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Collection of Resources for Parents, Families, and Youth Regarding COVID 19 and mental health 

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Collection of Resources for Parents, Families, and Youth Regarding COVID 19 and mental health 

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National Federation of Families

for Children's Mental Health

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COVID-19 Resources for Parents | National Federation of Families

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This page was created just for parents, caregivers, youth and families. It is a collection of resources and information to support them during the COVID-19 pandemic.

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National Institute on Mental Health

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Mental Health in Childhood

Raising a child can be challenging. Even under the best circumstances, their behaviors and emotions can change frequently and rapidly. All children are sad, anxious, irritable, or aggressive at times, or they occasionally find it challenging to sit still, pay attention, or interact with others. In most cases, these are just typical developmental phases. However, such behaviors may indicate a more serious problem in some children.

Mental disorders can begin in childhood. Examples include anxiety disorders, attention-deficit/hyperactivity disorder (ADHD), autism spectrum disorder, depression and other mood disorders, eating disorders, and post-traumatic stress disorder (PTSD). Without treatment, these mental health conditions can prevent children from reaching their full potential. Many adults who seek mental health treatment reflect on the impact of mental disorders on their childhood and wish they had received help sooner.

When to Seek Help

How can you tell the difference between challenging behaviors and emotions that are a normal part of growing up and those that are cause for concern? In general, consider seeking help if your child's behavior persists for a few weeks or longer; causes distress for your child or your family; or interferes with your child's functioning at school, at home, or with friends. If your child's behavior is unsafe, or if your child talks about wanting to hurt themselves or someone else, seek help immediately.

Young children may benefit from an evaluation and treatment if they:

Have frequent tantrums or are intensely irritable much of the time

Often talk about fears or worries

Complain about frequent stomachaches or headaches with no known medical cause

Are in constant motion and cannot sit quietly (except when they are watching videos or playing video games)

Sleep too much or too little, have frequent nightmares, or seem sleepy during the day

Are not interested in playing with other children or have difficulty making friends

Struggle academically or have experienced a recent decline in grades

Repeat actions or check things many times out of fear that something bad may happen

Older children and adolescents may benefit from an evaluation and treatment if they:

Have lost interest in things that they used to enjoy

Have low energy

Sleep too much or too little or seem sleepy throughout the day

Are spending more and more time alone and avoid social activities with friends or family

Diet or exercise excessively, or fear gaining weight

Engage in self-harm behaviors (such as cutting or burning their skin)

Smoke, drink, or use drugs

Engage in risky or destructive behavior alone or with friends

Have thoughts of suicide

Have periods of highly elevated energy and activity and require much less sleep than usual

Say that they think someone is trying to control their mind or that they hear things that other people cannot hear

Learn more about warning signs on the National Institute of Mental Health's (NIMH) Child and Adolescent Mental Health webpage.

First Steps for Parents

If you are concerned about your child's mental health, you can start by talking with others who frequently interact with your child. For example, ask their teacher about your child's behavior in school, at daycare, or on the playground.

You can talk with your child's pediatrician or health care provider and describe the child's behavior, as well as what you have observed and learned from talking with others. You also can ask the health care provider for a referral to a mental health professional who has experience and expertise in treating children. (See Choosing a Mental Health Professional for additional information.)

Choosing a Mental Health Professional

When looking for a mental health professional for your child, you may want to begin by asking your child's pediatrician for a referral. If you need help identifying a provider in your area, you can call the Substance Abuse and Mental Health Services Administration (SAMHSA) Treatment Referral Helpline at 1-800-662-HELP (4357). You also can search SAMHSA's online Behavioral Health Treatment Services Locator, which lists facilities and programs that provide mental health services. It's especially important to look for a mental health professional with training and experience treating children, particularly your child's specific problems.

Asking questions and providing information to your child's health care provider can improve your child's care. Talking with the health care provider builds trust and leads to better results, quality, safety, and satisfaction. Here are some questions you can ask when meeting with prospective treatment providers:

Do you use treatment approaches that are supported by research?

Do you involve parents in the treatment? If so, how are parents involved?

Will there be "homework" between sessions?

How will progress be evaluated?

How soon can we expect to see progress?

How long should treatment last?

To find ideas for starting the conversation with your health care provider, visit the Agency for Healthcare Research and Quality website and read NIMH's Tips for Talking With Your Health Care Provider. Additional information about finding a qualified mental health professional is available on NIMH's Help for Mental Illnesses webpage and through other organizations listed in More Information and Resources.

Assessing Your Child's Behavior

An evaluation by a mental health professional can help clarify problems underlying your child's behavior and provide reassurance or recommendations for the next steps. An evaluation offers an opportunity to learn about your child's strengths and weaknesses and to determine which interventions might be most helpful.

A comprehensive evaluation of a child's mental health includes the following:

An interview with the parents to discuss the child's developmental history, temperament, relationships with friends and family, medical history, interests, abilities, and any prior treatment. It is important for the mental health professional to get a picture of the child's current situation-for example, a recent change in schools, an illness in the family, or another change that affects the child's daily life.

Information gathering from the child's school, such as standardized tests and reports on behavior, capabilities, and difficulties.

If needed, an interview with the child and the mental health professional's testing and behavioral observations.

