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The System for School Success is Alaska’s accountability system designed to highlight

success in our schools and identify areas that need more support.

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School Designation 2022-23 Title I HarborviewTCLL.pdf

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The City & Borough of Juneau offers an array of DIY games to do around the community.

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P&R – DIY Activities – City and Borough of Juneau

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The Juneau School District's food service information including information on free breakfast and reduced food costs for qualifying families.

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Juneau School District Student Nutrition | Cafeteria | Juneau, Alaska, USA

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Juneau School District Student Nutrition program providing families with student menus, health messaging and more.

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The Juneau Arts & Humanities Council offers community classes, resources, and activities for all ages.

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Juneau School District bus routes information.

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Local meeting regarding boosting school attendance advertisement, including contact information.

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A handbook that provides families with information pertaining to the school.

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The Alaska State Library hosts a youth activity program that provides youth with opportunities to work with professional artists to learn artistic techniques.

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The youth activity program at the Alaska State Library, Archives, and Museum provides young people with opportunities to work with professional artists to learn artistic techniques and engage with art, history, and the collections of the Library, Archives, and Museum. These activities are sponsored by the Friends of the Alaska State Library, Archives, and Museum and are partially funded by the citizens of the City and Borough of Juneau through sales tax revenues.

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Libraries, Archives, Museums: Youth Art Activities at the APK: Home

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Libraries, Archives, Museums: Youth Art Activities at the APK: Home

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The Juneau-Douglas City Museum offers free admission to all youth aged 12 and under.

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Juneau-Douglas City Museum - City and Borough of Juneau

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Juneau has three libraries: a valley location, a downtown location, and a Douglas location. All books are free with a library card.

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Juneau Public Library - City and Borough of Juneau

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Juneau School District's current five year plan.

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ZGYC is a free, inclusive, drop-in facility for youth. The center has a wide variety of activities from table tennis and pool tables, to a rock climbing wall and basketball courts available to youth of all ages.

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ZGYC Homepage - City and Borough of Juneau

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The Juneau School District's school board policy manual.

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Support group for parents with special needs children.

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Information regarding free ASL classes for families.

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Harborview Elementary's webpage that contains information and resources pertaining to the school and the Juneau School District.

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Harborview PTA's membership form.

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PowerSchool access for parents and students. PowerSchool provides access to grades, class schedules, and more.

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Copyright © 2005-2024 PowerSchool Group LLC and/or its affiliate(s). All rights reserved.All trademarks are either owned or licensed by PowerSchool Group LLC and/or its affiliates.

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Information regarding Juneau School District's school board members.

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Board of Education - Juneau School District

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Board of Education - Juneau School District

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Information regarding free developmental screening for children and seniors in Alaska.

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Senior and Disabilities Services Free Developmental Screening

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Alaska’s Infant Learning/Early Intervention Program understands the challenges and rewards of living and working with young children. Alaska’s families, teachers, therapists, medical professionals, and administrators all share the goal of improved development for all children, especially those experiencing disabilities. We also recognize the vital importance of early diagnosis and getting services started, which is why we offer free developmental screening throughout the state. Alaska’s Infant Learning/Early Intervention Program utilizes the highly regarded 3rd edition of the “Ages and Stages Questionnaire” (ASQ-3) as its primary developmental screening tool. Learn more about developmental screening and the ASQ-3 through the resources on this page. CDC: Baby Steps PSA: “Learn the Signs. Act Early.” “Developmental Screening Works” 3-Minute Video. Success story: When Jessica’s three-year-old son suddenly stopped talking, staff at the Delta First 5 Center suggested he receive developmental screening. The results changed their lives.

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Meeting guidelines for public testimony at Juneau School District board meetings.

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Board of Education Meeting Guidelines.docx

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A video outlining Alaska's shared vision of early childhood education.

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Alaska's Shared Vision in Early Childhood Education

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Juneau's Stone Soup Group provides support to families of children with special needs.

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parenting information center and resources

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Stone Soup Group - Supporting Alaskan Families who care for children with special needs.

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Providing information, support, training and resources to help Alaskan families and caregivers provide the best possible care for loved ones with special needs.

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Juneau School District's board member's contact information.

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Board of Education Members Contact Info - Juneau School District

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Board of Education Members Contact Info - Juneau School District

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District's Title IX Coordinator Mack Brittingham, 523-1715 mack.brittingham@juneauschools.org, Title IX Investigator/Decision Maker Lyle Melkerson, 523-1710 lyle.melkerson@juneauschools.org, and Section 504/ADA Coordinator and Title IX Appellate Decision Maker Frank Hauser, Superintendent, 523-1702, frank.hauser@juneauschools.org 10014 Crazy Horse Dr. Juneau, AK 99801.

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New student registration packet for Harborview Elementary School.

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Harborview Elementary's action plan regarding equity, achievement, relationships, and partnerships.

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Information regarding Alaska's infant learning program.

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Senior and Disabilities Services Family Members

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The early years of a child’s life are the most important. From ages birth to 3, rapid learning and brain development takes place. Some children need a little extra help to develop certain skills. Alaska’s Early Intervention/Infant Learning Program (EI/ILP) is a program that provides specialized services for children who have developmental delays and/or disabilities. The services are for children birth to 3 years of age and will provide extra help for your child’s development.

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Harborview Elementary School's state report card.

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Harborview Elementary - State Report Card to the Public - DEED

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This School Report Card presents information about the school’s performance for the 2022-2023 school year. During the second administration of The Alaska System of Academic Readiness (AK STAR) assessment, students in grades 3-9 were assessed in English Language Arts and Mathematics. Students in grades 5, 8, and 10 took the Alaska Science Assessment.

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Juneau Jazz & Classics a music festival that builds community through adventurous musical experiences, purposeful arts education, and comprehensive community involvement with professional musicians.

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Jazz, Blues, Classical Music | Juneau Jazz and Classics | Juneau, Alaska

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Juneau Jazz and Classics is a music festival that builds community through adventurous musical experiences, purposeful arts education, and comprehensive community involvement with professional musicians based in Juneau, Alaska.

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Autism support group for families in Juneau.

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Meets on the last Tuesday of every month at 6pm. Located at the Mendenhall Valley Library.

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The Juneau Suicide Prevention Coalition is a coalition of mental health/social service providers, educators, survivors, members of the faith community and law enforcement, Veteran’s advocates, concerned citizens, community groups, and others working to maintain community-wide suicide awareness and prevention in Juneau.

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​

The Juneau Suicide Prevention Coalition is an active coalition of mental health/social service providers, educators, survivors, members of the faith community and law enforcement, Veteran's advocates, concerned citizens, community groups, and others working to maintain community-wide suicide awareness and prevention in Juneau.

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Home | Juneau Suicide Prevention Coalition

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​ The Juneau Suicide Prevention Coalition is an active coalition of mental health/social service providers, educators, survivors, members of the faith community and law enforcement, Veteran's advocates, concerned citizens, community groups, and others working to maintain community-wide suicide awareness and prevention in Juneau.

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Juneau's local theater, Gross Alaska, offers a free summer film series as well as a free winter film series annually.

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Summer Film Series - Gross-Alaska Theatres

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The full board meeting schedule for 2024-2025.

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APPROVED Board of Education Meeting Calendar FY25

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Juneau offers three teen health centers, free of charger, for all high schoolers. The health centers operate on site at both high schools and the alternative high school.

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and FREE health services at the three Juneau high schools, Juneau-Douglas High School (JDHS), Thunder Mountain High School (TMHS) and Yaakoosge Daakahidi High School (YDHS). Juneau Teen Health Center offers convenient, confidential,

Comprehensive health s ervices for high-school aged youth include:

Health Assessments/ Sports Physicals

Diagnosis and Treatment of Minor Illness and Injury

Wellness Promotion

Behavioral Health Counseling

Laboratory Services

Reproductive Health

Nutrition Consultation

Referrals and Follow-up

​Read more about our services in the ABOUT US tab above.

The Juneau Teen Health Center is offering COUNSELING sessionsontact Beth.leban@juneauschools.org
via Zoom.
c
for more information.

MEDICAL appointments are currently unavailable. Reproductive Health: Call the Juneau Public Health Center at 465-3353 for birth control refills, Depo shots, STI testing, etc.

Other Med ical concerns: C ontact your primary care doctor, SEARHC at 463-4040, or Bartlett Regional Hospital at 796-8900. ​

Students who wish to use services at the Juneau Teen Health Center must have a signed parental consent form on file. If no consent is on file, then a teen can only receive reproductive health care services as stipulated by State of Alaska law (AS 25.20.025). If a parent prefers to withhold consent and signs the form accordingly, then no services will be made available to their teen. Questions regarding consent or withholding consent should be addressed to the Adolescent Health Care Coordinator. CONSENT:

​Go to the CONSENT tab above to download a copy of the Consent Form.

The Juneau Teen Health Center has been in operation since 1993. The school-based health center is funded and maintained through a six partner inter-agency coalition. Each partner agency contributes resources and/or personnel and provides oversight for clinic operations. COMMUNITY PARTNERS:

​The Juneau Teen Health Center partner agencies are:

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and FREE health services at the three Juneau high schools, Juneau-Douglas High School (JDHS), Thunder Mountain High School (TMHS) and Yaakoosge Daakahidi High School (YDHS).

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SEARHC Raven’s Way in Juneau provides emergency, residential, and community-based mental health services to Alaskan Youth.

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SEARHC's Raven's Way Campus, previously based in Sitka, transitioned in spring 2023 to the Juneau Youth Services site. SEARHC Raven's Way helps youth and families develop the tools necessary to succeed. Our campus in Juneau provides emergency, residential and community-based mental health to all Alaskan youth.

Our Approach

SEARHC Raven's Way provides individualized, strengths-based services to children and their families, in the most comfortable and least restrictive setting. The programs at our SEARHC Raven's Way campus simulate home-like environments that emphasize the development of positive, nurturing relationships. The primary goal is to maintain or reunite the child with their family whenever it's in the best interest of the child. We offer social and recreational opportunities because we believe they assist in the child's development and a successful return to the community.

Raven's Way Lighthouse Program | Co-ed 12-18

The SEARHC Raven's Way Lighthouse program, formally known as Juneau Youth Services Lighthouse program, is a co-ed residential treatment program designed for adolescent boys and girls ages 12 to 18 demonstrating an inability to adjust and progress in a family setting, therapeutic treatment home, outpatient counseling or other structured treatment placement. Young people participating in the Lighthouse program need the environment of the facility to develop the social, behavioral and coping skills necessary to live in the community.

Lighthouse is a highly structured program providing person-centered individual, group and family-based treatment. The program also provides behavior modification, education, and pro-social recreational opportunities to increase positive behavior, improve functioning and well-being, and facilitate a safe return to a stable living arrangement in the community.

Many of the young people participating in the Lighthouse program have participated in less restrictive services but have not been able to remain safe in their homes and/or communities. Young people participating in Lighthouse often return to their homes with community-based supports in place to ensure continued success. Young people who have completed a higher level of care and whose needs exceed successful placement in the community/ home setting also meet admission criteria for the Lighthouse Program.
The program provides a variety of therapeutic services including:

1. Determination of an accurate diagnosis.

2. Behavioral stabilization and management.

3. Comprehensive individual treatment planning focused on continued care and the young person's long-term needs.

4. Individual, family and group therapy.

5. Maintenance and improvement of the young person's educational progress and development of an Individualized Education Program for each young person (coordinating with the school IEP team as needed).

6. Developing independent living skills.

7. Developing a plan for subsequent placement.

Teaching Family Model

The SEARHC Raven's Way Lighthouse program is strength-based and uses the Teaching Family Model. Treatment is provided by a multidisciplinary team. The youth will learn and practice a variety of social skills including communication, problem-solving, conflict-resolution, self-regulation and anger management. The program uses the Teaching Family Motivation System where youth earn points for using their skills. Points are used to access special privileges and advance through systems towards graduation. The use of points as an external motivator is faded out toward the end of treatment when youth can use social skills and self-regulation skills more independently and have developed internal motivators for maintaining and continuing positive changes.

Strong family involvement is essential to the youth's progress in the program and participation in family therapy is expected. Regular family visiting hours are part of the program schedule. Out-of-town families are invited to visit (Medicaid travel is arranged by the case manager every 90 days). Staff updates families and guardians weekly about the youth's progress.

Admission Criteria

The program is open to youth ages 12-18 years old and must have an assessment completed by one of the following, recommending residential treatment:

A psychiatrist with an MD or DO

An independently licensed psychologist

A licensed professional counselor, marriage and family therapist, or clinical social worker

If a current assessment is not available, SEARHC can provide one.

Staffing

The Lighthouse program provides services 24/7. Staff is on-site and available for support during day and night hours. A Juneau School District Teacher and an aide provide educational services in an on-site classroom.

Each youth is assigned to a case manager and a master's level clinician. All staff having contact with youths are at least 21 years old and can be male or female. All staff have been provided with the following training:

First aid and CPR

Teaching Family pre-service workshop and ongoing training

Relationship building

Communication skills

Teaching discipline

Clinical diagnoses

De-escalation and crisis intervention including nationally recognized de-escalation techniques

Clinical issues such as FASD, trauma, substance abuse, etc.

