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You are never alone

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Love this!

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Friendship activities for preschoolers are important to their social growth as well as learning how to share and get along with others.

Strong social skills are an important part of everyday life and the earlier a child begins to learn these skills, the better.

Whether you're a teacher in a classroom setting, a babysitter, or a parent, it's important that you teach your preschoolers the fundamentals of social activity. This can be done in several ways:

You can read books about friendship

You can play games

Do some arts and crafts.

Celebrate friendship day, extend it through a week, or devote it to an entire month. No matter how you choose to teach friendship, learning how to get along with others is an important part of life that will be carried on throughout adulthood.

Fun Friendship Activities for Preschoolers

1. The Matching Game

Materials:

In this game, each child will be given one block. They then will walk around the room in search of another with the same color. When they find a friend with the same color block, they should link arms and stay together until everyone finds a match.

2. Copycat

Materials:

The children should stand and form a circle. The game will start when the adult taps one of the children on the shoulder. The child should then perform an action, or a sound and the others should copy. The adult will then tap another child on the shoulder and a new action or sound should be performed. Play should continue until everyone has a turn.

3. Show and Tell

Materials:

Each child can choose to show off their favorite, toy, stuffie, book, game, etc. to the others. This is a great way to encourage social skills while they get to know one another. Be sure and have extra things available for those who might forget their favorite show and tell thing. It won't be their favorite thing, but it will give them something to talk about with the others, so they won't feel left out.

4. Friendship Band

Materials:

Ask the children to choose an instrument or encourage them to use their imaginations to create an instrument from the items provided. Once everyone has an instrument, line them up for a parade around the room or playground area.

Cards with pictures of various items to be found

Everyone enjoys a scavenger hunt so why not pair up the kids in teams of two or more and allow them to find items on the picture cards. Picture cards are the easiest to use when playing with preschoolers. For best results, give different picture cards to each pair or team so that only one group will be looking for a specified item A scavenger hunt is a good way for the kids to get to know each other and they can exercise team building skills as well.

6. Where is my Friend?

Materials:

Play music while the children walk freely around the room. When the music stops, they must crouch down where they are and close their eyes, no peeking! Cover one of the players with a blanket. Once the player is covered tell the others to open their eyes and guess who is under the blanket.

7. Friendly Musical Chairs

Materials:

Music

Chairs (one less than the number of children)

Start with everyone standing still. When the music starts, they must walk around the chairs anticipating when the music will stop. When the music finally does stop, they must all sit down. The object of this activity is to remove a chair each time a new round begins. The children must sit down so they will need to sit in the same chair with a friend or pile onto laps. When the game is finished there should be only one chair remaining and the children must all be in that one chair.

8. That's Me

Materials:

Everyone should sit together in a circle. One person is chosen to get the game started by standing and stating a fact about themselves such as their favorite animal, color, etc. Everyone in the group who shares the same likes should stand and say, "that's me!" The person who was the first to state the fact should choose someone who shares the same fact to lead the next round. This is a great icebreaker game and it's an excellent friendship game for elementary and preschoolers alike.

9. Say Something Nice

Materials:

To get this game started, the children should stand in a circle and an adult should toss a beachball to one of the children while saying something nice to that child. Once that child catches the ball, they should then toss it to another child while saying something nice to them. Play continues until everyone has had a turn to say something nice to someone.

10. Hello, My Friend

Materials:

The players should sit on the floor in a circle with one child in the middle to start. The player who sits in the middle should put on the blindfold being sure they can't peek out. Another player should then join the blindfolded player in the middle of the circle and say, "Hello, my friend. Can you guess who I am?" The blindfolded player then gets three guesses to determine who it is. When the round is over, the player who spoke gets to wear the blindfold and the player who was wearing the blindfold will then choose the next speaker.

11. Find the Pair

Materials:

Before the game begins, you should be sure there are enough matching cards so that each child can pair up with another. Shuffle the cards and hand out one card to each child. The children should then walk around the room in search of a friend with a matching card. When they find someone who has the same card, they should link arms and stay together until everyone has a match. This would be a great way to pair the children up into teams for other games as well.

12. Row Your Boat

Materials:

Pair the children up and have them sit on the floor facing each other with their legs stretched out and their feet touching. Once they are connected by the feet, they should hold hands and rock back and forth like a boat. While they rock, everyone should sing the song, "Row, Row, Row, Your Boat."

Friendship Art Ideas

13. Circle of Friends

Materials:

A large piece of heavy paper with a circle drawn on it

A variety of finger-paints

Using the finger-paint, the children should create their handprints inside the circle. Once the paint dries, have the children print their names inside the handprints. When the poster is complete, display it on a board with the title, "We are a circle of friends at (insert name of school)."

14. Friendship Chain

Materials:

A variety of colored construction paper

Safety scissors

Tape or glue

Using safety scissors, the children should cut strips of construction paper. Make a chain by linking the strips together using tape or glue. Hang the friendship chain from the ceiling or across the wall. Consider displaying the chain on a board surrounding pictures of all the children.

15. Friendship Bracelets

Materials:

Colored macaroni or colorful straws cut into 1-inch pieces

Yarn cut into 12-inch lengths

Tape

Preschoolers will need assistance to make the yarn into a needle and thread. Squeeze a piece of tape onto the tip of the yarn to make it a needle and tie a knot on the other end. Show the children how to string the yarn through the macaroni or straw pieces. When the yarn has been pulled through all the pieces, tie the yarn together into a knot so that it won't fall apart. When the bracelets are finished the children should exchange them with their friends.

16. Friendship Quilt

Materials:

Construction paper cut into squares

Crayons

Hole punch

Yarn

Give each child a construction paper square to decorate using the crayons. Be sure they add their names to the squares they create. When the squares are finished punch holes in all four corners using the hole punch. Sew the squares together with the yarn to create the friendship quilt. Display the quilt for everyone to enjoy.

17. Friendship Wreaths

Materials:

Variety of colorful construction paper

Paper plates with the center cut out

Glue

Pencil

Safety scissors

For best results, divide larger groups of children into smaller groups. Hand out a piece of construction paper to each child and have them trace their hands using a pencil. Using safety scissors, they can cut out their hands and write their names on them. Collect the hands, mix them up, and distribute a hand to each child. Provide each group with a paper plate and ask them to glue the hands to the plate. When the plates are dry, hang the wreaths for everyone to see.

Learning how a Friend Acts and Behaves

Early in their lives, your children will develop friendships with other children of different cultures, lifestyles, and disabilities. It's up to you as an adult to teach your children about kindness and friendship no matter who their friends are. These friendship activities for toddlers and elementary children are a great way for children to learn how a friend acts and behaves.

Proper education can make a difference between the right way and the wrong way to treat a friend. It's also important to remember that everything your preschoolers learn now about friendship will strengthen their social skills and mold them into kind and loving adults.

Let's make a difference in the future of today's children by starting off with activities that are fun and educational at the same time.

Importance of developing friendships at young age

Friendship activities for preschoolers are the building blocks of behavior and strengthen the social skills the children will need throughout their lifetime.

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17 Friendship Activities for Preschoolers

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Friendship activities for preschoolers are important to their social growth as well as learning how to share and get along with others.

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Communication is key

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Important

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The primary goal of social and emotional learning is to improve student's capacity to establish and maintain healthy relationships through establishing a safe, positive, and mutually beneficial environment.

In terms of teaching SEL to both children and adults, this is centered around improving your ability to access and use 5 essential core competencies. Although the competencies are all linked, they can be worked on in a variety of ways, with socio-emotional learning curricula providing the tools with which to hone these competencies.

What are Social Emotional Learning Competencies?

The five core competencies of social-emotional learning are designed to provide a clear framework from which to teach skills that will benefit students throughout their lives in situations ranging from school and work to families and other communities.

These competencies were selected for their ability to accurately pinpoint the skills required to succeed in multiple areas of life, ranging from achieving academic goals to feeling more confident in social interactions.

Nurturing these core competencies within individual students through social and emotional learning is a healthy and rewarding process that can subsequently have a positive effect on the groups of people that these students belong to.

The 5 core SEL competencies

1. Self-Awareness

2. Self-Management

3. Responsible Decision Making

4. Social Awareness

5. Relationship Skills

These competencies each focus on abilities vital to the social-emotional learning (SEL), and can be worked on through a variety of methods.

1. Self-Awareness

Self awareness is the ability to consider and understand your own emotions, thoughts, values, and experiences, and how these can influence your actions. Improving your self-awareness can allow you to more effectively identify your individual strengths and weaknesses in a range of areas, and therefore potentially improve your decision making and self management (two other core competencies).

Recognizing how your thoughts and feelings impact your behavior can encourage you to make positive changes in your life, and take the perspective that will provide new insight into your own decisions, interests and actions. Within the five core competencies, self awareness is essential as it not only fosters optimism and responsible decision-making, but it also provides a foundation to establish and maintain healthy relationships with others.

Self-Awareness Lesson: Be Honest With Yourself

Positive Action teaches self-awareness through an underlying philosophy that runs through seven units as the basis of all materials. The philosophy, which is taught in Unit 1, is that you feel good about yourself when you do positive actions.

