1) mail: U.S. Department of Agriculture

Office of the Assistant Secretary for Civil Rights

1400 Independence Avenue, SW

Washington, DC 20250-9410;

(2) fax: (202) 690-7442; or

(3) email: prograqm.intake@usda.gov

This institution is an equal opportunity provider.

De confrmidad con la Ley Federal de Derechos Civiles y los reglamentos y políticas de derechos civiles del Departamento de Agricultura de los EE. UU. (USDA, por sus siglas en inglés), se prohíbe que el USDA, sus agencias, oficinas, empleados e instituciones que participan o administran programs del USDA discriminen sobre la base de raza, color, nacionalidad, sexo, discapacidad, edad, o reprsalia o venganza por actividades previas de derechos civiles en algún programa o actividad realizados o fianciados por el USDA.

Las personas con discapacidades que necesiten medios alternativos para la comunicación del información del programa (por ejemplo, sistema Braille, letras grandes, cintas de audio, lenguaje de señas americano, etc.), deben ponerse en contacto con la agencia (estatal o local) en la que solicitaron los beneficios. Las personas sordas, con dificultades de audición o discapacidades del habla pueden comunicarse con el USDA por medio del Federal Relay Service [Servicio Federal de Retransmisión] al (800) 877-8339. Además, las información del programa se pude proporcionar en otros idiomas.

Para presentar una denuncia de discriminación, complete el Formulario de Denucia de Discriminacion del Programa del USDA, (AD-3207) que está disponsible en línea en: http://www.ascr.usda.gov/complaint_filing_cust.html y en cualquier oficina del USDA, o bien escriba una carta dirigida al USDAQ e incluya en la carta toda la información solicitada en el formulario. Para solicitar una copia del formulario de denincia, llame at (866) 632-9992. Haga llegar su formulario lleno o carta at USDA por:

(1) correo: U.S. Department of Agriculture

Office of the Assistant Secretary for Civil Rights

1400 Independence Avenue, SW

Washington, D.C. 20250-9410;

(2) fax: (202) 690-7442; o

(3) correo electrónico: program.intae@usda.gov.

Esta institucion es un proveedor que ofrece igualdad de oportunidades.

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Pregnant women, new mothers, infants and children up to the fifth birthday with income below 185% of poverty Norwescap WIC The WIC (Women Infants and Children) Program provides supplemental nutritious foods to pregnant, breastfeeding and postpartum women, infants and children up to the age of five.

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The leader in specialized behavioral healthcare in New Jersey.

Call 800-933-3579

Hackensack Meridian Health and Carrier Clinic Merge to Enhance Behavioral Health in Tri-State Area.

Learn More

Careers

Find your place in Carrier Clinic.
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Think Carrier for the best treatments for you or your loved one.

Carrier Clinic applies new scientific advances in treating mental illness and addiction. Within new modern holistic facilities, we offer patients innovative, alternative treatments in addition to traditional care programs. We're first in the nation to apply a Compassionate Care Index that monitors and improves patient's care. Our priority is better patient outcomes.

Our 2019 Kindred Spirit Gala was held on May 4th.

The whole property is so beautiful and serene. The staff is beyond wonderful. If you need help with addiction I strongly suggest going to Carrier. Carrier and everyone there saved my life. Let it do the same for you.

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Call 800-933-3579 Hackensack Meridian Health and Carrier Clinic Merge to Enhance Behavioral Health in Tri-State Area. Learn More Find your place in Carrier Clinic. Join Now Carrier Clinic applies new scientific advances in treating mental illness and addiction.

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908-526-7444
71 4th Street, Branchburg, NJ 8876