Cultural competence

Food handler certification

Program Costs

Indian Health Service (IHS), Medicaid, or private insurances cover the cost of treatment and travel for most youth. If you don't have health insurance, SEARHC's Patient Health Benefits team is available to answer patient coverage questions. For assistance, please contact outreach@searhc.org or call 907.966.8684.

Referrals

SEARHC Raven's Way Campus accepts referrals for youth from across Alaska. Any young person, parent, guardian or professional can initiate a referral for our program.
Referral Application
Record Requests

For current and historical SEARHC Raven's Way patient record requests, please visit our Health Records Request page here.

For historical Juneau Youth Services (JYS) patient record requests, complete the JYS Release of Information Form and contact the JYS Records Department below:

JYS Records Department
Phone: 907.789.7610, ext. 104 | Fax: 907.789.8401
Email: records@jys.org

Contact Us

Please contact our Raven's Way Intake Specialist with questions or for referral information and intake packets.

SEARHC Raven's Way Campus | Intake Specialist
Phone: 907.789.7610 | Fax: 907.789.8443
Email: rwintake@searhc.org

Raven's Way Campus proudly serves the community of Juneau in Southeast Alaska. To learn more about the services provided, browse the service links below, or contact this location directly with any questions.

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SEARHC's Raven's Way Campus, previously based in Sitka, transitioned in spring 2023 to the Juneau Youth Services site. SEARHC Raven's Way helps youth and families develop the tools necessary to succeed. Our campus in Juneau provides emergency, residential and community-based mental health to all Alaskan youth.

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Provides education, advocacy, support and public awareness to help individuals and their families with mental health issues.

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Are you in crisis?

NAMI Juneau acknowledges that Dzánti K'ihéeni (or Juneau) is the unceded ancestral homelands of the A'akw Kwáan. We thank the A'akw Kwáan and neighboring T'aaḵu Kwáan for their stewardship of this life-giving land.
​
We also recognize the resilience of Indigenous Peoples of Alaska in the face of past and present trauma. To move forward, our work in Southeast AK requires a deep understanding of the harm, suffering, and pain caused by colonization, racism, and unjust actions. Our mission of promoting mental health is only complete once we honor the wisdom in different ways of knowing and commit ourselves to being a part of the healing and liberation process with Alaska's Indigenous Peoples, now and for future generations.

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NAMI Juneau: Mental Health Education in Juneau

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NAMI Juneau provides education, advocacy, support, and public awareness so that those impacted by mental illness in our community can build better lives.

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In this video, Bessel van der Kolk explains trauma's effect on our bodies and the commonality of trauma in our society.

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How the body keeps the score on trauma | Bessel van der Kolk for Big Think+

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You Aren't at the Mercy of Your Emotions

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You Aren't at the Mercy of Your Emotions

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A Ted talk lead by Lisa Feldman Barrett that provides an in-depth overview of emotions and how to recognize them.

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You aren't at the mercy of your emotions -- your brain creates them | Lisa Feldman Barrett

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This article explain what adverse childhood experiences (ACEs) are and what they mean. It includes the ACE test that can be used to determine your ACE score.

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An ACE score is a tally of different types of abuse, neglect, and other hallmarks of a rough childhood. According to the Adverse Childhood Experiences study, the rougher your childhood, the higher your score is likely to be and the higher your risk for later health problems. You can take the test below:

So, you've got your score. Now what?

First, remember that the ACE score isn't a crystal ball; it's just meant as guidance. It tells you about one type of risk factor among many. It doesn't directly take into account your diet or genes, or whether you smoke or drink excessively - to name just a few of the other major influences on health.

To learn more, check the CDC's ACE Study website. You'll find, among other things, a list of studies that explore the ways adverse childhood experiences have been linked to a variety of adult conditions, ranging from increased headaches to depression to heart disease.

Remember this, too: ACE scores don't tally the positive experiences in early life that can help build resilience and protect a child from the effects of trauma. Having a grandparent who loves you, a teacher who understands and believes in you, or a trusted friend you can confide in may mitigate the long-term effects of early trauma, psychologists say.

"There are people with high ACE scores who do remarkably well," says Jack Shonkoff, a pediatrician and director of the Center on the Developing Child at Harvard University.

Resilience, he says, builds throughout life, and close relationships are key. Recent research also suggests that for adults, "trauma informed" therapy - which can center on art, yoga or mindfulness training - can help.

How best to find and help kids who are experiencing abuse and neglect right now?

Child psychologist Hilit Kletter, of Stanford University's School of Medicine, says that to spot these children, she looks for visible signs of stress to understand what might have happened to them and how best to intervene. Some kids have nightmares or recurring thoughts of a stressful event, she says, or may re-enact the trauma through play. Or the child may seem distracted or withdrawn.

"This will come out at school," Kletter says. "Teachers will tell parents [their child] seems to be in a daze in the classroom, not paying attention."

Kletter says reactions to trauma are sometimes misdiagnosed as symptoms of attention deficit hyperactivity disorder, because kids dealing with adverse experiences may be impulsive - acting out with anger or other strong emotions.

"It's something that's very common in trauma: difficulty in regulating emotions and behavior," she explains. "That's why a lot of these kids get in trouble with the classroom."

Shonkoff's research center at Harvard tests interventions that can build resilience in kids who are growing up with adverse experiences - not just problems in the family, such as those the ACE study investigated, but also trauma stemming from poverty, for example, or from the chronic stress of racial or gender discrimination.

To bolster parents, the Harvard team is testing interventions right now that use video coaching to show moms and dads how to engage their babbling infants, using sounds and facial expressions in a style Shonkoff calls serve and return.

Shonkoff says these early interactions - a kind of conversation - have been shown to help children with later learning and literacy. Even more important, they boost kids' resilience, by helping them build secure attachments with caring adults. Research suggests that just one caring, safe relationship early in life gives any child a much better shot at growing up healthy.

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Take The ACE Quiz - And Learn What It Does And Doesn't Mean

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First developed in the 1990s, the 10 questions of the Adverse Childhood Experiences test are designed to take a rough measure of a difficult childhood. Finding out your score is easy. Now what?

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Lucas Rockwood explains breathing exercises that can be used as coping strategies during stress.

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Change Your Breath, Change Your Life | Lucas Rockwood | TEDxBarcelona

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The Child Trauma Academy provides resources on abuse, neglect, brain development, neuroscience, child development, trauma, PTSD, and violence.

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ABOUT CTA

With a long history of working with high-risk children through education, research and the dissemination of innovation, CTA's insight remains online as a shared resource.

​

During its long tenure, a major activity of the CTA was to translate emerging findings about the human brain and child development into practical implications for the ways we nurture, protect, enrich, educate and heal children. The "translational neuroscience" work of the CTA resulted in a range of innovative programs in therapeutic, child protection and educational systems.

Etienne Wenger, a leading social learning theorist, defines communities of practice as groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. This model has been discussed as optimal for promoting social change in our current complex world. The CTA worked to create these collaborative working relationships between organizations and individuals to most effectively promote positive change for children.

​

The CTA started as a typical center of excellence in an academic setting, initially at The University of Chicago and later at Baylor College of Medicine. Over time however, it was clear that the problems of abuse and neglect in children were much more complex and multi-dimensional in ways that our medical model was unable to address.

​

A medical school centered work group investigating and solving physiological problems in humans makes sense. Solving problems which involve parenting, education, the law, child protection systems, mental health, law enforcement and a host of related systems across every professional discipline is more challenging. In response to this challenge we created this collaborative, interdisciplinary virtual Center of Excellence, The ChildTrauma Academy.​

THE HISTORY OF OUR MISSION & STRATEGY

The ChildTrauma Academy set out to help improve the lives of traumatized and maltreated children - by improving the systems that educate, nurture, protect and enrich these children. We focused our efforts on education, program consultation, research and disseminating innovations in the field.

Essential to this process was the collaboration of all sectors of society. As such, we engaged in a continuous process of identifying key partners, drawn from academia, the corporate world, private organizations and public sector systems. While each partnership had a distinct focus- identifying best practices in child protection, evaluating the latest research in child development, defining optimal ways to provide resources to parents or creating a novel therapeutic approach with traumatized children- all engaged in the continuous process of testing, refining and distributing innovations that can improve children's lives.

OUR EVOLUTION

In late 2018, the Neurosequential Network was formed to develop a whole host of online trainings for front-line professionals working in education, mental health, coaching, early childhood and research. The new entity continues to serve professionals from around the world at www.neurosequential.com.

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ABOUT CTA With a long history of working with high-risk children through education, research and the dissemination of innovation, CTA's insight remains online as a shared resource. ​ During its long tenure, a major activity of the CTA was to translate emerging findings about the human brain and child development into practical implications for the ways we nurture, protect, enrich, educate and heal children.

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Crisis Prevention Institution provides information on why maladaptive behavior occurs after trauma and ways to help.

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How you can help

You, the professional caregiver, are not their abuser. You are there to help them, but these kids often seem to miss that fact. They are disconnected from the realities of their current sensory settings. Their bodies are over- and perhaps underreacting to their senses. They need help in reconnecting-with feeling safe with what their senses are telling them, and in trusting their ability to tolerate and navigate sensory and emotional experience.

Here, we focus on pointers that staff members in various settings might find useful in working with this population. Recommendations fall into three categories:

Preventing trauma behavior cycles in care settings

Staff behavioral responses to trauma-reactive behavior

Follow-up staff responses after difficult interactions with clients

Attention to all three areas helps ensure that staff members provide the essential context these children need to heal and get back on the appropriate developmental path. The more you learn to move beyond all that's hard in working with traumatized children, and the more you loosen and think beyond the moment, the more you'll actually help.

Preparatory/Prevention Work

Children whose trauma has thrown off their emotional, social, and cognitive development need professionals to give extra attention to creating a supportive, trauma-sensitive treatment milieu.

If you are not exceedingly proactive with your interventions, you end up like the young me in the example above-chasing your own knee-jerk reactions instead of shaping responses that coach and lead kids toward more adaptive functioning.

Here are some prevention tips:

Crisis training. Children who have experienced trauma have the potential to lash out when "triggered" and may not provide significant warning. Your crisis management training is crucial for helping you develop skills that are automatic and consistent. The more your responses are "overlearned," the less you will tend toward reactions that inadvertently feed the trauma cycle. Keep these skills current and revisit them often.

Feedback/communication training with staff. Trauma-reactive youth can make your program setting the "canvas" on which they paint their inner turmoil. They push and pull at those with whom they're connected, and overreact to minor stressors. They irritate, frustrate, and intimidate. Your patterns of staff-to-staff communication will be strained in working with such clients. You will step on each other's toes, undo each other's limits, make promises you shouldn't, and any of an infinite number of other communication snafus. Emotions can run high among staff in such situations. Proactive attention to training each other in how to give authentic, constructive (though at times awkward) feedback, and how to manage the morass of difficult communication, will be time and money well spent.

Taking inpidualized "trigger" inventories with kids. Spend the time with kids to learn their unique patterns. Through observation and interaction, find out what buttons they carry that, when hit, spark trauma reactivity. The more you learn to recognize their patterns, the more you can intervene early to shift the cycle. Here's where it can also be crucial to involve parents and family members. Their collaboration is key to forming a strong therapeutic alliance, and for learning about the child.

Training in conceptualizing trauma. It is tempting to get stuck in viewing these children as "intentionally" acting out and being disruptive. Doing so sparks your own negative reactivity, and decreases your effectiveness. Learn all you can about the "big picture" and the process of trauma, its manifestation for kids, and how relationships (such as with you) can become a primary battleground for them as they struggle toward healing.

Training in sensory strategies for self-regulation. Occupational therapy techniques have been shown to be extremely beneficial for children whose nervous systems work in overdrive due to traumatic disruption. Make sensory strategies universally and readily available to kids, and make them interactive and engaging. Used early in the cycle, such interventions can make the difference between meaningful learning and meltdowns.

Community development. A treatment milieu that puts the premium on quality of connection as opposed to compliance will have fewer trauma-reactive crises to manage. Kids will feel supported and contained, and you (by the way) will feel more engaged and supported as well. Go out of your way to note and build up the strengths in these children. Champion them and watch them look to you for support when their strengths are less evident.

Staff Behavioral Response

Let's assume you've attended to all of the above and yet, a particular client manages to dump his reactive mess at your feet anyway. You need to manage the behavior, but it's important that you do so with less the attitude of a "bouncer," and more that of a coach.

Prompting in the use of self-regulation strategies. Without shoving strategies down kids' throats, make it a habit to nudge them toward more adaptive ways of soothing their bodies and channeling their energy. Don't wait for the behavior to erode. Instead, lead the child into an activity that engages and teaches simultaneously. It's common to get "stuck in the headlights" when young clients escalate. What if you lead them Pied-Piper-style into some yoga poses, or a sensory strategy? At the very least, you'll burn a few calories.