This is brought to a conscious and practical level through a Thoughts-Actions-Feelings about Self- Circle which depicts how thoughts lead to actions and actions to feelings about yourself and then back to thoughts.

The Self-Awareness competency is instructed specifically in Unit 5, where students learn by being honest with themselves, they can accurately assess one's strengths and limitations.

2. Self-Management

The self-management core competency focuses on an individual's ability to regulate and control their emotions, thoughts and behaviors. For example, this can mean improving areas like stress management, organizational skills, goal-setting abilities, impulse control, and self-discipline.

As well as leading to more responsible decision-making and a greater awareness of safety concerns, improving your self-management can enhance your academic performance, work productivity, and relationships.

Utilizing a positive self-management strategy within an SEL teaching framework can take many forms, and is usually about self-reflection and undertaking a realistic evaluation of yourself so you can then take further actions (including those outlined in other competencies) constructively and positively.

Self-Management Lesson: Develop Impulse Control

The seven units that form the Positive Action SEL curricula all teach self-management. There are also specific units that apply directly to the self-management:

Unit 1 - Intrinsic motivation is taught through the philosophy and the Thoughts-Actions-Feelings Circle: you feel good about yourself when you do positive actions which assumes correctly that you want to feel good about yourself.

Unit 3 - Is specifically termed "Self-Management" and teaches that there are personal resources we all have to manage to feel good about ourselves, including our thoughts, actions, feelings (anger, fear, worry, jealousy, loneliness, anxiety and others).

This helps students address impulse control. Improvement in self-management and impulse control is a key link to positive academic and social-emotional success for students, and a highly functioning classroom environment.

Students are also taught that by managing other resources like their time, energy, money, possessions and talents, they will feel good about themselves and feel like they have more control over what happens to them in school and life.

Unit 6 - Lessons teach setting short- and long-term goals for your intellectual (academic) and personal goals for physical, social-emotional selves. The unit also teaches that you reach your goals by believing in your potential, having courage to try, turning problems into opportunities, and persisting (grit).

Grit, goals, perseverance, and a growth mindset help turn student dreams and wants into reality. All seven units are about managing yourself by using positive actions for your whole self and are taught through multiple methodologies to illustrate and reinforce self-management concepts.

3. Responsible Decision Making

Responsible decision-making is the ability required to make positive and constructive choices based on individual and social factors like personal and academic goals, ethical standards, safety concerns, and social norms. It requires you to consider the consequences of different potential actions, understand your strengths and limitations, and know when to ask for more help when needed in making certain important decisions.

As people navigate day-to-day life, they are required to make decisions both large and small in a broad variety of different situations, that all need attention and consideration for a positive outcome.

This may relate to how you choose to pursue your own personal goals, for example achieving certain school grades based on your strengths and limitations or improving your overall attitude, or it may pertain to social situations like choosing to take the perspective of another person or actively putting more time and energy into maintaining healthy relationships.

Responsible Decision-Making Lesson: Make Positive Decisions

Responsible decision-making is both explicitly taught in Unit 2 and implicitly emphasized across all seven units. This includes learning how to distinguish between positive and negative choices and recognizing them in various aspects of oneself, such as the physical, intellectual, social, and emotional domains. In Unit 2 students in select grade levels are also taught how to use "The Problem-Solving, Decision-Making Checklist".

4. Social Awareness

The social awareness competency is about improving skills like your ability to empathize with others, your ability to take the perspective of those in different situations to you, your awareness of other diverse individuals and groups, and your ability to make sure you are treating others fairly.

This can help you to establish and maintain healthy relationships and social interactions, and therefore have a positive impact on your family, school, and community, especially when undertaking social-emotional learning within these groups.

With regards to equity and diversity, greater social awareness can assist your ability to understand the perspective of and empathize with other individuals, particularly surrounding characteristics like gender, race, religion, age, culture, class, and financial circumstances, and will ensure that your ability to make decisions in social settings like school takes diversity into account.

Social Awareness Lesson: Relating to Others

Unit 4 teaches students the ability to take perspective and empathize with others from diverse backgrounds and cultures. Positive interactions are based on competencies that are promoted by SEL, like empathy, respect, kindness, listening actively, cooperation, and fairness.

In this unit, Positive Action SEL also teaches understanding social and ethical norms for behavior by teaching the Golden Rule, an established norm for behavior, which is to treat others the way you would like to be treated.

In Unit 1, students are taught through SEL to be aware of who influences and supports them in school, family, and community and to turn to them when they are in need. Beyond just social awareness in individual interactions, students learn to develop a social web of connections.

5. Relationship Skills

The relationship skills competency concerns your ability to make positive connections with others, as well as your ability to take their emotions into account in different situations and social interactions, in order to establish and maintain healthy, mutually rewarding relationships.

This encompasses a range of skills, such as active listening, clear and effective communication, discerning appropriate and inappropriate social conduct, willingness to compromise, capacity to acknowledge and respect the emotions, thoughts, and values of others, as well as the ability to view situations from another person's perspective and empathize with them.

As well as in personal situations with family and friends, relationship skills are important at school with peers and teachers, and in professional areas with colleagues and bosses. If you have the ability to make positive relationships with those you learn and work with, you are contributing to a more positive school or work environment.

Relationship Skills Lesson: Treating Others How You'd Like to Be Treated

The same principles that are taught in Unit 4 for social awareness are at work in building relationship skills. Teaching students to treat others the way they like to be treated is fundamental to building positive relationships. The focus is on the other person, instead of yourself, and how to treat them positively, and when that happens, relationships will work better.

Positive Action has a Conflict Resolution Plan, that supports SEL, integrated into Unit 4 that teaches students how to resolve conflicts by looking at some main ways they like to be treated and asking them if they are treating the others involved in the conflict that way i.e., are you being respectful to others, empathetic, kind, cooperative, fair and listening actively? If they find they are not, they try to correct it.

Conclusion

The five SEL competencies (self-awareness, self-management, responsible decision-making, social awareness, and relationship skills), are vital to the teaching and understanding of social and emotional learning at school. All these competencies are integrated into the Positive Action program to ensure students are equipped with the necessary skills to lead happy, fulfilling, and positive lives.

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The 5 Social Emotional Learning (SEL) Core Competencies

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Discover what are the 5 core SEL competencies, how they influence learning and how they can be expanded using evidence-based lessons.

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10+ Social-Emotional Teaching Strategies and Activities for the K-3 Classroom

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Discover effective social-emotional teaching strategies and activities to foster responsibility and other essential skills in your classroom.

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Katie Lee, MHA Deputy Director of Communications

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10 tips for teachers to practice social emotional learning in the classroom

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Teachers, aides, and others working with students have enough on their plates already. However, studies show that incorporating social emotional learning (SEL) into regular classroom activities improves classroom behavior and decreases misbehavior and aggression.

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Social emotional learning is a revolutionary educational practice that helps students better understand themselves and the world around them through acceptance and control of their emotions. What's more, social-emotional learning activities have a direct impact on academic achievement because it teaches students how to make responsible decisions, as well as how to set and achieve goals.

Because of this, it almost becomes a necessity and even a responsibility for teachers to implement SEL strategies in the classroom in some form. Teaching through an SEL lens is one of the most effective ways of helping students grow into well-adjusted individuals with empathy and a strong character. But, how do you go about doing that?

If you're interested in teaching SEL competencies to your students, read our six key strategies that will help you achieve and foster self- and social awareness.

How to Implement Social Emotional Learning?

Social emotional learning (SEL) is a methodology that aims to equip students with skills and competences regarding their emotions, their personality, and interpersonal relationships. These learned behaviors help kids realize their full potential by focusing on long-term goals, making smarter decisions, and building stronger relationships with their peers.

SEL Competencies

The Collaborative for Academic, Social, and Emotional Learning (CASEL), a leading source of information for SEL, identifies five core competencies through which SEL comes to life:

Self-awareness - being aware of one's own emotions and how they affect one's behavior; identifying different emotional states in oneself and the reactions they provoke; acknowledging one's strengths and weaknesses and gaining confidence in oneself.

Self-management - gaining control of one's emotions and thoughts; having the discipline to react calmly and with reason; gaining concentration and will to set and work on long-term goals.

Social awareness - being aware of the feelings of others in one's environment; recognizing when someone's upset and having the ability to empathize regardless of background or culture.

Relationship skills - being able to form close relationships with other peers from diverse backgrounds and cultures; being comfortable around others; communicating clearly and openly; and having conflict-resolving skills.

Responsible decision-making - using the skills learned from the other SEL competencies to evaluate one's decisions from an ethical standpoint; considering the consequences to others and oneself when making decisions.

We can see that SEL is not designed to be taught like a subject matter, but rather it can be incorporated as a tool that defines how other subjects are being taught.

For example, teachers can make math more relatable and personal by encouraging collaboration as well as independent work with creative exercises and reflective activities at the end of the class. This can help students to develop a more positive attitude toward the subject matter, while also learning valuable SEL skills.

