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Great resource for articles, webinars, and other resources for ADHD (SWK 505)

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ADHD symptom tests, ADD medication & treatment, behavior & discipline, school & learning essentials, organization and more information for families and individuals living with attention...

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How to start a new PTA

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Start a PTA - Join - About | National PTA

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Whether you are a parent, caregiver, school official or community leader, starting a PTA in your community is easy! Local PTAs are connected to their state PTA and National PTA. These connections form a nationwide network of nearly 4 million members working on behalf of all children and youth.

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Ad for the wonderful, accessible Youtube channel regarding different aspects of ADHD. Great for people who are newly diagnosed as well as those who are trying to better understand someone they care about. (SWK 505)

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ADHD Test specifically geared toward adolescents (SWK 505)

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Attention-deficit hyperactivity disorder, or ADHD, can be hard to spot and easy to misunderstand. If you're looking for a free ADHD test, you can use our Symptom Checker to help you determine if your child might have ADHD.

The Symptom Checker gives you a list of behaviors and issues and invites you to mark the ones you are seeing in your child. If they correspond with the symptoms and behaviors associated with ADHD, it will let you know. If your answers to the quiz suggest another disorder, you'll see that too.

The Symptom Checker was developed in partnership with expert clinicians and is aligned with the Child Mind Institute's rigorous editorial standards.

Individual symptoms can reflect more than one mental health orlearning disorder. That's why our Symptom Checker gives you a range of possible disorders and points you toward next steps.

It's a free ADHD test that will also highlight other issues your child might have. No online test can diagnose your child. But it can help you know if your child's symptoms could be signs of ADHD, or of another disorder, such a anxiety or a learning disorder. You'll also find links to articles where you can learn more, and help you prepare for a conversation with a mental health professional.

The Symptom Checker quiz can help you spot possible signs of ADHD in your child. If you think your child might have ADHD, it's important to get them a thorough evaluation from a professional.

The first signs of ADHD are often hyperactive or impulsive behaviors. They usually show up in children between three and six years old. Does your child:

Have a lot of energy and struggle to sit still

Fidget all the time

Often run around and climb on things

Constantly talk or interrupt others

Seem very impatient

The other symptoms of ADHD are inattentive behaviors. These usually show up once the child starts school. Does your child:

Get distracted easily

Make careless mistakes

Have a hard time following instructions

Often forget or lose things

Have trouble staying organized

Appear not to listen when someone speaks to them

Avoid things that involve a lot of thinking or effort

Seem unaware of what's going on around them

Not all kids with ADHD have both kinds of symptoms. Some have only inattentive symptoms.

About twice as many boys as girls are diagnosed with ADHD. But that is partly because girls may be more likely to have only inattentive symptoms of ADHD. For example, they might get distracted easily and struggle to pay attention in class, but their teacher might not notice or else dismiss them as just spacey. A child who has hyperactive symptoms, such as being unable to stay in their seat in the classroom, is much harder to miss or ignore.

If you think your daughter might have ADHD, the Symptom Checker can give you more information and next steps.

The best thing to do if you think your child might have ADHD is get them an evaluation by a professional who is skilled in diagnosing ADHD.

Not all attention problems are ADHD, so it's important to rule out other possible causes of your child's symptoms. For example, kids with anxiety are sometimes so preoccupied with worry that they seem very distracted in school. Or kids with learning disorders might disrupt class in order to avoid schoolwork that they're not able to complete.

The Symptom Checker test can gather information about your child's symptoms and give you a list of possible disorder to consider. An accurate diagnosis is the key to getting your child the right support.

ADHD can be diagnosed by a number of different professionals, including pediatricians, psychiatrists, and clinical psychologists.

There is no blood test or brain scan that can tell whether or not a child has ADHD. Instead, the professional evaluating the child relies on information about the child's behavior in order to make an accurate diagnosis. This includes reports from their parents, teachers, and other adults who know them well. It also includes evaluating the child in person and using standardized measurements that measure their ability to do certain tasks.

Kids should never be diagnosed with ADHD just because a parent or teacher says that they are hyperactive or distracted.

The Symptom Checker is a free to use ADHD test. It cannot diagnose your child with ADHD, but it can help you identify possible signs of ADHD.

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ADHD Test for Kids and Teens - Child Mind Institute

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ADHD, can be hard to spot and easy to misunderstand. Our free Symptom Checker can help you determine if your child might have ADHD.

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WebMD test for ADHD (SWK 505)

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If you think you or your child may have attention deficit hyperactivity disorder (ADHD), the earlier you get a diagnosis, the better. There's no single test to diagnose ADHD, a common brain disorder whose symptoms first show up during childhood. Sometimes people are only diagnosed when they are adults, after years of not understanding their symptoms.

There is no single ADHD test. It takes a series of observations and evaluations with doctors, teachers, and professionals to confirm a diagnosis. (Photo credit: Adrian825/Dreamstime)

An ADHD screening is a detailed process that may involve:

Interviews with the adults who interact with the child

Personally watching you or your child

Questionnaires or rating scales that measure symptoms of ADHD

Psychological tests

Your doctor needs to see how much your child's symptoms affect their daily moods, behavior, productivity, and lifestyle habits. And they need to rule out other conditions.

It's important for anyone who seems to have symptoms of ADHD to get a proper diagnosis because many other mental and physical issues can cause similar symptoms.

When can you test for ADHD in children?

You can have an ADHD evaluation for a child as early as age 4 if they have certain symptoms, such as being too talkative or having trouble listening or following directions.

Some personal problems and other concerns can also cause symptoms mimicking ADHD. The screening should take into account such factors, which may include:

Short attention span. Some kids can't focus as long as others.

Emotional issues. Kids who feel anxious or sad may have trouble paying attention.

Problems at home. Children who are having crises at home might have trouble focusing at school.

Classroom chaos. If a classroom is noisy and poorly managed, a child's attention can wander from the task at hand.

ADHD test interviews with family and teachers

Interviews with family and teachers are an important part of ADHD tests and diagnosis for children. These interviews help your doctor get a better overall look at your child's life.

The interviews usually include questions about how your child acts in different situations, such as at home or school. You or the teachers may be asked:

Is there anyone else in your family who might have ADHD or has been diagnosed with it?

Does your child fidget a lot and squirm when asked to be still for a long time?

Does your child have trouble finishing or staying on a task or project, especially if it's a challenging one?

Is your child easily distracted by either noise or activity? If so, how often?

Can your child wait their turn or are they too impatient?

How old was your child when you started noticing these behaviors?

When are the behaviors most obvious?

What are your child's report cards like?

What is your family's medical history ?

School or home observation

Diagnosis depends a lot on what parents and teachers observe and how they see the child acting at home, in the classroom, and elsewhere. Quiet observation doesn't disturb your child, so they don't need to do anything specific and can behave naturally without feeling the need to act in a certain way.

You may be asked to keep a journal or follow a checklist as you and the teachers observe your child for certain behaviors. For example, they may:

Have difficulty paying attention to instructions or the task at hand

Not seem to listen

Frequently lose items

Fidget or squirm

Not stay seated

Jump, run, or be strongly physically active when they shouldn't be (such as when standing in line or during quiet play)

Speak out or act up out of turn

Family history of ADHD

ADHD can run in families, which is why ADHD screening asks if there are any family members who either have ADHD symptoms or have been diagnosed with the condition. An adult with ADHD has up to a 91% chance of passing it on to their children.

Psychological and medical tests for ADHD

Your doctor may do tests to rule out physical health problems that can have similar symptoms to those of ADHD, such as:

Hearing and eyesight tests

Blood tests for lead levels and other diseases

An electroencephalogram (EEG) to measure electrical activity in their brain

A CT scan or MRI to check for brain abnormalities

The expert will also consider other mental and emotional health issues that can cause symptoms that look like ADHD. They include:

Mood disorders

Autism spectrum disorders

Learning disorders

Oppositional defiant disorder

It's common to have one or more of these issues along with ADHD.

ADHD questionnaires

ADHD questionnaires and rating scales are helpful when trying to make a diagnosis of ADHD. Some questionnaires are for the parents, others for teachers.

ADHD and school performance

The interviews and questionnaires for the teachers give the expert a lot of information to work with, and so do your child's school performance reports. The expert or doctor will likely want to see your child's report cards or progress reports, to look for any patterns that could help diagnose ADHD.

ADHD testing for adults
Screening for ADHD in adults is a bit different. The doctor may want to talk with your spouse or other family members. They'll want to find out if you had symptoms in childhood. Knowing if an adult had ADHD behavior as a child is important for making a diagnosis.

To diagnose ADHD, doctors use guidelines established by the American Psychiatric Association (APA). The group has identified three types of ADHD: inattentive, hyperactive-impulsive, and combined

Inattentive type: A person must have at least six (five for those 17 and older) out of the following nine symptoms along with a few symptoms of the hyperactive-impulsive type:

Doesn't pay attention to detail or makes careless mistakes

Doesn't stay focused on tasks

Doesn't listen

Doesn't follow instructions or complete schoolwork, chores, or duties

Has trouble organizing tasks or activities

Avoids or dislikes doing things that take effort or concentration

Loses things

Is easily distracted

Is forgetful

Hyperactive-impulsive type: A person must have at least six out of these nine symptoms along with a few symptoms of the inattentive type:

Fidgets or squirms a lot

Gets up from their seat a lot

Runs or climbs at inappropriate times

Has trouble sitting or playing quietly

Always "on the go" as if "driven by a motor"

Talks too much

Blurts an answer before the question has been completed

Has trouble waiting their turn

Interrupts others

Combined type. This is the most common type of ADHD. People with it have symptoms of both inattentive and hyperactivity-impulsivity types.

Along with these American Psychiatric Association guidelines, your doctor may use rating scales to help them evaluate and track ADHD symptoms.

Rating scales help doctors take a more objective look at you or your child's behaviors and any difficulties with behavior or completing tasks. There are several scales that doctors and other professionals may use. Some of the most commonly used ones include:

Vanderbilt assessment scale. This scale reviews symptoms of ADHD and looks for other conditions such as conduct disorder , oppositional-defiant disorder, anxiety, and depression.

Child attention profile (CAP). It is generally filled out by teachers and tracks common ADHD symptoms.

Behavior assessment system for children (BASC). It looks for things such as hyperactivity, aggression, and conduct problems. It also looks for anxiety, depression, attention and learning problems, and lack of certain essential skills.

Child behavior checklist/teacher report form (CBCL). Among other things, the CBCL looks at physical complaints, aggressive or delinquent behavior, and withdrawal.

Conners rating scale. It looks at things such as behavior, work or schoolwork, and social life. It can show how these symptoms affect things such as grades, jobs, home life, and relationships.

If you're having your child screened for ADHD, take these steps to ensure the best results:

Go to the right professional. The best thing you can do is find a health care professional with expertise in ADHD. Your child's school might have someone on staff who can evaluate them. Other options include a child psychiatrist or a psychologist. You also can ask your pediatrician for references.

Ask a lot of questions. Be prepared to discuss your child's symptoms with the expert you find. And ask about steps you can take to deal with their behavior.

Include their teacher. Many cases of ADHD are first noticed by teachers, either during preschool or elementary school. So, be sure to keep your child's teacher informed and included in discussions. You may need to ask them to fill out questionnaires or have them talk to your child's doctor or mental health care provider.

Expect more than an ADHD drug for therapy. Medication helps some kids but not all of them. And it's not always necessary. Therapy should include helping your child learn to change their behaviors. Your child's doctor can help you make a plan and put it into action at home and school.

Stay on top of changes. Monitor your child's medications and behavioral plan as they get older. The medications they use and their dosages may need to change as they grow. Some kids have a harder time focusing as they enter middle school and start changing classes.

Because ADHD is a brain developmental disorder, scientists have been using brain scans for decades and are now looking to electroencephalography (EEG) to help diagnose ADHD.

One large study that analyzed decades of research found that people with ADHD have lower levels of brain arousal in frontal areas of their brains, as well as too many theta waves (slow brainwaves) and not enough beta waves (fast brainwaves).

Some doctors believe people with ADHD can learn to increase the arousal levels in their frontal lobes, which will improve their ADHD symptoms.

However, other research suggests that currently available EEG devices, including the FDA-approved Neuropsychiatric EEG-Based Assessment Aid (NEBA), aren't accurate and are best used to help with traditional ADHD diagnoses.

If your doctor makes an ADHD diagnosis, it's important to follow the treatment plan. The doctor may recommend both medications and behavioral therapy. These treatments can relieve symptoms and make ADHD easier to manage.

Involve your child in the treatment plan as well. Talk to your child with age-appropriate facts and language. Having ADHD doesn't define who your child is. It's a medical condition that can be helped with treatment.

Inattentive ADHD Self-Test

ADHD is a common brain disorder. Unfortunately, there is no single ADHD test to determine if you or your child has ADHD, and it can take time to come up with a diagnosis. But by ruling out other possible causes and using screening tools and rating scales, your doctor can diagnose ADHD to help you move forward with a treatment plan.

What tests are done to diagnose ADHD?

There is no one ADHD test. However, doctors can do tests to rule out other causes and confirm an ADHD diagnosis. Doctors can also recommend ADHD screening, using screening tools that rate how a child or adult is behaving.

How do you get diagnosed with ADHD?

ADHD is diagnosed using a combination of tools. Doctors or other experts work with parents, guardians, and teachers to do screening and ratings, to see if the child fits in the ADHD guidelines. Doctors will also rule out other medical conditions that could cause similar symptoms.

What diagnostic tool is used to diagnose ADHD?

There is no specific ADHD diagnostic tool, but doctors can use a variety of scales or profiles to help diagnose ADHD. They include:

Vanderbilt assessment scale

Child attention profile (CAP)

Behavior assessment system for children (BASC)

Child behavior checklist/teacher report form (CBCL)

Conners rating scale

What is the most accurate ADHD test?

There are various rating and screening tests that a doctor can do to help diagnose ADHD. However, since each person and situation is different, no one screening test is better than another.

What are the 3 levels of ADHD?

The three levels or types of ADHD include:

Hyperactive-impulsive. A person with this type of ADHD can pay attention but has difficulty with impulsivity and hyperactivity. It is the least common type of ADHD.

Inattentive. A person with this type of ADHD is, as the name suggests, inattentive and easily distracted.

Combined. This is the most common type. A person with combined ADHD has trouble paying attention, gets easily distracted, and is impulsive and hyperactive.

Can you see ADHD on a brain scan?

Yes, it might be possible to see evidence of ADHD on a brain scan. A study showed that people with ADHD have lower levels of brain arousal in frontal areas of their brains, as well as too many theta waves (slow brainwaves) and not enough beta waves (fast brainwaves).

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A single test cannot diagnose ADHD. Identifying the disorder might include questionnaires, psychological tests, interviews & supervision.

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Youtube channel that discusses different aspects of autism from the point of view of an autistic adult (SWK 505)

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988 is now active in Michigan. If you or someone you love is at risk of suicide, please keep this number handy. There is hope. (SWK 505)

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Skip to main content

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

988

¡Los servicios de texto y chat de 988 Lifeline ya están disponibles en español!
Haga clic aquí para obtener información sobre cómo acceder a todos los servicios en español.

Conocer más

Stock photo by iStock.

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

About The Lifeline

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

I'm Struggling With Individuals with Neurodivergence

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

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

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

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

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

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

Show What Happens When You Call The Lifeline

Everyone Plays A Role In Suicide Prevention

Get in touch

Call the Lifeline

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

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Autism Advocacy by members of the autistic community. Ways to get involved as well as autism resources. (SWK 505)

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ASAN delves into significant social issues by way of reports and policy briefs created to benefit the Autistic and disability communities. These documents can be accessed at no cost through the links below.

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Resource Library - Autistic Self Advocacy Network

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Books Welcome to the Autistic Community! Bienvenidos a la Comunidad Autista Start Here: a guide for parents of autistic kids Knowing Why: Adult-Diagnosed Autistic People on Life and Autism Navigating College: A Handbook on Self Advocacy Empowering Leadership: A Systems Change Guide for Autistic College Students and Those with Other...

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ADHD resources, some free, some paid. Within the paid are included workbooks, planners, webinars, books, and bundles. They also have Instagram and TikTok accounts. (SWK 505)

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Resources for LGBTQ+ including counselors and an online social community for LGBTQ+ youth (SWK 505)

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The Trevor Project | For Young LGBTQ Lives

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

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Evaluation for ADHD, Autism, Learning Disabilities, Mental Health Disorders. Educational therapy, ADHD coaching, and many other services. (SWK 505)

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Books, Fidgets, Games, and other tools to help neurodivergent youth and their parents thrive. (SWK 505)

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California based bookstore and resource for ASD, learning disabilities and other special needs. (SWK 505)

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Helps families with education goals for students with autism. (SWK 505)

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Statewide group of disability advocates (SWK 505)

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What is SAM?