Limit setting. YES, you need to set limits with these children. YES, you must be consistent despite the traumatic genesis of their issues. And YES, you must be highly attuned to the child, letting her know that you know there are understandable bad feelings behind her not-so-nice actions.

Follow-Up Staff Response

You're doing great. Your approach is preventive; you're prompt to react, and now you're following up after an episode. "Staff Member O' the Month" gold sticker for you!

Here's what I hope you and your agency already do in the wake of trauma-reactive episodes. If this isn't a part of your process, begin with a conversation as to why it isn't-and how it could be.

Debriefing meetings. Everyone involved in a significant episode with a student should get together (for at least 15 minutes) as soon after the episode as possible to debrief their reactions, as well as to conduct a "chain analysis" (a timeline rundown) of the episode. These meetings are not about pointing fingers, but are instead about uncovering the missed aspects of the trauma pattern. Make such meetings an iron-clad part of your agency's culture and you will see results. Trauma-reactive children have a way of unintentionally stirring up provider teams. You need to get together and learn from each other. What could we do differently next time? Here's where authentic, constructive staff member communication comes in again.

Feedback loops. Circle back to the child and to the child's parents. Don't merely report the facts of an episode, but connect with the child and his family. Talk about their emotions and the ripple effects of behaviors. Ask for their experience (and really hear it). Make them feel like crucial links in learning new patterns for the future.

Repair work. Children who act out from a place of trauma reactivity are well aware that they've done so. They may not "move on" like other clients, and therefore benefit greatly from extra attention to repairing therapeutic relationship ruptures. Let the client know he matters to you, and that there's nothing he could do to turn you away permanently. And yet, help him "repair the damage" caused by his extreme behavior. It's a dual message: "I care about you and I care about you caring about others."

Address burnout and vicarious trauma. If you've worked with enough trauma-reactive children, you know a bit about this already. Hopefully, you've learned the crucial importance of addressing your own excessive (perhaps punitive) reactivity, the shutting down, avoidance, numbing, snappishness, etc. Talk to supervisors and each other. Pursue your own therapy. Bottom line: Don't take others' trauma deep into yourself.

As we end this discussion of how to go about doing the best work with this very challenging group of clients, let me summarize things with something written more from the perspective of children themselves. It's important to wonder about the "voices" of these children. Research and clinical experience are crucial, but so is the experience of those we're caring for.

Things I Need You to Know . . .

I need lots of attention.

Even when I swear at you, I still need your attention.

I will talk endlessly about stuff like video games because that's all I'm really good at.

I will do odd, quirky things that always seem to get weird looks from people.

And when I tell you I don't care, it really means I just don't know how to let myself care.

The four letter word that makes me the most uncomfortable is "SPED."

I don't want to be here because it means I failed in order to get here.

I've never belonged to things much in the past.

I learned a long time ago to reject you before you can reject me.

Did I mention that I want your attention?

I'll be looking for ways to get control by hitting your buttons,

And by "splitting" you against one another,

And against my family as well,

And by sparking other kids to get in trouble,

Because control is something I've been without for quite awhile.

My file says I'm not retarded but I think I am.

My diagnosis crawls through my file like some sort of bug I want to squash.

You WILL misunderstand me.

You WILL assume I'm being "lazy" or "manipulative" or "nasty" on purpose.

I really just don't know what else to do to not have to feel the way I feel.

Every day, my medication is a reminder of how I'm sick but you can't see how.

Bald kids with cancer get cards and warm smiles.

I get blamed and punished because I'm bad.

And even if you tell me I'm not bad, I won't believe you.

It's your job to say nice things to me, so again, I won't believe you.

But did I already say (because it's hard for me to focus on things and I forget) . . .

I really want your attention?

I just want a chance to fit in; to do something right once in a while.

I just want to feel okay for a day.

I just want my family to be proud of me for once.

I just don't want to have to remember all the bad stuff from before all the time.

I just want you to follow through on your promises to me (because others haven't).

I just don't want you to confuse my actions with who I really want to be in the future.

And yes, before I forget, the future means almost nothing to me.

I will try to embarrass you.

I will try to make you angry.

I will try to make you nervous.

I will try to make you hate me.

Because then I will know I'm not crazy for feeling these things myself.

Because then I will know who I can begin to trust.

And trust is five letters because it's better even though it's hard.

Four-letter words are just easy but if I can get to five letters then . . .

Maybe I can make it to six, and then . . .

Maybe I can start CARING. . .

And then maybe, just maybe, I'll let myself believe I deserve your attention.

About the Author

Dr. Mitch Abblett is a clinical psychologist and the Clinical Director of the Manville School, a Harvard-affiliated therapeutic day school program in Boston, serving children and adolescents with emotional, behavioral, and learning difficulties. He maintains a private therapy and consulting practice (Incite Consulting Group), and has written books on mindfulness, professional development, and family mental health, including The Heat of the Moment in Treatment: Mindful Management of Difficult Clients (W.W. Norton)for clinicians, and the upcoming workbook, Mindfulness for Teen Depression (New Harbinger). He has also co-authored the child/family-friendly practice aid Growing Mindful: A Deck of Practices for All Ages (PESI Publications). Dr. Abblett blogs on mindfulness and family life/parenting on Mindful.org, and conducts national and international trainings on mindfulness and its applications.
Editor's note: This article was originally published in the Journal of Safe Management of Disruptive and Assaultive Behavior, Spring 2013, © 2013 CPI.

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12 Ways to Help a Developmentally Traumatized Child | Crisis Prevention Institute (CPI)

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When a kid with trauma explodes like the Tasmanian Devil, here's what to say and do to get them back on track.

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This link will direct you to a guide which takes you step by step in creating a caregiver support plan for yourself.

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The one thing that is certain about caregiving is that nothing is certain. That is why having a caregiver support plan can be very helpful. Creating a personal caregiving plan is driven by your needs and is tailored to what will give you the greatest support to reduce emotional and physical stress. Beginning with identifying your needs as the caregiver, this document will help you keep sight of your health and wellbeing when creating a plan for providing care.

The flipbook discusses the importance of creating a self-care plan to avoid burnout and creating a contingency plan so that your care recipient is taken care of in the case that you are suddenly unable to care for your care recipient. This resource outlines the benefits of a support plan, step-by-step instructions on how to curate a plan unique to you, the importance of identifying your needs, contingency planning, and the support available to you (and how to reach out for that support).

Without seeming disrespectful or uncaring, we encourage caregivers to conceptualize their caregiver support plan like they would a project, and to break down their caregiver role into actionable steps that feel less overwhelming. This flipbook will provide caregivers with a foundation to begin considering challenges like their care recipient(s) experiencing health setbacks, which activities require their presence, and which could be an opportunity for some respite, and more.

If you have questions about the Caregiver Support Plan or FCBC's Circle of Care approach, contact our Toll-Free Caregiver Support Line at 1-877-520-3267.

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Caregiver Support Plan: Making it Personal - Family Caregivers BC

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A personal caregiving plan is driven by your needs & should be tailored to give the greatest support & reduce emotional & physical stress.

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This guides provides parents with information and strategies to trauma-informed parenting foster children and/or adopted children.

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All children in foster care have experienced some form of trauma. The very act of being put in foster care is traumatic for children because it means removal from their birth family. Often, the very reason children were removed from their homes is because they experienced neglect or abuse.

Parenting children who have experienced trauma is a profound journey that demands a unique set of skills and understanding. We've put together this in-depth guide to help you as an adoptive or foster parent gain an understanding of trauma-informed care so that your family can be equipped to thrive. In this guide, we'll draw on the wisdom of experts in the field, delving deep into understanding trauma, how it affects children, and how you can practice trauma-informed care.

"Understanding the diverse forms of trauma is crucial. Abuse, neglect, and loss impact a child's development differently. Tailoring support to these specific experiences is essential for effective parenting." - Dr. Karyn Purvis

Child traumatic stress occurs when children and adolescents are exposed to events or situations that overwhelm their ability to cope. These dire experiences create neurological changes that cause the child to be continually in "survival" mode. Since children are still developing, the impacts of trauma in their early life can go on to shape their behavior and experiences in a number of ways.

There are many distinct types of trauma, each with specific impacts on a child's emotional, cognitive, and social development. Abuse, neglect, loss, abandonment, or other experiences can all have traumatic effects. Common stories of traumatic experiences could be:

A baby or child relinquished by birth parents

A baby or child removed or relinquished from birth parents because they have been physically/sexually/emotionally abused

A baby or child who has been neglected

A child who lives between harmful birth parents and safe friends/family over a long period of time

A child removed at birth and who goes on to experience multiple adverse experiences, such as death of a care-giver, bullying, or physical illness

A child living with a safe and loving family, but who suffers sexual abuse from outside the family from a young age

A baby or child removed from safe foster carers placed into a safe adoptive family

A child who experienced severe health problems and multiple medical interventions period of time

(List from Dr Shoshanah Lyons, Dr Kathryn Whyte, Ruth Stephens and Helen Townsend www.beaconhouse.org.uk/useful-resources/)
It's important to note that individuals may experience multiple types of trauma, and the effects can be cumulative. Moreover, the age at which the trauma occurs, the duration, and the relationship with the perpetrator can also influence the severity and manifestation of trauma-related symptoms.

Children who have such traumatic experiences are often stuck in survival responses - fight/flight/freeze/collapse - carrying their past experiences with them wherever they go. As a result, they tend to develop many coping mechanisms that manifest as difficult behavior and are hindered in appropriate development of impulse control, problem-solving, or rationalizing.

Even though trauma can drastically affect a child's life, the burden of trauma can often be invisible in day-to-day life. It is the caregiver's responsibility to become attuned to the hidden emotional burdens they carry so that you can provide the nuanced support they need to thrive.

"Children from hard places carry invisible emotional burdens. Being attuned to these hidden struggles allows parents to provide the nuanced support their children need." - Deborah Gray

Trauma's Effects on a Child's Brain

Every experience of trauma is unique, and the nature of what a child has experienced will shape how it affects them. The stage of their development, the severity of circumstances, and the child's unique makeup all contribute to the neurological effects on the child's brain - and how those effects manifest in everyday life.

Trauma can affect every layer of a child's brain - from the "primitive brain" that controls sensory input and survival, the "mid-brain" that controls behavioral and emotional regulation, to the "cortical brain" that orients thinking and learning. There are seven critical areas of impact on children across these different areas of the brain.

Seven Neurological Effects

Children affected by trauma at a young age may have difficulty interpreting sensory experiences as they age. This can cause them to either over-react or under-react to sensory input like sounds, textures, or stimulating environments.

2) Dissociation

Dissociation is a survival mechanism that separates thoughts and feelings from experiences. It helps victims of trauma survive unbearable situations. However, this survival mechanism comes at a strong cost later as children can have experiences of amnesia, feelings that they "aren't real", feeling so disconnected from their body that it "doesn't belong to them", or identity confusion.

3) Attachment Development

Children's experience with caregivers early in life helps form their attachment style throughout their life. Essentially, attachment styles are the basic strategies a child adopts to feel safe around others. Trauma received from caregivers drastically affects this system, setting children up for intense difficulty feeling safe in relationships.

4) Emotional Regulation

Emotional regulation is a skill our brains learn by having caregivers help co-regulate emotions through responding in caring and soothing ways. For children whose early emotions are not met with care, but with ongoing trauma, their brains aren't able to learn this crucial skill. As a result, even as they age well past toddlerhood traumatized children can have great difficulty in understanding and regulating their emotions.

5) Behavioral Regulation

The brain's normal ability to control behavior naturally falls in a "window of tolerance" where our bodies and minds are not overwhelmed. Beyond this window, we begin to lose control of our behavior. For traumatized children, this window of tolerance can be very very small - such that seemingly normal requests send them into an emotional spiral that results in challenging behaviors.

6) Cognition

Due to the effects of trauma on a child's survival functions, most of their brain's resources are dedicated to managing fear responses and assessing if adults can be trusted. This leaves little room left for "higher functions" like planning, problem-solving, or learning.

7) Self Concept & Identity Development

Children who have experienced trauma often have a very deep sense of being unwanted, unloved, or "bad". They can feel as if they don't belong anywhere and are often in search of some source of validation.

This range of neurological impacts drastically affects the day-to-day experience of children who have experienced trauma. As they mature, these areas can begin to coalesce into complex mental health issues like anxiety, depression, or PTSD symptoms.

How Children Heal From Trauma

As serious as the effects of trauma can be on a child's development, the good news is that these children experience healing!

"The parent-child connection is the most powerful mental health intervention in the world." - Bessel van der Kolk, acclaimed trauma researcher and author of The Body Keeps the Score

Just as developmental trauma occurs within key relationships, so too can healing and repair. As Dr. Karen Triesman puts it, "Relationships heal relationship trauma." As parents and caregivers, you play a pivotal role in helping your children heal from the trauma they have experienced. It is in relationships that young people can experience the security, stability, love, and support that they need to thrive. As they receive the secure and safe relationships they didn't have earlier in life, it provides the opportunity for the brain to "re-wire" and for all seven areas of neurological impact to be repaired.