Here are six SEL strategies that can help you weave this methodology into the fabric of any school's curriculum.

6 Social Emotional Learning Strategies for Teachers

Based on the five core SEL competencies, we've chosen six strategies that teachers can use to begin incorporating SEL into the classroom. With these strategies, children will become more self-aware, caring, responsible, and engaged students who know how to work both alone and in a team to achieve their academic and personal goals.

Prioritize Communication

The backbone of most social emotional learning activities is communication. Children need to learn how to express themselves, how to communicate, and how to actively listen to others in their environment. This means that there are two aspects of communication you should prioritize: intrapersonal and interpersonal communication.

Intrapersonal communication is communication with oneself. This can occur when students are talking to themselves, reading out loud, writing, meditating, signing, or analyzing something (subjective interpretation). Therefore, the classroom should be perceived as a safe place where students can express themselves in this form.

Social Emotional Learning Activities for Intrapersonal Communication

Examples of activities that encourage intrapersonal communication include:

Sense-making: reading maps, figuring out riddles, interpreting signs or symbols, and so on.

Analyzing non-verbal body language: giving meaning to eye contact (or lack of thereof), different gestures, facial expressions, etc.

Day-dreaming: having a designated time of day when day-dreaming is allowed and encouraged, as a way for students to better understand themselves and their feelings.

Turning negative into positive attitudes: writing down personal thoughts about a subject matter (example: math, "I hate math!"), then analyzing and rewriting those thoughts into a constructive feedback for ourselves (example: from "I hate math!" to "I need to ask for help about the probability exercises because I don't really understand them and that makes me feel frustrated." ).

On the other hand, interpersonal communication is what we typically associate with the word communication - interacting with others. In terms of SEL strategies, working on interpersonal communication means teaching students how to share and receive constructive feedback. This involves engagement activities where students give apologies, express gratitude, applaud, or critique something that involves another person. The goal is to learn how to properly exchange information, news, or ideas without attacking or disregarding the feelings of others.

Social Emotional Learning Activities for Interpersonal Communication

Examples of activities that encourage interpersonal communication include:

Circle conversations: gather students in a circle after a group activity and encourage group communication with a simple rule - everyone must share an "apology, applause, and awareness" statement. For example: "I apologize for being impatient while we were all coming up with different ideas. I applaud ___ for figuring out how to solve the problem we were having, and I learned that this topic is not really interesting to me personally."

Introducing a friend exercise: group students into pairs and give them an assignment to talk about themselves (trying to get to know each other better). Then, after 10 or 15 minutes, each student has to introduce their partner to the class by summarizing what they've learned during the conversation. It's a great exercise for listening, questioning, and storytelling skills.

Responding to praise: giving and receiving compliments can be uncomfortable or even embarrassing for some people, which is why teaching kids how to kindly and professionally give and respond to peer's compliments is a great communication exercise. Practice giving and receiving compliments in small groups.

Responding to negative feedback: feedback is important even when it's negative. More importantly, it's an unavoidable part of life which is why kids need to learn how to show restraint, be appreciative, and respond calmly. You can practice this through role playing or in small groups where students improvise and try to come up with appropriate and genuine responses.

Emotional charades: group students in two teams, then ask them to take turns when one student of each group is demonstrating an emotion, while the other group tries to guess the emotion (use an emotion chart for more complex emotional states). This is an awesome game for improving non-verbal communication skills, empathy, and EQ.

Role-playing: you can incorporate role-playing in some of the other exercises we've mentioned, or use it as an independent exercise in ELA (English and Language arts) subjects when analyzing a book, text, or other content piece.

With these communication SEL strategies, students will have an increased self-awareness, gain practical tools for self-management, and better understand how to build high-quality relationships.

Practice Emotional Reflection

Social emotional learning strategies should also teach kids that all emotions are valid, which could be done through a strategy that focuses on emotional reflection.

For the youngest students, emotional reflection starts with exercises where students identify and name different emotions and emotional expressions (gestures, facial expressions, non-verbal body language, etc.).

For older students, emotional reflection involves introspection - the act of observing and analyzing one's own mental and emotional processes. For instance, at the end of the school day, kids can put anonymous letters into a box where they'll write how they felt and why. They would need to identify the dominant emotion in themselves that sets their mood for the day and the trigger that caused it.

Additionally, teachers can make time for end-of-class or end-of-day weekly conversations about both positive and negative emotions. The goal is to allow students to perceive the classroom as a safe place where they can freely explore their emotions (without judgment). Some of the ways teachers can facilitate this includes:

Individual reflection: students work alone (in a private and intimate setting) and write letters to themselves, write about their fears, wishes, draw their emotional states, and so on.

Peer-to-peer exercises: students share their take on similar experiences in small groups with their peers. For instance, a situation when they were anxious at school, what's their biggest fear, or how they feel about the upcoming exams, and so on.

Guided exercises: students work on a specific assignment, such as writing how they feel about a specific character, answering self-awareness questions, writing gratitude letters to family or friends, and so on.

Practice Mindfulness

Mindfulness is a practice that teaches us how to be present, or be "awake" and focused in the present moment. It's both a psychological and spiritual practice that's typically used as a powerful technique for stress relief, self-awareness, and self-regulation.

Teachers can incorporate mindfulness in the classroom by starting the day with some quiet time during which students should be instructed to visualize their day and the tasks that are ahead of them. More experienced teachers can also guide them by using a guided, mini-meditation where they'll direct students' thoughts to a happy place, so they can start their day confident and relaxed.

Here, we should also mention breathing exercises as a stress-relief technique, especially before exams. With practice, this will give students the skills they need to manage anxiety, negative feelings, and agitation related to exams, subjects, or even peer pressure.

Brain breaks (active break where kids chat, move, etc. to reset and refocus) between long and intense lectures is another good SEL strategy that promotes mindfulness and relieves stress.

It might not seem like an academic activity, but mindfulness exercises are some of the most powerful techniques that can help students overcome their performance anxiety and emotional turmoil, which results in a more positive attitude toward school and with that better academic achievements.

Useful Tip: For quiet time to be really effective, teachers should give explicit instructions, provide examples, and monitor the classroom carefully - no phones allowed. Without these precautions, students will most likely spend their time talking to their peers or using their phones, especially in the beginning, which is counter-productive.

Practice Self-Management Through Permission Slips

Quit time is not the only way to start the day. One of the most interesting SEL strategies for self-regulation and stress relief is to practice permission slips.

Brene Brown is an American researcher, lecturer, and author known for her contributions in the field of shame, vulnerability, and leadership. Following her widely popular technique called permission to feel (giving ourselves permission to be vulnerable and experience intense emotions), we recommend practicing self-permission slips with students before a new lecture, exam, or class.

Here's how it works.

Tell students to write "I give myself permission..." on a separate piece of paper and then instruct them to write something that they'll permit themselves to do, something that usually puts them in a vulnerable position, but since they'll permit themselves to do it, it will be okay. Also, give them an example, such as:

"I give myself permission to not know where to start..."

"I give myself permission to make mistakes and try again."

"I give myself permission to not understand everything right away and ask questions."

Focus on Collaboration Activities

Introducing group activities as part of the lectures is a great way to encourage and promote collaboration. However, keep in mind that large groups might be counterproductive because a few students who are naturally more outspoken might take over the whole activity. This is why it's important to focus on small groups, such as pairs (two students) or groups of up to four to five students.

Another important thing is to try and make diverse groups where students don't know each other well or come from different backgrounds. This will take them out of their comfort zone and encourage them to be more patient, use active listening, work harder, and develop skills that benefit them in almost every work environment later in the future.

Group activities that promote collaboration are also great for developing interpersonal communication skills, which is an important element of any SEL strategy.

Have Regular Class Meetings

Finally, you can start incorporating SEL into the curriculum by organizing regular class meetings where you would teach greetings, gratefulness, and kindness.

The idea behind regular class meetings, whether once a week, every day, or something else that works well within your schedule, is that it allows teachers to meet face-to-face with students. They can discuss current challenges, events, tasks, seasonal topics, and other news from students' lives. It's an opportunity for teachers to promote a safer environment, foster responsibility, and encourage thoughtfulness.

All meetings should be interactive where the students have an active role and share their own views, thoughts, or worries. Depending on their age (meetings are appropriate for kids as young as 3-4 years old), students can play games, follow the teacher's instructions, or participate in more elaborate debates and morally challenging discussions. For example, "Is it ethical to hire someone to do your assignments and why?"

Meetings also serve another purpose. They give teachers an opportunity to gather feedback and measure the effectiveness of their SEL strategies. They can listen to students' opinions and everyday challenges, ask questions, or post surveys. Analyzing this data and sharing it with other teachers will help the development of an inclusive and collaborative culture. Not only will students gain new skills, but teachers will have better tools to adapt their teaching methods to the students' needs.

Finally, measuring the effectiveness of your implemented SEL strategies is the key to establishing a personalized SEL methodology that benefits the students as well as the school.