Self-Advocates of Michigan (SAM) is a statewide organization led by leaders with developmental disabilities. SAM promotes the values of diversity, inclusion, equal rights, and the self-determination of individuals with disabilities.

SAM respects the capabilities of people with disabilities, and they are guided by the principle of "Nothing About Us Without Us". This means no policy should be decided without the direct participation of the people whose lives will be affected by any policy or decision.

Watch the videos below to see self-advocacy stories from Michigan residents!

Questions? Contact us:

If you have any questions or concerns related to SAM, please reach out by calling or emailing SAM's Support Contact:

Renee M. Hall, M.A., C.R.C.
Advisor to Self-Advocates of Michigan (SAM), Michigan Developmental Disabilities Council
DD Council, Suite 218
PO Box 30037
Lansing, MI 48909
Phone: 517.284.7290
hallr24@michigan.gov
Pronouns: she, her, hers

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Helping parents and educators navigate ASD services in Michigan (SWK 505)

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Image of a child looking down at a red paper heart

The Michigan Department of Health and Human Services (MDHHS) expanded the Medicaid Autism services and supports in 2013 to support the:

Medicaid coverage of Behavioral Health Treatment, including Applied Behavior Analysis, services to individuals with Autism Spectrum Disorder

Michigan Autism Spectrum Disorders State Plan

Autism Council

Autism services provided throughout Michigan

It is our goal to be a leader and partner in the support of individuals with autism, their families/caregivers and professionals serving individuals with autism spectrum disorder to lead a quality and fulfilling life.

Try not to feel overwhelmed, but find good information and take it step by step. Information here will get you started and link you to useful resources.

Post Identification Guide for Providers: Education & Treatment Referral for Young Children with ASD.

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Autism Awareness, Education and Resources

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Classroom tools, fidgets, calming devices, links to other resources (SWK 505)

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Shop our online store for the visual supports, sensory tools, social skills curriculum you need for your students with autism.

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Connect families of children with disabilities to educational resources (SWK 505)

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A variety of mindfulness techniques and stress relievers. (SWK 505)

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18 mindfulness activities for teens and students

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Mindfulness activities for teens and young adults may help reduce stress and anxiety and teach skills for handling life’s challenges.

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Site discussing the importance of mindfulness for young people as well as briefly describing different types of mindfulness. (SWK 505)

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Mindfulness for Teenagers: How Mindful Practices can Improve Mental Health - Hope For Hallie

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Welcome to a space where we can freely talk about something we all have in common, our busy and ever-buzzing teenage minds. We know it's challenging. One moment you're worried about an upcoming test, the next you're stressing over what to wear to the next school event, or maybe you're overwhelmed by the latest friendship drama.

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Activities broken down in to age-specific areas. (SWK 505)

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There are many mindfulness activities available for children, teens, and adults that can relieve stress and help you be more present in the moment.

The practice of mindfulness is gaining popularity as a way to ease stress, soothe anxiety, and be more present and engaged in life.

Interestingly, some research that mindfulness meditation may even be beneficial for issues like anxiety, chronic pain, and depression.

The good news is that incorporating mindfulness activities into your routine can be incredibly simple, no matter what your age.

With a little forethought, almost everything you do can become an opportunity for mindfulness, whether you're an adult, a teen, or a child.

The everyday mindfulness activities below offer plenty of opportunities to slow down, get present, and be more aware of yourself and your surroundings.

One of the most common and well-known mindfulness activities for adults is meditation. While it may seem esoteric or inaccessible, meditation can actually be very simple.

These exercises are meant to transform everyday experiences into mindful moments.

Gratitude list

Creating a gratitude list may help improve well-being and positivity by helping you focus on the things that you're grateful for.

Try adding 3-5 items to your list each day and build it into your daily schedule to stay consistent.

You can write your gratitude list first thing in the morning to get your day off to a great start or list a few things that you're grateful for before winding down for bed.

Walking meditation

Walking meditation is exactly what it sounds like: a form of meditation you practice while walking, often in a straight line or circle.

You can do it almost anywhere, whether you're walking to work, taking a stroll around the neighborhood, or hanging out with your kids at the park.

Mindful driving

If you're driving your car, you can engage with the process by focusing on the weight of the vehicle underneath you, the texture of the road you're driving on, the sound of the tires against the gravel, even the shape and feel of the seat against your rear.

Then, you can send your focus out to scan your environment and become aware not only of other vehicles, lights, and pedestrians, but also of the terrain, foliage, and skyline. With practice, you may even become a better driver.

Keep your phone on silent, turn off the music, and save the makeup application for the parking lot.

Single-tasking

You likely (correctly!) guessed that single-tasking is the opposite of multitasking. All it requires is showing up fully to whatever task you're working on.

If you're working on the computer, focus on one task at a time. As much as you may not want to, close all the browser tabs that aren't relevant to the project you're working on. This can help free up mental space and might even create laser-focus.

To deepen the practice, focus on:

how you're breathing

how your body feels in your seat, or how your feet feel against the floor if you're standing

the sensation of the air or your clothes against your skin

the structure and posture of your body

Mindful eating

Mindful eating is a way to turn something you do every day into a mindfulness practice.

You can make mealtimes more mindful with a few basic mindful eating practices, like listening to the sizzle of your pan and chewing slowly to savor every bite.

Other mindful eating tips you might want to try include:

Try eating with your non-dominant hand.

Eat the first few minutes of your meal in silence and focus on the flavors, aromas, and texture of your food.

Turn off your TV and put your phone away while you eat.

Mindful gardening

Gardening is a great way to practice mindfulness and connect with nature at the same time. Set yourself up with a simple task, like planting some seeds or watering some flowers.

As you do so, place your hand in the soil and feel its texture. Is it rough or fine? Is it damp or dry? Is it warm or cool? Allow yourself to enjoy the process as if you were a child playing.

Notice the weather - not through your mind, but through your sensations. Do you have goosebumps from a chill in the air, or is there sweat on your brow from the hot sun?

Notice any other forms of life around you, like a chattering squirrel or chirping bird. You're likely to meet a worm or roly-poly in the soil, too.

The best way to introduce mindfulness to kids is to make it a game. That's exactly what the activities below do.

Wiggle and freeze game

This game is a fun way for kids to start practicing mindfulness and improve their awareness of bodily sensations using movement.

It involves wiggling, moving around, shaking, stomping, or dancing until you say, "Freeze!" Once everyone stops moving, encourage children to pay close attention to the sensations that they feel in their body.

You can repeat this game several times and can even play music and pause when it's time to freeze.

Five sense scavenger hunt

Most kids love a scavenger hunt, and this one is specifically designed to encourage mindfulness by engaging all the senses.

All you need to do is provide a safe environment for exploration. Here are the steps for kids to follow:

1. Listen. Name one thing that you hear when you listen with your ears.

2. Look. Name one thing that catches your attention when you look around.

3. Smell. Name a scent that you notice when you take a sniff with your nose.

4. Touch. Name an object that you enjoy feeling with your hands.

If you want to add in the sense of taste, simply supply a few kid-friendly snacks, and ask kids to name flavors they enjoy, like sweet, salty, or sour.

Monkey see, monkey do

This is a great mindfulness game to help kids increase body awareness and think about how they move in space. As the adult, take on the role of the monkey, and lead the kids through different positions.

Try to shift your weight in unexpected ways, like standing on one foot, getting on all fours, or sticking one foot up in the air.

Ask the kids what it feels like to be in each position. Is it hard to balance, or does it give them a big stretch?

Let it be silly. When kids get moving, giggles will likely ensue. Just go with it. You can even ask the kids to pay attention to how their breath changes when they laugh.

Dragon breathing

Dragon breathing is a fun way to get kids to practice slow, deep breathing. The simple version doesn't require any supplies, but you can incorporate a fun craft to really drive the lesson home.

To optimize the fun, you can read or make up a short story about dragons to get everyone's imagination flowing. Some good options are " The Mindful Dragon," " There's a Dragon in Your Book," and " Train Your Angry Dragon."

Simple version:

1. Instruct the kids to take a deep breath in, filling their belly and chest.

2. When they're ready, instruct them to "breath out their fire" with a long, slow exhale.

3. If you have paper available, it can be extra fun to watch the paper blow as the kids breathe out. Just instruct them to hold it about 6 inches away from their mouths and let go as they exhale.

For the crafty version of dragon breathing, check out the instructions and video tutorial on One Little Project at a Time.

Bubble blowing

Bubbles are a classic activity for kids, and they make for a great mindfulness practice.

1. First, ask the children to reflect on what they're thinking or feeling. You can prompt them by giving examples like, "I feel tired" or "I want to eat lunch."

2. Demonstrate blowing your bubbles and figuratively putting your thoughts and feelings inside them. For instance, "I feel nervous. I'm going to put that feeling in a bubble and let it float away."

3. Point out how our thoughts and feelings are just like bubbles: They come up, and they drift away in the breeze. Sometimes they even pop.

This exercise can be especially useful for kids who have uncomfortable thoughts or feelings that they need help letting go of.

Calm cards

Sometimes, having little reminders can help kids practice mindfulness in difficult moments. This is another basic craft that provides kids with a tool to take with them in their day to day.

Help the kids reflect on activities that help them feel calm, like drinking water, taking breaths, closing their eyes, reading a book, or hugging a friend.

Then, ask them to draw pictures of these activities on separate cards. You can also provide them with printed pictures to paste.

If the kids can write, have them label the cards (if not, you can label for them). Hole-punch the cards and bind them together with a bit of yarn or a book ring.

Kids can use the cards whenever they're feeling upset, angry, scared, or sad to help them regulate their emotions and feel better.

You can make your own cards, or try this printable version from Babies to Bookworms.

You may think teens would be a tough nut to crack when it comes to mindfulness. Luckily, many teens have interests that can help them access mindfulness in a meaningful way.

Music appreciation

Music can be a great entry point into the world of mindfulness for teens.

To practice, teens simply need their favorite music and a space where they won't be interrupted. Ideally, the music will be something they haven't heard too many times before. Headphones work, too.

Let them can pick their own song that's a reasonable length. (They might want to save the 15-minute guitar solo for another time.)

Then, they can simply get comfy and tune into the music. They can ask:

How does it feel in my body as I listen?

What different sounds can I hear that I might not have noticed before?

How does my breath change with the rhythm of the music?

Mindful movement

Movement is a great way for teens to get in their bodies and let loose, discharging pent-up energy and allowing for self-expression. It's another way to incorporate mindfulness that uses music, which means it may hold particular appeal for teens.

Mindful movement involves moving the body along to music without thinking about executing dance moves or appearance. It's simply free-flowing music interpretation.

There's no way to do this incorrectly. It's simply expressing how the music feels.

Shaking

Shaking is another fun way to blend movement and mindfulness that doesn't even require music.

This is also known as a tension and trauma releasing exercise, or TRE. Find full benefits and instructions here and a step-by-step video here.

Puzzles

Puzzles are a great way to sharpen the mind, but they're also a mindfulness practice. They require focus, attention to detail, and presence of mind while also being fun and rewarding.

They include:

Teens may enjoy puzzles and not even realize they're practicing mindfulness at the same time. To encourage reflection, they can ask:

When I get frustrated, what does it feel like in my body?

When I solve a new piece of the puzzle, how does my body respond? How does my heart rate change?

How am I breathing differently as I play versus before I started?

Apps

If stereotypes are to be believed, teens and apps go hand in hand. Luckily, there are a number of apps geared toward teens that teach mindfulness and meditation in a relatable way.

According to a , mindfulness meditation may help reduce markers of stress in people with generalized anxiety disorder. Try the practices below to calm and ground.

Body scanning

Body scan meditation is a simple, relaxing way to calm the mind and body. It involves using awareness to mindfully scan your body for sensations, like pain or tension.

To practice, you simply lie down, relax the body, and tune in to what you're feeling. For full instructions, benefits, and tips, check out this article.

Tracking

Tracking is a somatic experiencing technique that can help you feel grounded and present in the space you're in. This is done by looking around the room and observing objects with mindfulness.

You can find full instructions here.

Box breathing

Box breathing is a technique that involves taking full, deep breaths to calm the nervous system. It's also known as four square breathing.

Find full benefits and instructions here.

Acceptance and self-compassion

Anxiety can often involve resistance and fear toward the anxiety itself. One way to relax the hold anxiety has on you is to accept it. This can involve a simple reframing of anxiety as a strength rather than a shortcoming.

When you do so, you may also find that you can more easily let go of self-blame or shame around having anxiety in the first place.

Mindfulness doesn't have to be a solo activity. In fact, practicing mindfulness with others can be a powerful reflection tool.

Blindfolded movement

Blindfolded movement is a way to heighten your senses and shut off your need to "look good." It can come in the form of blindfolded yoga or even open-ended, free-form movement.

For the latter, participants move at a very slow pace. When they start to sense another person nearby, or accidentally graze a shoulder or elbow, they can mindfully move in the other direction.

Eye gazing

Eye gazing with a partner is a powerful way to connect and see what comes up when you engage in this intimate practice. All you need to do is sit facing each other, set a timer for 1 to 5 minutes, and stare into each other's eyes.

You may find that strong emotions come up, and that's OK. If you're practicing in a group, you can switch to a new partner after the first round and continue in this way until all participants have practiced together.

Partner breathing

Partner breathing is similar to eye gazing, except that you sit back to back with your spines lined up.

As you do so, begin to focus on expanding the breath into your belly and back. Try to sync your breathing with your partner's, so you're both in rhythm.

Laughter yoga

It's often said that laughter is the best medicine. Laughter yoga is a group practice that focuses on joy, playfulness, and fun.

For a full list of benefits and how to do it, read on here.

Sound healing and music therapy

If you feel drawn to music as a healing tool, you might benefit from sound healing. It can come in many shapes and sizes, from music therapy to gong baths.

If you loved making arts and crafts as a kid, chances are you'll benefit from art-based mindfulness.

Coloring and doodling

Adult coloring books abound on store shelves these days, so it's easy to pick one up and get coloring. You can even try Healthline's very own mindful mandala.

Doodling is another relaxing art-based activity that's a bit more free-form than coloring inside the lines. The Zentangle Method is a popular option.

Crafting

Crafting can get you out of your head and into your body. It also offers the opportunity to work with your hands, tune in to your inner child, and engage with different shapes, colors, and textures.

Art therapy

When it comes to healing, art therapy may have a lot to offer. It's used for post-traumatic stress disorder, anxiety, depression, diabetes, and multiple sclerosis. But it can benefit almost anyone.

According to research, art therapy can regulate mood and even addictive behaviors.

Having a full schedule and being mindful don't have to be mutually exclusive. You can incorporate mindfulness into your life no matter how stacked your calendar is.

Basic breathing

Basic breathing is simple, straightforward meditation that uses the breath to settle the mind.

1. Sit or lie down in a comfortable position.

2. Observe your breath on the inhalation.

3. Observe your breath on the exhalation.

4. When the mind wanders, gently bring it back to focusing on your breath.

That's it! To deepen the practice, focus on feeling:

your belly and chest expanding and contracting

the warmth of your breath in your nostrils and throat

the sensation of your body against the seat or the floor

It's best to practice consistently at the same time each day. Start with 3 to 5 minutes, and lengthen your practice over time.

Deep seeing exercise

Deep seeing is a simple exercise that engages the sense of sight to tune in more deeply to your surroundings. All you need to do is select an object that appeals to you. It can be anything: a colorful scarf, an orange from a fruit bowl, or a fresh flower.

Then, use your sense of sight to intimately engage with that object. See the folds, colors, texture, size, and shape. Gently observe the object until you begin to notice things you didn't notice before.

Set a timer for 3 to 5 minutes, so you can fully immerse yourself in the process without looking at the clock.

Deep listening exercise

The deep listening exercise is similar to deep seeing, except you use your sense of hearing. All you need to do is sit and listen.

Listen to close sounds, like your breath. Then listen for sounds that are slightly further away, like the hum of a fan or someone speaking in the next room. Then listen for even further sounds, like cars or airplanes.

Do this for 3 to 5 minutes.

Mindfulness activities can involve almost anything you do in your day-to-day life. It's not meant to be separate from reality, but to be an integral and enriching part of it.