The experience of trauma is not the end of the story for children and teens. Both science and life show that individuals can heal, even from the deepest of wounds. Parents and caregivers are extremely important in the healing process - but it is vital to understand that "love" is not enough. It takes more than good intentions for children to heal from trauma. They need particular approaches to parenting and relationships that allow their trauma to be addressed. It is these concrete approaches that form the baseline of all trauma-informed care.

Trauma-Informed Parenting: What Does it Look Like?

Trauma-informed parenting is a holistic approach that recognizes the profound impact of trauma on a child's behavior and emotions. Trauma-informed parents strive to create an environment that not only addresses the immediate needs of the child but also supports their long-term healing.

"It's not about changing the child; it's about changing ourselves to meet the needs of the child." - Bryan Post, Author of From Fear to Love

Marks of a Trauma-Informed Home

A healing home is a safe home. Children must experience a sense of psychological safety in their family environment. This means they feel safe to have and express a range of emotions, they feel like life is predictable and understandable, and they experience a growing sense of well-being, pleasure, and mastery at home.

In Practice: Prioritize consistency and predictability in daily routines to create a sense of security. Be attuned to your child's emotional cues and respond with empathy and understanding. Help them build a sense of confidence in learning how to navigate the home, complete small tasks, and grow in independence.

"A healing environment is built on consistency, predictability, and emotional safety. Parents can actively contribute to this environment by being attuned to their child's needs and providing a stable foundation." - Dr. Laura Markham

2) Trusting Relationships

A trauma-informed parenting approach places connection at the heart of your parenting style. It can be very difficult for traumatized children to trust adults, but the work of slowly repairing their ability to trust is extremely important for their development and well-being. Creating trusting relationships throughout the family is the linchpin for long-term healing.

In Practice: Build habits of connection where your child feels seen and valued by you personally. Practice active listening, taking time to hear how your child is feeling and reflecting what they are saying back to them. Place a higher value on maintaining trust than on "making" your child "behave right."

3) Coaching Emotional Regulation

Children who have experienced trauma need help regulating their emotions. As a caregiver, you play an important role in helping to co-regulate in response to what can feel like frightening or overwhelming emotions in the child's brain. Parents who practice trauma-informed care know that helping their children develop emotional regulation strategies is essential to their long-term well-being.

In Practice: Your first response to big emotions should be empathy. Help coach them through their emotional experience. Help them name and accept the emotions they are experiencing. Receive their emotions non-judgementally. Help them name how their body feels as they experience emotions like sadness or anger.

4) Empathetic Responses to Behavioral Challenges

Challenging behaviors often manifest as a result of a child's past experiences. Those behaviors are the language of a hurt child. Deciphering this language requires empathy, understanding, and a commitment to addressing the root causes rather than merely reacting to surface-level behaviors.

"While addressing immediate needs is crucial, trauma-informed parenting looks beyond crisis management. It focuses on long-term healing, understanding that building resilience takes time and commitment." - Heather T. Forbes

In Practice: Balance immediate responses with a commitment to the long-term healing journey. If the child is not immediately endangering themselves or others, prioritize trying to address the root emotions behind a behavior rather than the behavior itself. Recognize that progress may be gradual, and celebrate small victories along the way. Respond with empathy and strategies that address the underlying needs, promoting healing rather than punishment.

Building a Toolbox for Behavioral Challenges

"Developing a toolbox for behavioral challenges involves gathering a range of strategies tailored to your child's unique needs. It's about being flexible and adapting your approach to different situations." - Tina Payne Bryson

Curate a personalized toolbox of strategies, including calming techniques, positive reinforcement, and de-escalation methods. Avoid harsh punishments, yelling, or escalated reactions - as difficult as it may be!

It's a Journey

Trauma-informed parenting is not a quick fix. There is no quick fix in the process for children to heal from deep psychological wounds. It is a journey - for both you and your child - with many ups, downs, setbacks, and victories. The deepest truth of trauma-informed parenting is understanding that it is a process. Embracing the process means accepting a lifelong journey of change that demands compassion, grace, and hope.

Parental Self-Care is Essential

The journey of trauma-informed parenting is the longest of marathons. Parenting children with trauma histories is emotionally demanding and it necessitates a commitment to self-care. Nicole Arzt, a licensed marriage and family therapist, aptly points out that "Self-care is not selfish; it's essential."

"Redefining self-care is essential. It's not just about pampering oneself; it's about actively prioritizing mental, emotional, and physical well-being to be a more effective and resilient caregiver." - Nicole Arzt

Expand your definition of self-care to include activities that promote mental and emotional well-being. Recognize that taking care of yourself enhances your ability to care for your child. Establish clear boundaries to prevent burnout. Seek support from friends, family, or professionals, and understand that prioritizing your well-being benefits both you and your child.

Conclusion
"Every child is one caring adult away from being a success story."
Trauma-informed parenting demands a profound understanding of trauma, attachment, and effective parenting techniques. As we navigate the challenges posed by behavioral issues, prioritize self-care, and foster communication and connection, we equip ourselves to provide the love and support these children desperately need. In the words of Deborah Gray,

By embodying trauma-informed approaches, we can be that caring adult and contribute to the healing journey of children who have experienced trauma.

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Trauma-Informed Parenting: Your Complete Guide

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Learn how trauma-informed parenting can help children heal from the effects of trauma and equip you to thrive as a family.

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VOA Alaska behavioral health and well being services to youth, young adults, and their families in Alaska at zero to low costs.

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Behavioral Health and Wellness Services for Alaska's Youth and Families

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VOA Alaska provides behavioral health and well-being services and support to youth and their families at low or no cost.

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Attached is the Resilience Questionnaire taken to determine your own resiliency factors.

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This article includes self-care strategies for parents and caregivers to utilize.

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In the latest SANA blog post, part one of a two-part series, Yale Child Study Center Social Worker Amy Giguere Carney offers several strategies and practices to help manage the stress that can accompany the joys of parenting. Amy specializes in clinical work with children and families, and provides clinical support to families during and after their visits to the SANA Lab. She also acts as a liaison between families and the community.
Parenting can be a rich, joyful, fulfilling experience, and it can also be incredibly stressful and exhausting. For families that have children with special needs, parental stress is often increased as time and attention must be divided differently, and tasks are often multiplied. Parents also tend to expend a great deal of energy trying to regulate their own moods and emotions in order to be present for their children. As such, having a bank of strategies and practices to employ can be invaluable.

Strategy #1: Mindfulness and Breathing

Bringing oxygen into your body during times of stress will interrupt your natural physiological stress response and inhibit your stress releasing hormones. So, when you notice yourself in a moment of overwhelm, stress, resentment, etc., press pause and mindfully take 3 - 5 deep breaths. Check in with your body and mind and ask yourself what you need in that moment. If you aren't able to meet that need right then, make a commitment to yourself that you will address it later. Here are a couple of links to help you learn and practice deep breathing techniques:

Strategy #2: Plan Ahead for High-Stress Times of Day

Think about what makes certain times of day difficult and put buffers in place to help make them easier. It might be beneficial to create a flexible schedule so that expectations are clear and time is set aside for work, school, play, outdoors, screens, etc. If mornings are chaotic, try having everyone pick out their outfits the night before. If kids get particularly restless in the afternoons, perhaps that's the time to plan to be outdoors or to allow for physical activity indoors. Even simple games like Simon Says or a home-made obstacle course in a hallway can help kids get the wiggles out. If the time around dinner prep tends to be stressful, maybe chopping veggies or prepping something the night before would ease the burden.

Strategy #3: Make a DONE List

As parents, our "to-do" lists are endless. It often feels like there are not enough hours in the day and we feel discouraged because it didn't all get done. Even when we've planned ahead, life has a way of throwing a wrench in our plans... maybe a meeting ran late, someone needed extra help with her school work, or maybe you had a splitting headache all day.... This means that at the end of every day, it's inevitable that there will be things left on our "to-do" lists. This is absolutely 100% ok. At the end of the day, wouldn't it be wonderful to feel empowered by what we've accomplished? Wouldn't it be fantastic to feel like we've been productive, and to remember that every small accomplishment is valid? Rather than focusing on what is left to do on your "to-do list," try drafting a "done" list at the end of the day. There is no doubt you did some important things today, and that is worth celebrating! Give it a go - grab a piece of paper and list 3 things you accomplished today. If you want a challenge, go ahead and write down as many things as you can. Here are some examples to help get you started: breathing through a difficult moment, getting a lunch made (bonus points if it's a lunch for yourself!), calling a loved one, taking a shower, finding that overdue library book, reading a book to your child... it can be anything at all!

Strategy #4: Prioritize and Outsource

We tend to get bogged down with tasks because, as we've already discussed, they are endless! It helps to prioritize and to let things go that aren't absolutely essential. Perhaps the kitchen floor is dirtier than we'd like this week, perhaps the laundry is washed but not folded and put away, perhaps we relax standards or expectations for meals a few times a week... Technology is giving us a lot more options as well, such as curbside pickup for grocery stores which can save families the time and stress of taking children grocery shopping.

Strategy #5: Seek Support

Seeking emotional and physical support can help to lessen the burden and keep us feeling more connected.

Time with friends or extended family

Individual psychotherapy

Online support

Psychoeducation in the form of media, workshops, trainings, and conferences

Support groups

Educational advocates and/or parent advocates to help navigate the intervention system

Alternative child-care or respite care to free up time for yourself. College students in the fields of special education, psychology, or social work can be great for this purpose, or young teens and adolescents acting as an extra set of hands while you're also at home. Additionally, DCF voluntary services has a respite care program.

References
Brown, B. (2015). Daring greatly: How the courage to be vulnerable transforms the way we live, love, parent, and lead. NY, NY: Avery.

Doucette, S. (n.d.). Why Does Deep Breathing Calm You Down? Retrieved from https://www.livestrong.com/article/136646-why-does-deep-breathing-calm-you-down/

Markham, L., Ph.D. (n.d.). Kids and self-care aren't mutually exclusive. Retrieved from https://www.ahaparenting.com/blog/Nurturing_Yourself_while_Nurturing_Your_Child

Nordqvist, C. (2017). Stress: Why does it happen and how can we manage it? Retrieved from https://www.medicalnewstoday.com/articles/145855.php

Pottie, C. G., & Ingram, K. M. (2008). Daily stress, coping, and well-being in parents of children with autism: A multilevel modeling approach. Journal of Family Psychology, 22(6), 855-864. doi:10.1037/a0013604

Reynolds, M. (2015). 5 Steps for Managing Your Emotional Triggers. Retrieved from https://www.psychologytoday.com/intl/blog/wander-woman/201507/5-steps-managingyour-emotional-triggers

Sandberg, S. G. (2019). OPTION B: Facing adversity, building resilience, and finding joy. Place of publication not identified: W H ALLEN.

Stuart, M., & Mcgrew, J. H. (2009). Caregiver burden after receiving a diagnosis of an autism spectrum disorder. Research in Autism Spectrum Disorders, 3(1), 86-97. doi:10.1016/j.rasd.2008.04.006

Watkins, P. C. (2013). Does Gratitude Enhance Coping Ability? Gratitude and the Good Life, 159-174. doi:10.1007/978-94-007-7253-3_

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Self-Care Strategies for Parents & Caregivers

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In the latest Social and Affective Neuroscience of Autism (SANA) blog post, Yale Child Study Center Social Worker Amy Giguere Carney writes about how parenting

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Dr. Meredith Fox shares information on trauma-informed teaching and practices for educators.

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Trauma Informed Teaching | Dr. Meredith Fox | TEDxFieldstoneDriveED

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Ted Talk: How teachers can help students navigate trauma

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Ted Talk: How teachers can help students navigate trauma

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Lisa Godwins provides information to educators on how to navigate teaching children who have been impacted by trauma.

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How teachers can help students navigate trauma

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How teachers can help students navigate trauma | Lisa Godwin

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Cute and informative short that explain what empathy is and how it compares to sympathy.

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RSA Shorts: Dr Brené Brown, "The Power of Empathy"

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This presentation provides insight and guidance into trauma sensitive parenting.

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This website provides information and helpful suggestions on trauma-informed parenting.

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What is a T.I.P?

At the age of 5, "Lauren's" son survived a traumatizing car crash that left him both physically and emotionally scarred. Ten years later, Lauren finds her son continuing to grapple with the emotional residue. He is prone to severe anxiety, prolonged loss of concentration and depression. After a visit to the dentist for a minor toothache, Lauren's son was sent home with a prescription for Vicodin, a powerful narcotic pain reliever with an extremely high risk for abuse. Lauren stepped in to inform the dentist of her son's trauma history. Victims of trauma or adverse childhood experiences, particularly teenagers whose brains are not fully developed, are at high risk for substance abuse; a correlation too few medical professionals inquire about when prescribing painkillers. Lauren informed the dentist of her son's history and asked that something less addictive or over the counter be offered instead. THIS IS BEING A TRAUMA INFORMED PARENT.