Treatment Options

The mental health professional will review the evaluation results to help determine if a child's behavior is related to changes or stresses at home or school or if it's the result of a disorder for which they would recommend treatment. Treatment recommendations may include:

Psychotherapy ("talk therapy"). There are many different approaches to psychotherapy, including structured psychotherapies directed at specific conditions. For more information about types of psychotherapies, visit NIMH's psychotherapies webpage. Effective psychotherapy for children always includes:

Parent involvement in the treatment

Teaching the child skills to practice at home or school (between-session "homework assignments")

Measures of progress (such as rating scales and improvements on "homework assignments") that are tracked over time.

Medications. As with adults, the type of medicines used for children depends on the diagnosis and may include antidepressants, stimulants, mood stabilizers, or other medications. For general information on specific classes of medications, visit NIMH's mental health medications webpage. Medications are often used in combination with psychotherapy. If multiple health care providers or specialists are involved, treatment information should be shared and coordinated to achieve the best results.

Family counseling. Including family members in treatment can help them to understand how a child's challenges may affect relationships with parents and siblings.

Support for parents. Individual or group sessions for parents that include training and the opportunity to talk with other parents can provide new strategies for supporting a child and managing difficult behavior in a positive way. The therapist also can coach parents on how to communicate and work with schools on accommodations.

To find information about treatment options for specific disorders, visit NIMH's Mental Health Information webpage. Researchers continue to explore new treatment options for childhood mental disorders: Participating in a Research Study for Children provides information on participating in clinical research.

Working With the School

Children who have behavioral or emotional challenges that interfere with success in school may benefit from plans or accommodations provided under laws that prevent discrimination against children with disabilities. Your child's health care providers can help you communicate with the school.

A first step may be to ask the school whether accommodations such as an individualized education program may be appropriate for your child. Accommodations might include measures such as providing a child with a tape recorder for taking notes, allowing more time for tests, or adjusting seating in the classroom to reduce distraction. There are many sources of information on what schools can and, in some cases, must provide for children who would benefit from accommodations and how parents can request evaluation and services for their child:

There are Parent Training and Information Centers and Community Parent Resource Centers located throughout the United States. The Center for Parent Information and Resources lists centers in each state.

The U.S. Department of Education has detailed information on laws that establish mechanisms for providing children with accommodations tailored to their individual needs and aimed at helping them succeed in school. The Department also has a website on the Individuals with Disabilities Education Act, and its Office for Civil Rights has information on other federal laws that prohibit discrimination based on disability in public programs, such as schools.

Many of the organizations in More Information and Resources also offer information on working with schools as well as more general information on disorders affecting children.

More Information and Resources

Information on specific disorders is available on NIMH's Mental Health Information webpage.

The following organizations and agencies have information on symptoms, treatments, and support for childhood mental disorders. Some offer guidance for working with schools and finding mental health professionals. Participating in voluntary groups can provide an avenue for connecting with other parents dealing with similar issues.

Please Note: This resource list is provided for informational purposes only. It is not comprehensive and does not constitute an endorsement by NIMH, the National Institutes of Health (NIH), the U.S. Department of Health and Human Services, or the U.S. government.

Research on Disorders Affecting Children

NIMH conducts and supports research to help find new and improved ways to diagnose and treat mental disorders that occur in childhood. This research includes studies of risk factors-including those related to genetics, experience, and the environment-which may provide clues to how these disorders develop and how to identify them early.

NIMH also supports efforts to develop and test new interventions, including behavioral, psychotherapeutic, and medication treatments. Researchers are also seeking to determine whether the beneficial effects of treatment in childhood continue into adolescence and adulthood.

Participating in a Research Study for Children

Children are not little adults, yet they are often given medications and treatments that have been tested only in adults. Research shows that, compared to adults, children respond differently to medications and treatments, both physically and mentally. The way to get the best treatments for children is through research designed specifically for them.

Researchers at NIMH and around the country conduct clinical trials with patients and healthy volunteers. Talk to your health care provider about clinical trials, their benefits and risks, and whether one is right for your child. For more information about clinical research and how to find clinical trials being conducted around the country, visit NIMH's clinical trials webpage.

Reprints

This publication is in the public domain and may be reproduced or copied without permission from NIMH. Citation of NIMH as a source is appreciated. To learn more about using NIMH publications, please contact the NIMH Information Resource Center at 1-866‑615‑6464, email nimhinfo@nih.gov, or refer to NIMH's reprint guidelines.

For More Information

MedlinePlus (National Library of Medicine) ( en español)

ClinicalTrials.gov ( en español)

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
National Institutes of Health
NIH Publication No. 21-MH-8085
Revised 2021

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Children and Mental Health: Is This Just a Stage?

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This fact sheet presents information on children's mental health including assessing your child's behavior, when to seek help, first steps for parents, treatment options, and factors to consider when choosing a mental health professional. It also provides guidance on how to work with your child's school, a list of resources, and information about clinical trials.

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Worried About COVID-19, School and Substance Use? One of Our Specialists Offers Advice.

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Partnership to End Addiction | Where Families Find Answers

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We chatted with one of our helpline specialists, Deb Drache, to learn more about the concerns she's hearing as families transition back into a most unusual school year. We asked, too, if she has advice for parents facing the added worry of substance use or addiction.

Tell us about the helpline. What can parents expect when they connect with you?