Conclusion

In recent years, the implementation of SEL strategies within formal education allowed students to change their attitude toward school, achieve better academic performance, and develop a strong character that is more resilient to stress and peer pressure. Because of this, teachers have a responsibility to adjust and familiarize themselves with the methodology of social emotional learning.

Hopefully, we were able to help in that regard. With our 6 SEL strategies, teachers can gradually start to introduce students to SEL. Start slowly and work your way up. Choose the activities that work well with your current schedule and allow students to adjust before adding more novelty. The key to success is to try different things, carefully observe how the students react, and measure the outcomes.

To learn more about SEL and other valuable teaching strategies, check out our blog.

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Integrative Attachment Family Therapy: An Experiential Approach to Improving Parent-Child...

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Integrative Attachment Family Therapy: An Experiential Approach to Improving Parent-Child Connection and Attunement for Trauma Recovery with Dafna Lender

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Find Out Which Attachment Style You May Have

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This short free 15-question quiz measures feelings associated with the four main attachment styles—secure, anxious, avoidant, and disorganized.

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Attachment Issues and Attachment Disorders in Children

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Attachment problems can affect your child’s development, relationships, and overall well-being. Here’s how to overcome insecure attachment.

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Michigan Association for Infant Mental Health

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Standing Together Against Suspension and Expulsion in Early Childhood Education

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Solving the problem of suspensions and expulsions in early childhood education, which are disproportionately experienced by children and families of color, is a collective and systemic responsibility

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Introduction to the Family Connections Materials | HeadStart.gov

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Review this introduction to the Family Connections Mental Health Model materials.

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Center on the Developing Child at Harvard University

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How Racism Can Affect Child Development - Center on the Developing Child at Harvard University

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What could our society look like if racial disparities in health and learning outcomes didn’t exist? According to extensive studies, the U.S. would save billions in health care costs alone. The value of realizing the potential contributions of so many people around the world who are impaired by—or die from—preventable chronic illnesses is enormous, and…

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The Impact of Early Suspension and Expulsion on Long-Term Child Outcomes

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The Impact of Early Suspension and Expulsion on Long-Term Child Outcomes

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Back to Blog Post

Expulsion in early childhood education is not an intervention. Over a decade of research and data tell us that the policies and practices of suspension and expulsion in early childhood, which disproportionately affect children of color, are causing harm to children and families. Over 30 national organizations came together to create a joint statement that amplifies and elevates the issue. It's time to heed the calls to prevent, limit and eliminate suspensions and expulsions in early childhood education.

But how? Keep reading to find resources for teachers, administrators, policymakers, states and districts that offer data, toolkits, models and templates to help change our policies and practices (or download the PDF). Eliminating suspension and expulsion across all states and settings in early childhood education is our collective and systemic responsibility. What will your part be?

New Research: Implicit bias and early childhood educators

We all have implicit biases, yet we don't often know what to do with them - how to examine, respond to and change them. As a longtime leader in the anti-bias field, NAEYC is committed to bringing new research and resources to you, in order to shine a light on how we can, collectively and individually, reduce our biases and improve our policies and practices to better serve young children and their families. That is why we welcome new research from Dr. Walter Gilliam and a team at the Yale Child Study Center that explores the implicit biases of early childhood educators and the impact those biases may have on their expectations of children's behavior and recommendations related to suspension and expulsion.

We are also proud of early childhood educators' role in collecting the data for the survey. We know that, when fully informed about what this research was addressing, all but one educator chose to remain in the study. The truth is that nearly 90% of American voters say early childhood educators are i mportant members of their communities, on par with firefighters and nurses. Yet it's not often that early childhood educators have the opportunity to display true courage on a national stage, as firefighters and nurses so often do. Willingly holding up a mirror to examine one's own biases, however, takes courage; courage that is displayed by few members of any profession. We are proud to stand as an example for other individuals and professions in tackling head-on the issues that prevent us from fulfilling our shared mission and vision to ensure that all children have equitable access to high-quality, developmentally-appropriate early childhood education.

From the media:

More Resources

Rethinking Discipline
The Department of Education summarizes the work of the Rethinking Discipline initiative, and includes links to resources for educators, school leaders and administrators. "

Freeing Schools From the School to Prison Pipeline
This downloadable toolkit by the National Education Association provides positive strategies from educators for keeping students in the classroom.View PDF "

Preventing Expulsion from Preschool and Childcare
This webpage from Zero to Three includes videos and resources focused on expulsion for educators, parents, and policymakers.View PDF "

Research and Policy

The Administration for Children and Families
This website hosts several resources, including a webinar series, policy statements, and connections to resource and data.

Early Childhood Suspension and Expulsion

This document by the Center on Enhanced Early Learning Outcomes identifies selected research studies and federal and state policy resources and recommendations. "

Timeline of Research, Commentary, and Policy of Preschool Expulsions and Suspensions
This timeline from the Edward Zigler Center in Child Development and Social Policy at Yale University details significant events and documents related to the causes and consequences of early childhood suspensions and expulsions, as well as effective methods for prevention at the federal, state, and local levels.

Additional Resources from Other Organizations

Positive Alternatives to Suspending and Expelling Students in Early Childhood Education - American Federation of Teachers and Albert Shanker Institute's recorded roundtable event features a group of experts exploring how to ensure that early childhood educational settings schools have appropriate, nurturing and responsive policies in place.

Point of Entry: The Preschool to Prison Pipeline - This joint report by the Center for American Progress and the National Black Child Development Institute highlights the trends around preschool discipline as it is disproportionately applied to young Black children, and it offers recommendations. "

Being Black is Not a Risk Factor: Statistics and Strengths-Based Solutions - With articles in the national report, as well as those from the states of Illinois, Wisconsin, Pennsylvania and Michigan, practitioners, experts, and researchers provide critical perspectives on approaches to nurturing and supporting Black children and families for the National Black Child Development Institute. "

Ending the Schoolhouse to Jailhouse Track -This program by the Advancement Project encompasses early childhood education as well as students in K-12, provides research and case studies to help parents and teachers advocate for education equality for all children.

FirstSchool: Transforming PreK-3rd Grad for African American, Latino and Low-Income Children -This book provides research and practice that defines FirstSchool as a critical approach to closing the achievement and opportunity gaps, with a focus on collaborative professional learning and developmentally appropriate teaching strategies that concentrate on the needs of minority and low-income children.

Standard 2.2.08: Preventing Expulsions, Suspensions and Other Limitations in Service - This chapter is part of the AAP's work of the National Center on Early Childhood Health and Wellness, Caring for Our Children, 3rd Edition. The child care website of the American Academy of Pediatrics (www.healthychildcare.org) also has links to find Child Care Health Consultants.

Addressing Disparities in Discipline for African American Girls -This brief from the National Women's Law Center and the NAACP Legal Defense and Education Fund, Inc. provides a data snapshot and policy recommendations related to supporting African American girls in grades PreK-12.

Supporting Social Emotional Competence in Infants and Young Children -The Pyramid Model Consortium was created to continue the Pyramid Model work on social emotional competence after funding for the Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) and the Center on the Social and Emotional Foundations for Early Learning (CSEFEL) ended, though resources are still available through those websites as well.

Federal Technical Assistance Centers

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Standing Together Against Suspension & Expulsion in Early Childhood: Resources

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It's time to heed the calls to prevent, limit and eliminate suspensions and expulsions in early childhood education.

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Preventing Preschool Expulsions: AAP Policy Explained

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In the policy statement, “Addressing Early Education and Child Care Expulsion,” the American Academy of Pediatrics (AAP) recommends steps to help decrease preschool suspensions and expulsions. Learn more here.

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Center on the Developing Child at Harvard University

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What Are ACEs? And How Do They Relate to Toxic Stress?

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In this infographic, learn about ACEs (Adverse Childhood Experiences), how they interact with toxic stress, and what we can do to prevent lasting harm.

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Centers for Disease Control and Prevention

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Adverse Childhood Experiences (ACEs)

Preventing early trauma to improve adult health

At least 5 of the top 10 leading causes of death are associated with ACEs.

Adverse Childhood Experiences (ACEs) are potentially traumatic events that occur in childhood. ACEs can include violence, abuse, and growing up in a family with mental health or substance use problems. Toxic stress from ACEs can change brain development and affect how the body responds to stress. ACEs are linked to chronic health problems, mental illness, and substance misuse in adulthood. However, ACEs can be prevented.
Preventing ACEs can help children and adults thrive and potentially:

Lower risk for conditions like depression, asthma, cancer, and diabetes in adulthood.

Reduce risky behaviors like smoking and heavy drinking.

Improve education and employment potential.

Stop ACEs from being passed from one generation to the next.

Preventing ACEs could reduce a large number of health conditions.

Potential reduction of negative outcomes in adulthood

Adverse Childhood Experiences impact lifelong health and opportunities.

ACEs are common and the effects can add up over time.

61% of adults had at least one ACE and 16% had 4 or more types of ACEs.

Females and several racial/ethnic minority groups were at greater risk for experiencing 4 or more ACEs.

Many people do not realize that exposure to ACEs is associated with increased risk for health problems across the lifespan.