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At the age of 5, "Lauren's" son survived a traumatizing car crash that left him both physically and emotionally scarred. Ten years later, Lauren finds her son continuing to grapple with the emotional residue. He is prone to severe anxiety, prolonged loss of concentration and depression.

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How Childhood Trauma Affects Health Across a Lifetime

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How Childhood Trauma Affects Health Across a Lifetime

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Excellent Ted Talk hosted by Nadine Burke Harris. She talks about how childhood trauma affects our brains overtime.

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How childhood trauma affects health across a lifetime

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Childhood trauma isn’t something you just get over as you grow up. Pediatrician Nadine Burke Harris explains that the repeated stress of abuse, neglect and parents struggling with mental health or substance abuse issues has real, tangible effects on the development of the brain. This unfolds across a lifetime, to the point where those who’ve experienced high levels of trauma are at triple the risk for heart disease and lung cancer. An impassioned plea for pediatric medicine to confront the prevention and treatment of trauma, head-on.

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The UA Scholars offers Alaskan residents scholarships to colleges in Alaska under the UA system including Juneau, Anchorage, and Fairbanks.

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Join faculty, staff, students, and fellow UA Scholars for an evening celebrating your achievements , mingling, and learning about the opportunities available to you in the University of Alaska system. Learn more and RSVP today!

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We are honored to recognize your distinguished academic performance in high school with the UA Scholars Award.

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This video provides information regarding Bronfenbrenner's Ecological Systems theory and the impact that every layer within this system has on a developing child.

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Bronfenbrenner's Ecological Systems: 5 Forces Impacting Our Lives

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The Alaska Community Foundation offers eligible students scholarships and grants for education and extra curricular programs.

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To be prepared before applying, see below a list of common criteria students are asked to provide:

Personal Statement/Essay

Resume

Letters of recommendation from teachers, coaches, or supervisors

Unofficial transcripts for high school or post-secondary education

Proof of Acceptance to post-secondary education (College, University, Vocational, Technical)

Financial information including the cost of attending, school package of financial assistance; scholarships and other funding; personal contribution; family contribution; total unmet financial need

Optional: Student Aid Report (SAR) - If you have not yet completed your FAFSA, now is a great time

Research open and close dates for scholarships at ACF, Alaska Native Corporation Foundations, Alaska Performance Scholarship, and out-of-state opportunities.
All applications must be submitted by 5 pm AKST on the date they are due

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Scholarship Opportunities - The Alaska Community Foundation

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ScholarshipsOpportunities for students across Alaska to realize their education goals.Search Scholarships Scholarship Program Overview Scholarships at the

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The City and Borough of Juneau offers activities grants to eligible youth.

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P&R - Youth Grants - City and Borough of Juneau

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A local community foundation that provides long-term charitable support where people can give now or leave a bequest and be certain their gift will be used the way it was intended. Many grants and scholarships listed are specifically for youth.

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Juneau's future depends on how well we encourage our young people today. Supporting local youth and their education is one of the most far-reaching approaches to building a healthy community. A quality education empowers youth, and people of all ages with the skills they need to flourish. It is also central to a community's economic viability and sustainability, naturally attracting people and businesses and contributing to future growth. Closing the achievement gap for all is a widely-held priority in our community.

Juneau's youth programs, camps, and activities enrich individual lives and stimulate positive social interaction, while also showing kids the benefits of community organizations and civic participation. More broadly, an investment in local youth represents an investment in the future of our community. Our goal is to ensure all children have opportunities to thrive. To that end, the Foundation supports projects that bring people together around the shared goals of enriching the lives of our kids and increasing equity in accessing activities as an investment in the future of our community.

Youth & Education is a field of interest that spans a lot of territory. In making this a priority for fund development, the Foundation promotes equity and access while supporting opportunities that make a difference in the lives of people, young and old. We seek to raise funds for that purpose. Engaged 'community champions' and strong partner organizations are key to our success. We can only do this with your help. Please join us!

Youth Equity Endowment

Established to provide equity and access for all children and scholarships for all children, this endowment endeavors to ensure all kids can participate in our many wonderful youth activities and camps that build confidence, promote school success, connect kids with each other, adults, and a world of possibilities. Specifically, this fund prioritizes assisting children from lower income households with attending local camps and activities. The Youth Equity Endowment strives to remove barriers to participation by increasing community investment in a youth activities scholarship program and improving the participation rate for children of low-income families. We work with key partners who can help connect scholarships to kids who are eager to participate but lack the resources. Your donations are combined with those of other donors to provide scholarship funds today while building a lasting endowment. The immediate goal is to provide $20,000 in scholarships funds annually while growing this fund to $1 million over the next four years. Read more

Foundation Support for Youth & Education

The Foundation provides support for youth and education through several funds. We also partner with nonprofits, educators, camps, and activity providers bringing people together to identify gaps in services and provide direct grants to address them. Since 2000, the Juneau Community Foundation's Youth & Education funds have provided over $1,486,090 in grants and scholarships to support nonprofits, schools, camps, and individuals. Other Funds of the Foundation that provide grants to support youth and education include:

Community Impact Videos

Learn more about organizations that receive grants through the Juneau Community Foundation

Board Leaders and Community Champions

The Youth & Education Fund Board leaders, community champions, and philanthropic partners are passionate about providing all youth with healthy, constructive opportunities to learn, succeed, and grow by removing barriers to participation. They give financially, ask others to give, and if interested, they participate in project development and implementation. These champions will help steward projects to completion. They help accrue funds for this purpose and work with key partners who can help connect funding to kids who are eager to participate but lack the resources.

Foundation Board Leaders: Rick Shattuck, Mandy Mallott, Geoff Larson

Community Champions: Bob & Karen Rehfeld, Skip Elliot, Doug Murray, Jim & Karen Housley, Eric Olsen & Vicki Bassett, Paul Douglas, Candy and Dick Behrends, Bruce Denton, John Gitkov, Bill Shattenberg, Doug Trucano and Jim Williams.

Community Partners: Zach Gordon Youth Center, Juneau School District, First Bank

To Donate

Donate by credit card using the link below or make your checks payable to: Juneau Community Foundation, 350 North Franklin Street, Suite 4, Juneau, Alaska 99801. Please call us at 907-523-5450, or email info@juneaucf.org for information on donating stock, wiring funds, establishing a Fund, gifting a portion of a Qualified Charitable Distribution from your IRA, or naming the Juneau Community Foundation in your will as a designated beneficiary.

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Youth & Education - Juneau Community Foundation

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Juneau's future depends on how well we encourage our young people today. Supporting local youth and their education is one of the most far-reaching approaches to building a healthy community. A quality education empowers youth, and people of all ages with the skills they need to flourish.

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The Alaska legislature created the Alaska Education Grant (AEG) program to provide need-based financial assistance to eligible Alaska students attending qualifying postsecondary educational institutions in Alaska.

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The Alaska legislature created the Alaska Education Grant (AEG) program to provide need-based financial assistance to eligible Alaska students attending qualifying postsecondary educational institutions in Alaska. The grant is funded through the Alaska Higher Education Investment Fund, a source of long-term funding for the AEG program.

Get the program facts, start your education plan, and apply!

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The Alaska Education Grant (AEG) provides need-based financial assistance to eligible Alaska students attending qualifying postsecondary educational institutions in Alaska.

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Attached is a page containing all income based housing options available in Juneau, Alaska. Inside are links to housing information and applications.

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Information providing funding for youth in foster care transitioning to independent living.

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Independent Living Funds are available through the Office of Children's Services for youth who need services to prepare for the transition from foster care to self-sufficiency.

Independent Living Funds are available to youth in OCS foster care and to youth no longer in custody reached the age of 16 or older while in OCS state foster care and have not yet reached the age of 21.

Independent Living Funds can be used to help youth gain the skills, experience, and materials they will need to become self-sufficient adults.

Who is eligible?

For Youth In Foster Care: Any youth in OCS out of home care age 16 or over is eligible. It does not matter whether they are in residential care, in a foster home, or in an unlicensed relative placement.

For Youth No-Longer In Custody: Any youth who has reached the age of 16 or older while in state foster care and has not yet reached the age of 21 is eligible. This includes youth who have been adopted, entered into guardianship, or have returned home after turning 16.

Are there special conditions?

There are two conditions for funding for youth in OCS custody:

The request must be consistent with the child's case plan

Youth in custody must have completed the Casey Life Skills Assessment (CLSA) and the results must be in the case file

For youth no longer in custody, the goal of providing funds is to promote responsibility while ensuring they have access to the goods and services they need to achieve self-sufficiency. The funds are to be used for goods or services, which directly support the youth in achieving self-sufficiency. Funds must be provided to a vendor or provider other than the youth.

What can the funds be used for?

Daily Living Training

Money Management

Self care

Health education

Social development

Relationship building

Work and Study Training and Preparedness

Post secondary education

Goal setting and development of plans to achieve them

How do I request the funds?

Contact the Regional Independent Living Specialist in your area.

Anything else I should know?

Funding for this program is limited. Many independent living services are offered at free or reduced rates for special populations through other government programs and through private and non-profit agencies. You will need to demonstrate that efforts have been made to secure funding from other resources.

Be creative!

Ten things you can do to help a youth transition from foster care to independence:

1. Help a youth get things that they will need when they leave home, like pots, pans, a bed, an alarm clock, etc

2. Provide travel for a foster youth to attend a cultural ceremony in their home village

3. Enroll the youth in a Job Training Program. (Contact the Independent Living Program Coordinator for more information)

4. Help a foster child enroll in a vocational training program

5. Pay for classes to help a foster child quit smoking

6. Pay for travel expenses for a foster child to attend job training

7. Provide travel to colleges the youth is considering attending

8. Enroll the foster child in a money management class

9. Pay for a tutor

10. Pay for Native Alaskan carving classes

Contact the Independent Living Coordinator: 907-500-2683

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Independent Living Funds are available through the Office of Children's Services for youth who need services to prepare for the transition from foster care to self-sufficiency. Independent Living Funds are available to youth in OCS foster care and to youth no longer in custody reached the age of 16 or older while in OCS state foster care and have not yet reached the age of 21.

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Education Funding Support for Youth in Foster Care

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Education Funding Support for Youth in Foster Care

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This website provides information om funding support opportunities for adolescents in the foster care system seeking higher education.

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Resource shelter information for families and individuals in need in Juneau, Alaska.

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Aiding Women in Abuse and Rape Emergencies (AWARE)

Mandy Cole, Executive Director
P.O. Box 20809, Juneau, AK 99802
Telephone: (907)586-6623 | Crisis Line: (800)478-1090
http://www.awareak.org/

AWARE provides safe shelter, advocacy, support, and education for survivors of domestic violence, sexual assault and child abuse, and community education/prevention on these issues.

The Glory Hall

Mariya Lovishchuk, Executive Director
247 South Franklin Street, Juneau, AK 99801
P.O. Box 21997, Juneau, AK 99802
Telephone: (907) 586-4159 | Fax: (907) 586-4304
http://www.feedjuneau.org

The Glory Hall provides emergency shelter, meals, referral services, and other basic assistance available 24 hours a day, 365 days per year.

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Resources Shelters | United Way of Southeast Alaska

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Aiding Women in Abuse and Rape Emergencies (AWARE) Mandy Cole, Executive Director P.O. Box 20809, Juneau, AK 99802 Telephone: (907)586-6623 | Crisis Line: (800)478-1090 http://www.awareak.org/ AWARE provides safe shelter, advocacy, support, and education for survivors of domestic violence, sexual assault and child abuse, and community education/prevention on these issues.

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The Juneau Community Foundation provides information on participating in the summer food program for qualifying families.

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All meals are Free for kids

Cedar Park Community Hall, 3414 Foster Ave, Douglas. Douglas Community United Methodist Church will be serving lunch at the Community Room from 12 -12:30 Monday thru Friday starting on May 31.

Geneva Woods, 1619 Douglas Highway. Kuneix Hidi Northern Light United Church will serve a free hot lunch May 30 - August 11. Meals will be served from 12:15 until 1:00 or later if needed.

Shepherd of the Valley, 4212 Mendenhall Loop Road will serve lunch and have activities 12:00 - 1:30 Monday - Friday beginning June 5.

Gruening Park Apartments, 1800 Northwood Drive. Lunch will be provided from 12:00-12:30 in the Gruening Park Rec Center Monday through Friday.

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Summer Food Programs For Kids - Juneau Community Foundation

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Summer Food Programs for Kids All meals are Free for kids Cedar Park Community Hall, 3414 Foster Ave, Douglas. Douglas Community United Methodist Church will be serving lunch at the Community Room from 12 -12:30 Monday thru Friday starting on May 31. Geneva Woods, 1619 Douglas Highway.

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This website provides information to Juneau's AWARE program that provides emergency housing and transition services for women and children.

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Family Promise Juneau offers programs that assist with homeless prevention, emergency sheltering, stabilization services, and housing grants.

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Huna Totem offers tribe members cultural and educational supports.

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The culmination of nearly a year's worth of focused effort in 2012, the Vision reflects the input many of you have provided through 2011's shareholder survey, as well as the formal and informal comments, concerns, and dreams you have shared with your elected Board members, management, and staff.