When a parent or caregiver reaches me, I greet them with a lot of warmth and empathy. I validate their concerns and help to remove the stigma so many feel. As specialists, we provide empathy around feelings of shame, guilt, anger, sadness or fear having a loved one struggling with substances. I really want to understand what the parent needs to determine the "next best step" for them. Sometimes this is weighing the pros and cons of a certain limit they want to set. For others, it's about ways to have better, more productive conversations. Often, it's about helping them see that changing their own behaviors and engaging in more self-care may be the next best thing to do.

Many parents are concerned about learning, safety and loss of connection due to COVID-19. What can they still do to encourage healthy choices and behavior this school year?

When it comes to mental health and substance use, we encourage parents to proactively and frequently engage in conversations with their kids. Unfortunately, it isn't enough to just ask your teenager/young adult, "How are you doing?" You will likely hear, "Fine." By talking regularly, you can better keep your finger on the pulse of their mental health and relationship with substances. Make it a point to do weekly check-ins and find creative ways to ask them, "How are you?"

If you notice specific behaviors, such as sleeping a lot, or withdrawal from family or irritability, you can say something like, "Hey, I noticed you have been staying in your room a lot lately, and I wonder what's up with that?" Don't be afraid to ask your child about feelings of sadness, anxiety, anger or resentment.

It also helps to find creative ways to pose your question. For instance, talk with them about how many people feel stressed about doing school differently, missing friends and having to juggle social pressure and academics. Then, ask them specifically how they feel about these things. You can also use scaling questions, such as, "On a scale of 1 to 10, with one being not at all sad and 10 being depressed, what number would you give yourself?" Once they answer, you can ask follow-up questions. As an example, "What's one thing you could do to move your number up a point? How can I help?"

Even for older teens and young adults, connection and engagement are important. As parents, we look to balance out the needs of giving our kids both roots (to ground them) and wings (so they can be independent). Teens tend to try to push away, yet they need the safety of family. Have dinner or any meal together, play a board game or watch a movie. These are all ways to stay connected and serve as a foundation to have ongoing dialogue. It can also mitigate some mental health issues and substance use.

Many of our kids haven't had the ability to see their friends or socialize in months. What are the new ground rules this school year?

It's been a difficult time for everyone, but especially for kids who haven't been able to socialize and are now back in school. Empathy for their situation is important. That said, it's my recommendation that whatever rules had been in place should remain in place. It helps to notice when your child follows the rules, even if it's what they "should be doing." Acknowledgement of this, either in a kind word or small token of appreciation, can go a long way.

It's also helpful to define the consequences for breaking rules ahead of time and follow through on whatever the consequences are. If you include your child in the discussion about limits and consequences, it can often help with compliance. Additionally, when they understand the reasoning for the "rule" - and the reasoning makes sense and is not arbitrary - they may be more likely to follow it.

Specific to COVID-19, talk about their health and safety. Discuss why sharing a vape pen or a joint is a health risk due to the virus. Explain how attending a gathering inside - when there is prolonged exposure to others - can also increase transmission. It's important to explain the "why" behind the rules. Let your child know that it's a communal responsibility to stop the spread of COVID. Moreover, this guidance is not about them specifically, but the recommendation of public health professionals. You can also try to make it more personal to them and their lives. For instance, if there are low transmission rates, it's more likely they can be at school with their friends.

For parents of college students, how can they help manage COVID-19 "safety pledges" from a distance?

It's not too late to have a conversation with your college-aged child about how the pandemic is reshaping campus life today, in addition to the normal challenges of being away at college. Acknowledge that many kids "party" and choose to use substances. Have a conversation with them about how they are handling this on campus.

Talk about the school's rules about gatherings and any expectations regarding testing, mask wearing and social distancing. Try to create a situation where your child doesn't just "tell you what you want to hear." Acknowledging that you value honesty and direct communication is a start. Give validation that they have made it to the point in their lives where they can make independent decisions. Remind them that you are still available to help with guidance and support as they navigate this next stage of their life.

If you can work collaboratively with your young adult and share their vision for health and well-being when they are away at school, you are likely to have more productive dialogue. Ask questions, engage in the conversation and let them know ahead of time you will be doing regular check-ins. Communicate that while you accept their independence, and know that there may be bumps in the road, that you are willing to be actively involved and take action if necessary.

Finally, what would you share with parents of children who are in recovery and isolated?

We all need community to enhance our sense of connection to ourselves and to the world, so this time is challenging for everyone. For those in recovery, this is even more significant. You can help your child stay connected through online support groups. They can get engaged with a recovery coach or a sponsor, and there may be groups that meet outside or in a socially distanced way in indoor locations. Also, try not to live in fear of relapse. We know it can and does happen, and think about it as part of the process. One thing you can do is recognize the moments where your child makes a choice not to use, and offer positive reinforcement.

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Worried About COVID-19, School and Substance Use? One of Our Specialists Offers Advice.

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We chatted with one of our helpline specialists, Deb Drache, to learn more about the concerns she's hearing as families transition back into a most unusual school year. We asked, too, if she has advice for parents facing the added worry of substance use or addiction. Tell us about the helpline.

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Substance Abuse and Mental Health Administration

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Check out these resources to help you start-and keep up-the conversation about the dangers of drinking alcohol and using other drugs at a young age.