Give these mindfulness activities a try to invite presence, calm, and connection into your every day.
Crystal Hoshaw is a mother, writer, and longtime yoga practitioner. She has taught in private studios, gyms, and in one-on-one settings in Los Angeles, Thailand, and the San Francisco Bay Area. She shares mindful strategies for self-care through online courses. You can find her on Instagram.

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32 Mindfulness Activities to Help You Find Calm at Any Age

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Only have 5 minutes? Try these mindfulness activities when you're cooking, walking, hanging with the kids, and more.

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Breaks 11 mindfulness activities for teens into easily digestible steps (SWK 505)

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Teens tend to be impulsive. After all, it's hard not to be when they are young and have not had to deal with the consequences of bad decisions yet.

But one strategy that can help is to practice simple mindfulness exercises that are designed for teenagers.

In this article, we will provide a quick definition of mindfulness and then provide 11 mindfulness activities for teens.

So let's start with a simple

What are Mindfulness Activities?

Mindfulness activities, put simply, are activities that help a person to be more aware of their thoughts and feelings.

The right activities can help to push a teen past their boundaries. They'll know who they are and how they feel so that they can start seeking more joy out of life. It's one of the best ways to obtain inner peace and avoid the traditional hormonal turmoil that plagues teens every day.

Mindfulness activities for teens can be done alone or with friends. When you have teens, you can recommend activities and exercises from this list that will help them become more aware of who they are, what they do, and the decisions they make.

Now, let's dive into the specific mindfulness strategies that we recommend.

11 Mindfulness Activities and Exercises for Teens in 2021

Teens don't want to be told what they have to do but they also need some help in becoming mindful. So, if you're not a teen looking for activities, just print out the list below - or leave this webpage open so that they can see the list for themselves. If you really insist on being a part of the process, read through some of the activities and exercises so that you can hand over the supplies or provide the opportunities.
Activities and Exercises, Individually
The only one who can really answer what is in a teen's heart and mind is them - and so, naturally, there are going to be quite a few activities and exercises that should be done by themselves.

Everyone's written in a journal at some point in their lives, whether it was for school or to talk about all of the hopes and fears about growing up. Now, you can write in a journal easily enough - and the benefits have been scientifically proven.

Some of the benefits that you can expect include:

Getting started is a matter of grabbing a journal. It can be something fancy that you buy at the local bookstore or it can be a blank document on your computer. Allow yourself to just write about what's going on in your life.

Don't worry about filtering yourself or editing. Just write. Then, go back at the end of the day or the week to read it. You may find that you're able to gain some insight into your innermost thoughts as a way to help you process what's happening around you.

There's a lot to be said about willing positive things into your life. Understanding how mantras work can help to bring confidence and joy into your life. It's done by constantly reminding yourself that you can achieve anything that you put your mind to.

Mantras can be read, chanted, or even sung. The important thing is that they are said out loud so that you get the benefit of the sound vibrations. Uttering the syllables can unlock something in you so that you can become more self-aware.

Repeating the mantras is particularly important as it holds a certain power. Don't simply read without being aware. You have to open your mind up. Understand the power of every syllable that comes out as it can open up your stream of consciousness.

There are a few steps to follow when meditating with mantras:

Step 1: Find a mantra that you like.

Step 2: Set your intentions as to why the words are important to you.

Step 3: Get comfortable. Choose a place to sit down. Cross your legs and close your eyes.

Step 4: Focus on your breathing so that you can be aware of when you inhale and exhale.

Step 5: Speak your mantra out loud several times. Feel how the words vibrate on your lips. Feel how the words can resonate through your entire body.

Mantras can be a great way to center yourself. Find new phrases that appeal to you as you go through different internal and external struggles, too.

Coloring is one of the easiest ways to become more mindful - and it's simple, too. You will be able to find plenty of "adult coloring books" on the market. Find ones with mandalas and swirls. There's plenty of different themes, so there's sure to be one that fits your personality.

The process is simple:

Coloring is simple and one of the easiest ways to become more mindful.

As you color more often, you'll find that it allows you to stay in the present and become more focused. Don't allow yourself to relive various aspects of your day - it's in the past and you cannot control it anymore.

Try to set aside an hour every few days for coloring so that you can find some peace within your busy life.

Have you really thought about how amazing your body is? It makes sounds and movements without you ever being aware of it. A body scan is a chance to slow everything down around you in order to be acutely aware of everything.

Choose a place that is quiet and where you won't be interrupted. Lay down in the backyard and close your eyes under the sun or curl up in a chair in your bedroom. Wherever you decide, be sure that you can be there comfortably for 15 to 20 minutes.

Whenever you feel as though the whole world is moving too quickly around you, find a quiet spot to do a body scan. It can be just what it takes to make everything slow down.

Tea can be one of the most soothing beverages. Whether you use a tea bag or you press your own, be sure to get it hot - and start your observations the moment that you pour it into a mug.

Be sure to collect all of your observations from all of the senses - smell, touch, sound, taste, and so on.

Allow the warmth of the mug to warm your soul. Be focused on the entire act of sipping out of the mug and how it feels. With each sip, allow worries of the day to melt away.

You may also want to have some fun with this by choosing some new teas to try. Many are capable of helping you to relax or feel energized.

#6: Write a List of Gratitude

In the evening, sit down with a piece of paper or even your phone to make a list of what you're grateful for. This can be an effective way to ground yourself. It's easy to forget that there are good things happening when you're struggling with stress and anxiety.

Be as specific as you can, too. Once you get at least five things on the list, you can put it away for the day.

If you can't find enough to be thankful for, this may be a lesson in and of itself. Perhaps you're guilty of a lot of self-sabotaging behavior. If you find that it's hard for you to be happy and you blame others for not being able to be happy, you've already become more mindful - your happiness is in your control.

Lighting a candle is one of the ways to meditate and free the mind. While teens may benefit from a guide to meditation, it can be as simple as offering them a candle for their room. The steps to follow are simple.

Step 1: Light a candle. It doesn't have to be anything fancy. It can be any color and any scent. Just make sure that it's capable of burning for quite a few minutes. As time goes on, you may find that there's a preferred scent, such as lavender or eucalyptus to calm the mind.

Step 2: Watch the candle burn and flicker for five to 10 minutes. There's no need to set a timer. Simply watch and let the mind wander.

Step 3: Let your thoughts go to whatever is on your mind. Think about where they're heading and dismiss each one of them without passing judgement on yourself.

The candle study has become a popular way to introduce people to meditation. If you find that your teen continuously asks for candles for their room, it may be that this exercise is helping them. It can be a great way to think about the day and clear the mind in order to reduce stress.
Activities and Exercises, as a Group
Let's continue this list of mindfulness activities for teens, but this time, the recommendations are for a group setting. This means that your teen can round up their closest friends in order to give them a good dose of mindfulness, too.

Turn up the music, invite all of your friends over, and dance it out. The louder the music, the easier it is to feel the rhythm thump through your body. Allow yourself to, quite literally, feel the music.

Turn up the music, invite all of your friends over, and dance it out.

When you dance with your friends, it's a way to bond and have some fun. Don't worry about who has the best dance moves.

Step 1: Find some music that you love, but that you don't necessarily know the words to. This will prevent you from singing along. Move to instrumental music if you find yourself wanting to sing along.

Step 2: Focus on what you're doing, not what your friends are doing. Be mindful of how your body reacts to the different beats in the music. What emotions are you feeling?

Step 3: When the music is over, chat about what you each felt about the music. How do your feelings differ from the ones your friends are feeling?

Yoga can be a fun way to bond with your friends while also helping you to become more aware of who you are and what's going on inside of your body. Yoga focuses on stretching the body while also breathing more deeply.

Find a class that you like - a local studio or something online. Roll out a yoga mat and follow along. Be sure that you pay close attention to your breathing within each pose. As you do this more and more, you'll find that you can push your body more each time.

There are many benefits of yoga, and it's not all about mindfulness. It can:

You don't even have to attend a professional yoga class. Start one on your own - either in the park or even your backyard. Share some optimism quotes to get everyone in the mood. Then, work on your breathing and the various poses. There are plenty of books to provide inspiration. You can always stream a yoga class from an iPad or tablet, too.

Cooking can be very therapeutic, and it's more entertaining in a group setting. You can decide to bake cookies or whip up a four-course meal. A lot of it will depend on what you and your friends are capable of. Do a skills assessment and head into the kitchen.

Cooking can help you to appreciate the hard work that goes into the foods you eat. Plus, it gives you a chance to slow down and stay in the moment. As you and your friends start to make cooking a more regular activity, you may decide to explore new recipes and cookbooks, too.

Puzzles can be fun for all ages. Find a puzzle that appeals to everyone in the group. Whether it's a 2D puzzle with 500 pieces or it's a 3D puzzle with ten times more the pieces, it can be a great tool to teach mindfulness.

Once the puzzle is finished, it can provide a sense of accomplishment. Think about how long it took and how long it would have taken if there were no frustrations in place.

Final thoughts on Mindfulness Activities for Teenagers

It's better to start introducing your teen to being more mindful now so that they can learn how to develop inner peace.

The next few years of their lives are only going to get more stressful, so they need to be in tune with their emotions, their behaviors, and their actions. Individually or as a group, teens need all the help they can get.

And if you want to get more information on this topic, then we also suggest checking out these 9 mindfulness activities for adults.

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11 Mindfulness Activities and Exercises for Teens in 2021

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Teens tend to be impulsive. After all, it's hard not to be when they are young and have not had to deal with the consequences of bad decisions yet. But one strategy that can help is to practice simple mindfulness exercises that are designed for teenagers.

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Self-care app with a pet who goes on adventures as the user practices self-care. Also available on Google Play and other app stores. (SWK 505)

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‎Meet your new self care best friend! Finch is a self care pet app that helps you feel prepared and positive, one day at a time. Take care of your pet by taking care of yourself! Choose from a wide variety of self care exercises personalized for you. THE BEST DAILY SELF CARE APP Struggling with st…

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Grounding (Somatic Practice for Stress Relief)  

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Grounding (Somatic Practice for Stress Relief)  

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How to ground yourself (SWK 502)

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Somatic Practice for Trauma and Stress Release

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EFT Acupressure treatment (SWK 502)

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Need-based low-cost therapy (SWK 505)

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Affordable Counseling | Affordable Therapy | Open Path Collective

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Open Path connects clients in need with mental health professionals who offer affordable therapy for $30-50 per session. If you're seeking affordable counseling, Open Path can help.

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Discount prescriptions, telehealth, links to low-cost therapy (SWK 505)

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Free or low-cost support for mental illness or substance abuse (SWK 505)

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If you don't have insurance, or treatment is still too expensive with your insurance, there are ways to get help.

Pay based on what you make

Many health care professionals that treat mental health and drug or alcohol use will offer a "sliding-fee scale" payment option. This means the price you pay depends on how much money you make. When you call to set up an appointment, ask if they have a sliding-fee scale or other options for a lower cost.

Ask about grants and scholarships

Some health care professionals and programs in larger centers or hospitals have grants, scholarships, or "charity care" programs. Ask if any of these are available to help pay for your treatment. If one is, make sure to ask if it will cover the entire time of your treatment and if you have to pay back the money if you don't finish treatment.

Find out about payment plans

Some health care professionals and programs in larger centers or hospitals have payment plans. Ask if any of these are available to help pay for your treatment. Make sure you know the terms of when and how much you have to pay back.

Find free or low-cost services

Look into insurance options

Learn more about Medicaid or buying health insurance.

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If you don't have insurance, or treatment is still too expensive with your insurance, there are ways to get help. Pay based on what you make Many health care professionals that treat mental health and drug or alcohol use will offer a "sliding-fee scale" payment option.

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Free or Low Cost Mental Health Care in Michigan (SWK 505)

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This section can help you contact your local Community Mental Health Agency and other places offering mental health care.

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Psychological assessments, therapy, family supports (SWK 505)

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Jessica McCabe, host of How to ADHD on TEDx (SWK 505)

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Failing at Normal: An ADHD Success Story | Jessica McCabe | TEDxBratislava

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Amethyst Schaber vlogs about being autistic (SWK 505)

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autism autistic "autism spectrum disorder" aspergers neurodiversity asd "ask an autistic" neurowonderful

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Share your videos with friends, family, and the world

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Mental Health information geared specifically toward young people. (SWK 505)

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One of NAMI's main goals is to ensure that people get help early. Since mental health conditions typically begin during childhood, adolescence or young adulthood, we have compiled essential information and resources intended to help young people get the mental health support they need.

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Posters for classroom showing different brain states (SWK 502)

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Focusing on the behavior instead of the brain state behind it cannot solve the problem; it only amplifies it. Identify the brain-body state the child is experiencing and pinpoint skills that will help him upshift to an optimal learning state by using the Brain State Poster Set.

Description

The Conscious Discipline Brain State Model helps adults assess the internal state that dictates the child's external actions so we can choose a response that will be truly helpful to the child. Each 18" x 24" poster depicts the Conscious Discipline Brain State Model and a summary of common behaviors and helpful solutions to use when each state is activated. Includes three posters, 18″ x 24″ each.

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Focusing on the behavior instead of the brain state behind it cannot solve the problem; it only amplifies it. Identify the brain-body state the child is experiencing and pinpoint skills that will help him upshift to an optimal learning state by using the Brain State Poster Set.

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Are you giving a student a consequence or punishing them? The difference matters. (SWK 502)

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I enjoyed Breaking this one down because it involved a Parent AND Teacher. With a Parent/Teacher dynamic. If parents and teachers can stay in the executive state when working together, we can create solutions that will help the kids, teachers, and parents. Non of the states are bad, but if we want children to practice problem solving skills they need to be in an executive state. The framework I used in this video is @consciousdiscipline . This framework is extremely helpful for teacher AND parents. Reach out if you want to learn more. #consciousdiscipline #consciouparenting #elementaryschool #parentingtips 

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@mrchazzmrchazz
I enjoyed Breaking this one down because it involved a Parent AND Teacher. With a Parent/Teacher dynamic. If parents and teachers can stay in the executive state when working together, we can create solutions that will help the kids, teachers, and parents. Non of the states are bad, but if we want children to practice problem solving skills they need to be in an executive state. The framework I used in this video is @consciousdiscipline . This framework is extremely helpful for teacher AND parents. Reach out if you want to learn more. #consciousdiscipline #consciouparenting #elementaryschool #parentingtips
♬ original sound - Chazz Lewis

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The basics of neuroplasticity (SWK 502)

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Understanding how brain plasticity works can help us attain our own cognitive goals as well as improve the ways experts treat and support people with neurological and behavioral health problems.

How Do Our Brains Change?

Neuroplasticity would not be possible without the malleable traits of neurons. Neurons Neurons are the longest-living cells in our bodies and are responsible for carrying Our brains have the extraordinary capacity to change both structurally and functionally. Structural plasticity involves our brains changing its physical structure as we learn new things or form new memories. Functional plasticity

How Do Neurons Communicate?

A neuron generates electrical charges as it signals from other neurons.8 Synapses, the tiny gaps where chemicals called neurotransmitters are released to transfer information from one cell to another, must be reinforced to remain active.9 The more synaptic pathways are used, the stronger the communication between neurons.10

As we adapt to new environments, our brains dispose of unused or unnecessary neural connections while strengthening and preserving those that are used frequently.11 This activity is called synaptic pruning. For the brain to operate efficiently, synaptic pruning must maintain a proper balance. 12 Researchers suggest that imbalanced brain pruning could be linked to some psychiatric and neurodegenerative issues. If not enough pruning occurs, the brain remains hyperconnected, which studies observe occurs in many cases of autism.13 Conversely, too much pruning disrupts communication between neurons, an abnormality found in Alzheimer's disease and schizophrenia.14 15

How Do Neurons Grow and Repair Themselves?

Unused neurons grow weak and die through a process called apoptosis, but can be regenerated by neurogenesisWith the support of other types of brain cells called glial

How Can You Rewire Your Brain?

This experience-dependent plasticity Whether you are a child, adolescent or older adult, actions and thoughts (both positive and negative) that you repeat can form new neural pathways.

At the BrainFutures conference, Dr. Bruce Wexler, Professor Emeritus of Psychiatry and Senior Research Scientist at Yale School of Medicine, discussed the principles of neuroplasticity. Watch video below.