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The culmination of nearly a year's worth of focused effort in 2012, the Vision reflects the input many of you have provided through 2011's shareholder survey, as well as the formal and informal comments, concerns, and dreams you have shared with your elected Board members, management, and staff.

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Douglas Indian Association offers tribal members funding, education, training, and legal counsel.

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SATURDAY SEPT 2, 2023 HAA TUWUNAAGU YIS ''For Our Inner Healing'' at Elizabeth Peratrovich Hall Alaska Native, Native American, and Native Hawaiian youth Ages 14-18, come join us for a wellness workshop in the morning

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Sayeik Film Video by Luke Holton Watch Video TRIBAL MEMBERS COUNCIL MEMBERS EMPLOYEES DIA's Base Roll Tribal members originate from the T'aaku Kwáan and A'akw Kwáan clans which have inhabited the Anax Yaa Andagan Yé (Douglas) and Dzantik'i Héeni (Juneau)

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Alaska Children's Trust provides grants for organizations in Alaska that work to prevent child abuse and neglect.

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To equip our state with the tools and supports necessary to successfully ensure our children live in safe, stable, and nurturing environments, Alaska Children's Trust is committed to investing in communities across Alaska.

There are two levels of annual grants, Tier 1 (awards up to $10,000) and Tier 2 (awards over $10,000, up to $50,000). There are additional grants dependent on the year, like our Alaska Native Cultural Camp grant, Child Abuse Prevention Month grant, Vote for Kids mini grants, conference sponsorship, and the Million Girls Moonshot- Engineering Mindset Grant.

One way to strengthen your organization's application is to incorporate data on children and families. Learn more about how Alaska's children are doing by referencing Kids Count data or information from the Economic Cost of Child Abuse and Neglect or Alaska Children's Budget.

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ACT has invested more than $10 million into organizations that support children and families across Alaska. Early childhood development, teen empowerment, and building community resilience are important for Alaska's thriving children, healthy families, and community development. Apply for or learn m

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AK Resources for Alaska Native/Native Americans

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AK Resources for Alaska Native/Native Americans

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Attached are resources from the Smithsonian Arctic Studies Center in Alaska for Alaska Native and Native American families.

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T&H offers an array of community services available to the Tlingit and Haida community including higher education grants and scholarships, employment and training, and family services.

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Tlingit & Haida - Services - Community Services - Overview

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Central Council of the Tlingit and Haida Indian Tribes of Alaska (Tlingit & Haida) is a tribal government representing over 30,000 Tlingit and Haida Indians worldwide. We are a sovereign entity and have a government to government relationship with the United States.

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Sealaska offers free educational classes, camps, and supports for the indigenous youth and their families.

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Thru the Cultural Lens

It is critical that Native cultures be incorporated into public schools and that teachers have a general understanding of the cultures. Studies have shown that Native students do better academically when they are exposed to their culture in class. To that end, Sealaska Heritage sponsors cultural orientations for teachers in public schools and at the University of Alaska through a memorandum of agreement. Participants learn Native history, Native world views, and about Northwest Coast art. SHI recently expanded this program other Southeast Alaska communities.

Through the program, SHI organizes Our Cultural Landscape: Culturally Responsive Education Conference, which is part of a larger effort to promote culturally responsive pedagogy in schools. SHI is currently accepting proposals from presenters for the 2023 conference, which is scheduled June 13-15. ( Apply)

SHI will offer the conference in-person and online. This year's theme is Latseen Káx̱ Yéi Atdaané- Gathering for Strength. Educators in early childhood through university and community educators are encouraged to submit proposals for presentations.

Tlingit Culture, Language and Literacy Program

The Tlingit Culture, Language and Literacy Program (TCLL) is place-based, culture based "school within a school" where the Tlingit language and culture are integral to daily instruction, where they are celebrated and respected. TCLL in the Juneau School District (JSD) is one of three optional programs open to all students, along with Montessori Borealis School and the Juneau Community Charter School. TCLL started with Sealaska Heritage in 2000, and it proved so successful, the school district assumed funding for the program. A study in 2013 found that the incorporation of traditional tribal values of the Tlingit, Haida and Tsimshian directly contributes to Alaska Native student success and fosters an environment to grow leadership skills, self-confidence, and creativity. SHI's goals are to build a thorough language immersive program within TCLL, increase teacher fluency in Tlingit language, and develop TCLL into an autonomous Optional Program in the JSD. TCLL is supported through Sealaska Heritage with federal funding from the Alaska Native Education Program.

This groundbreaking program at Harborview Elementary in Juneau is expanding to grades 6 and 7 next school year, and a 9 th grade class will be added for the 2024/25 school year.

Where do you see TCLL in the future? Join us for an in-person or virtual dialogue to share your thoughts
Sept. 18, and Oct. 2, 2023, Sealaska Heritage Institute
(Flyer)

Baby Raven Reads

( Enroll) ( Baby Raven Web) Sealaska Heritage sponsors Baby Raven Reads, an award-winning program that promotes early-literacy, language development and school readiness for Alaska Native families with children up to age 5. SHI is currently offering the program in Anchorage, Angoon, Craig, Haines, Hoonah, Hydaburg, Juneau, Kake, Ketchikan, Klukwan, Metlakatla, Saxman, Sitka, Wrangell, and Yakutat. Special thanks to our partners: Alaska Native Heritage Center, Association of Alaska School Boards, Metlakatla Indian Community, Ketchikan Indian Community, Chilkat Indian Village, Organized Village of Kake, and AEYC-SEA.

Raven Writes

SHI with its partners SERRC and the Juneau School District designed Raven Writes to meet the needs of Alaska Native students in developing and improving their proficiency in writing. The project's research-supported strategies include the development of kits based on Alaska Native storytelling and practices, summer camps for the advancement of Alaska Native students' learning, summer writing institutes for teachers, and the publication of anthologies and celebrations of children's writing.
Raven Writes Summer Camp

Raven Writes: Primary School Session: July 5-14 (for students entering grades K-2)

Raven Writes Intermediate Session: July 17-28 (for students entering grades 3-5)

Opening the Box: STEAM (science, technology, engineering, art and math)

The institute works with public school teachers through its STEAM program, which teaches math skills to middle-school students through Northwest Coast art. Teams of teachers, artists, and SHI staff are producing, field testing, and disseminating a series of supplemental math resources that incorporate Tlingit culture and language geared for beginning algebra and geometry courses. SHI is building the model for use in Southeast Alaska by adapting nationally recognized, successful math programs developed by other organizations outside the region. The institute also collaborates and provides support to teachers through its high school STEAM program, establishing a regional traditional knowledge community of practice that includes STEAM educators and cultural specialists to design and offer culturally relevant STEAM curriculum for Alaska Native students transitioning into high school. SHI supplements traditional knowledge curriculum with opportunities outside of school to build student identity as STEAM professionals that is aligned with cultural values. These include a STEAM network of professionals to provide mentorship, coaching, role modeling, and internship/job shadowing opportunities for Alaska Native students. Middle school contact: paul.leininger@sealaska.com, high school contact: elle.gray-smith@sealaska.com
STEAM Academy for Middle School

July 20-30, 2023

Application period opens March 6

Open to students entering grades 6-8, SHI will fund travel and accommodations for students living outside of Juneau

STEAM Academy for High School

June 2-11, 2023

Application period opens March 6

Open to students entering grades 9-12, SHI will fund travel and accommodations for students living outside of Juneau

STEAM Summer Internship

June 13-July 19, 2024

Application deadline: March 29, 2024

Open to rising juniors, rising seniors, and graduating seniors/GED attainers of the class of 2024 in Southeast Alaska who are descendants of Native Alaskans and Native Americans

STEAM Student Mentorships

Spring 2024

Opportunities for field work, job shadows, and networking with professionals in our communities

STEAM Mentors

Spring 2024

Share your experience with Alaska Native and Native American students on the benefits and realities of post-secondary training and entering a STEAM field.

STEAM Hosts

June 13-July 19, 2024

Application deadline: March 29, 2024

Host organizations are called upon to provide five weeks of work experience for graduating high school seniors. The goal is to provide these college or career bound students with hands on work experience that incorporates STEAM education and concepts.

STEAM Plant Workshops

Saturdays, 9 am- 2 pm, June 3-July 8, 2023

For students entering grades 6-8 and their families

This is a Juneau-based STEAM makerspace learning series taught by Vivian Yéilk' Mork.

STEAM Canoe Forest (Dual Credit)

Spring 2024

For high school students

This course gives opportunity to learn more about the unique heritage of your specific forest community in Southeast Alaska. (UAS)

STEAM Marine Science (Dual Credit)

Summer 2024

For high school students

This course focuses on the marine ecosystem in Southeast Alaska. (UAS)

Traditional Games

The Native Youth Olympics Traditional Games is a statewide sport that includes 10 different events or games to test skills of strength, agility, balance, endurance and focus. These games are based on hunting and survival skills of the indigenous people of Alaska and across the arctic going back hundreds of years. Each year, teams of high school and middle school athletes from across the state travel to Anchorage to take part in the Sr. Native Youth Olympics. More than 500 athletes from over 100 communities, split into male and female division, compete for 1st-5th place medals in the 10 events. Athletes strive to perform at their personal best while helping and supporting their fellow competitors, no matter what team. This is the spirit of the games, to work together toward common goals and learn from the skills and values that allowed Alaska Native people to survive and thrive in some of the harshest conditions.

In order to take part in the Sr. Native Youth Olympics, athletes must be currently enrolled and in good standing in a middle school, high school or GED program and between the ages of 12-19. They do NOT need to be Alaska Native.

For more information contact kyle.worl@gmail.com or 907.227.4998. This program is open to all Juneau students. ( Instructional Videos)
Upcoming events:

Coach training: Online via Zoom or in person in Juneau, Sept. 16, 2023. (Register) (Flyer)

Indigenizing Education for Alaska (IEA)

Sealaska Heritage, in partnership with the University of Alaska Southeast (UAS), operates Indigenizing Education For Alaska (IEA), a program that builds on the success of the PITAAS (Preparing Indigenous Teachers and Administrators for Alaska Schools) program to grow the number of Alaska Native teachers and administrators and improve educational opportunities for Alaska Native students. Our theory of change is that if we support Alaska Native teacher and school leadership recruitment, preparation, and retention, then we will create a more representative Alaskan teaching force that will shape an educational system that will better serve Alaska Native students.

Voices on the Land

The goal of Voices on the Land is to improve literacy skills and increase the use of Tlingit, Haida, and Tsimshian language through performing arts and digital storytelling. Through the program's in-school residencies, students create theatrical productions, scripts, digital stories, and illustrated storybooks based on traditional knowledge and share their productions with peers, family, and the community.
Voices on the Land Summer Storytelling Intensive (Session 1, In-Person):

June 19-30, 2023 (2 weeks, in-person)

Open for: Juneau students entering grades 5-8, Floyd Dryden Middle School, all day

Apply, application deadline: May 24

Supplies: In-person participants will have access to all necessary supplies. Program devices (iPads) will be available for participants to use for the duration of the project.

Contact: Linda Frame * 907-586-9182 * linda.frame@sealaska.com ​

Voices on the Land Summer Storytelling Intensive (Session 2, Virtual):

July 17-28, 2023 (2 weeks, virtual)

Open for: Students entering grades 5-8

Apply, application deadline: June 1

Supplies: Participants will receive a camp package delivered to your home that will include all materials, program devices (iPads), and supplies needed to participate. Access to the internet is necessary for participation. The use of a separate device for Zoom will be helpful but not required.

Contact: Linda Frame * 907-586-9182 * linda.frame@sealaska.com

Scholarships

Sealaska and Judson Brown Scholarships

( Application) ( Required Documents) ( Schedule) Sealaska Heritage Institute provides scholarships to Alaska Natives who are Sealaska Shareholders and Descendants for college, university, and vocational and technical schools. The annual awards are funded mostly by Sealaska. Applications must be filled out and submitted online. Send questions to scholarship@sealaska.com.
Sealaska Scholarship
Judson Brown Leadership Award Ruth Demmert Leadership Award
Northwest Coast Art & Museums Studies Scholarships

NWC Art & Museum Studies Scholarships are available to undergraduate or graduate students who are pursuing arts and science degrees with a focus in studio arts, performing arts, cinematic arts and technology, or creative writing, and who incorporate Northwest Coast Arts studies in their degree; or a degree with a concentration in museum studies
Fall 2023 Semester: Spring 2024 Semester:
Our Ancestors' Echoes Language Scholarship

SHI is funding UAS students interested in taking courses in X̱aad Kíl, Sm'algyáx, and Lingít through Our Ancestors Echoes. Through the program SHI will also fund language teachers at UAS to provide free, non-credited language classes. The funding will be available each semester throughout the duration of the three-year project, beginning with the spring 2023 semester and concluding with the spring 2025 semester. Preference will go to applicants who are majoring in a field related to language and to those who are working towards a heritage language teaching or speaking certificate.