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National Institute on Drug Abuse

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Parents: Facts and Resources to Talk With Teens About Drugs

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Parents: Learn the facts about drugs and how their use can affect your teen. Find resources that offer tips for talkign with your teen about drug use and where to go to find help.

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NIDA Director

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National Institute on Drug Abuse (NIDA/NIH)

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You have probably heard a lot about the opioid crisis in the news lately. But what are opioids, and what do they have to do with you as the parent of a teenager?

If your child has had a sports injury, dental work, or surgery, it is possible that he or she was prescribed a pain reliever that contained an opioid. Opioids can be very effective at reducing severe pain in the short term, such as after surgery, but they can be very addictive, especially if they are misused.

Children and adolescents are at greater risk than adults of becoming addicted when exposed to drugs. Particularly when used in treating children or adolescents, opioids should only be taken to manage severe pain, when no other pain medicine works, and for the shortest time necessary-and most importantly, only while under the careful watch of a trained health care provider.

In addition to opioids prescribed for treating pain, there are powerful opioids sold on the street and used solely to get high, including heroin and illicit fentanyl. These are also highly addictive. All opioids-particularly when misused to get high, when combined with other drugs like alcohol or tranquilizers, or when used for pain without proper medical supervision-can result in deadly overdoses.

While opioid misuse in teens has been going down, the rate of opioid misuse increases significantly after the age of 18, so it is critical to talk with teens early and frequently to protect them from experimenting with opioids as they transition into adulthood. Talking to your kids about drugs may not be easy, but it is important.

Here at the National Institute on Drug Abuse (NIDA), we developed this guide to help parents talk with their kids. We also have a companion book, Opioid Facts for Teens, that you can share. Sometimes, just beginning the conversation is the hardest part. I hope these booklets can help.

Nora D. Volkow, M.D.
Director, National Institute on Drug Abuse

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A Letter to Parents | National Institute on Drug Abuse

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You have probably heard a lot about the opioid crisis in the news lately. But what are opioids, and what do they have to do with you as the parent of a teenager? If your child has had a sports injury, dental work, or surgery, it is possible that he or she was prescribed a pain reliever that contained an opioid.

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Partnership to End Addiction

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Teen substance use

The teen and young adult years are confusing, complicated and formative. Understanding what's happening socially and developmentally - and how it can intersect with substance use - is fundamental to setting the stage for healthier outcomes.

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Teen substance use The teen and young adult years are confusing, complicated and formative. Understanding what's happening socially and developmentally - and how it can intersect with substance use - is fundamental to setting the stage for healthier outcomes.

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Partnership to End Addiction | Where Families Find Answers

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Trained and caring specialists are ready to listen to your challenges, setbacks, obstacles and difficult emotions that go along with a child's substance use or addiction.

Support is available in English and Spanish. All communications are confidential and services are provided free of charge, with the exception of any messaging or data rates incurred.

Text for help

Text your message to 55753 to connect with a specialist. To allow us to provide you with support specific to your needs, you will receive a link to a brief, confidential survey in response. A specialist will reply directly to your message within 24 hours.

Email for help

Complete a short contact form to connect with a specialist over email. To allow us to provide you with support specific to your needs, you will receive a link to a brief, confidential survey in response. A specialist will reply directly to your message within 24 hours.

Schedule a call

Make an appointment to speak with one of our specialists to ask questions and receive guidance on the best ways to support your child or loved one. Specialists are available:

Monday-Friday, 9am-Midnight ET

Saturday & Sunday, 12pm-5pm ET

About our helpline

Whether you are a parent, grandparent, aunt, uncle, sibling or other caregiver - our helpline is here for you and anyone else playing a supportive role in the life of someone struggling with substance use.

There is no one-size-fits-all approach and each family is unique. Our specialists will propose a personalized course of action, offering the best tools and resources to help you help your child, yourself and your family.

"You were a safety net when I felt like I was drowning. You had resources to suggest and knew just what to say. Thank you for being there."

Frequently asked questions

I'd like to talk to someone, but is this right for me and my situation with my child?

Our helpline specialists will meet you wherever you are on your journey. Some parents may have a feeling or suspicion that their child is misusing substances and aren't sure what to do next. Others may have a child who has struggled with substance use disorder for years and need more resources and advice on what treatment is best. Regardless of where you and your family are, our helpline specialists will listen, help you make an action plan and empower you to seek support and resources in your community.
Keep in mind that the helpline is not a crisis line. For any emergencies you should always dial 911.
What will we talk about?

It depends on your situation and what you want to cover. Some parents simply want someone to listen to their story without judging them. Others are looking for new ways to communicate and tips on how to better get through to their child. Some parents want to work on a plan of action to tackle a specific circumstance. Every family is different, so these conversations will vary and will depend on what you need.

Is this confidential?

Yes. Everything is free and confidential. You can even use a fake name (or give no name at all) if that makes you more comfortable.

I've called a dozen "free" numbers and they've all tried to sell me treatment. How are you different?

If you've searched online for help or treatment for your loved one, you've likely encountered what are advertised as free treatment referral services - which are frequently affiliated with private, for-profit treatment providers. Unfortunately, many of these provide families with untrustworthy treatment information at a time when they need the most help. The Partnership to End Addiction is a nonprofit organization, and our helpline services are made available for the sole purpose of helping you find the best solutions for your child and your family.