[1] Demarin, V., Morovic, S. & Béné, R. (2014). Neuroplasticity. [5] National Institute of Neurological Disorders and Stroke (n.d.) Brain Basics: The Life and Death of a Neuron. Retrieved from https://www.ninds.nih.gov/Disorders/Patient-Caregiver-Education/Life-and-Death-Neuron[7] Oberman, L., & Pascual-Leone, A. (2013). Changes in plasticity across the lifespan: Cause of disease and target for intervention. [8] Pereda, A. (2014). Electrical synapses and their functional interactions with chemical synapses. [9] Sukel, K. (2011, March 15). The Synapse-A Primer. Retrieved from http://www.dana.org/News/Details.aspx?id=43512[12] Afroz, S., Parato, J., Shen, H., & Smith, S. (2016, May 02). Synaptic pruning in the female hippocampus is triggered at puberty by extrasynaptic GABAA receptors on dendritic spines. [14] Hong, S., Beja-Glasser, V. F., Nfonoyim, B. M., Frouin, A., Li, S., Ramakrishnan, S., . . . Stevens, B. (2016, May 06). Complement and microglia mediate early synapse loss in Alzheimer mouse models. Science, 352(6286), 712-716. doi:10.1126/science.aad8373[15] Sellgren, C. M., Gracias, J., Watmuff, B., Biag, J. D., Thanos, J. M., Whittredge, P. B., . . . Perlis, R. H. (2019, February 04). Increased synapse elimination by microglia in schizophrenia patient-derived models of synaptic pruning. Nature Neuroscience, 22, 374-385. Retrieved from https://www.nature.com/articles/s41593-018-0334-7[16] Sukel, K. (2011, March 15). The Synapse-A Primer.[17] Moskowitz, M. A., & Lo, E. H. (2003, February 01). Neurogenesis and Apoptotic Cell Death. [18] National Institute on Aging (n.d.) What Happens to the Brain in Alzheimer's Disease? Retrieved from https://www.nia.nih.gov/health/what-happens-brain-alzheimers-disease[19] Wilson, D. & Conyers, M. (2013). Five Big Ideas for Effective Teaching: Connecting Mind, Brain, and Education Research to Classroom Practice. New York: Teachers College Press.. Los Angeles: SAGE.[21] Noggle, C. & Santos, E. (2011).15331-15336. doi: 10.1073/pnas.1509262112 Periodicum Biologorum,
[3] Liou, S. (2010, June 26).
Progress in Brain Research, 207, 91-120. http://doi.org/10.1016/B978-0-444-63327-9.00016-3 Nature Reviews Neuroscience, 15, 250-263.
https://www.nature.com/articles/nrn3708 eLife, 5:e15106 doi: 10.7554/eLife.15106

Stroke, 34(2), 324-326. doi:10.1161/01.str.0000054047.14853.ad

[13] Ibid.

Neuroplasticity. Huntington's Disease Outreach Project for Education, at Stanford University. Retrieved from https://hopes.stanford.edu/neuroplasticity/
116, 209-211.
[2] Ibid. [11] Noggle, C. A., & Santos, E. (2011). Synaptic Pruning. Retrieved from https://link.springer.com/referenceworkentry/10.1007/978-0-387-79061-9_2856 [20] Kuther, T. (2017). Lifespan Development: Lives in Context[22] Forsyth, J., Bachman, P., Mathalon, D., Roach, B., & Asarnow, R. (2015). Augmenting NMDA receptor signaling boosts experience-dependent neuroplasticity in the adult human brain. Proceedings of the National Academy of Sciences of the United States of America, 112(50), [23] Ibid.

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The ways trauma and PTSD can change the brain (SWK 502)

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Trauma resources from Child Mind Institute available in 16 languages (SWK 502)

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Multilingual Trauma Resources - Child Mind Institute

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Free trauma resources to aid parents, educators, and other adults in talking to children and adolescents about potentially traumatic events.

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Trauma informed resources specifically for schools (SWK 502)

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Michigan specific trauma resources (SWK 502)

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The Michigan Great Start Trauma Informed System Website

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Trauma information for educators with specific sections for different grade levels (SWK 502)

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How trauma affects the brain and how to heal it (SWK 502)

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Key points

Trauma can affect your brain's emotion networks to make you overreact or under-react to stressful situations.

Trauma creates fixed neural networks that are isolated from other parts of your brain and resistant to change.

Avoidance behaviors and trying to suppress your trauma don't work and can create more damage.

Seeking psychotherapy, meditating, doing yoga, and taking medication can all help make your brain more flexible.

If you suffer from post- traumatic stress, you will likely overuse some parts of your brain and underuse others. The parts of your brain involved in monitoring for signs of danger and anticipating what could go wrong are overused. Because experiencing severe trauma can shut down other systems not involved in emergency responding, it is also likely that parts of your brain that are involved in enjoying the moment, celebrating your own successes, pursuing positive goals, relaxing, feeling gratitude or awe, or bonding securely with other people are underutilized.

Traumas Keep Your Brain Stuck in the Past

If you have PTSD, when you feel "triggered by an emotionally upsetting or physically taxing situation, you rapidly enter a state of "fight, flight, freeze" and may react with rage, run away or shut down. This is the result of ancient brain and nervous system wiring related to survival.

As a result of trauma, certain groups of neurons (those related to survival functions) may, over time, connect more strongly with each other while becoming more isolated from the rest of the brain. This can lead to a kind of rigidity in which the triggering of one part of a neural network makes it more likely that the whole set of neurons will be activated. These networks can become stuck in a pattern and resist taking in new information.

In the case of trauma, for example, your sense of a lack of safety or lack of self-worth may continue even when your current environment is not dangerous, and you are valued at your job or by your family and friends. It's as if the new information is not getting to the parts of your brain that store your trauma memory. When you suffer from post-traumatic stress, you are more likely to view current events through the lens of trauma, leading you to perceive things inaccurately and overreact or under-react. You can get stuck in fixed ways of thinking and feeling that are more reflective of the past than your present.

Traumas Make Your Strengths and Coping Tools Harder to Access

Weaker connections between neurons in a brain network may make it harder for your brain to perform certain functions, such as concentrating on a task without interruption or inhibiting unhelpful thought patterns or destructive impulses. Unprocessed trauma memories are thought to be stored in your brain in a way that is disconnected from the overall context. When triggered, they don't connect fully to the fact that your present is different from your past and that you have different abilities and choices now than you did then.

When you are triggered into a trauma state, you may not be able to connect with or utilize the strengths and resiliencies you can exercise in other contexts. The parts of your brain that help you assert yourself, calm down negative thinking, regulate emotions, make mindful choices, or realistically evaluate risk and reward may not have a strong enough connection to the "raw" trauma memory to be able to calm things down and redirect.

Neuroplasticity Means Your Brain Can Learn New, More Helpful Patterns

Traumas in childhood can affect the brain into adulthood. Yet your brain neurons have plasticity, which means they can continue to be changed by new experiences, even into adulthood and old age. You can learn to rewire your brain by making small changes repeated over and over again. You can practice new ways of thinking, new ways of making room for your feelings, and new ways of behaving that are more proactive and less avoidant.

At first, the new habits seem weak in comparison to your wired-in responses. You may be tempted to think they don't work and stop using them. But if you persevere, the neurons underlying these new habits will begin to get stronger. Perhaps you will be able to cope better with mild and moderate stress without being triggered. If you keep going for many months or years, even the severe triggering will begin to calm down as new network connections are built and strengthened.

Avoidance Perpetuates Trauma-Based Patterns; Facing Fears Helps You Unlearn Them

You may try to put your trauma memories and feelings into a mental box so you can avoid looking at them. You try to get on with everyday life as if the trauma never happened and don't deal with it. You may drink alcohol or abuse other substances to suppress anxiety or escape difficult feelings. You may become sexually compulsive or sexually avoidant. You may overwork, overeat for emotional reasons. become obsessed with thinness or exercise compulsively.

Although these strategies can work to suppress feelings for a while, they create new problems and can damage your health and self-esteem. They also don't work to suppress trauma permanently. Eventually, the trauma feelings break through. Sometimes a new stressor like being rejected in a relationship or being laid off from work can trigger them. A physical illness can make you feel weaker and more vulnerable like you did at the time of the trauma. You may overwork so as not to deal with the trauma but eventually face burnout. Life changes like having a child, a relationship breakup, being laid off from a job, or the death of a parent may trigger old trauma-related feelings. Loneliness may bring out the old feelings of being unworthy and unwanted.

If avoidance doesn't work, what is the alternative? Seeking therapy for your trauma is the best option. A trained professional can help you face your traumas in a controlled way and with support. Some therapies that are recommended for trauma include somatic therapy, EMDR (Eye Movement Desensitization and Reprocessing), cognitive-behavioral therapy, or internal family systems therapy. Doing regular yoga, meditating, having a healthy exercise practice, or taking medication like antidepressants can enhance the effects of therapy.

The most important goal is to develop a mindset of approach, rather than avoidance. You need to learn to approach difficult feelings and situations like conflict or intimacy in a mindful way and at your own pace. Trauma gives you an "all or nothing" mindset. A gradual, strategic approach is the antidote.

As you learn the habits of approach rather than avoidance, you will learn that you can function in the face of anxiety. You will learn that the trauma memory and related sensations are not the same as the actual event and can be tolerated. Eventually, you will begin to see yourself as a stronger and more capable person. Although you can't completely eliminate the trauma memory from your brain, you can connect it more strongly to your networks of resilience so that you, and not your trauma, are in charge of your life.

New knowledge about trauma and the brain is emerging and will continue to lead to new treatments. Psychotherapy assisted by psychedelics like MDMA is one such approach that shows initial promise. Understanding how trauma works in the brain and body is the first step to beginning a process of healing that can lead to lasting change. But don't try to do it all on your own. Seek the help of a caring and knowledgeable mental health professional who is trauma-informed.
To find a professional near you, visit the Psychology Today Therapy Directory.

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Neuroplasticity provides hope if you suffer from trauma or PTSD.

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Trauma & the Brain: Understanding the Effects

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Trauma & the Brain: Understanding the Effects

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How trauma affects different regions of the brain (SWK 502)

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Addressing Race and Trauma in the Classroom 

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Addressing Race and Trauma in the Classroom 

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Information specific to historical and racial trauma (SWK 502)

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Trauma Informed Practice: Working with Indigenous Individuals

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Trauma Informed Practice: Working with Indigenous Individuals

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Working with indigenous populations with regard to trauma (SWK 502)

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Trauma specific to migrating youth (SWK 502)

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What educators should know about the often-painful experiences of newly arriving children - and how to help

Stories of family separations at the U.S. border have unsettled and angered the nation over the past month, and childhood development experts have raised alarms that the trauma of these separations can have lasting consequences.

But well beyond the spotlight of the current crisis, the experiences of immigrant and refugee children are often fraught with trauma, even if that suffering is hidden or unacknowledged. While some children arrive in the United States through a safe and swift process, many arrive after harrowing journeys involving weeks - if not months or years - of violence, upheaval, and marginalization. And that's on top of the difficult circumstances that often prompt decisions to migrate in the first place.

When these children finally enroll in school in the United States, their traumatic pasts may still be affecting them. Educators and caregivers need to understand the collective weight of these journeys in order to help children recover, stabilize, and thrive. Here's what to know and how to help.

Mobility and Trauma

Xenophobic political language and fear of the unknown have made some Americans suspicious of or apathetic toward newcomers, thinking that they are taking advantage of the border system, or - in the case of the current crisis - blaming parents for the separations that are occurring. But the paths immigrants and refugees take to arrive in America are usually the result of honest attempts to find safety for themselves and their families.

The experiences of immigrant and refugee children are often fraught with trauma. Many arrive after harrowing journeys involving weeks - if not months or years - of violence, upheaval, and marginalization.

At the country's southern border, " most of the current wave of children and their families are not making unauthorized crossings," notes Roberto Gonzales, an expert on immigrant and undocumented youth in America. "Rather, they're turning themselves in at the border seeking asylum" - fleeing long-term poverty, deprivation, and gang violence in Guatemala, El Salvador, and Honduras.

In essence, asylum seekers are people who meet the criteria for refugee status but are already in the United States or seeking admission at a port of entry, Gonzales explains. They are people who are coming to the U.S. because they've faced severe danger and volatility at home.

That instability is compounded by threats that minors face on their journey to the border, Gonzales says: "separation from their parents and other family members, exposure to violence, housing and food insecurity, uprooting from familiar environments, interrupted schooling, prejudice and discrimination, and anxiety about the future."

Refugees arriving in the U. S. from Africa or the Middle East may have fled one country only to spend years in an intermediary country in exile or in limbo, and their experiences often amount to a series of traumas. "Violation of the sanctuary of home, which many of us take so for granted, is an initial dislocation," says Sarah Dryden-Peterson, an international education expert who has worked extensively with refugees. " Once uprooted from home, refugees and immigrants often settle in places where they are dislocated by exclusion and lack of opportunities, whether through laws that limit their ability to access services such as schools, or through experiences in which they are made to feel that they do not belong."

Refugee children, especially, face a number of educational challenges prior to arriving in the United States, which can continue to affect them academically even after they've resettled.

Many have only had limited schooling. In 2015, only 50 percent of refugees had access to primary school (compared to 93 percent globally), and only 25 percent had access to secondary school (compared to 62 percent globally).

Many have faced language barriers for years while trying to learn. By the time these students arrive in America, they may have been exposed to multiple languages but mastered none.

The schooling in refugee settings is often of a very poor quality, with few resources and untrained teachers. It's not uncommon for students to have no opportunities to ask questions or collaborate.

The curriculum refugee children are exposed to can be highly politicized, and at times openly discriminatory. Teachers may hold prejudicial views against them, and non-refugee peers may bully them.

These factors - uneven and unpredictable learning or language gaps in a widely diverse immigrant community - create a challenge for American educators, especially those in once-homogenous communities. Teachers have to find ways to provide the language and other supports these students need - and the rigorous education they're entitled to.

The traumas of forced migration add up. By the time they arrive in the United States, children may be fearful of interacting with fellow students and teachers, have less academic knowledge than U.S. peers, and struggle to learn English.

The Lasting Impact of Trauma

For children, the traumas of forced migration add up. By the time they arrive in the United States, they may be fearful of interacting with fellow students and teachers, have less academic knowledge than U.S. peers, and struggle to learn English.

Compounding that, of course, is the ultimate trauma of a forcible or sudden separation from parents or caregivers - either at the border or much earlier in their journey. These kinds of separations can put children at risk of "toxic stress": adversity coupled with a lack of adequate adult support and home stability.

In a recent statement, Jack Shonkoff, director of the Center on the Developing Child at Harvard University, outlined two critical concepts that form the foundations of almost everything we know about early childhood development: "First, healthy brain development in babies and young children requires the consistent availability of a stable, responsive, and supportive relationship with at least one parent or primary caregiver. Second, high and persistent levels of stress can disrupt the architecture of the developing brain and other biological systems, with serious negative impacts on learning, behavior, and lifelong physical and mental health."

For migrant children who may have experienced trauma without a stable caregiver, the consequences are not temporary. These children are at risk for cognitive delays and impairments in executive function and self-regulation skills, for chronic health issues such as anxiety, depression, and cardiovascular problems, and for learning difficulties, poorer reading skills, and lower rates of high school graduation.

How Schools and Communities Can Help

Move beyond politics. Immigrant and refugee children deserve a quality education, and they'll be more likely to get it if educators create spaces of belonging to welcome and support these students. "Be champions for migrant children," says Gonzales. "Schools can provide a much-needed source of stability and routine" for these young people - or they can be sites of challenge, continued discrimination, and additional stress.

Make family support a priority. Dryden-Peterson has found that refugee children's success partially depends on their families being connected to basic necessities such as clothing and food. Streamlining social services can also reduce parents' stress, helping them become more responsive caregivers.

Develop awareness and sensitivity training for staff and community members. Principals should make sure every adult in the building understands where these children are from and the difficulties they are facing in their new environment. They should also review curriculum materials to ensure that they are culturally sensitive and appropriate for migrant students.

Educate for diversity. School leaders and counselors can address discrimination in school and dispel myths about different cultures head on. Teachers can use history and civics classes to explore systemic inequality in America and abroad.

Listen to immigrant children. Make a conscious effort to build empathy and bridge divides. Many migrant children live in communities surrounded by other newcomers, and have few opportunities to interact with white, native-born, or wealthier peers. These connections can help newcomer children build vital social capital and help native-born children grow comfortable with people from different cultures.

At the same time, pair students with mentors who are of the same racial and ethnic background. These adults may be able to connect with students in a different way than white and/or native-born teachers. If they have overcome similar circumstances, they can provide much-needed perspective and inspiration.

Provide college and career planning that fits with the realities migrant families face. Most will need significant financial aid in order to attend college. Undocumented students will need special assistance navigating the application process. Many immigrants and refugees will need to work to support their families after high school. So explore pathways that are both aspirational and viable - four-year colleges, community colleges, and career preparation, depending on individual needs.