Healthcare Providers Can:

Anticipate and recognize current risk for ACEs in children and history of ACEs in adults. Refer patients to effective services and support.

Link adults to family-centered treatment approaches that include substance abuse treatment and parenting interventions.

Employers Can:

Adopt and support family-friendly policies, such as paid family leave and flexible work schedules.

States and Communities Can:

Improve access to high-quality childcare by expanding eligibility, activities offered, and family involvement.

Use effective social and economic supports that address financial hardship and other conditions that put families at risk for ACEs.

Enhance connections to caring adults and increase parents' and youth skills to manage emotions and conflicts using approaches in schools and other settings.

Everyone Can:

Change how people think about the causes of ACEs and who could help prevent them.

Shift the focus from individual responsibility to community solutions.

Reduce stigma around seeking help with parenting challenges or for substance misuse, depression, or suicidal thoughts.

Promote safe, stable, nurturing relationships and environments where children live, learn, and play.

Related Pages and Resources
Resources:

For More Information
1-800-CDC-INFO (232-4636)
TTY: 1-888-232-6348
Web: www.cdc.gov

Centers for Disease Control and Prevention
1600 Clifton Road NE
Atlanta, GA 30333
Publication date: November 5, 2019

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Adverse Childhood Experiences (ACEs) are potentially traumatic events that occur in childhood.

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Children’s mental health programs and services / Minnesota Department of Human Services

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DHS works to ensure children’s mental health programs and services are available throughout Minnesota. Every child in need deserves consistent high quality, accessible, and effective services that consider children’s characteristics, circumstances and cultures.

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The inpatient mental health program is designed to serve adolescents and kids with urgent mental health needs.

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Residential Depression Treatment in Minnesota

Understanding Residential Depression Treatment

Depression, a pervasive mental health concern affecting millions, often requires comprehensive and immersive care. Residential depression treatment in Minnesota is designed to address the complex nature of this condition by offering a supportive environment where individuals can focus solely on their recovery. This level of care is particularly beneficial for those whose depression has significantly impacted their daily functioning and necessitates a more intensive intervention.

Indications for Residential Depression Treatment

1. Severe Symptoms and Impairment

Individuals with severe depression symptoms, such as persistent sadness, changes in sleep patterns, and difficulty concentrating, may find residential treatment beneficial. The immersive nature of these programs allows for constant monitoring and immediate adjustments to treatment plans based on real-time assessments of the individual's state.

2. Lack of Response to Outpatient Treatment

For some, outpatient treatments may not provide the necessary level of support. Residential depression treatment becomes a viable option when individuals have not responded adequately to less intensive interventions, and a more structured and continuous approach is deemed necessary for breakthroughs in their recovery.

3. Safety Concerns

In cases where there are safety concerns due to suicidal thoughts or behaviors, residential treatment provides a secure and closely monitored environment. This ensures the safety of the individual while simultaneously addressing the root causes of their depression.

Components of Residential Depression Treatment

1. Comprehensive Assessment

Upon admission to a residential depression treatment program in Minnesota, individuals undergo a thorough assessment. This includes a psychiatric evaluation, medical examination, and an in-depth exploration of the individual's personal history, allowing the treatment team to tailor interventions to the specific needs of the person.

2. Individualized Treatment Plans

Residential programs prioritize individualized care. Treatment plans are meticulously crafted, often combining evidence-based therapies such as cognitive-behavioral therapy (CBT), dialectical behavior therapy (DBT), and psychopharmacological interventions. The goal is to address the unique factors contributing to the individual's depression.

3. Group Therapy

Group therapy is a cornerstone of residential depression treatment. These sessions provide a platform for individuals to share their experiences, learn from others, and develop essential coping skills. Group therapy fosters a sense of community and understanding, combating the isolation often associated with depression.

4. Holistic Approaches

Residential programs in Minnesota often integrate holistic approaches such as mindfulness, yoga, and art therapy. These complementary interventions aim to address the emotional, physical, and spiritual aspects of an individual's well-being.

Duration of Residential Depression Treatment

1. Short-Term Intensive Programs

Some residential depression treatment programs in Minnesota offer short-term, intensive interventions. These may last a few weeks and are designed for individuals who require immediate stabilization and focused intervention.

2. Longer-Term Rehabilitation

For those with more chronic or complex depression, longer-term residential programs spanning several months may be recommended. These extended stays allow for a more gradual and comprehensive approach to recovery.

Transitioning to Outpatient Care

1. Step-Down Programs

Upon completion of a residential program, individuals often transition to step-down programs. These are outpatient services that provide ongoing support while allowing individuals to gradually reintegrate into their daily lives.

2. Aftercare Planning

Effective aftercare planning is a crucial component of the transition process. This may involve continued therapy, support groups, and access to community resources to maintain the progress made during residential treatment.

Addressing Dual Diagnosis in Residential Treatment

1. Integrated Treatment Approach

Many individuals with depression also grapple with co-occurring disorders, such as substance abuse. Residential programs in Minnesota often employ an integrated treatment approach, addressing both depression and the co-occurring condition simultaneously.

2. Specialized Dual Diagnosis Programs

Some residential facilities specialize in dual diagnosis treatment. These programs recognize the interconnectedness of mental health and substance use disorders, providing targeted interventions to address both aspects comprehensively.

Choosing Between Standard and Luxury Residential Facilities

1. Standard Residential Facilities

Standard residential facilities offer evidence-based treatments and a structured environment conducive to recovery. These programs focus on clinical efficacy and accessibility, providing essential services without the additional amenities associated with luxury facilities.

2. Luxury Residential Facilities

For those seeking a more comfortable and upscale environment, luxury residential treatment facilities in Minnesota provide a range of amenities, from private accommodations to spa-like services. While the core therapeutic interventions remain the same, the added comforts may enhance the overall treatment experience.

Residential depression treatment in Minnesota represents a vital resource for individuals grappling with the debilitating effects of depression. These programs, with their comprehensive approaches and varied interventions, offer a lifeline for those in need. Whether short-term or long-term, standard or luxury, these residential programs aim to guide individuals toward a path of recovery, providing the tools and support necessary for a renewed sense of well-being. The emphasis on individualized care, holistic approaches, and seamless transitions to outpatient services reflects the commitment of these programs to fostering lasting mental health resilience in the communities they serve.

Admission Process for Mental Health Centers in Minnesota

Navigating the admission process for mental health centers in Minnesota is a crucial step toward accessing the care needed for mental well-being. The process is designed to be comprehensive, ensuring that individuals are properly assessed and matched with appropriate treatment options. Here are the general steps involved in the admission process:

1. Initial Inquiry and Assessment

The journey begins with an initial inquiry. Individuals or their loved ones can reach out to mental health centers in Minnesota through phone calls, websites, or in-person visits. During this initial contact, basic information is collected to understand the nature of the mental health concerns. This may include details about symptoms, previous treatments, and any immediate safety concerns.

Following the initial inquiry, a more in-depth assessment is conducted. This assessment may involve a combination of interviews, questionnaires, and discussions to gain a comprehensive understanding of the individual's mental health status. The goal is to identify the specific challenges the person is facing and determine the most suitable level of care.

2. Verification of Insurance and Financial Information

Once the initial assessment is complete, the next step involves verifying insurance coverage and discussing financial considerations. Mental health centers in Minnesota typically work with various insurance providers. Verification of insurance helps individuals understand the extent of their coverage for mental health services. For those without insurance, facilities often provide information about alternative payment options, sliding-scale fees, or financial assistance programs.

3. Customized Treatment Planning

Based on the assessment and insurance verification, mental health professionals collaborate to develop a customized treatment plan. This plan outlines the recommended interventions, such as individual therapy, group therapy, medication management, or a combination of these. The treatment plan takes into account the individual's unique needs, preferences, and the severity of the mental health condition.

4. Inpatient vs. Outpatient Considerations

The admission process also involves determining whether inpatient or outpatient care is more appropriate. Inpatient care is reserved for individuals requiring intensive, 24/7 monitoring and support, often due to acute symptoms or safety concerns. Outpatient care, on the other hand, allows individuals to receive treatment while living at home and continuing with daily responsibilities.

5. Collaboration with Referring Professionals

In cases where individuals are referred to mental health centers by other healthcare professionals, collaboration is essential. This ensures a seamless transition of care and the exchange of relevant information. Mental health centers in Minnesota often work closely with primary care physicians, therapists, and other healthcare providers to create a unified approach to treatment.

6. Pre-Admission Orientation

Before admission, individuals and their families typically receive a pre-admission orientation. This orientation provides essential information about what to expect during the treatment process, the facility's rules and regulations, and any necessary preparations. This step is crucial in fostering a sense of readiness and understanding for both the individual seeking treatment and their support network.

7. Admission and Welcome

The day of admission marks the beginning of the formal treatment journey. Individuals are welcomed into the mental health center by a team of caring professionals. This process involves completing necessary paperwork, receiving an orientation to the facility, and settling into the treatment environment. For inpatient programs, this may include an introduction to living arrangements, daily schedules, and the treatment team.