Will you help me find treatment for my child?

We will absolutely help empower you to find the right type of treatment for your child's situation. We are not affiliated with any treatment provider and will not send families to providers that we have not vetted. What we can do, if given your zip code, is direct you to trusted treatment center locators and resource lists, as well as provide you questions to ask treatment providers, advice on insurance and payment, and helpful tips when you are seeking treatment for your loved one.

What if I want to talk to someone who personally has been in a situation like mine - like another parent whose child has struggled with substance use?

While our helpline specialists offer expert advice and guidance, it does help to talk to a peer who has been there. Peer-to-peer support can be extremely beneficial and provide insight as you work to help your loved one who is struggling with substance use. To learn more about peer-to-peer support via parent coaching, connect with a helpline specialist.

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Get One-on-One Help to Address Your Child's Substance Use

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Our helpline is here for you and anyone else playing a supportive role in the life of a young person struggling with substance use. Trained and caring bilingual specialists are ready to listen to your challenges, setbacks and obstacles and will propose a personalized course of action.

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Talk about Mental Health for Parents and Caregivers 

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Talk about Mental Health for Parents and Caregivers 

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MentalHealth.gov

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As a parent or caregiver, you want the best for your children or other dependents. You may be concerned or have questions about certain behaviors they exhibit and how to ensure they get help.

What to Look For

It is important to be aware of warning signs that your child may be struggling. You can play a critical role in knowing when your child may need help.

Consult with a school counselor, school nurse, mental health provider, or another health care professional if your child shows one or more of the following behaviors:

Feeling very sad or withdrawn for more than two weeks

Seriously trying to harm or kill himself or herself, or making plans to do so

Experiencing sudden overwhelming fear for no reason, sometimes with a racing heart or fast breathing

Getting in many fights or wanting to hurt others

Showing severe out-of-control behavior that can hurt oneself or others

Not eating, throwing up, or using laxatives to make himself or herself lose weight

Having intense worries or fears that get in the way of daily activities

Experiencing extreme difficulty controlling behavior, putting himself or herself in physical danger or causing problems in school

Using drugs or alcohol repeatedly

Having severe mood swings that cause problems in relationships

Showing drastic changes in behavior or personality

Because children often can't understand difficult situations on their own, you should pay particular attention if they experience:

Loss of a loved one

Divorce or separation of their parents

Any major transition-new home, new school, etc.

Traumatic life experiences, like living through a natural disaster

Teasing or bullying

Difficulties in school or with classmates

What to Do

If you are concerned your child's behaviors, it is important to get appropriate care. You should:

Talk to your child's doctor, school nurse, or another health care provider and seek further information about the behaviors or symptoms that worry you

Ask your child's primary care physician if your child needs further evaluation by a specialist with experience in child behavioral problems

Ask if your child's specialist is experienced in treating the problems you are observing

Talk to your medical provider about any medication and treatment plans

How to Talk About Mental Health

Do you need help starting a conversation with your child about mental health? Try leading with these questions. Make sure you actively listen to your child's response.

Can you tell me more about what is happening? How you are feeling?

Have you had feelings like this in the past?

Sometimes you need to talk to an adult about your feelings. I'm here to listen. How can I help you feel better?

Do you feel like you want to talk to someone else about your problem?

I'm worried about your safety. Can you tell me if you have thoughts about harming yourself or others?

When talking about mental health problems with your child you should:

Communicate in a straightforward manner

Speak at a level that is appropriate to a child or adolescent's age and development level (preschool children need fewer details than teenagers)

Discuss the topic when your child feels safe and comfortable

Watch for reactions during the discussion and slow down or back up if your child becomes confused or looks upset

Listen openly and let your child tell you about his or her feelings and worries

Learn More About Supporting Your Children

There are many resources for parents and caregivers who want to know more about children's mental health. Learn more about:

Get Help for Your Child

Seek immediate assistance if you think your child is in danger of harming themselves or others. You can call a crisis line or the National Suicide Prevention Line at 1-800-273-TALK (8255).

If your child is in need of community mental health services you can find help in your area.

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As a parent or caregiver, you want the best for your children or other dependents. You may be concerned or have questions about certain behaviors they exhibit and how to ensure they get help. It is important to be aware of warning signs that your child may be struggling.

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Learning to Help Your Child and Your Family

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Learning to Help Your Child and Your Family

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National Alliance on Mental Illness (NAMI)

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Family Members and Caregivers | NAMI: National Alliance on Mental Illness

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Methods of how to handle being a parent of a teenager living with a mental health condition.

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HelpLine specialists are prepared to answer your questions on mental health issues. Contact us Monday-Friday, 10 a.m. - 10 p.m. ET. 1-800-950-NAMI (6264) or info@nami.org

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Use this if you or someone you love is considering Suicide

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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.

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We understand that every struggle is different. Experience the stories of people like you, and how they overcame crisis to find hope and recovery.
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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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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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Crisis Text Line | Text HOME To 741741 free, 24/7 Crisis Counseling

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Crisis Text Line provides free, 24/7 support via text message. We're here for everything: anxiety, depression, suicide, school. Text HOME to 741741.