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What educators should know about the often-painful experiences of newly arriving children - and how to help Stories of family separations at the U.S. border have unsettled and angered the nation over the past month, and childhood development experts have raised alarms that the trauma of these separations can have lasting consequences.

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Mitigating Trauma in Culturally & Linguistically Diverse Settings

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Mitigating Trauma in Culturally & Linguistically Diverse Settings

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How to be trauma informed across diverse settings (SWK 502)

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Mitigating Trauma in Culturally and Linguistically Diverse Settings

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Service Animals and Emotional Support Animals (SWK 502)

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( Printer-friendly PDF version | 555 KB)
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Where are they allowed and under what conditions?

Jacquie Brennan
Vinh Nguyen (Ed.)
Southwest ADA Center
A program of ILRU at TIRR Memorial Hermann

This manual is dedicated to the memory of Pax, a devoted guide dog, and to all the handler and dog teams working together across the nation. Guide dogs make it possible for their handlers to travel safely with independence, freedom and dignity.

Pax guided his handler faithfully for over ten years. Together they negotiated countless busy intersections and safely traveled the streets of many cities, large and small. His skillful guiding kept his handler from injury on more than one occasion. He accompanied his handler to business meetings, restaurants, theaters, and social functions where he conducted himself as would any highly-trained guide dog. Pax was a seasoned traveler and was the first dog to fly in the cabin of a domestic aircraft to Great Britain, a country that had previously barred service animals without extended quarantine.

Pax was born in the kennels of The Seeing Eye in the beautiful Washington Valley of New Jersey in March 2000. He lived with a puppy-raiser family for almost a year where he learned basic obedience and was exposed to the sights and sounds of community life-the same experiences he would soon face as a guide dog. He then went through four months of intensive training where he learned how to guide and ensure the safety of the person with whom he would be matched. In November 2001 he was matched with his handler and they worked as a team until Pax's retirement in January 2012, after a long and successful career. Pax retired with his handler's family, where he lived with two other dogs. His life was full of play, long naps, and recreational walks until his death in January 2014.

It is the sincere hope of Pax's handler that this guide will be useful in improving the understanding about service animals, their purpose and role, their extensive training, and the rights of their handlers to travel freely and to experience the same access to employment, public accommodations, transportation, and services that others take for granted.

Individuals with disabilities may use service animals and emotional support animals for a variety of reasons. This guide provides an overview of how major Federal civil rights laws govern the rights of a person requiring a service animal. These laws, as well as instructions on how to file a complaint, are listed in the last section of this publication. Many states also have laws that provide a different definition of service animal. You should check your state's law and follow the law that offers the most protection for service animals. The document discusses service animals in a number of different settings as the rules and allowances related to access with service animals will vary according to the law applied and the setting.

A service animal means any dog that is individually trained to do work or perform tasks for the benefit of an individual with a disability, including a physical, sensory, psychiatric, intellectual, or other mental disability. Tasks performed can include, among other things, pulling a wheelchair, retrieving dropped items, alerting a person to a sound, reminding a person to take medication, or pressing an elevator button.

Emotional support animals, comfort animals, and therapy dogs are not service animals under Title II and Title III of the ADA. Other species of animals, whether wild or domestic, trained or untrained, are not considered service animals either. The work or tasks performed by a service animal must be directly related to the individual's disability. It does not matter if a person has a note from a doctor that states that the person has a disability and needs to have the animal for emotional support. A doctor's letter does not turn an animal into a service animal.

Examples of animals that fit the ADA's definition of "service animal" because they have been specifically trained to perform a task for the person with a disability:

· Guide Dog or Seeing Eye® Dog ¹ is a carefully trained dog that serves as a travel tool for persons who have severe visual impairments or are blind.

· Hearing or Signal Dog is a dog that has been trained to alert a person who has a significant hearing loss or is deaf when a sound occurs, such as a knock on the door.

· Psychiatric Service Dog is a dog that has been trained to perform tasks that assist individuals with disabilities to detect the onset of psychiatric episodes and lessen their effects. Tasks performed by psychiatric service animals may include reminding the handler to take medicine, providing safety checks or room searches, or turning on lights for persons with Post Traumatic Stress Disorder, interrupting self-mutilation by persons with dissociative identity disorders, and keeping disoriented individuals from danger.

· SSigDOG (sensory signal dogs or social signal dog) is a dog trained to assist a person with autism. The dog alerts the handler to distracting repetitive movements common among those with autism, allowing the person to stop the movement (e.g., hand flapping).

· Seizure Response Dog is a dog trained to assist a person with a seizure disorder. How the dog serves the person depends on the person's needs. The dog may stand guard over the person during a seizure or the dog may go for help. A few dogs have learned to predict a seizure and warn the person in advance to sit down or move to a safe place.

Under Title II and III of the ADA, service animals are limited to dogs. However, entities must make reasonable modifications in policies to allow individuals with disabilities to use miniature horses if they have been individually trained to do work or perform tasks for individuals with disabilities.

While Emotional Support Animals or Comfort Animals are often used as part of a medical treatment plan as therapy animals, they are not considered service animals under the ADA. These support animals provide companionship, relieve loneliness, and sometimes help with depression, anxiety, and certain phobias, but do not have special training to perform tasks that assist people with disabilities. Even though some states have laws defining therapy animals, these animals are not limited to working with people with disabilities and therefore are not covered by federal laws protecting the use of service animals. Therapy animals provide people with therapeutic contact, usually in a clinical setting, to improve their physical, social, emotional, and/or cognitive functioning.

The handler is responsible for the care and supervision of his or her service animal. If a service animal behaves in an unacceptable way and the person with a disability does not control the animal, a business or other entity does not have to allow the animal onto its premises. Uncontrolled barking, jumping on other people, or running away from the handler are examples of unacceptable behavior for a service animal. A business has the right to deny access to a dog that disrupts their business. For example, a service dog that barks repeatedly and disrupts another patron's enjoyment of a movie could be asked to leave the theater. Businesses, public programs, and transportation providers may exclude a service animal when the animal's behavior poses a direct threat to the health or safety of others. If a service animal is growling at other shoppers at a grocery store, the handler may be asked to remove the animal.

· The ADA requires the animal to be under the control of the handler. This can occur using a harness, leash, or other tether. However, in cases where either the handler is unable to hold a tether because of a disability or its use would interfere with the service animal's safe, effective performance of work or tasks, the service animal must be under the handler's control by some other means, such as voice control. ²

· The animal must be housebroken. ³

· The ADA does not require covered entities to provide for the care or supervision of a service animal, including cleaning up after the animal.

· The animal should be vaccinated in accordance with state and local laws.

· An entity may also assess the type, size, and weight of a miniature horse in determining whether or not the horse will be allowed access to the facility.

a) Public Facilities and Accommodations

Titles II and III of the ADA makes it clear that service animals are allowed in public facilities and accommodations. A service animal must be allowed to accompany the handler to any place in the building or facility where members of the public, program participants, customers, or clients are allowed. Even if the business or public program has a "no pets" policy, it may not deny entry to a person with a service animal. Service animals are not pets. So, although a "no pets" policy is perfectly legal, it does not allow a business to exclude service animals.

When a person with a service animal enters a public facility or place of public accommodation, the person cannot be asked about the nature or extent of his disability. Only two questions may be asked:

1. Is the animal required because of a disability?

2. What work or task has the animal been trained to perform?

These questions should not be asked, however, if the animal's service tasks are obvious. For example, the questions may not be asked if the dog is observed guiding an individual who is blind or has low vision, pulling a person's wheelchair, or providing assistance with stability or balance to an individual with an observable mobility disability. ⁴

A public accommodation or facility is not allowed to ask for documentation or proof that the animal has been certified, trained, or licensed as a service animal. Local laws that prohibit specific breeds of dogs do not apply to service animals. ⁵

A place of public accommodation or public entity may not ask an individual with a disability to pay a surcharge, even if people accompanied by pets are required to pay fees. Entities cannot require anything of people with service animals that they do not require of individuals in general, with or without pets. If a public accommodation normally charges individuals for the damage they cause, an individual with a disability may be charged for damage caused by his or her service animal. ⁶

b) Employment

Laws prohibit employment discrimination because of a disability. Employers are required to provide reasonable accommodation. Allowing an individual with a disability to have a service animal or an emotional support animal accompany them to work may be considered an accommodation. The Equal Employment Opportunity Commission (EEOC), which enforces the employment provisions of the ADA (Title I), does not have a specific regulation on service animals. ⁷ In the case of a service animal or an emotional support animal, if the disability is not obvious and/or the reason the animal is needed is not clear, an employer may request documentation to establish the existence of a disability and how the animal helps the individual perform his or her job.

Documentation might include a detailed description of how the animal would help the employee in performing job tasks and how the animal is trained to behave in the workplace. A person seeking such an accommodation may suggest that the employer permit the animal to accompany them to work on a trial basis.

Both service and emotional support animals may be excluded from the workplace if they pose either an undue hardship or a direct threat in the workplace.

c) Housing

The Fair Housing Act (FHA) protects a person with a disability from discrimination in obtaining housing. Under this law, a landlord or homeowner's association must provide reasonable accommodation to people with disabilities so that they have an equal opportunity to enjoy and use a dwelling. 8 Emotional support animals that do not qualify as service animals under the ADA may nevertheless qualify as reasonable accommodations under the FHA. ⁹ In cases when a person with a disability uses a service animal or an emotional support animal, a reasonable accommodation may include waiving a no-pet rule or a pet deposit. ¹⁰ This animal is not considered a pet.

A landlord or homeowner's association may not ask a housing applicant about the existence, nature, and extent of his or her disability. However, an individual with a disability who requests a reasonable accommodation may be asked to provide documentation so that the landlord or homeowner's association can properly review the accommodation request. ¹¹ They can ask a person to certify, in writing, (1) that the tenant or a member of his or her family is a person with a disability; (2) the need for the animal to assist the person with that specific disability; and (3) that the animal actually assists the person with a disability. It is important to keep in mind that the ADA may apply in the housing context as well, for example with student housing. Where the ADA applies, requiring documentation or certification would not be permitted with regard to an animal that qualifies as a "service animal."

d) Education

Service animals in public schools (K-12)¹³ - The ADA permits a student with a disability who uses a service animal to have the animal at school. In addition, the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act allow a student to use an animal that does not meet the ADA definition of a service animal if that student's Individual Education Plan (IEP) or Section 504 team decides the animal is necessary for the student to receive a free and appropriate education. Where the ADA applies, however, schools should be mindful that the use of a service animal is a right that is not dependent upon the decision of an IEP or Section 504 team. ¹⁴

Emotional support animals, therapy animals, and companion animals are seldom allowed to accompany students in public schools. Indeed, the ADA does not contemplate the use of animals other than those meeting the definition of "service animal." Ultimately, the determination whether a student may utilize an animal other than a service animal should be made on a case-by-case basis by the IEP or Section 504 team.

Service animals in postsecondary education settings - Under the ADA, colleges and universities must allow people with disabilities to bring their service animals into all areas of the facility that are open to the public or to students.

Colleges and universities may have a policy asking students who use service animals to contact the school's Disability Services Coordinator to register as a student with a disability. Higher education institutions may not require any documentation about the training or certification of a service animal. They may, however, require proof that a service animal has any vaccinations required by state or local laws that apply to all animals.

e) Transportation

A person traveling with a service animal cannot be denied access to transportation, even if there is a "no pets" policy. In addition, the person with a service animal cannot be forced to sit in a particular spot; no additional fees can be charged because the person uses a service animal; and the customer does not have to provide advance notice that s/he will be traveling with a service animal.

The laws apply to both public and private transportation providers and include subways, fixed-route buses, Paratransit, rail, light-rail, taxicabs, shuttles and limousine services.

f) Air Travel

At the end of 2020, the U.S. Department of Transportation (DOT) announced that it revised its Air Carrier Access Act regulation on the transportation of service animals by air. We are working to update the information provided below to align with the changes. While we take the time to update our information, check out a summary of the changes available on DOT's website. You can also find some additional information in DOT's Aviation Consumer Protection's article about service animals.

The Air Carrier Access Act (ACAA) requires airlines to allow service animals and emotional support animals to accompany their handlers in the cabin of the aircraft.

Service animals - For evidence that an animal is a service animal, air carriers may ask to see identification cards, written documentation, presence of harnesses or tags, or ask for verbal assurances from the individual with a disability using the animal. If airline personnel are uncertain that an animal is a service animal, they may ask one of the following:

1. What tasks or functions does your animal perform for you?

2. What has your animal been trained to do for you?

3. Would you describe how the animal performs this task for you? ¹⁵

Emotional support and psychiatric service animals - Individuals who travel with emotional support animals or psychiatric service animals may need to provide specific documentation to establish that they have a disability and the reason the animal must travel with them. Individuals who wish to travel with their emotional support or psychiatric animals should contact the airline ahead of time to find out what kind of documentation is required.

Examples of documentation that may be requested by the airline: Current documentation (not more than one year old) on letterhead from a licensed mental health professional stating (1) the passenger has a mental health-related disability listed in the Diagnostic and Statistical Manual of Mental Disorders (DSM IV); (2) having the animal accompany the passenger is necessary to the passenger's mental health or treatment; (3) the individual providing the assessment of the passenger is a licensed mental health professional and the passenger is under his or her professional care; and (4) the date and type of the mental health professional's license and the state or other jurisdiction in which it was issued. ¹⁶ This documentation may be required as a condition of permitting the animal to accompany the passenger in the cabin.

Other animals - According to the ACAA, airlines are not required otherwise to carry animals of any kind either in the cabin or in the cargo hold. Airlines are free to adopt any policy they choose regarding the carriage of pets and other animals (for example, search and rescue dogs) provided that they comply with other applicable requirements (for example, the Animal Welfare Act).

Animals such as miniature horses, pigs, and monkeys may be considered service animals. A carrier must decide on a case-by-case basis according to factors such as the animal's size and weight; state and foreign country restrictions; whether or not the animal would pose a direct threat to the health or safety of others; or cause a fundamental alteration in the cabin service. ¹⁷ Individuals should contact the airlines ahead of travel to find out what is permitted.

Airlines are not required to transport unusual animals such as snakes, other reptiles, ferrets, rodents, and spiders. Foreign carriers are not required to transport animals other than dogs. ¹⁸

Allergies and fear of dogs are not valid reasons for denying access or refusing service to people using service animals. If employees, fellow travelers, or customers are afraid of service animals, a solution may be to allow enough space for that person to avoid getting close to the service animal.

Most allergies to animals are caused by direct contact with the animal. A separated space might be adequate to avoid allergic reactions.

If a person is at risk of a significant allergic reaction to an animal, it is the responsibility of the business or government entity to find a way to accommodate both the individual using the service animal and the individual with the allergy.

a) Air Travel

The Air Carrier Access Act (ACAA) does not allow "service animals in training" in the cabin of the aircraft because "in training" status indicates that they do not yet meet the legal definition of service animal. However, like pet policies, airline policies regarding service animals in training vary. Some airlines permit qualified trainers to bring service animals in training aboard an aircraft for training purposes. Trainers of service animals should consult with airlines and become familiar with their policies.

b) Employment

In the employment setting, employers may be obligated to permit employees to bring their "service animal in training" into the workplace as a reasonable accommodation, especially if the animal is being trained to assist the employee with work-related tasks. The untrained animal may be excluded, however, if it becomes a workplace disruption or causes an undue hardship in the workplace.

c) Public Facilities and Accommodations

Title II and III of the ADA does not cover "service animals in training" but several states have laws when they should be allowed access.

a) Public Facilities and Accommodations

Title II of the ADA covers state and local government facilities, activities, and programs. Title III of the ADA covers places of public accommodations. Section 504 of the Rehabilitation Act covers federal government facilities, activities, and programs. It also covers the entities that receive federal funding.

Title II and Title III Complaints - These can be filed through private lawsuits in federal court or directed to the U.S. Department of Justice.

U.S. Department of Justice
950 Pennsylvania Avenue, N.W.
Civil Rights Division
Disability Rights Section - NYA
Washington, DC 20530
http://www.ada.gov
800-514-0301 (v)
800-514-0383 (TTY)

Section 504 Complaints - These must be made to the specific federal agency that oversees the program or funding.

b) Employment

Title I of the ADA and Section 501 and Section 504 of the Rehabilitation Act prohibits discrimination in employment. The ADA covers private employers with 15 or more employees; Section 501 applies to federal agencies, and Section 504 applies to any program or entity receiving federal financial assistance.