8. Assessment of Immediate Needs

Upon admission, there is often an immediate assessment of the individual's needs. This may involve additional medical assessments, discussions about medication management, and a more detailed evaluation of mental health symptoms. The goal is to ensure that the treatment plan remains aligned with the individual's current state and any emergent needs are promptly addressed.

9. Engagement in Treatment Modalities

Once settled, individuals actively engage in the prescribed treatment modalities. This could include individual therapy sessions, group therapy, psychoeducation, and experiential therapies. The treatment plan is dynamic, allowing for adjustments based on the individual's progress and response to interventions.

10. Family Involvement and Support

Mental health centers in Minnesota often recognize the importance of involving families in the treatment process. Family therapy sessions and educational programs are common components of comprehensive treatment plans. Engaging family members provides crucial support and enhances the individual's overall recovery process.

11. Transition Planning for Outpatient Care

As individuals progress in their treatment, the focus shifts toward preparing for the transition to outpatient care. This involves collaborative discussions about aftercare planning, ongoing therapy, and the development of coping strategies for the individual to implement in their daily life.

12. Continued Support and Follow-Up

Even after completing a program, individuals receive continued support through follow-up appointments and access to resources. Mental health facilities in Minnesota strive to establish a lasting connection with individuals, providing a safety net of support as they navigate life beyond the structured treatment environment.

Bipolar Disorder Treatment in Minnesota's Mental Health Facilities

Understanding Bipolar Disorder

Bipolar disorder is a complex mental health condition characterized by extreme mood swings that include episodes of mania and depression. In Minnesota's mental health facilities, the treatment of bipolar disorder involves a multidimensional approach to address the diverse needs of individuals experiencing this condition. Understanding the unique challenges posed by bipolar disorder is central to developing effective treatment plans.

Assessment and Diagnosis

The journey of bipolar disorder treatment typically begins with a thorough assessment and accurate diagnosis. Mental health professionals in Minnesota's facilities employ comprehensive psychiatric evaluations, medical histories, and discussions with the individual and their loved ones. The goal is to determine the specific subtype of bipolar disorder (type I, type II, cyclothymic disorder) and tailor interventions accordingly.

Medication Management

Medication plays a crucial role in stabilizing mood fluctuations associated with bipolar disorder. In Minnesota's mental health facilities, psychiatrists work closely with individuals to find the most effective medications to manage mania, depression, and mood stabilization. Regular monitoring and adjustments are made to ensure optimal effectiveness while minimizing side effects.

Psychoeducation and Individual Therapy

Education about bipolar disorder is an integral part of treatment. Individuals and their families in Minnesota's mental health facilities receive psychoeducation to understand the nature of the condition, recognize triggers, and implement coping strategies. Individual therapy, often utilizing cognitive-behavioral therapy (CBT) or dialectical behavior therapy (DBT), provides a safe space for individuals to explore and address the emotional challenges associated with bipolar disorder.

Group Therapy and Peer Support

Group therapy sessions in Minnesota's mental health facilities bring together individuals facing similar challenges. These sessions create a supportive community where individuals can share experiences, learn from one another, and develop coping skills. Peer support plays a crucial role in fostering a sense of understanding and connection.

Lifestyle and Routine Management

Stabilizing mood in bipolar disorder often involves the establishment of consistent routines. Minnesota's mental health facilities incorporate lifestyle and routine management into treatment plans. This may include sleep hygiene, exercise routines, and stress reduction techniques to help regulate the circadian rhythms and minimize triggers.

Dual Diagnosis Considerations

Bipolar disorder often coexists with substance use disorders or other mental health conditions. In Minnesota's mental health facilities, an integrated approach addresses dual diagnosis, simultaneously treating both bipolar disorder and co-occurring conditions. Specialized programs focus on comprehensive care to improve overall outcomes.

Long-Term Management and Relapse Prevention

Bipolar disorder is a chronic condition that requires long-term management. Mental health facilities in Minnesota emphasize the development of relapse prevention strategies. This involves ongoing therapy, medication adherence, and the cultivation of a strong support network to help individuals navigate the challenges associated with bipolar disorder throughout their lives.

Eating Disorder Treatment in Minnesota's Mental Health Centers

Understanding Eating Disorders

Eating disorders, such as anorexia nervosa, bulimia nervosa, and binge-eating disorder, pose significant challenges to both physical and mental well-being. In Minnesota's mental health centers, the treatment of eating disorders involves a comprehensive and individualized approach to address the complex interplay of psychological, nutritional, and medical factors associated with these conditions.

Medical Stabilization and Nutritional Rehabilitation

The initial phase of eating disorder treatment often involves medical stabilization and nutritional rehabilitation. Individuals in Minnesota's mental health centers receive thorough medical assessments to address any immediate health concerns resulting from malnutrition or other physical complications. Nutritionists work closely with individuals to establish balanced eating patterns and restore healthy eating behaviors.

Individual and Family Therapy

Individual therapy, including modalities such as cognitive-behavioral therapy (CBT) and dialectical behavior therapy (DBT), plays a central role in the treatment of eating disorders. Therapists in Minnesota's mental health centers work collaboratively with individuals to explore the underlying factors contributing to their eating disorder and develop coping mechanisms. Family therapy is often integrated to address family dynamics and provide a supportive environment for recovery.

Group Therapy and Peer Support

Group therapy sessions offer a space for individuals with eating disorders to connect with others facing similar challenges. In Minnesota's mental health centers, these sessions provide a platform for shared experiences, encouragement, and the development of healthy coping strategies. Peer support is instrumental in breaking the isolation often associated with eating disorders.

Behavioral Interventions

Behavioral interventions focus on addressing maladaptive behaviors associated with eating disorders. Therapists in Minnesota's mental health centers work with individuals to identify and modify negative thought patterns, develop healthier coping mechanisms, and establish positive relationships with food and body image.

Medical Monitoring and Collaboration

Given the medical complexities of eating disorders, close medical monitoring is a crucial component of treatment. Minnesota's mental health centers collaborate with medical professionals to ensure ongoing health assessments, laboratory monitoring, and coordination of care. This integrated approach addresses both the psychological and physiological aspects of eating disorders.

Relapse Prevention and Aftercare Planning

Eating disorder treatment in Minnesota's mental health centers extends beyond the acute phase to focus on relapse prevention and long-term recovery. Individuals work with their treatment teams to develop aftercare plans that may include ongoing therapy, nutritional support, and access to community resources. The goal is to equip individuals with the tools needed to maintain a healthy relationship with food and body image.

Addressing Co-Occurring Conditions

Eating disorders often coexist with other mental health conditions, such as anxiety or depression. In Minnesota's mental health centers, a comprehensive approach considers the interconnected nature of these conditions, ensuring that treatment plans address co-occurring factors for a more holistic and effective recovery.

Building Resilience and Self-Esteem

Eating disorder treatment in Minnesota emphasizes the importance of building resilience and self-esteem. Therapeutic interventions focus on empowering individuals to cultivate a positive self-image, develop a healthy sense of identity, and navigate life's challenges with confidence.

The treatment of eating disorders in Minnesota's mental health centers is characterized by a compassionate and multidisciplinary approach. By addressing the physical, emotional, and behavioral aspects of these complex conditions, these facilities aim to guide individuals toward lasting recovery and improved overall well-being.

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Mental Health Facilities in Minnesota. All mental health centers in MN including residential and inpatient treatment.

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Overview of adverse childhood experiences, the latest data, and CDC’s approach to prevention.

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Adverse Childhood Experiences (ACEs) & Childhood Trauma

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Adverse childhood experiences (ACEs) are traumatic events that happen between the ages of 1 and 17. ACEs affect a person’s overall health.

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Childhood is a vulnerable time, and what happens to us then has long deep impacts. Adverse childhood experiences (ACEs) describe traumatic experiences that can have lasting effects into adulthood. The more ACEs someone experiences, the more challenging they may be to overcome.

Let's take a look at what adverse childhood experiences are, what impacts they may have, how to prevent them-and most importantly, how you can cope if you are someone who endured traumatic experiences in childhood.

What Are Adverse Childhood Experiences (ACEs)?

Adverse Childhood Experiences (ACEs) are traumatic experiences that children experience before the age of 18 that can have lasting impacts on their mental health, physical health, and general well-being.

Many kinds of traumas in childhood can be ACEs. Some examples of ACEs include:

Experiencing physical or emotional abuse

Abandonment or neglect

Losing a family member to suicide

Growing up in a household with substance abuse or alcoholism

Having a mentally ill parent

Having an incarcerated parent

Being a child of divorce or parental separation

Between 1995 to 1997, the Centers for Disease Control and Prevention (CDC), in conjunction with Kaiser Permanente, began the first study of ACEs with the goal of coming up with a framework for this concept.

In the study, roughly 17,000 people were interviewed about various traumatic experiences they experienced in childhood, including abuse, violence, neglect, and abandonment.

An estimated 66% of responders revealed that they'd experienced at least one ACE; 20% had experienced three ACEs. The researchers noted connections between experiencing ACEs and detriments to one's physical health years later, including heart disease and cancer.