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Tips for Talking and What to Say to Prevent Drug and Alcohol Abuse

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Positive Parenting Prevents Drug Abuse

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Talking to Children about Tragedies and Other News Events 

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Talking to Children about Tragedies and Other News Events 

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After any disaster or crisis, families struggle with what they should say to children and how to help them cope.
The American Academy of Pediatrics (AAP) encourages parents, teachers, child care providers, and others who work closely with children to filter information about the event and present it in a way that their child can understand, adjust to and handle in a healthy way.
Where to start

No matter what age or developmental stage your child is, you can start by asking what they've already heard. Most children will have heard something, no matter how old they are. After you ask them what they've heard, ask what questions they have and how they feel about what's happened.

Older children, teens, and young adults might ask more questions. They may ask for and benefit more from additional information. But no matter what age your child is, it's best to keep the dialogue straightforward and direct.

Avoiding graphic details & exposure to media

In general, it is best to share basic information with children, not graphic details, or unnecessary details about tragic circumstances. Children and adults alike want to be able to understand enough so they know what's going on. Graphic information and images should be avoided.

Keep young children away from repetitive graphic images and sounds that may appear on television, radio, social media, the internet, etc.

With older children, if they will be viewing news coverage, consider recording it ahead of time. That allows you to preview it and evaluate its contents before you sit down with them to watch it. Then, as you watch it with them, you can stop, pause and have a discussion when you need to.

Children will generally follow good advice, but you have to give them some latitude to make decisions about what they're ready for. Most children will have access to the news and graphic images through social media and the internet right from their cell phone. You need to be aware of what's out there and take steps in advance to talk to children about what they might hear or see.

Talking to very young children

The reality is that even preschool-age children will hear about major crisis events. It's best that they hear about it from a parent or caregiver, as opposed to another child or in the media, or through overheard conversations.

Even the youngest child needs accurate information, but you don't want to be too vague. Simply saying, "Something happened in a faraway town and some people got hurt," doesn't tell the child enough about what happened. The child may not understand why this is so different from people getting hurt every day and why so much is being said about it. The underlying message for a parent to convey is, "It's okay if these things bother you. We are here to support each other."

Talking to gradeschool children & teens

After asking your child what they have heard and if they have questions or concerns about what occurred during a school shooting, community bombing, natural disaster, or even a disaster in another country, a parent can say something such as:

"Yes. In [city], [state]"(and here you might need to give some context, depending on whether it's nearby or far away, for example, 'That's a city/state that's pretty far from/close to here'), there was a crisis [explain what the crisis was]and many people were hurt [add more information]. The police and the government are doing their jobs so they can try to make sure that it doesn't happen again."

You can follow-up as needed based on your child's reactions and questions.

Talking with children with developmental delays or disabilities

Parents who have a child with a developmental delay or disability should gear their responses to their child's developmental level or abilities, rather than their chronologic age. If you have a teenage child whose level of intellectual functioning is more similar to a 7-year-old, for instance, gear your response to what you might share with most 7-year-olds. Start by giving less information. Provide further information in the most appropriate and clear way you can.

Talking with children with an Autism Spectrum Disorder (ASD)

What's helpful to a child with an ASD may be different. For instance, the child may find less comfort in cuddling than some other children. Parents should try something else that does calm and comfort their child on other occasions. Ask yourself, "Given who my child is, their personality, temperament and developmental abilities and what generally helps calm them when they are worried. What might work for them?"

Signs a child might not be coping well

You may see signs that children are having difficulty adjusting. Some of things to look for are:

Sleep problems: Watch for trouble falling asleep or staying asleep, difficulty waking, nightmares or other sleep disturbances.

Physical complaints: Children may complain of feeling tired, having a headache or stomachache, or generally feeling unwell.

Changes in behavior: You may notice your child eating too much or less than usual. Look for signs of regressive behavior, including social regression, acting more immature or becoming less patient and more demanding or irritable. A child who once separated easily from their parents may become clingy. Teens may begin or change current patterns of tobacco, alcohol or substance use.

Emotional problems: Children may experience undue sadness, depression, anxiety or fears.

Sometimes it can be hard to tell if a child is reacting in a typical way to an unusual event or whether they are having significant problems coping, and might benefit from extra support. If you are concerned, talk to your child's pediatrician, your child's teacher, or a mental health professional or counselor in the school or community.

Don't wait for symptoms. Children often do a good job of hiding their distress. Start the discussion early, and keep the dialogue going.

More information

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bomb; bombing; news; media; sad news; coverage; tragedy; fire; murder; death; reporter; tv; images; video; scary; talking to children; what to say; how to explain; disaster; disasters; teachers; classroom; filter; cope; school shooting; landing_gc;

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How to Talk With Kids About Tragedies & Other Traumatic News Events

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​VIDEO - The American Academy of Pediatrics (AAP) encourages parents, teachers, child care providers, and others who work closely with children to filter information about the crisis and present it in a way that their child can accommodate, adjust to, and cope with.

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Dramatic, disturbing news events can leave parents speechless. These age-based tips on how to talk to kids about the news -- and listen, too -- can help. Advice from Common Sense Media editors.

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How to Support your Child’s Resilience in a Time of Crisis 

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How to Support your Child’s Resilience in a Time of Crisis 

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​Traumatic events like 9/11 and hurricanes have taught experts how to guide parents to be prepared to respond to crises in ways that help their children be resilient.