Students must be Alaska Native shareholders or shareholder descendants enrolled in an Alaska Native language course.

Open: One to two months before each semester begins through Spring 2025 semester.

Award amount: Tuition for one heritage language course.

Contact: leah.urbanski@sealaska.com

Indigenizing Education for Alaska Scholarship

( Apply) Through a partnership between UAS and SHI, Indigenizing Education for Alaska provides scholarships that cover the full cost of attendance to educator preparation programs, and dedicated staff to provide intensive student-centered support. IEA also supports the UAS School of Education to indigenize their educator preparation program by providing opportunities for professional learning.

In response to the soaring cost of getting a college education, AffordableColleges.com has compiled a useful guide to financial aid for minority students to help students.

Survey

Sealaska Heritage is conducting three short surveys to better serve the interests and needs of the Alaska Native community. Everything you share with us will remain anonymous.

If you are a stakeholder (a Sealaska shareholder, Alaska Native, a community member, a teacher or someone with an interest in SHI's programs), fill out this survey.

If you are an Alaska Native high school student and/or a former participant of SHI's Latseen Leadership Academy, fill out this survey.

If you are a past or current recipient of a Sealaska scholarship and/or a past Sealaska intern, fill out this survey.

Thanks in advance for participating!

Volunteer

( Application) SHI could not succeed without the help of its volunteers! If you are interested in supporting SHI as a volunteer, please fill out our application.

SHI is building the model for use in Southeast Alaska by adapting nationally recognized, successful math programs developed by other organizations outside the region. ​

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It is critical that Native cultures be incorporated into public schools and that teachers have a general understanding of the cultures. Studies have shown that Native students do better academically when they are exposed to their culture in class.

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A helpful resource that connects culture with healing and mindfulness.

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Indigenous Perspectives on Mindfulness — Mindful Teachers

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A sampling of different Indigenous approaches to meditation, mindful movement, social-emotional learning, and wellness.

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SEARHC provides healthcare including dental, eye care, and mental health care for free to the indigenous community.

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SouthEast Alaska Regional Health Consortium - SEARHC

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This website provides information on obtaining TANF aid for indigenous families in southeast Alaska.

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About Tribal TANF Child Welfare Coordination Grants

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TTCW grants model effective coordination of Tribal TANF and child welfare services provided to tribal families at risk of child abuse or neglect.

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Goldbelt, Inc offers tribal members financial support through assistance and grants, as well as organizes services for indigenous populations in Juneau.

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Skip to main content

Honoring our Heritage

Goldbelt is an Alaska Native Corporation first and foremost, and we draw on and uphold the principles of our culture: family, diligence, and respect. These qualities remind us of our past, define our present, and guide our future. Today, we seek out opportunities both close to home and around the world, all while remaining firmly rooted by the stories, traditions, and courage of our Tlingit culture.

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Skip to main content Goldbelt is an Alaska Native Corporation first and foremost, and we draw on and uphold the principles of our culture: family, diligence, and respect. These qualities remind us of our past, define our present, and guide our future.

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Refugee Assistance & Immigration Services

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Refugee Assistance & Immigration Services

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Catholic Community Resources in Juneau, AK offers refugee assistance and immigration services to families.

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Refugee Assistance & Immigration Services (RAIS) provides a bridge for refugees (individuals who have had to flee their countries of origin due to the tragedies of persecution and war) from their former life experiences to the new skills required for success in the United States. Through a focus on economic self-sufficiency, community integration, and a respect for unique cultures, history and traditions, RAIS creates an environment of compassion and encouragement for refugees to flourish.
The MJ Murdock Charitable Trust is helping us build RAIS' capacity to serve our refugee community. They've generously offered to match all new donors to RAIS up to $100,000. Learn more and double your impact
Since September, RAIS has been aiding evacuees of the ongoing humanitarian crisis in Afghanistan with the help of our generous community.
Learn more and help now
During FY2021:

RAIS provided services to 460 clients.

50 clients were assisted in securing employment with an average starting wage of $13.78.

88% of clients who started new jobs held those jobs for more than 90 days.

By providing comprehensive, culturally sensitive case management to assist our clients in learning about the U.S., RAIS seeks to encourage self-sufficiency through early employment.

You can learn more about the 400+ clients currently enrolled in RAIS here, or listen here to one client's personal journey of transition, success, and lasting friendship.
Support RAIS
RAIS Services

Reception & Placement (for newly arrived refugees)

Case Management

Education & Employment Services

Health Promotion

Refugee Agricultural Partnership Program

RAIS Immigration Services

RAIS Client Green Cards

Citizenship Application

Refugee Family Reunification

At this time immigration services can only be provided to refugee clients

Listen to a panel of RAIS refugees describe their experience of resettling in Alaska in their own words. For more stories of impact, check out our media coverage.

Issa Spatrisano, Refugee Assistance & Immigration Services Director
ispatrisano@cssalaska.org
907-222-7341

For an overview of the vetting process for refugees, please visit U.S. Refugee Admission Process. You can also refer to other local immigration assistance offices.

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Refugee Assistance & Immigration Services - Catholic Social Services - Alaska

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Refugee Assistance & Immigration Services (RAIS) provides a bridge for refugees (individuals who have had to flee their countries of origin due to the tragedies of persecution and war) from their former life experiences to the new skills required for success in the United States.

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Tlingit & Haida offers the Head Start program for qualifying families in Juneau, Alaska. The Head Start program provides free preschool to indigenous and low income families.

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Tlingit & Haida - Services - Family Services - Head Start Program

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Central Council of the Tlingit and Haida Indian Tribes of Alaska (Tlingit & Haida) is a tribal government representing over 30,000 Tlingit and Haida Indians worldwide. We are a sovereign entity and have a government to government relationship with the United States.

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Tribal Laws Regarding Reporting Abuse & Neglect in Within the Indigenous Population

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Tribal Laws Regarding Reporting Abuse & Neglect in Within the Indigenous Population

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Tribes including are Tlingit and Haida, Alaska Native tribes in southeast Alaska.

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JAMHI provides drug and alcohol addiction services on a sliding scale.

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JAMHI Health & Wellness - JAMHI Health & Wellness in Juneau - JAMHI Health & Wellness

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JAMHI in Juneau Alaska offers community housing/support services for adults with severe mental illness, addiction, & primary physical health care services.

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GHS offers drug and alcohol addiction treatment including assessment, treatment plans, counseling, family support, transition planning, help with employment, and an impatient recovery house.

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Gastineau Human Services Corporation | Strengthening our community one life at a time

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A local drug and alcohol addiction treatment center operating out of Juneau's local hospital. Provides help on a sliding scale.

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This website provides information on accessing language interpreters and translation services in Juneau, AK for forty languages.

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Juneau, Alaska is the capital of Alaska. The primary employer in Juneau is the government. This includes the state government, federal government, and the municipal government, which includes the local airport, hospital, harbors, and school district. The fishing industry is also a major part of the Juneau economy. It was recently ranked as the 49th most lucrative U.S. fisheries port by volume, and the 45th in value. If your business or organization operates in Juneau or its surrounding areas, you can no longer serve your customers using the English language only. All Language Translation Services Juneau agents are ready to take your call.

If you want to reach all possible customers, you will need to showcase your business in different languages including Spanish, German, French, Portuguese and potentially several others. To maintain (and enhance) your reputation, rely on professional language interpreters to get it right.

Learn more about professional document translation services here

All Language Translation Services Juneau offers online and over-the-phone voice interpretation and document translation for a variety of industries-from English to Spanish and more than 40 additional languages. We also offer in-person translation services

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Language Interpreters & Translation Services Juneau, Alaska

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When you need accurate translation services Juneau professionals at All Language Services should be your first call. Here's why.

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Juneau Stop Heroin, Start Talking is a support group that offers free counseling, free narcan kits, and connects you to addiction support groups.

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Alcoholics Anonymous group times and places are listed here. There is also an option to join remotely.

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Tuesday Noon Serenity – Alaska Al-Anon Family Groups

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Ideal Option is a local clinic that offers an arrange of medications to assist with withdrawing from drugs, specifically suboxone.

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If you're ready to get your life back, our friendly providers and staff in Juneau are ready to help.

8585 Old Dairy Road, Ste. #200 Juneau, AK 99801

Monday - Thursday

8:00 a.m. to 6:00 p.m.

Our outpatient addiction medicine clinic in Juneau, AK provides evidence-based treatment for addiction to opioids like fentanyl, heroin, and oxycodone, and stimulants like methamphetamine and cocaine. We also provide medication-assisted treatment for alcohol withdrawal and relapse prevention.

Ideal Option providers in Juneau may prescribe a variety of medications, including Suboxone®, Subutex®, Sublocade® (buprenorphine), Vivitrol® (naltrexone), disulfiram, acamprosate, gabapentin, bupropion, and many others. We do not dispense or prescribe methadone.

As specialists in addiction medicine since 2012, Ideal Option treats all patients with empathy, care and respect - never judgment. We accept Medicaid, Medicare, and private insurance, and offer payment plans for those who need it. Best of all, most new patients can start treatment at our Juneau clinic within just a few days.

Request Appointment
View our 2022 Alaska prices

How to Find Us

Heading west on Egan Dr/Hwy7, pass Fred Meyer

Take the next left onto Glacier Hwy

Immediately turn left on Old Dairy Rd

Clinic is on the left in Kootznoowoo Plaza

Clinic is below Canton restaurant, across the street from Mcdonald's

Meet the Team

Elisabeth Fisher, APRN, FNP-C

Addiction Medicine Provider

"I'm so happy to be providing substance use disorder treatment at Ideal Option. There is so much need in our community, and I'm thrilled to be helping people get their lives back."

See below for a list of local resources that may be able to support your recovery. Please note that Ideal Option has no affiliation with these organizations. If you know of a resource not listed here or have had a negative experience with one of these agencies, please contact us.

Juneau, Alaska

Resources to Support Your Recovery

Alaska Public Assistance, 350 Main St. Ste. #304 , Juneau, AK 99801. 907-465-3347

AWARE, 1547 Glacier Hwy. , Juneau, AK 99801. 907-586-1090

Charlie Health, 1-866-959-1162

Gastineau Human Services, 5597 Aisek St. , Juneau, AK 99801. 907-780-3039

Glory Hall, 247 S. Franklin St ., Juneau, AK 99801. 907-586-4159

Great Bear Recovery Collective, 3406 Glacier Hwy., Juneau, AK 99801. 907-463-6841

Haven House, 907-988-SAFE

JAMHI, 855-463-3303

Rainforest Recovery Center, 3250 Hospital Dr. , Juneau, AK 99801. 907-796-8498

Southeast Alaska Food Bank, 10020 Crazy Horse Dr. , Juneau, AK 99801. 907-789-6184

St. Vincent De Paul Society, 9151 Glacier Hwy. , Juneau, AK 99801. 907-789-5535

Copyright © 2024 Ideal Option. All Rights Reserved.
SUBOXONE® is a registered trademark of Indivior UK Limited. VIVITROL® is a registered trademark of Alkermes, Inc.

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If you're ready to get your life back, our friendly providers and staff in Juneau are ready to help. 8585 Old Dairy Road, Ste. #200 Juneau, AK 99801 Monday - Thursday 8:00 a.m. to 6:00 p.m. Our outpatient addiction medicine clinic in Juneau, AK provides evidence-based treatment for addiction to opioids like fentanyl, heroin, and oxycodone, and stimulants like methamphetamine and cocaine.

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Child Welfare Information Gateway provides a fact sheet detailing signs and symptom of child abuse and neglect.

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This video informs educators how to recognize signs of abuse and neglect in students.

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Indicators of Emotional & Verbal Abuse in Parent & Children

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Indicators of Emotional & Verbal Abuse in Parent & Children

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This article describes what emotional abuse is and identifies signs and indication in parents and children.

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Child abuse needs to stop and education is the key.
The following free resources are essential to driving change and
are made possible through your contributions. Thank you.

WHAT IS EMOTIONAL ABUSE?

Just as physical injuries can scar and incapacitate a child, emotional maltreatment can cripple and handicap a child emotionally, behaviorally, and intellectually. Self-esteem can be damaged. Severe psychological disorders have been traced to excessively distorted parental attitudes and actions. One of the hallmarks of emotional abuse is the absence of positive interaction (e.g. praising) from parent to their child. Following chronic and severe emotional abuse of a child, emotional and behavioral problems may be present in varying degrees, especially when there is little or no nurturing.

This is especially true for neonates, infants, and toddlers. After emotional abuse, these children may become chronically withdrawn and anxious and lose basic social and language skills necessary for intimate relationships. They may become developmentally delayed, socially limited, and, in some cases, antisocial or chronically unable to protect themselves from others.

Emotional abuse and neglect are also components of other abuse and neglect. Sexual abuse and physical abuse may be the official category for a report, but emotional damage also exists. Emotional abuse and neglect may damage children of all ages, but can be critical with infants and toddlers, leaving them with permanent developmental deficits. It is crucial to recognize the indicators of emotional abuse in order to prevent further harm.

What is Verbal Abuse?