ADA Complaints - A person must file a charge with the Equal Employment Opportunity Commission (EEOC) within 180 days of an alleged violation of the ADA. This deadline may be extended to 300 days if there is a state or local fair employment practices agency that also has jurisdiction over this matter. Complaints may be filed in person, by mail, or by telephone by contacting the nearest EEOC office. This number is listed in most telephone directories under "U.S. Government." For more information:

http://www.eeoc.gov/contact/index.cfm
800-669-4000 (voice)
800-669-6820 (TTY)

Section 501 Complaints - Federal employees must contact their agency's Equal Employment Opportunity (EEO) officer within 45 days of an alleged Section 501 violation.

Section 504 Complaints - These must be filed with the federal agency that funded the employer.

c) Housing

The Fair Housing Act (FHA), as amended in 1988, applies to housing. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination on the basis of disability in all housing programs and activities that are either conducted by the federal government or receive federal financial assistance. Title II of the ADA applies to housing provided by state or local government entities.

Complaints - Housing complaints may be filed with the Department of Housing and Urban Development (HUD) Office of Fair Housing and Equal Opportunity.
http://www.hud.gov/fairhousing
800-669-9777 (voice)

800-927-9275 (TTY)

d) Education

Students with disabilities in public schools (K-12) are covered by Individuals with Disabilities Education Act (IDEA), Title II of the ADA, and Section 504 of the Rehabilitation Act. Students with disabilities in public postsecondary education are covered by Title II and Section 504. Title III of the ADA applies to private schools (K-12 and post-secondary) that are not operated by religious entities. Private schools that receive federal funding are also covered by Section 504.

IDEA Complaints - Parents can request a due process hearing and a review from the state educational agency if applicable in that state. They also can appeal the state agency's decision to state or federal court. You may contact the Office of Special Education and Rehabilitative Services (OSERS) for further information or to provide your own thoughts and ideas on how they may better serve individuals with disabilities, their families and their communities.

For more information contact:

Office of Special Education and Rehabilitative Services

U.S. Department of Education

400 Maryland Avenue, S.W.

Washington, DC 20202-7100

202-245-7468 (voice)

Title II of the ADA and Section 504 Complaints - The Office for Civil Rights (OCR) in the Department of Education enforces Title II of the ADA and Section 504 as they apply to education. Those who have had access denied due to a service animal may file a complaint with OCR or file a private lawsuit in federal court. An OCR complaint must be filed within 180 calendar days of the date of the alleged discrimination, unless the time for filing is extended for good cause. Before filing an OCR complaint against an institution, an individual may want to find out about the institution's grievance process and use that process to have the complaint resolved. However, an individual is not required by law to use the institutional grievance process before filing a complaint with OCR. If someone uses an institutional grievance process and then chooses to file the complaint with OCR, the complaint must be filed with OCR within 60 days after the last act of the institutional grievance process.

For more information contact:

U.S. Department of Education

Office for Civil Rights

400 Maryland Avenue, S.W.

Washington, DC 20202-1100

Customer Service: 800-421-3481 (voice)

800-877-8339 (TTY)
E-mail: OCR@ed.gov http://www2.ed.gov/about/offices/list/ocr/docs/howto.html
Title III Complaints - These may be filed with the Department of Justice.

U.S. Department of Justice

950 Pennsylvania Avenue, N.W.

Civil Rights Division

Disability Rights Section - NYA

Washington, DC 20530
http://www.ada.gov/
800-514-0301 (v)

800-514-0383 (TTY)

e) Transportation

Title II of the ADA applies to public transportation while Title III of the ADA applies to transportation provided by private entities. Section 504 of the Rehabilitation Act applies to federal entities and recipients of federal funding that provide transportation.

Title II and Section 504 Complaints - These may be filed with the Federal Transit Administration's Office of Civil Rights. For more information, contact:

Director, FTA Office of Civil Rights

East Building - 5th Floor, TCR

1200 New Jersey Ave., S.E.

Washington, DC 20590
FTA ADA Assistance Line: 888-446-4511 (Voice)
800-877-8339 (Federal Information Relay Service)
http://www.fta.dot.gov/civil_rights.html
http://www.fta.dot.gov/12874_3889.html (Complaint Form)

Title III Complaints - These may be filed with the Department of Justice.

U.S. Department of Justice

950 Pennsylvania Avenue, N.W.

Civil Rights Division

Disability Rights Section - NYA

Washington, DC 20530

http://www.ada.gov
800-514-0301 (v)

800-514-0383 (TTY)

Note: A person does not have to file a complaint with the respective federal agency before filing a lawsuit in federal court.

f) Air Transportation

The Air Carrier Access Act (ACAA) covers airlines. Its regulations clarify what animals are considered service animals and explain how each type of animal should be treated.

ACAA complaints may be submitted to the Department of Transportation's Aviation Consumer Protection Division. Air travelers who experience disability-related air travel service problems may call the hotline at 800-778-4838 (voice) or 800- 455-9880 (TTY) to obtain assistance. Air travelers who would like the Department of Transportation (DOT) to investigate a complaint about a disability issue must submit their complaint in writing or via e-mail to:

Aviation Consumer Protection Division
Attn: C-75-D
U.S. Department of Transportation
1200 New Jersey Ave, S.E.
Washington, DC 20590
For additional information and questions about your rights under any of these laws, contact your regional ADA center at 800-949-4232 (voice/TTY).
The contents of this booklet were developed by the Southwest ADA Center under a grant (#H133A110027) from the Department of Education's National Institute on Disability and Rehabilitation Research (NIDRR). However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government.

Southwest ADA Center at ILRU
TIRR Memorial Hermann Research Center
1333 Moursund St.
Houston, Texas 77030
713.520.0232 (voice/TTY)
800.949.4232 (voice/TTY)
http://www.southwestada.org

The Southwest ADA Center is a program of ILRU (Independent Living Research Utilization) at TIRR Memorial Hermann. The Southwest ADA Center is part of a national network of ten regional ADA Centers that provide up-to-date information, referrals, resources, and training on the Americans with Disabilities Act (ADA). The centers serve a variety of audiences, including businesses, employers, government entities, and individuals with disabilities. Call 1-800-949-4232 v/tty to reach the center that serves your region or visit http://www.adata.org.

This book is printed courtesy of the ADA National Network. The Southwest ADA Center would like to thank Jacquie Brennan (author), Ramin Taheri, Richard Petty, Kathy Gips, Sally Weiss, Wendy Strobel Gower, Erin Marie Sember-Chase, Marian Vessels, and the ADA Knowledge Translation Center at the University of Washington for their contributions to this booklet.

© Southwest ADA Center 2014. All rights reserved

Principal Investigator: Lex Frieden
Project Director: Vinh Nguyen
Publication staff: Maria DelBosque, Marisa Demaya, and George Powers

[1] http://www.seeingeye.org

[2] 28 C.F.R. 36.302(c)(4); 28 C.F.,R. § 35.136(d).

[3] 28 C.F.R. 36.302(c)(2); 28 C.F.,R. §35.136(b)(2).

[4] 28 C.F.R. 36.302(c)(6).

[5] See 28 C.F.R. Pt. 35, App. A; Sak v. Aurelia, City of, C 11-4111-MWB (N.D. Iowa Dec. 28, 2011)

[6] 28 C.F.R. 36.302(c)(8).

[7] 29 C.F.R. Pt. 1630 App. The EEOC, in the Interpretive Guidance accompanying the regulations, stated that guide dogs may be an accommodation..."For example, it would be a reasonable accommodation for an employer to permit an individual who is blind to use a guide dog at work, even though the employer would not be required to provide a guide dog for the employee."

[8] 42 U.S.C. § 3604(f)(3)(B).

[9] Fair Housing of the Dakotas, Inc. v. Goldmark Prop. Mgmt., Inc., 3:09-cv-58 (D.N.D. Mar. 30, 2011): "... the FHA encompasses all types of assistance animals regardless of training, including those that ameliorate a physical disability and those that ameliorate a mental disability."

[10] See Bronk v. Ineichen, 54 F.3d 425, 428-429 (7th Cir. 1995); HUD v. Purkett, FH-FL 19372 (HUDALJ July 31, 1990) Green v. Housing Authority of Clackamas County, 994 F.Supp. 1253 (D. Ore. 1998).

[11] Hawn v. Shoreline Towers Phase 1 Condominium Association, Inc., 347 Fed. Appx. 464 (11th Cir. 2009).

[12] See "Pet Ownership for the Elderly and Persons with Disabilities", 73 Federal Register 208 (27 October 2008), pp. 63834-63838; United States. (2004). Reasonable Accommodations under the Fair Housing Act: Joint Statement of the Department of Housing and Urban Development and Department of Justice. Washington, D.C: U.S. Department of Housing and Urban Development and U.S. Department of Justice [Electronic Version]. Retrieved 03/06/2014 from http://www.justice.gov/crt/about/hce/jointstatement_ra.php.

[13] Private schools that are not operated by religious entities are considered public accommodations. Please refer to Section V(a).

[14] Sullivan v. Vallejo City Unified Sch. Dist., 731 F. Supp. 947 (E.D. Cal. 1990).

[15] "Guidance Concerning Service Animals in Air Transportation", 68 Federal Register 90 (9 May 2003), p. 24875.

[16] 14 C.F.R. § 382.117(e).

[17] 14 C.F.R. § 382.117(f).

[18] Id.

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Service Animals and Emotional Support Animals

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(Printer-friendly PDF version | 555 KB) (Large Print PDF version | 565 KB) Service Animals and Emotional Support Animals Where are they allowed and under what conditions? Jacquie Brennan Vinh Nguyen (Ed.)

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Information on bringing an emotional support animal to college (SWK 502)

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Emotional Support Animals in College Dorms

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College can be a difficult time for many young adults. Adjusting to a new social environment, meeting the expectations of professors, and keeping up a grade-point average can take its toll on students. For many students, college may also be the first time away from their home support network of family and friends.

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Why have an ESA at college (SWK 502)

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Key points

Emotional support animals (ESAs) can be effective at decreasing college students' stress.

There are several laws, licensing rules, and policies that may surprise students requesting an ESA.

Licensed therapists are essential in evaluating and supporting the use of college student ESA.

Navigating the challenges of college life can be overwhelming at times, and many students seek ways to support their mental and emotional well-being. One increasingly popular option is the use of emotional support animals (ESAs). I receive requests weekly from students asking for help with obtaining an ESA. These furry companions provide comfort, companionship, and unconditional love, delivering valuable emotional support to their owners. In this post, I explore how college students can benefit from emotional support animals and navigate the process of obtaining and caring for them.

Emotional support animals are not the same as service animals or therapy animals. While service animals are trained to perform specific tasks for individuals with disabilities, and therapy animals are trained to provide comfort in therapeutic settings, emotional support animals offer companionship and emotional support to individuals with mental health conditions or emotional challenges. If there seems to be some messy overlap in these definitions, that is one of the challenges of ESAs.

Benefits of Emotional Support Animals for College Students

Stress Reduction. Interacting with an emotional support animal can help reduce stress levels and promote relaxation. Spending time with any pet has been shown to lower cortisol and norepinephrine levels and increase the release of oxytocin, a hormone associated with bonding and well-being.

Loneliness Reduction. College life can often feel isolating, especially for students living far from home or adjusting to a new environment. ESAs provide constant companionship and can help alleviate feelings of loneliness and isolation.

Improved Mood and Emotional Health. The presence of an ESA can boost mood and emotional well-being. Their unconditional love and affectionate nature can provide comfort during times of sadness, anxiety, or depression. All pets also require some sort of routine (like feeding time and going for a morning walk for a potty break). This routine nudges students to improve their own daily routine.

More Physical Activity. Regular physical activity has numerous benefits for both physical and mental health. Owning any larger pet often encourages physical activity, as students take their emotional support animals for walks, play with them, or engage in other forms of exercise.

How to Obtain an Emotional Support Animal

Consultation. Before obtaining an emotional support animal, students should consult with a mental-health professional, such as a licensed therapist or psychiatrist. The professional can assess the student's emotional needs and determine whether an emotional support animal is appropriate.

Evaluation and Letter. After talking with a mental health professional, if a student wants to move forward with getting an ESA, they will have to meet with the same licensed therapist (or someone to whom their therapist refers them) for a needs evaluation. This should be a formal evaluation looking at four key areas: Related Laws; 2) Client's Disability; Animal Assessment; and Interaction between the Client and the Animal. This seems simple and subjective but in recent years, there's been increased pressure on mental health professionals to conduct more thorough evaluations of requesting clients since an ESA should technically only be recommended as an intervention for a specific mental health diagnosis. The rules, laws, and licensing-board expectations around this, however, tend to be vague and inconsistent, but students can expect a therapist to ask about previous and current symptoms and diagnoses and how an ESA could help to mitigate them.

Laws and Policies. The next thing to do is to learn about one's legal rights and housing policies. It's essential for college students to understand their legal rights regarding ESAs under the Fair Housing Act (FHA) and the Air Carrier Access Act (ACAA). The FHA deals with housing access and laws while the ACAA deals exclusively with airline travel. There is no overarching law for ESAs at college, however, so students should familiarize themselves with their college's policies regarding ESAs in campus housing and classrooms. One significant misunderstanding: ESAs are not covered under the Americans with Disabilities Act (ADA).

Choose Wisely. When choosing an ESA, students should consider their living situation, lifestyle, and preferences. While dogs and cats are the most common emotional support animals, other animals, such as rabbits, birds, or even reptiles, may also provide companionship and support. I've seen too many students fall in love with a cuddly, furry ball of love only to find out months later that the dog or cat is pathologically incapable of apartment living. Some breeds need more exercise and companionship than others. Some breeds also can be either more aggressive or more protective of people and things. This is definitely not a good trait for an ESA the student will be taking around campus, to restaurants, and to friends' places.

Professional Care and Training. If one is simply trying to have an existing pet "converted" to an ESA designation, they probably already have some routines and good care nailed down. But if a student's ESA would be their first-ever pet, it's crucial for them to learn how to provide proper care, including regular veterinary check-ups, grooming, and exercise. I recommend that students with new ESAs sign up for professional animal behavior programs to ensure that their new companion learns appropriate campus behavior. Additionally, students should ensure that their ESAs are well-behaved and trained to behave appropriately in various settings, not just the apartment or classroom.

ESAs can play a valuable role in supporting the mental and emotional well-being of college students. From reducing stress and loneliness to improving mood and promoting physical activity, animal companions offer a range of benefits. With an understanding of the processes for obtaining and caring for emotional support animals-and compliance with legal and housing policies-students can experience the many rewards of having an emotional support animal by their side as they navigate the challenges of college life.
To find a therapist, visit the Psychology Today Therapy Directory.

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College Students' Use of Emotional Support Animals

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A pet can ease stress for struggling students, but a clear understanding of local laws and campus policies is essential before bringing an animal to a dorm.

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How the brain state model works (SWK 502)

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The Conscious Discipline Brain State Model reminds us of the brain's three hierarchical needs: Safety, connection and problem solving. Times of stress and transition often see a spike in regressive behaviors, conflict and power struggles. Any time your family experiences an uptick in these behaviors, go back to the basics of safety and connection.

Problem-solving endeavors like schoolwork and conflict resolution skills will be more successful after you have established safety and connection. The child's brain must be able to answer both, "Am I safe?" and "Am I loved?" in the affirmative in order to achieve an optimal brain state.

Learn more about the Conscious Discipline Brain State Model in Dr. Becky Bailey's new webinar.

Brain State Model Basics

The Conscious Discipline Brain State Model is a highly simplified model that helps us understand the complex, integrated function of the human brain in relation to behavior. It demonstrates the hierarchical function of the brain in practical terms.

A Survival State requires safety. It gives us access to our most primal and physical skill set, including fight, flight and hide. Children exhibiting Survival State skills require immediate intervention with calm and assertive communication from adults (no questions, consequences or choices), deep breathing practice, and sometimes physical movement to assist with the dissipation of stress chemicals.

An Emotional State requires connection. It gives us access to verbal "skills" like sass, arguing, yelling, shaming and blaming (and whatever else we were on the receiving end of as children). Children experiencing an Emotional State feel unlovable and often act in unlovable ways, even as they desperately seek evidence of our love. These children require calm reassurance, connecting activities, to be seen without judgment, two positive choices, the opportunity to contribute to others, and composure practice to raise themselves into an Executive State and help prevent them from slipping into a lower Survival State.