Listening

Listening is an important way for parents to express love and acceptance and to help children figure out dilemmas. In the context of crises, listening takes on another vital role. Because children react to crises differently, we must look for clues from them about what they know, how they interpret the events, and what they need from the adults around them. After the hugs, ask children what they understand about what has happened and what questions or concerns they have. Listen for any potential misunderstandings.

It is common for children to have fears based on limited information or from not understanding what they were told about the event. You must first listen to their concerns so you can frame your discussion about the situation appropriately and spare them frightening or unnecessary details. When they finish talking, ask them how they are doing and how you can be helpful to them.

Helping Them Express Fears & Worries

Just asking children what they understand or how they feel may not be enough to get them to voice their feelings. Sometimes simply sitting with them while they draw a picture or play with their toys will help them find a way to communicate what they're feeling, even if they are not fully aware of it themselves.

Young children

Young children may need your help to find the words to express what they are feeling. Offer them words to choose from by telling them it's normal to feel sad, upset, or confused. Be a good role model by sharing how you are feeling and explaining what you are doing to help yourself feel better. Encourage them to express feelings through play, drawing, storytelling, or other creative activities.

Older children & adolescents

Older children and adolescents might find it easier to talk about what others think. "My friend Monica said that she just keeps following her mom around to make sure they never get separated. Isn't she a freak?" When this occurs, don't remove the mask by saying,"I'll bet you're really feeling this too." Instead, talk about what Monica must be feeling and how it is understandable. Ask your child what Monica's mom could do to make her feel more secure. Encourage older children to ask questions and share feelings. Answer their questions with calm, age-appropriate responses and don't belittle their emotions.

Never force your child to talk

Some children will act as if they aren't bothered at all. They don't seem particularly interested in or moved by the event. If so, there's no reason to push them to express anything at this time. Never force your children to talk, but tell them you are there to listen. Your children may be deeply moved or upset but actually need a sense of normalcy. Model that your own way of gaining comfort is by talking about the situation. Let your children see you talking to other adults and observe your relief as you connect with others. Leave the door open for future conversations. They may happen at any time.

Dealing with Mixed Emotions

It is common for people, young and old, to have a mixture of anger and confusion in the face of disaster. Which emotion dominates may have to do with the nature of the disaster.

With terrorism, it's typical to ask,"How could people be so cruel?" and have justified anger.

With natural disasters, we are often more confused about how to vent anger. Many adults as well as older children turn it inward-"We could have prepared better," or"I am being punished."

Others may express anger outwardly or have a crisis of faith-"How could our government fail to protect us?" or"How could a loving God do this to us?"

Wherever that anger and confusion is directed, our first response is to listen, not to deny it or try to talk kids out of it.

What to Say

Our ability to communicate that we feel safe through our body language and tone may be more important than our exact words. In the face of a crisis, gather the family in the part of your home where you spend good times together, or take a walk to a favorite spot that will remind children of comfort. You may want to begin the conversation with everyone present to feel more secure when you are all together. Depending on your children's age and developmental level, more in-depth conversations might occur with just one child and one or both parents.

More than anything else, adults must be honest about what has happened. Sadly, this is not the kind of truth that we can protect our children from, but the truth doesn't need to include every horrid detail. How much detail to share will depend on their ability to understand.

Young children

Very young children will need simple, concrete explanations of what happened and how it affects them. If they have a gross misunderstanding of events, correct them. But if they explain the story in a way that implies, "It's all over now, the bad guys are all dead, and this happened very far away," do not correct them or add more nuanced details. Their simple explanations may be exactly what they need to believe to feel safe. Don't take away that sense of security they're constructing for themselves.

Older children & adolescents

Older children will likely ask for and benefit from additional information about the disaster and recovery efforts.

Saying you don't know is OK

Don't worry about saying the perfect words. Nothing we can say in these circumstances will make everything better. In fact, there's a reasonable chance that adult conversation may upset children further, but keep in mind that it is the situation that is upsetting them, not our talking about it. Don't feel obligated to give a reason for what happened. It's OK to say you don't know why something so terrible has happened.

Reinforce your child is safe

As we try to explain tragic events, the main goal is to reinforce that you and your children are safe. If it isn't clear that you are yet safe, don't lie. Focus instead on the steps you are taking to become safer. If you can, point out things like the distance you are from the event or the fact that police, soldiers, and rescue workers are working hard to make sure everyone is safe. Don't overwhelm children with information, but give them honest and brief explanations of what happened and what is being done in response.

The National Child Traumatic Stress Network suggests telling children exactly how the disaster affects their family, school, and community. They may be worried about the safety of their friends or extended family. Be honest if you really don't know, but reassure them that their friends' parents are taking care of them, just like you are taking care of your children. You might tell them about how the government is working hard to restore electricity, phones, water, and gas or how city workers will take care of cleaning up the wreckage and help families find housing.

Restoring Balance

If your family has been directly involved in an act of terror, war, or a natural disaster, you will have spent weeks or months-hopefully with adequate support-in recovering your lives. If your family has been on the periphery of these crises but have been witnesses via the media, you will still need time to restore some emotional balance. During these periods, a few small things can help children.