Risk Factors For Adverse Childhood Experiences

ACEs don't happen randomly. A child's economic status, family history, and the kind of community they grow up in all come into play.

Here are some of the factors that may make a child more likely to experience an ACE:

Coming from a low income family

Coming from a family with a low level of education

Growing up with high levels of family stress

Growing up with high levels of economic stress

Growing in a family that is not close knit and doesn't speak openly about feelings

Having parents who used spanking or corporal punishment

Having parents who themselves had been abused or neglected

Living in a community with high rates of violence

Living in an economically disadvantaged community

Living in a community with high levels of substance abuse

Living in a community with few resources for youth

How Common Are ACEs?

Unfortunately, ACEs are not rare. According to the CDC, about 61% of adults experienced an ACE, and 1 in 6 adults have experienced four or more different ACEs.

It's important to note that there are racial disparities when it comes to ACEs, with children of color experiencing more ACEs than White children. As per the National Conference of State Legislatures, about 61% of Black children have experienced an ACE and about 51% of Hispanic children have.

On the other hand, 40% of white children had experienced an ACE, and 23% of Asian children had.

What Impacts Do Adverse Childhood Experiences Have?

All children live through difficult experiences at times, but with the right tools, they can learn from their experiences and become stronger. ACEs are traumas that are more difficult to overcome and that can leave lasting scars on a child, especially if the child is not supported through.

ACEs can cause what is called "toxic stress," which is where the stress that floods the body is so intense that it can cause changes to one's metabolism, immune system, cardiovascular system, as well as brain and nervous system. There is a cumulative effect when it comes to toxic stress, and the more ACEs a child experiences, the greater impact it can have on their mental and physical health.

Children who experience ACEs and toxic stress may:

Have difficulty forming close relationships with others

Have trouble keeping a job

Have difficulty with finances

Experience depression

Be more likely to be involved in violence

Experience early, unwanted pregnancies

Be more likely to be incarcerated

Experience higher levels of unemployment

Be more likely to also expose their children to ACEs

Have a higher risk of alcohol or substance abuse

Have a higher risk of suicide attempts

Have a higher risk of health issues such as heart disease cancer, lung disease, and liver disease

How to Prevent Adverse Childhood Experiences

The good news here is that not every child is fated to experience multiple ACEs. Parents, community members, physicians, policy makers, and anyone who works with children have an obligation to prevent ACEs.

According to the CDC, preventing ACEs in children includes several steps and is truly a group effort. Here are some of the top ways we can prevent ACEs in children:

Policy makers can work toward increasing financial security for families and preventing food and housing insecurity

Workplaces can make their institutions more family-friendly and establish family leave policies

Communities and policy makers can protect against violence by promoting anti-violence campaigns and education

Professionals who work with families can teach positive parenting skills and teach socio-emotional learning

Policy makers can promote a strong start for children by expanding childcare, preschool, and early childhood education options

Communities can prioritize youth services, mentors for youth, and substance abuse recovery programs

Coping With Adverse Childhood Experiences

Again, having experienced an ACE is common, and if you are someone who experienced one, you are not alone. You are also not alone in feeling the impacts of that trauma even years later.

If you are experiencing anxiety, depression, or PTSD related to ACEs, a trauma-focused therapist or social worker can help you work through this, and get to the other side. If you are also experiencing physical effects that you think are linked to this trauma, speaking to a healthcare provider is another important step.

Lifestyle changes can also help you cope with and work through your trauma. Consider adding in mediation, breathing exercises, and physical activity and exercise. Journaling is another wonderful tool that can help you unpack your feelings.

If you are recovering from a trauma like abuse, abandonment, growing up with mentally ill parents, or parents who abused alcohol or drugs, you may want to join a support group specific to that experience. Speaking with other grown-ups who experienced similar ACEs as you did can be invaluable to your recovery.

Press Play for Advice On Healing Childhood Wounds

Hosted by Editor-in-Chief and therapist Amy Morin, LCSW, this episode of The Verywell Mind Podcast, featuring award-winning actress Chrissy Metz, shares how to heal childhood trauma, safeguard your mental health, and how to get comfortable when faced with difficult emotions. Click below to listen now.

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A Word From Verywell

If you or someone you love has experienced an adverse childhood experience, it can be difficult to talk about, think about, or even read about. Childhood traumas can live in our psyches and our bodies for years to come, and it's common to feel triggered easily at their mere mention.

Please remember that even someone who experienced several ACEs can heal and recover from the experience. Help is out there, and it's possible to live a full life even if you have endured trauma in childhood.

Additional Reading

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What Are Adverse Childhood Experiences (ACEs)?

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Childhood is a vulnerable time, and what happens to us then has long deep impacts. Adverse childhood experiences (ACEs) describe traumatic experiences that can have lasting effects into adulthood. The more ACEs someone experiences, the more challenging they may be to overcome.

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Child & Adolescent Therapy with Grow Therapy | Find a Therapist

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Your child or teen doesn’t have to navigate life’s challenges alone. Find a therapist with Grow Therapy today.

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Signs Your Child May Be Struggling With Mental Health Issues

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This article lists some signs of mental health issues in children and teenagers.

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Mental Health in Children and Adolescents: Recognizing Early Signs

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Learn how to identify early signs of mental health issues in children and teens, including anxiety, depression, and ADHD, with strategies for proactive support.

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Being a child isn't all fun and games. Children are constantly faced with new challenges and social pressures, not to mention their growing bodies are changing rapidly.

Once they hit adolescence, the hormonal changes associated with puberty may also cause feelings of sadness or frustration, making kids moody or irritable.

For some kids, this moodiness or sadness is more than just a phase or a bad attitude that will go away. In fact, it could be an early warning sign of a mental illness.

According to the National Alliance on Mental Illness, 16.5% of youth, or 7.7 million kids, in this country aged 6 to 17 experienced a mental health disorder in 2016.

But even if you know the red flags of a mental illness, it can be difficult to distinguish them from typical childhood behavior. Also, kids often lack the vocabulary or developmental ability to explain their emotions and concerns.

Children can develop all the same mental health conditions as adults, including anxiety disorders, depression, ADHD (attention-deficit/hyperactivity disorder), but sometimes they express them differently.

Here are 7 warning signs your child may be suffering from a mental illness, and it's not just a phase that will eventually go away.

Mood swings. Watch out for feelings of sadness or withdrawal that last for several weeks, or severe mood swings that affect relationships at home or school.

Extreme feelings. Look for feelings of overwhelming fear or worry for no apparent reason, which may affect daily activities and interaction.

Behavior changes. Be aware of drastic changes in behavior or personality, as well as out-of-control behavior, such as frequent fighting or arguing.

Difficulty concentrating. Look for signs of trouble focusing or sitting still, which can lead to poor performance in school.

Physical symptoms. Compared with adults, children with a mental health condition might develop headaches and stomachaches rather than sadness or anxiety.

Physical harm. Sometimes a mental health condition leads to self-injury or self-harm, such as cutting or burning yourself. Children with a mental health condition also might develop suicidal thoughts or attempt suicide.

Substance abuse. Look for signs of drug or alcohol use to try to cope with their feelings.

If you have any concerns about your child's behavior or suspect a mental illness, talk to your child's pediatrician and ask for a referral to a mental health specialist. Also, be sure to share your concerns with your child's school and find support by connecting with other families. Learn more about our Lois and John Orr Family Behavioral Health Center.

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7 warning signs your child may be suffering from a mental illness : Inside Children's Blog

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Being a child isn't all fun and games. Children are constantly faced with new challenges and social pressures, not to mention their growing bodies are Here are 7 warning signs your child may be suffering from a mental illness, and it's not just a phase that will eventually go away.

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Overview

An effective and comprehensive approach to social-emotional assessment.

With this in-depth, easy-to-use tool, social-emotional competence and development can be reliably assessed and monitored in infants, toddlers, and preschoolers at risk for delays or challenges. An ideal follow-up to screeners such as ASQ®:SE-2, the two-part SEAM™ assessment reveals detailed qualitative information on children's social-emotional competence- and identifies their caregivers' strengths and areas of need. Easy to learn and implement, SEAM can be used by a wide variety of early childhood professionals, including those with little or no training in mental health or behavioral interventions.

SEAM helps professionals to:

support development of important social-emotional skills in order to minimize challenging behaviors

build strong, proactive partnerships with families

promote positive parent-child interactions in the critical first years of life

assist with choosing developmentally appropriate goals and intervention activities

monitor child progress toward social-emotional goals

SEAM is a two-part assessment available in English and Spanish; see how it works.

View the Using the SEAM with Young Children webcast, presented by SEAM developers Jane Squires, Ph.D., and Misti Waddell, M.S.
Watch the SEAM webcast

Product Details

SEAM, Research Edition
User's Guide, plus CD-ROM with master forms in English and Spanish

$52.00 * Stock Number: 72803 * 2014 * ISBN 978-1-59857-280-3

How It Works

SEAM: How it works.

SEAM is a two-part assessment: SEAM child assessment and SEAM Family Profile.