An Executive State is the problem-solving state where the magic happens- our wisdom, conflict resolution skills, creativity, learning, flow and intentional responses are seeded here. From an Executive State, we can access all of our social-emotional, critical thinking and analytical skills, and the creative ingenuity that enables us to invent new solutions and learn new skills. Children experiencing an Executive State are ready to learn, problem solve, create, teach, contribute and approach each situation from multiple perspectives.

Assessing and Responding to Children's Brain States

All behavior is a form of communication. Children's behaviors will reveal their needs if we are willing to listen.

Children who are withdrawing, having big physical meltdowns, exhibiting regressive behaviors (bed wetting, sleeping and eating disturbances), etc., are signaling that they're spending a lot of time experiencing a Survival State. They're asking us to build more safety into their daily routines and procedures. Regular patterns, deep breathing practice and reassuring talk like, "You're safe. Keep breathing. You can handle this. We'll get through this together," become our primary focus.

Children who exhibit behaviors including being unusually controlling, short-tempered, argumentative, sassy, etc., are revealing that they're experiencing an Emotional State. They're asking us to connect with them in meaningful ways. Authentic connection that includes eye contact, touch, presence and a playful situation becomes our primary focus if we wish to create optimal brain states. I Love You Rituals, contribution and bonding activities become our focus.

Children who exhibit helpful behaviors are experiencing an Executive State. These children offer assistance to others, have regulated sleeping and eating patterns, and behave in ways we generally describe as "positive." Their brains will devour problem solving, conflict resolution, creativity and learning opportunities because they have access to all the wisdom and tools of a fully integrated brain state.

Our job is to help identify children's brain states and help them move through a Survival State, through an Emotional State and into an Executive State. Children who feel unsafe or disconnected don't have access to their full repertoire of brain functions. Attempts to engage them in using higher-order skills that are offline are likely to result in power struggles or meltdowns, not learning and problem solving. This is why it is essential to assess children's brain states before teaching, learning, problem solving or addressing a power struggle.

During times of chronic stress, children's learning, problem-solving and conflict-resolution functions are significantly impacted as the brain becomes preoccupied with its survival. The brain devotes key resources to seeking safety and connection rather than conducting higher-order functions. We can help mitigate these effects by ramping up our safety and connection efforts.

Stick to a daily schedule or routine, even if it's a simple order of events rather than a timed effort. This webinar and printable will help.

Breathe deeply to soothe your survival centers so you can remain calm, and coach children to do the same. Reassure, "You're safe. Keep breathing. You can handle this. We'll get through this together."

Social stories provide developmentally appropriate answers to questions about COVID-19, reducing anxiety and increasing a felt sense of safety.

This Story Hand I Love You Ritual is excellent for soothing COVID-19 fears, presenting an opportunity for both safety and connection.

Connection

Seek out and triple or quadruple your normal moments of connection. Authentic connection requires four components: eye contact, touch, presence and a playful situation. Bedtime snuggling, reading together, family walks and gaming together are all helpful activities, but true connection comes when these activities have giggle moments of eye contact, presence and touch embedded within them.

If you don't already have a handful of playful face-to-face games you enjoy like "This Little Piggy" or "Miss Mary Mack," start enjoying I Love You Rituals together several times a day.

Discover the profound power of "wishing well" in this podcast with Dr. Becky Bailey and this webinar with Certified Instructor Mara Spencer.

Use this Caring Connections Calendar to incorporate restorative moments of bonding, kindness and joy into each day.

Problem Solving

In short, a Survival State shows up physically and requires safety. An Emotional State shows up verbally and requires connection. An Executive State shows us as optimal functioning and thrives on problem solving. Assess your internal state and adjust as necessary so you can maintain access to your higher-order thinking skills.

Then assess children's internal states so you know how best to reach them, providing the safety, connection or problem solving they require. Learn more about the Conscious Discipline Brain State Model and discover specific behavior cues and strategies in the following video: Understanding Safety, Connection and Problem Solving

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The Basics of the Conscious Discipline Brain State Model

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The Conscious Discipline Brain State Model reminds us of the brain's three hierarchical needs: Safety, connection and problem solving. Times of stress and

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Information on Conscious Discipline's Brain State Model (SWK 502)

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A multidisciplinary approach based on three distinct brain-body states in adults and children that drive behavior.

Conscious Discipline's Brain State Model

Conscious Discipline empowers us to be conscious of brain-body states in ourselves and children. It then provides us with the practical skills we need to manage our thoughts, feeling and actions.

With this ability to self-regulate, we are then able to teach children to do the same. By doing this, we help children who are physically aggressive (survival state) or verbally aggressive (emotional state) become more integrated so they can learn and use problem-solving skills (executive state). When we understand the brain state model, we can clearly see the importance of building our homes, schools and businesses on the core principles of safety, connection and problem-solving.

Survival State asks the question, "Am I safe?"

The only way to soothe the survival state is through the creation of safety.

In a survival state where we feel triggered by threat, these skills are flight, fight or surrender. We can't think clearly when a tiger is chasing us. In the modern world, the tiger may be a disrespectful child, but our brain's evolutionary skill set is the same: fight, flight or surrender.

Emotional State asks the question "Am I loved?"

The only way to soothe an upset emotional state is through the creation of connection.

Emotional State is our response to upset - and can only be soothed through connection. An upset emotional state is triggered by the world not going our way. It limits our ability to see from another's point of view. This upset, unconscious state keeps us on autopilot so our words and tone match those of key authority figures from our childhood. We revert to disciplining the same ways we were disciplined, even if we know these behaviors to be ineffective or hurtful.

Executive State asks the question, "What can I learn?"

The Executive State is the optimal state of problem-solving and learning.

Conscious Discipline empowers us to be conscious of brain-body states in ourselves and children. It then provides us with the practical skills we need to manage our thoughts, feeling and actions. With this ability to self-regulate, we are able to teach children to do the same. By doing this, we help children who are physically aggressive (survival state) or verbally aggressive (emotional state) become more integrated so they can learn and use problem-solving skills (executive state). When we understand the brain state model, we can clearly see the importance of building our homes, schools and businesses on the core principles of safety, connection and problem-solving.

Executive State is the optimal state for problem-solving and learning. As we learn to regulate and integrate our internal state to be one of relaxed alertness, we are able access our own brilliance. We are empowered to change and make wise choices. An integrated executive state frees us from past conditioning, attunes us to the feelings and experiences of others, enables us to remain focused enough to set and achieve goals, and allows us to consciously respond instead of automatically react to life events.

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A multidisciplinary approach based on three distinct brain-body states in adults and children that drive behavior. Conscious Discipline's Brain State Model Conscious Discipline empowers us to be conscious of brain-body states in ourselves and children. It then provides us with the practical skills we need to manage our thoughts, feeling and actions.

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Ferris State University program allowing students to bring pets to live with them in an effort to decrease student depression, anxiety, and homesickness. (SWK 502)

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‘A little bit of home’: Michigan university allows pets in dorms in unique housing program

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A dorm for students and their pets opened at Ferris State University in Michigan to appeal to students who don’t want to leave their furry partners.

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Free Daily Online Meditation group (SWK 502)

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In challenging times, the need for connecting comes to the foreground. Maybe life is still unfolding in its usual way for you, or maybe you're feeling worried, ill or isolated as a result of the pandemic that is increasingly making itself felt across the world.

We at the Mindfulness Association were wondering if and how we could contribute and support during the coming curve of disruption that we may find ourselves in, and felt that a daily moment of connecting might be good medicine.

So for the next while, we're offering a daily online guided meditation lead by one of our tutors from 7-7.30pm, followed by the opportunity to have a chat over a cuppa together.

Do join us, any or every day, at 7pm for a nourishing practice and the sense of connection and togetherness, whatever else is happening!

PS. if you've booked onto a course with us over the coming few months, we'll offer an online option to participate or might even have to move to an online-only scenario. We will of course inform you as soon as possible if that is the case.

free daily online meditation

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FREE Daily Online Meditation | Mindfulness Association

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In challenging times, the need for connecting comes to the foreground. Maybe life is still unfolding in its usual way for you, or maybe you're feeling worried, ill or isolated as a result of the pandemic that is increasingly making itself felt across the world.

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Crisis Prevention Institute on Trauma and the Brain

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Crisis Prevention Institute on Trauma and the Brain

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Understanding how trauma and the brain affect behavior (SWK 502)

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Understanding Basic Brain Anatomy

Think back for a moment to high school biology. You may recall the human brain is made up of four main sections, each with unique functions that, together, orchestrate an individual's response to a given stimulus (say, when a teacher scolds a child, or the child receives a bad grade on an assignment).

Prefrontal cortex: The prefrontal cortex is responsible for executive functioning: decision-making, impulse control, problem-solving, organization and creativity-essentially, all the important qualities that affect people's ability to learn, retain and use the information taught at school. It's the part we, as adults, rely on to respond to situations with good judgment.

Limbic system: The limbic system is not exactly a system, but a name for the collective regions in the midbrain and lower midbrain that help us sense our inner and outer environments and can detect whether we feel safe or threatened. The limbic system has an important role in emotion, learning and memory.

Hippocampus: The hippocampus is responsible for learning, memory formation and spatial navigation. Things that make us feel unsafe-like traumatic experiences in childhood-can cause the hippocampus to shrink. This leads to difficulties when learning new information, memory problems and issues with spatial orientation.

Amygdala: The amygdala is a small almond-shaped structure located in the limbic system responsible for processing emotions from pleasure to fear or aggression. Some refer to it as a kind of "smoke detector," that can sometimes become overactive, leading to a heightened stress response-think flight or fight.

Unlike adults, who rely on the prefrontal cortex, children (whose brains are not yet fully developed) more often rely on the amygdala to make decisions and solve problems. This is an important distinction to keep in mind as we interact with children: despite having the same components, our brains function in fundamentally different ways, depending on our stage of development-and whether we are affected by trauma while those parts of the brain begin to develop.

Brain Development: How Early Trauma Changes Us

According to the U.S. Centers for Disease Control, promoting healthy brain development starts during- and even before-pregnancy. As a fetus begins to grow, the brain can be affected by many risks including infectious disease, exposure to toxins (like smoking and alcohol) or when mothers themselves experience stress, trauma or mental health conditions.

After we are born, our brain develops rapidly-and does not finish developing until we're about 25 to 30 years old. Brain development also occurs from back to front, and bottom to top, meaning that the prefrontal cortex (the part responsible for rational decision-making) is the last part of our brain to fully develop. But it's a long journey to get there-what happens within that time can have a profound impact on our thought processing by the time our brains have fully matured.

Infants' and children's brains are primed to learn, exhibiting a high level of neuroplasticity, meaning a high adaptability to change. It's a quality that helps them learn new things and enhance their cognitive capabilities-but it also makes them more susceptible to negative adaptations if they experience trauma.

Neurons are the wiring within the brain and nervous system; the cells responsible for receiving sensory information from the outside world and helping us make sense of it. Within the first three years of life, myelination (or the coating of our nervous systems' neurons with myelin) begins to greatly increase the speed of signals transmitted between neurons. Humans experience perhaps the most profound neurological changes during this stage of life, developing around one million neural connections per second.

When children are still in the foundational stages of growth, these connections-the way they initially begin to learn about the world-are based on relational experiences. Whether these experiences are nurturing or toxic can shape their perspective and their reactions for the rest of their lives.

Children who are loved and cared for-and who feel safe within their environments-are much more likely to thrive in their developmental years, positively changing their trajectory through adolescence and into adulthood. Inversely, children who experience insecurity, fear or trauma are negatively affected.

Understanding Biology Can Change the Way We Address Behavior

In a previous blog, we stated that embodied memories are observed as behavioral impulses, which can be triggered by sensory stimuli we (or the children in our classrooms) experience in a given moment. Examples of such stimuli could include smells or sounds in a given environment that hearken back to a stressful or traumatic experience from early childhood.

When these core memories are triggered in a classroom, students may be overcome by strong emotions, reacting immediately, driven by the amygdala's survival mechanism. This phenomenon is referred to as amygdala hijack, or emotional dysregulation.

In low stress situations, information is sent to the prefrontal cortex (the rational part of our brain) for processing. This allows us to calm the amygdala with reason. In high stress situations-or situations in which we're triggered by our unconscious trauma-blood and oxygen, along with the triggering stimulus, bypass our prefrontal cortex and instead travel straight to the amygdala (our emotional brain), causing an emotionally driven survival response.

While this is a natural part of our "fight or flight" response, it's not well-received in learning environments, leading to disruptions for teachers and students alike. But as the adults in the classroom, it's important for educators to recognize the biological foundations of such behaviors-and use that understanding to inform our response. In these difficult moments, when a child becomes dysregulated it is critical for the adult to maintain regulation. It takes a well-regulated adult to help a dysregulated child.

CPI's de-escalation training supports educators by helping them understand the signs, symptoms, and potential reasons behind why a student might be experiencing an amygdala hijack. CPI training also shows educators what is happening in their own minds during difficult moments like this to help them keep calm and in control of their rational brain. By focusing on what the educator can control-their own emotional response-they are better able to offer effective support. This helps the student regain calm and reach a state of tension reduction.

Using trauma-informed teaching practices that use safety as the antidote to stress responses allows us to break the punitive trauma cycle which occurs when we punish students for the behaviors that stem from trauma-and thus lead to retraumatization.

How We Best Move Forward, Together

By incorporating basic conversations about brain science in the classroom, together teachers and students can learn to understand their emotional responses and feelings, while learning the best methods to use to regain self-control when working through a difficult situation. When we understand, as adults, how the brain's biology and how our own experiences affect our behavior and trigger our emotional responses, we can regulate ourselves and focus fully on helping de-escalate the student's emotional response.

In doing so, we help ourselves and the next generation have a better understanding of the brain-body connection to succeed in school and in life.
Dr. Lori Desautels is an assistant professor in the College of Education at Butler University in Indianapolis, Indiana. Lori was also an assistant professor at Marian University in Indianapolis, where she founded the Educational Neuroscience Symposium, now sponsored by Butler University. Lori has created webinars for educators, clinicians, and administrators illustrating how educators and students alike must understand their neuroanatomy to regulate behavior and calm the brain. You can learn more about her work at Revelations In Education. Guy Stephens is the founder and executive director of the Alliance Against Seclusion and Restraint (AASR), a nonprofit he started in 2019. AASR is a community of over 25,000 parents, self-advocates, teachers, school administrators, paraprofessionals, attorneys, related service providers, and others working together to influence change in supporting children whose behaviors are often misunderstood. Guy Stephens is a national expert on the issue of restraint and seclusion. He has presented at conferences and events across North America and guest lectures for undergraduate and graduate courses.

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Behavior is Biology: Understanding Essential Brain Science Behind Students' Trauma

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Think back for a moment to high school biology. You may recall the human brain is made up of four main sections, each with unique functions that, together, orchestrate an individual's response to a given stimulus (say, when a teacher scolds a child, or the child receives a bad grade on an assignment).

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How the body stores trauma (not just about the brain) (SWK 502)

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

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Know your rights regarding your assistance or emotional support animal (SWK 502)

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The Fair Housing Act

The Fair Housing Act (FHA) is a federal law that prevents discrimination against tenants in their homes.

Under the FHA, a disability is defined as a physical or mental impairment which significantly limits a person's major life activities. Even if a lease says "no pets" or restricts pets, landlords are required to make what is called a "reasonable accommodation" to allow pets who serve as assistance animals, which includes emotional support animals.

Assistance animals are in a different legal classification, which is why pet restrictions and fees are waived for them. They are animals that work, assist and/or perform tasks and services for the benefit of a person with a disability or provide emotional support that improves the symptoms of a disability.

There is no official certification or training for assistance animals and they can assist in a wide variety of ways. Breed and weight restrictions do not apply to assistance, service or emotional support animals.

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The Fair Housing Act and assistance animals

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If you have an assistance animal or emotional support animal, you have rights.

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Rewiring your brain to change old patterns (SWK 502)

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Brain plasticity allows you to learn new skills, gather and use new information, and recover from brain injury. How can you rewire your brain?

Circumstances can change and so can you. That may be one of the benefits of neuroplasticity.

Although there's no consensus on the definition of neuroplasticity, some experts use the term to refer to the brain's ability to adapt to change and learn. Other professionals use it to describe the brain's ability to grow, change, and heal.

In every case, research on this topic is limited but promising.

Let's break the word "neuroplasticity" down. "Neuro" refers to the nervous system consisting of the brain and spinal cord, and "plasticity" refers to change.

"[Your brain] is constantly changing. You can participate in that process. This means that things are not permanent as we once thought that they were and also that you can heal trauma," says Lousie Hansen, a psychologist in Edmonton, Australia.