Verbal assault (belittling, screaming, threats, blaming, sarcasm), unpredictable responses, continual negative moods, constant family discord, and chronically communicating conflicting messages are examples of ways parents may subject their children to verbal abuse. There are several signs in parents and in children that may indicate verbal abuse is occurring.

Behavioral Indicators OF ABUSE

Indicators in Parents

These signs indicate that a parent may be engaging in verbal or emotional abuse of a child:

Parents or caretakers place demands on the child that are based on unreasonable or impossible expectations or without consideration of the child's developmental capacity.

The child is used as a "battle ground" for marital conflicts.

The child is used to satisfy the parent's/caretaker's own ego needs and the child is neither old enough nor mature enough to understand.

The child victim is "objectified" by the perpetrator, the child is referred to as "it" ("it" cried, "it" died).

The child is a witness to domestic violence.

Emotional abuse can be seen as proving a self-fulfilling prophecy. If a child is degraded enough, the child will begin to live up to the image communicated by the abusing parent or caretaker.

Emotional abuse cases can be extremely difficult to prove, and cumulative documentation by witnesses is imperative. Such cases should be referred to treatment as soon as possible.

Suspected cases of emotional abuse that constitute willful cruelty or unjustifiable punishment of a child are required to be reported by mandated reporters. This means a report must be made of any situation where any person willfully causes or permits any child to suffer, or inflicts on any child, unjustifiable mental suffering. (Pen. Code, § 11165.3.) However, mandated reporters may also report any degree of mental suffering. While these cases may not always be prosecuted, reporting provides the opportunity for intervention and/or therapy with the family.

Indicators in Children

These signs indicate that a child may be experiencing emotional or verbal abuse:

Is withdrawn, depressed, and apathetic.

Is clingy and forms indiscriminate attachments.

"Acts out" and is considered a behavior problem (e.g. bullies others, chronically uses profanity).

Exhibits exaggerated fearfulness.

Is overly rigid in conforming to instructions of teachers, doctors, and other adults.

Suffers from sleep, speech, or eating disorders.

Displays other signs of emotional turmoil (repetitive, rhythmic movements; rocking, whining, picking at scabs).

Suffers from enuresis (bed wetting) and fecal soiling.

Pays inordinate attention to details or exhibits little or no verbal or physical communication with others.

Unwittingly makes comments such as, "Mommy/Daddy always tells me I'm bad."

The behavior patterns mentioned may, of course, be due to other causes, but the suspicion of abuse should not be dismissed.

WHAT IS EMOTIONAL DEPRIVATION?

Emotional deprivation has been defined as ". . . the deprivation suffered by children when their parents do not provide the normal experiences producing feelings of being loved, wanted, secure, and worthy."

Signs of emotional deprivation such as withholding affection with touch, smiles and sound may be more damaging than verbal and even physical assault. Children may provoke assault if necessary to gain negative interaction rather than suffer the pain of being ignored. This may damage children of all ages but is critical for infants and young toddlers.

Caretakers might also provide cause for evaluation and possible reporting of a neonate at risk. Intervention may include consideration of caretaker depression, substance abuse, parenting deficits, and lack of social or financial support for the caretaker. Consideration should be made for evaluation of the caretaker for these issues, as well as possible domestic violence.

SIGNS OF EMOTIONAL DEPRIVATION

The signs of emotional deprivation in children can be quite varied. Indicators may include:

Refuses to eat adequate amounts of food and is therefore very frail.

Is unable to perform normal learned functions for a given age (walking, talking); exhibits developmental delays, particularly with verbal and nonverbal social skills.

Displays antisocial behavior (aggression, behavioral disruption, bullying others) or obvious "delinquent" behavior (drug abuse, vandalism); conversely, is abnormally unresponsive, sad, or withdrawn.

Constantly "seeks out" and "pesters" other adults, such as teachers or neighbors, for attention and affection.

Displays exaggerated fears.

Apathy, withdrawal, and lack of response to human interaction.

When parents ignore their children, whether because of drug or alcohol use, psychiatric disturbances, personal problems, outside activities, or other preoccupying situations, serious consequences can occur. However, reporting these situations is not mandated unless they constitute a form of legally defined abuse or neglect. Emotional deprivation and neglect may be seen as a lesser form of child abuse/neglect. It may not be reportable or may be assessed out with no intervention. It is, however, a central issue for much of what damages children.

These children may experience more severe damage and are therefore worthy of voluntary intervention and follow-up.

The abuse may be brief, but the trauma lasts a lifetime.
Kids' lives and futures are on the line!
Be the voice against neglect and contribute to end child maltreatment today.

Our Lessons are available for Offline learning!

Parenting Resource Center

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Indicators of Emotional & Verbal Abuse | American SPCC - Signs in Parents & Children

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What are the indicators of emotional and verbal abuse? Visit our Learning Center to learn the signs of emotional abuse and deprivation in parents and children.

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This video focuses on the impact of emotional abuse during childhood.

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Emotional Abuse Is Far Worse Than You Think

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This CDC article provides prevention interventions for caregivers.

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Offering children safe, stable, nurturing relationships and environments prevents child abuse and neglect.

Training and treatment for children and families can reduce short- and long-term effects of child abuse and neglect.

Everyone has a role to play in preventing child abuse and neglect.

Overview

Creating safe, stable, nurturing relationships and environments is essential for helping children and families thrive. These relationships and environments also help protect children against or lessen the negative effects of violence.

Safety, stability, and nurturing are defined as follows:

Safety: extent to which a child is free from fear and secure from physical or psychological harm within their social and physical environment.

Stability: degree of predictability and consistency in a child's social, emotional, and physical environment.

Nurturing: extent to which a child's physical, emotional, and developmental needs are sensitively and consistently met.

Everyone has a role to play in preventing child abuse and neglect and helping all children reach their full potential.

Prevention

Parents and Caregivers

Young children experience the world through their relationships with parents and other caregivers. The quality of these relationships and the environment in which they develop, play a significant role in a child's development. Parents and caregivers can:

Set aside time each day to talk or play with your child.

Establish routines. Children feel secure when the environment is structured for them.

Validate your child's feelings and offer physical and emotional support.

Know who is supervising your child when they're outside your home.

Teach your child how to stay safe when they're online or on digital devices.

Seek parenting skill training programs to help build stronger relationships with your children.

Raising children can be challenging- ask for help when needed. Reach out to babysitters, family members, or close friends. Discuss your concerns with your child's doctor. Also consider finding out if your community offers support groups or programs for parents and caregivers.

Everyone

Ensuring the well-being of children is a shared responsibility. Friends, family, and other trusted adults can help by developing nurturing, supportive relationships with the children in their lives. Volunteering as a mentor at an afterschool program or offering to babysit are other ways to help.

Neighborhood associations can connect families to resources and other neighborhood adults to help with household tasks or with childcare.

Employers can adopt or support workplace policies that help families, such as livable wages, paid leave, and flexible and consistent schedules.

Everyone can recognize the challenges that families face and offer support and encouragement to reduce stress. Help encourage parents and caregivers to ask for help when they need it. Everyone can also support efforts to:

Adopt policies in support of families (such as family-friendly work policies).

Increase access to high-quality childcare and education.

Create safe places or neighborhood activities where children are supervised, and families can gather.

Provide access to free or low-cost evidence-based parent training.

Discourage violence and help ensure the safety of all members of a community.

Public health practitioners, partners, and other professionals also play a vital role in preventing child abuse and neglect.

Treatment

Training and treatment for children and families can reduce the short- and long-term effects of child abuse and neglect exposure. These effects can include physical, emotional, behavioral, and mental health issues. It can also improve parent-child interactions, parenting behaviors, and family functioning. Treatment for children and families can also help prevent later involvement in violence.

Resources

These are a few evidence-based resources that promote safe, stable, nurturing relationships and environments.

Early Head Start: These programs are designed to nurture healthy attachments. Services encompass the full range of a family's needs from pregnancy through a child's third birthday.

Adults and Children Together Against Violence: Parents Raising Safe Kids (ACT): The program teaches positive parenting skills to parents and caregivers of children from birth to age 10.

SafeCare: The program focuses on creating positive relationships between caregivers and their children, ensuring homes are safe to reduce the risk of child unintentional injury, and keeping children as healthy as possible.

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This page explains how everyone can help prevent child abuse and neglect.

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Ted Talk: How does income affect childhood brain development?

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Ted Talk: How does income affect childhood brain development?

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Kimberly Noble shares findings from Baby's First Years study: the first-ever randomized study of how family income changes children's cognitive, emotional, and brain development. Nobles and her team research the effectiveness of increasing income in poverty impacted families.

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How does income affect childhood brain development? | Kimberly Noble

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Information pertaining to developmental milestones in child development.

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About the Checklist

Your child is different from all other babies. Children roll over, sit alone, learn to talk, crawl and walk at different times and ages. Don't' be too concerned if your child's rate of development is different from skills shown on this site. However, if you suspect that your child may be falling behind in their developmental skills, talk with your baby's doctor about your concerns or contact the Early Intervention/Infant Learning Program nearest you.

Newborn to Age 3 - Look at our developmental checklist for:

Things Babies May Do

Toys You Can Make or Buy

Safety First

New Experiences

Health Hints

Nutrition Notes

Things You Can Do Every Day To Help Your Baby Grow

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Your child is different from all other babies. Children roll over, sit alone, learn to talk, crawl and walk at different times and ages. Don't' be too concerned if your child's rate of development is different from skills shown on this site.

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Ted Talk: To transform child welfare, take race out of the equation

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Ted Talk: To transform child welfare, take race out of the equation

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Jessica Pryce shares a solution in an effort to help CPS and associated agencies in making bias-free decisions regarding the removal of children from their families

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0:00 / 7:41•Watch full video

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To transform child welfare, take race out of the equation | Jessica Pryce

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Child Welfare Information Gateway - Courts

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Child Welfare Information Gateway - Courts

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This article gives an overview of the federal court system regarding child welfare and provides associated references.

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Attached is the OCS website for Juneau, Alaska.

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Attached you'll find information on parenting classes in Juneau, AK.

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Juneau has an abundance of resources for families. Take a look at the newly revised Juneau Family Pages, a resource directory for families with children ages birth to eight . You can access each topic individually and print what you need. Please send updates or revisions to info@aeyc-sea.org.
Family Pages Resource Sheets: Class Descriptions:
MOTHERHOOD IS SACRE D (MIS)
This is a 12-week session, and attendance can start at any week within the series. The MIS program provides mothers with a safe and respectful environment. This program helps mothers strengthen their families through responsible parenting, encourages participants to use critical thinking, and focuses discussion on choice, wisdom, self-identity and relationships. All tribal citizen mothers (and non tribal) are encouraged to attend (married, widowed, single or divorced). Childcare, field trips and dinner are provided. This class is open to the public, but preference is given to Tlingit and Haida TANF clients. Enrollment is open, which means that you can join the class at any time within the series.

CIRCLE OF SECURITY (COS)
COS classes run for 6-8 weeks. Trained facilitators share information in a small group, discussion format. Topics include: understanding your child's emotional world by learning to read their emotional needs, supporting your child's ability to successfully manage emotions, enhance the development of your child's self esteem, honor your innate wisdom and desire for your child to be secure & to develop links to needed community resources. Childcare (or a childcare stipend) and snacks or a meal are provided. *Note: Each class builds on the knowledge from the previous classes, so it is essential that you register for the full set of weeks.

NURTURING PARENTS PROGRAM
The Nurturing Parenting Programs work with the whole household to build nurturing skills. Each family gets a plan for support and learning based on their families unique needs. We strive to help parents make sure that they are getting their needs met so they can show up in healthy ways. The work is done through a combination of one-on-one sessions with the family, as well as group sessions with other families. By building nurturing skills, we focus on the positive and take concrete steps toward healthier family dynamics. These programs are trauma-informed and evidence-based, with a 35-year track record to back them up. JAMHI Family has a trained facilitator offering both the core program and the program designed for Families in Substance Use, Treatment & Recovery. If you are interested in participating or learning more, please call at 907-463-6877.

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Juneau has an abundance of resources for families. Take a look at the newly revised Juneau Family Pages, a resource directory for families with children ages birth to eight . You can access each...

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Thread is Alaska's Child Care Resource & Referral organization, working to advance the quality of early education and child development by empowering parents, educating child care professionals, and collaborating with our communities.

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thread is Alaska's Child Care Resource & Referral organization, working to advance the quality of early education and child development by empowering parents, educating child care professionals, and collaborating with our communities.

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Resources FOR You EMPOWERING FAMILIES Request a Referral Not sure how you get started finding child care? Request a customized child care referral by submitting the form below. A thread staff member... Read more "

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PBS provides parents with resources, tips, and advice.

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Explore parent resources to help you raise kind, curious and resilient children. Find parenting tips, hands-on activities, games, and apps featuring your child’s favorite PBS KIDS characters.

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A thorough but simple explanation of the Polyvagal Theory. This video provides overview of the theory and insight into the sympathetic and parasympathetic nervous systems. The vagus nerve's role in our bodies is explained.