SEAM Child Assessment

This assessment includes three intervals with different developmental ranges:

Infant (2-18 months)

Toddler (18-36 months)

Preschool (36-66 months)

Each interval assesses 10 child benchmarks critical to social-emotional competence, including empathy, adaptive skills, self-image, emotional responses, and healthy interactions with others.

SEAM is flexible enough to meet your specific needs-parents/caregivers can complete it independently, or it can be conducted jointly with healthcare providers if desired. The SEAM system also includes SEAM with Ages, an alternate version of the tool annotated with a helpful list of age ranges for each item. This version makes it easy to give caregivers general guidance on how social-emotional skills typically develop and where their child's development fits on the continuum.
See a sample SEAM Form
SEAM Family Profile

The Family Profile assesses parent and caregiver strengths and helps identify areas in which they need more supports and resources to foster their child's social-emotional skills. Like the main SEAM, the Family Profile assessment includes three intervals-Infant, Toddler, and Preschool. Each interval measures four benchmarks key to a nurturing home environment: responding to needs, providing activities and play, providing predictable routines and an appropriate environment, and ensuring home safety.
See a sample Family Profile form

View the developers' SEAM poster from the 2014 Zero to Three National Training Institute
See the SEAM Poster
View a presentation on SEAM and ASQ:SE from the 2014 NAEYC conference
See the Presentation

At a Glance

What does it assess?

The Social-Emotional Assessment/Evaluation Measure (SEAM) is an assessment tool for measuring children's social-emotional development and parenting competence.

Who are the developers?

SEAM was developed by some of the key developers and trainers for the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2) screener: Jane Squires, Ph.D., Diane Bricker, Ph.D., Misti Waddell, M.S., Kristin Funk, M.A., LCSW, Jantina Clifford, Ph.D., and Robert Hoselton.

What is the age range of children assessed?

What are the components?

The SEAM Tool - includes three intervals with different developmental ranges: Infant (2-18 months), Toddler (18-36 months), and Preschool (36-66 months) and helps identify a child's strengths, concerns for the family that need monitoring, and agreed-on focus areas

The SEAM Family Profile - also has three developmental intervals and assesses parent and caregiver strengths and helps identify areas in which they need more supports and resources to foster their child's social-emotional skills

(The SEAM system also includes SEAM with Ages, an alternate version of the tool annotated with a helpful list of age ranges for each item.)

What does it examine?

For each interval, the Tool assesses 10 child benchmarks critical to social-emotional competence:

1. Child participates in healthy interactions

2. Child expresses a range of emotions

3. Child regulates social-emotional responses

4. Child begins to show empathy for others

5. Child attends to and engages with others

6. Child explores hands and feet and surroundings (for infants)/demonstrates independence (for toddlers/preschoolers)

7. Child displays a positive self-image

8. Child regulates activity level

9. Child cooperates with daily routines and requests

10. Child shows a range of adaptive skills

The Family Profile also measures four benchmarks key to a nurturing home environment for each interval:

1. responding to needs

2. providing activities and play

3. providing predictable routines and an appropriate environment, and

4. ensuring home safety

Where is it conducted?

In early childhood programs, homes, or other settings where children are served

Who conducts it?

Early interventionists, early childhood teachers, Head Start & Early Head Start staff, home visitors, parent educators, and mental health professionals

How long does it take to complete?

15-30 minutes (SEAM/SEAM with Ages)

10-15 minutes (Family Profile)

What languages is it available in?

English and Spanish (both are included on the CD-ROM)

Is it research-based?

Yes, SEAM has been researched with 2,200 children from 49 U.S. states and Canada.

How can the results be used?

Qualitative data from the SEAM and Family Profile can be used to determine areas for greater intervention; answers can be converted to numerical values for progress monitoring.

Hear from the SEAM developers why it's important to measure social-emotional development.
Read the Interview

Technical Info

Research and validity specifics for SEAM

To confirm the utility and efficacy of SEAM, intensive research has been performed-details can be viewed below.

Research sample

2,200 children from 49 U.S. states and Canada

Inter-rater reliability (SEAM and SEAM with Ages)

Infant: 0.776 p < .01
Toddler: 0.752
Preschool: No data

Test-retest reliability (SEAM and SEAM with Ages)

Infant: 0.987 p < .01
Toddler: 0.968 p < .01
Preschool: 0.989 p < .01

Concurrent Validity (SEAM and SEAM with Ages)

Infant:
.754** with DECA-IT
.628** with ITSEA Compliance, -.415* with ITSEA Negative Emotion, .651** with ITSEA ProSocial
-.557** with ASQ:SEToddler:
.564** with ITSEA Compliance, -.261** with ITSEA Negative Emotion, .652** with ITSEA ProSocial
-.516** with ASQ:SEPreschool:
-.810** with ASQ:SE* p < .05 ** p < .01

Utility (SEAM and SEAM with Ages)

Parents (sample of 434)

93% felt SEAM included appropriate and useful questions

56% were alerted to new child skills as a result of completing the SEAM

Practitioners (sample of 35)

92% agree that completing SEAM gave meaningful information about children

For more technical details, view SEAM's technical report.
Read more

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Overview With this in-depth, easy-to-use tool, social-emotional competence and development can be reliably assessed and monitored in infants, toddlers, and preschoolers at risk for delays or challenges. An ideal follow-up to screeners such as ASQ® :SE-2, the two-part SEAM™ assessment reveals detailed qualitative information on children's social-emotional competence- and identifies their caregivers' strengths and areas of need.

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How to Use Reflective Functioning to Talk to Your Young Child

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Reflecting a young child’s thoughts and feelings can help them feel confident and secure. Learn how to use reflective functioning with your baby or toddler.

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Self-reflection is a tool that kids and adults can benefit from. Reflecting on one's actions and behaviors is a great way to grow as an individual and to meet personal goals. Think about a time you've set a personal goal. Maybe you wanted to start exercising and lose a few pounds. By self-reflecting on a day's events, you can determine what worked in meeting your goal and what didn't work. You can intentionally put a finger on the parts of your day that helped you meet your goal of going to the gym and what stood in the way of eating healthy meals. Self-reflection is essential for goal-setting! Most of these occupational therapy activities are free or inexpensive ways to address self-reflection in kids.

These self-reflection activities can be a vehicle for helping kids to address areas of functioning in several areas. Improving self-reflection can help kids with self-regulation, knowing what coping strategies to pull out of their toolbox, how to act with impulse control, how to better pay attention, how to improve executive functioning skills, and how to function more easily.

Additionally, self-reflection pays a part in mindfulness. If we are practicing attentiveness in the moment and attending to internal and external experiences, we can self-reflect on what worked, what didn't work, and how to make things work better next time.

Self-reflection can be so helpful in social-emotional skills, academic learning, functional task completion, organization, and well-being!

Self-Reflection Activities for Kids

One of the first steps in raising self-reflection to to help kids be more self-aware. They can use tools to improve mindfulness to notice how they feel, how the react, or how they behave. Most kids will struggle with this ability in the moment (It's tough for adults, too!) but they can identify what worked and what didn't work in a particular situation through conversation.

Using self-control strategies like the Zones of Regulation can be helpful in talking about feelings and self-awareness.

Explore along with the child. When a child is playing or exploring their environment, it can be helpful to play right along with them. Use play experiences to communicate through play.

Use play experiences to mirror actions. When a child is playing, play right along with them! Mimic their actions and words to be more aware as a caregiver of the details of a child's interactions and to bring awareness for the child. Use this tactic only when the child is in a positive mood. Mirrored actions should not be completed when a child is behaving poorly or to bring attention to behaviors.

Reflect on the day as a family. Plan a family meeting and talk about the good, the bad, and the ugly of the day. It's a good way to talk about ways to work on areas of need.

Create a Choice Collection. Come up with options that include coping strategies or tools to use in different environments. These could be part of a sensory diet or self-regulation strategies.

Use a journal to self-reflect through words or drawings.

Act out situations and how the situation played out. Consider adding dolls or toys for characters in the situations.

Model appropriate behaviors and self-reflection through conversation.

When saying "calm down" just isn't enough...

When a child is easily "triggered" and seems to melt down at any sign of loud noises or excitement...

When you need help or a starting point to teach kids self-regulation strategies...

When you are struggling to motivate or redirect a child without causing a meltdown...

When you're struggling to help kids explore their emotions, develop self-regulation and coping skills, manage and reflect on their emotions, identify their emotions, and more as they grow...

What self-reflection strategies do you use?

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Self-Reflection Activities for Kids - The OT Toolbox

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Self-reflection is a tool that kids and adults can benefit from. Reflecting on one's actions and behaviors is a great way to grow as an individual and to meet personal goals. Think about a time you've set a personal goal. Maybe you wanted to start exercising and lose a few pounds.

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Reflective Functioning in Children and Adolescents With and Without an Anxiety Disorder

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Reflective functioning (RF), meaning the capacity to interpret mental states (intentions, emotions, thoughts, desires, and beliefs) underlying one’s own and others’ behaviors, may help understand the dysfunctional self-regulation associated with…