Get back to old routines

As soon as reasonably possible, try to follow old routines because they provide comfort and a familiar structure to a child's daily life. For example, get her back in school and do not cancel celebrations like birthday parties or after-school activities that she enjoys. Follow as normal a schedule as possible. Even if you are at a shelter, you can still maintain some family rituals like singing the same songs or reciting the same stories before bedtime. Try to maintain household rules and discipline routines, but be aware that changes in behavior may be a result of fears or insecurities that can be alleviated through repeated reassurances and extra attention. It's OK to let your children be more dependent on you in the aftermath of a traumatic event. Children may be more distracted and have trouble concentrating on schoolwork. Be patient and give them gentle reminders and extra help if needed. Children may be more anxious when separating from parents for bedtime or when parents need to leave for work or an appointment. Give yourself extra time to cuddle and talk to your children before separating from them.

Remember that your children's world revolves around you and your home. Any disruption to your normal family activities will be felt by your children. Things that may seem trivial to you, like watching television, playing on the computer, or having friends over, are important to your children and will be seen as tremendous losses if they are disrupted. Be patient and help children think of alternative activities if their normal toys aren't available or if their regular activities are cancelled. Provide plenty of opportunities for play.

Review your family's disaster preparedness plan

Another way to encourage a child's sense of control is to review your own family's preparedness plan together. Coming up with a family plan in case a disaster directly affects you next time (or strikes again) can help increase your family's sense of security.

Find ways to help others

Finally, provide your children with opportunities to help others. Children cope better and recover sooner when they help others because it creates a sense of control and helps children feel better about themselves. By helping those affected by the tragedy or honoring those who died, children can regain a sense of control over a tragedy that often makes them feel helpless.

Limit Exposure to the Media

Try to monitor and limit your children's exposure to the news. As compelling as it may be during a disaster, news coverage is often overwhelming because today's 24-hour news cycle replays dramatic footage day after day. This barrage can sear images into the mind and increase trauma.

All of the major child-serving organizations suggest for you to shield your children entirely (depending on their age) or limit the time they spend viewing media related to the incident. Even indirect disaster exposure from media (eg, newspaper, television, internet, radio) can be detrimental. It can cause kids to worry that something similar might happen to them. It may change the way they view the world; they may begin to see it as a threatening, scary place. It is important for parents to limit media exposure in general and to explain in words they understand what they do see and hear. Be honest, but spare kids unnecessary or frightening details.

While children benefit from basic information about what happened, it can be harmful for them to see graphic images or sounds. Try to encourage realistic messages of hope and optimism. Point out some of the positives of the trauma, like how people help each other or how heroes risk their own lives for others. Even in the most difficult situation, your positive outlook on the future will help your children see good things in the world around them, helping them through challenging times.

Remember...

Children rely on us so heavily to figure out how to interpret dire events that we need to be aware of the many different ways they learn from us and other adults. They listen to our words, notice the level of stress that our bodies communicate, watch whether we follow routines, and see whether we change our tone or attitude when we talk to others. If we cannot maintain a consistent air of calm with friends or other adults, we should have those conversations in private, away from children, and preferably without children knowing that adults are speaking secretly, which will only raise their anxiety and undercut the sense of security we're trying to communicate.

Unfortunately, we cannot protect our children from trauma related to natural disasters, wars, or terrorism. However, the way we respond and the support we offer can help buffer the potential negative consequences of experiencing a traumatic event and can make it more likely that our children bounce back. The bottom line for parents is to remain calm and to remind children they are loved and that you are doing everything you can to keep them safe. Feeling secure and connected to parents, family members, teachers, friends, or community is the greatest protections children have and affects their recovery immediately after a disaster and well into the future. With a strong support system in place, you will be able to minimize negative beliefs, calm fears, restore some normalcy and pull together as a family so you all will bounce back, and perhaps even grow, from harrowing and unpredictable events.

Additional Information:

Kenneth R. Ginsburg, MD, MS Ed, FAAP, and Martha M. Jablow

Building Resilience in Children and Teens: Giving Kids Roots and Wings, 3rd Edition (Copyright © 2015 Kenneth R. Ginsburg, MD, MS Ed, FAAP, and Martha M. Jablow)

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support children~ resilience~ crisis~ traumatic events~ listening to your child~ acceptance~ fears~ worries~ emotions~ reinforce~ safety~ national child traumatic stress network~ restore balance~ old routines~ family disaster plan~ media exposure~ love

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How to Support Your Child's Resilience in a Time of Crisis

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​Traumatic events like 9/11 and hurricanes have taught experts how to guide parents to be prepared to respond to crises in ways that help their children be resilient. Listening is an important way for parents to express love and acceptance and to help children figure out dilemmas.

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What To Say To Kids When The News Is Scary

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What To Say To Kids When The News Is Scary

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What to say to kids when the news is scary

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Whether a school shooting or a deadly tornado, scary events in the news can leave parents struggling to know when — and how — they should talk with their kids about it. Rosemarie Truglio of Sesame Workshop and Tara Conley, a media studies professor at Montclair State University, give us tips.

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A DEA resource for parents, educators and caregivers.

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WHAT IS CHS SYNDROME? And why don't some people know about it?

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Written by: Officer Jermaine Galloway CHS Syndrome stands for Cannabinoid Hyperemesis Syndrome. This syndrome is characterized by chronic, frequent and projectile vomiting, associated with frequent marijuana use. Of course, not everyone suffers from this syndrome, but those who are suffering, the symptoms can be severe.