Historically, neuroscientists didn't always operate on the knowledge of the brain's capacity to adapt. It was assumed the brain didn't or couldn't change once you reached a certain age.

Among other things, this led many to believe that all injuries to the nervous system resulted in fixed outcomes: lifelong damages and limitations.

Nowadays, neuroscientists have discovered that this isn't always true.

Through a process called neurogenesis, some cells in the brain grow and heal, particularly during the early years. In other words, new neurons and new connections between existing ones are sometimes created.

New brain skills are created by having new experiences and building new skills.

Every new experience you have, from grabbing a coffee at an unfamiliar cafe to hiking a mountain in a new country, can impact the brain. This can protect cognitive function and prevent age-related degeneration.

Just like you can go to the gym to lift weights to build muscles, you can also exercise your brain to strengthen memory and emotional regulation skills.

Through action and experience, you take advantage of your brain's ability to modify its activity.

Every time you learn or do something new, your brain creates a new connection. Repeating that action reinforces such a connection.

Though researchers know the brain grows, changes, and can heal from injury, they don't know how to make that happen intentionally.

Research suggests that you can start by engaging in new activities or those that require you to use diverse skills. This opens the doors to emotional and behavioral change.

Some of the ways you could promote neuroplasticity include:

Take new routes

Every new experience has the potential to enhance your brain's ability to change.

Traveling, for example, can help. Our brains are forced to stop auto-piloting in an unfamiliar environment like a new city.

Research from 2013 shows that novelty and challenges can enhance cognitive function. So, technically, you don't have to leave your town to promote brain plasticity.

Consider finding alternative routes to your daily commute. Try that new coffee shop or restaurant around the corner. Go around your desk in the opposite direction that you typically do.

Move

A 2018 literature review showed that physical exercise can promote neuroplasticity in general. Activity is beneficial for many different regions of the brain and affects various aspects of cognitive function, including memory and learning.

This might be helpful for people facing major or mild cognitive decline, including Alzheimer's disease.

In sum, exercising may help you slow the cellular aging process and enhance your overall brain health.

Practice meditation

Studies show that long-term meditation practice can change the function of the brain.

Specifically, mindfulness practice can enhance focus and attention and prevent cognitive decline.

Learn a new skill

The relationship between learning and neuroplasticity is twofold. Learning new things enhances brain plasticity, and because of the brain's ability to adapt to change, you're able to learn.

In this sense, every time you learn something, you benefit from neuroplasticity and promote it.

Research backs this up.

A 2021 study, for example, suggests that learning a new skill, such as Braille language, can promote neuroplasticity and enhance its benefits.

Other examples include learning to:

use your nondominant hand

speak a new language

play a new instrument

paint or draw

code computers

do puzzles

Rest

A lack of sleep seems to contribute to a decrease in neurogenesis, the process that allows the brain to repair and change.

Older research shows that not getting enough sleep inhibits the body's capacity for neuroplasticity.

Researchers from The Center for Vital Longevity at the School of Brain and Behavioral Sciences at the University of Texas at Dallas reviewed literature around what's called the "cognitive reserve model."

This model suggests specific experiences and behaviors that, through brain plasticity, protect against age-related cognitive function.

Some examples of behaviors that may protect your cognitive function include:

education

high literacy

engaging work

maintaining an active, engaged lifestyle in late adulthood

Other factors crucial to enhancing neuroplasticity include:

Stimulation

Our brains are attentive to our surroundings.

A growing body of evidence demonstrates that a stimulating environment - whether that be nature, a workplace with lots of art on the walls, or an exciting city landscape - impact our brains' ability to thrive.

A propensity for new experiences

It's natural to do what feels comfortable repeatedly. Yet, our brains need novelty to thrive.

You don't have to hike Machu Picchu, but you could try switching up everyday activities. For example, try brushing your teeth with your non-dominant hand.

Healthy lifestyle

The brain comprises 2% of our total body weight and it uses about 20% of the energy we take in from nutrition.

In other words, the brain requires fuel. To "feed" the process of neuroplasticity, research from 2017 suggests the need to supply our brains with enough wholesome food and an active lifestyle that feel good in our bodies.

We can change. What you do, fear, or think doesn't have to be permanent.

Remembering the brain's capacity to change can help you realize you can respond to stress, anxiety, frustration, or disappointment differently than you did before. This, in turn, can help you break thought and behavioral patterns.

While much of life may feel out of control, there are many other things you can control.

If your thoughts or beliefs are causing you anxiety, for example, you have the innate ability to change those thoughts and beliefs. You can change unwanted habits, too, and develop new ones.

Neuroplasticity can also make it possible to recover from injury and trauma.

Other benefits of brain plasticity include:

increased capacity for healing

enhanced cognitive ability

clarity and inner calm

planning and achieving goals

adaptability and flexibility

But while neuroplasticity offers you countless benefits, it may also offer some challenges.

"Neuroplasticity isn't all good news; it renders our brains not only more resourceful but also more vulnerable to outside influences, psychiatrist Norman Doidge wrote in his 2007 book " The Brain That Changes Itself."

"Ironically, some of our most stubborn habits and disorders are products of our plasticity. Once a particular plastic change occurs in the brain and becomes well established, it can prevent other changes from occurring."

It may be a good idea to keep in mind that the brain can both recover and decline in response to life's experiences and personal behavior.

Some external factors may impact you negatively. For example,

But it's also through neuroplasticity that you have the chance to heal and change from these experiences.

For example, having the support of a mental health professional can help you develop new coping skills that, if practiced continually, could lead you to change hurtful thoughts and behaviors.

You may have more say over your thoughts and behaviors than you think you do. Your brain provides you with the capacity for change and healing.

It's also possible to enhance that innate resource by trying new experiences, constantly learning, staying physically active, and creating stimulating environments.

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How to Rewire Your Brain to Change Old Patterns

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Brain plasticity allows you to learn new skills, gather and use new information, and recover from brain injury. How can you rewire your brain? Circumstances can change and so can you. That may be one of the benefits of neuroplasticity.

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Learn what Reiki is from the actual practitioners (SWK 502)

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Reiki is a Japanese technique for stress reduction and relaxation that also promotes healing. It is administered by "laying on hands" and is based on the idea that an unseen "life force energy" flows through us and is what causes us to be alive. If one's "life force energy" is low, then we are more likely to get sick or feel stress, and if it is high, we are more capable of being happy and healthy.

The word Reiki is made of two Japanese words - Rei which means "God's Wisdom or the Higher Power" and Ki which is "life force energy". So Reiki is actually "spiritually guided life force energy."

A treatment feels like a wonderful glowing radiance that flows through and around you. Reiki treats the whole person including body, emotions, mind and spirit creating many beneficial effects that include relaxation and feelings of peace, security and wellbeing. Many have reported miraculous results.

Reiki is a simple, natural and safe method of spiritual healing and self-improvement that everyone can use. It has been effective in helping virtually every known illness and malady and always creates a beneficial effect. It also works in conjunction with all other medical or therapeutic techniques to relieve side effects and promote recovery.

An amazingly simple technique to learn, the ability to use Reiki is not taught in the usual sense, but is transferred to the student during a Reiki class. This ability is passed on during an "attunement" given by a Reiki master and allows the student to tap into an unlimited supply of "life force energy" to improve one's health and enhance the quality of life.

Its use is not dependent on one's intellectual capacity or spiritual development and therefore is available to everyone. It has been successfully taught to thousands of people of all ages and backgrounds.

While Reiki is spiritual in nature, it is not a religion. It has no dogma, and there is nothing you must believe in order to learn and use Reiki. In fact, Reiki is not dependent on belief at all and will work whether you believe in it or not. Because Reiki comes from God, many people find that using Reiki puts them more in touch with the experience of their religion rather than having only an intellectual concept of it.

While Reiki is not a religion, it is still important to live and act in a way that promotes harmony with others. Mikao Usui, the founder of the Reiki system of natural healing, recommended that one practice certain simple ethical ideals to promote peace and harmony, which are nearly universal across all cultures.

During a meditation several years after developing Reiki, Mikao Usui decided to add the Reiki Ideals to the practice of Reiki. The Ideals came in part from the five prinicples of the Meiji emperor of Japan whom Mikao Usui admired. The Ideals were developed to add spiritual balance to Usui Reiki. Their purpose is to help people realize that healing the spirit by consciously deciding to improve oneself is a necessary part of the Reiki healing experience. In order for the Reiki healing energies to have lasting results, the client must accept responsibility for her or his healing and take an active part in it. Therefore, the Usui system of Reiki is more than the use of the Reiki energy. It must also include an active commitment to improve oneself in order for it to be a complete system. The ideals are both guidelines for living a gracious life and virtues worthy of practice for their inherent value.
The secret art of inviting happiness
The miraculous medicine of all diseases
Just for today, do not anger
Do not worry and be filled with gratitude
Devote yourself to your work. Be kind to people.
Every morning and evening, join your hands in prayer.
Pray these words to your heart
and chant these words with your mouth
Usui Reiki Treatment for the improvement of body and mind
The founder,
Usui Mikao
Reiki classes are taught all over the country and in many parts of the world. If you are interested in learning Reiki, please check the class schedule.

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Reiki is a Japanese technique for stress reduction and relaxation that also promotes healing. It is administered by "laying on hands" and is based on the idea that an unseen "life force energy" flows through us and is what causes us to be alive.

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Fascinating site linking to the research at Johns Hopkins University regarding the use of psychedelics in treating mental illness, include PTSD and other trauma (SWK 502)

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The Johns Hopkins Center for Psychedelic and Consciousness Research is leading the way in exploring innovative treatments using psilocybin. The molecular structure of psilocybin, a naturally occurring psychedelic compound found in 'magic mushrooms,' allows it to penetrate the central nervous system and the scientific and medical experts are just beginning to understand its effects on the brain and mind and its potential as therapeutics for mental illnesses.

Backed by $55 million in funding, researchers build on previous work and expand research on psychedelics for illness and wellness: (1) to develop new treatments for a wider variety of psychiatric and behavioral disorders with the aspiration of treatments tailored to the specific needs of individual patients and (2) to expand research in healthy volunteers with the ultimate aspiration of opening new ways to support human thriving.

Psilocybin Research and Potential

Roland Griffiths, Ph.D., presented a TEDMED talk in 2015 about the therapeutic and consciousness potential of psilocybin. Research to date demonstrate safety of psilocybin in regulated spaces facilitated by medical team over a series of guided sessions; and as a part of cognitive behavioral therapy, psilocybin helps in reducing anxiety in some cancer patients, and in facilitating smoking cessation for some.

The Neuroscience of Psychedelic Drugs, Music and Nostalgia

With controlled psychedelic substances, there is a potential to alter the entire brain for a period of time and thus provide relief from negative emotions that cloud the mind. Capturing this controlled relief, Dr Frederick Barrett's research suggests that, under the right conditions, psychedelics may have the potential to treat a wide range of mood and substance disorders.

Center Highlights

1. A group of Johns Hopkins researchers was the first to obtain regulatory approval in the United States to resume research with psychedelics in healthy volunteers who had no previous experience with psychedelics.

2. Psychedelic use may lead to treatments for alcohol abuse

Online survey of over 300 people with Alcohol Use Disorder reported reducing or abstaining alcohol use after taking a psychedelic drug such as psilocybin, LSD or DMT. This study adds to growing evidence for supporting further investigation of psychedelic-assisted treatment for alcoholism or substance abuse.

Read the Paper

Johns Hopkins launches center for psychedelic research

A group of private donors has given $17 million to start the Center for Psychedelic and Consciousness Research at Johns Hopkins Medicine, making it what's believed to be the first such research center in the U.S., and the largest research center of its kind in the world. In the absence of federal funding for such therapeutic research in people, the new center will rely on the gifts announced today to advance the emerging field of psychedelics for therapies and wellness.

Read the News Release

3. Psychedelic Drug Psilocybin Tamps Down Brain's Ego Center

The brain scans after psilocybin use showed that the claustrum was less active, meaning the area of the brain believed responsible for setting attention and switching tasks is turned down when on the drug. The researchers say that this ties in with what people report as typical effects of psychedelic drugs, including feelings of being connected to everything and reduced senses of self or ego.

Read the News Release

Psychedelic Treatment with Psilocybin Relieves Major Depression, Study Show

In a small study of adults with major depression, Johns Hopkins Medicine researchers report that two doses of the psychedelic substance psilocybin, given with supportive psychotherapy, produced rapid and large reductions in depressive symptoms, with most participants showing improvement and half of study participants achieving remission through the four-week follow-up.

Read News Release

The Johns Hopkins Center for Psychedelic and Consciousness Research

At the Center, researchers focus on how psychedelics affect behavior, mood, cognition, brain function, and biological markers of health. Upcoming studies will determine the effectiveness of psilocybin as a new therapy for opioid addiction, Alzheimer's disease, post-traumatic stress disorder (PTSD), post-treatment Lyme disease syndrome (formerly known as chronic Lyme disease), anorexia nervosa and alcohol use in people with major depression.

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Johns Hopkins Center for Psychedelic and Consciousness Research

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The Johns Hopkins Center for Psychedelic and Consciousness Research is leading the way in exploring innovative treatments using psilocybin.

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More "adult" looking online planner for productivity (ADHD recommended)--good for teens who don't like "kid" stuff

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Handy resource for those starting (or re-starting) a self-care journey

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Welcome to the UB School of Social Work's Self-Care Starter Kit. The resources on these pages are appropriate for both students in training and for professionals already working in the field. There are additional resources that we trust will be helpful no matter where you are on your self-care journey.

The Self-Care Starter Kit℠ was initially developed for UB School of Social Work students, but it is our hope that these resources will be useful for students and professionals alike. Although the information does not address all that goes into developing the skills of self-care, it does begin the journey.
We recommend you start with Introduction to Self-Care, followed by Developing Your Self-Care Plan.
Using the Materials

You are welcome to use the Self-Care Starter Kit℠ exercises/worksheets without revising them for personal and/or educational (non-commercial) purposes only. We ask that you read over the Creative Commons licensing agreement, let us know that you will be using the materials, include the original citation information that is on them, as well the web address for our site, as an acknowledgement of where it was downloaded from and so people are able to explore our site if they're interested.

Butler, L. D., & McClain-Meeder, K. (2015). Self-Care Starter Kit. Located at http://www.socialwork.buffalo.edu/students/self-care/index.asp

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Acknowledgements

We hope the resources in these pages will be useful as you strive to maintain and enhance your well-being in all the important domains of your life.

We would like to express our heartfelt thanks to all those who have helped us in this effort: the colleagues who generously contributed materials and provided advice on resources, copyright issues, and IT questions; the experts in the field who gave permission to include their materials; the SSW students who provided self-care utilization data and feedback on our materials and original workshop; and our colleagues on the UBSSW Reaccreditation Committee and in the school who provided both informational and tangible support for the development of this program and have incorporated self-care materials and activities in their courses. We are especially grateful to Elaine S. Rinfrette, LCSW-R, PhD for her extensive and essential contributions to every aspect of the development of this program; Shirley Reiser, LCSW and Elaine K. Hammond, LMSW for their far-sighted and widespread efforts to highlight self-care in our school by developing trainings and materials, and through their invaluable contributions to the development of these pages; Dana M. Horne, MEd for designing the self-care (Venn) logo and providing consultation and support; Robert Garlan, PhD for his thoughtful suggestions and text revisions for these webpages; Melissa Dudley, MSW for her excellent research assistance; and David Coppola for his superb work designing and programming the original self-care site webpages.

Lisa D. Butler, PhD
Self-Care Program Team Leader and Associate Professor

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Professional self-care is an essential social work survival skill. Our Self-Care Starter Kit will help students and beginning social work professionals understand the basics of maintaining and enhancing health and well-being.

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Productivity app--handy tool that breaks down bigger projects into steps

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App to gamify your to-do list.

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‎Transform your daily tasks, habits, and routines into an epic adventure with QuestDo! Embark on a journey where every task is a quest, every habit builds your character, and every routine casts a spell of productivity. QuestDo turns the mundane into the magical, making personal growth an exciting g…

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App for gamifying goals and habits

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Habitica is a free habit and productivity app that treats your real life like a game. Habitica can help you achieve your goals to become healthy and happy.

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Gamify your todo list, complete with an AI assistant

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Creativity app, designed to help get past blocks. Especially good for students who struggle with deciding on topics, etc

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brainsparker | free creativity app & academy for creative thinking & innovation

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Free Creativity App | Academy for Training Courses on Creative Thinking & Innovation

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Makers of the No.1 creativity app. Academy for online training & coaching courses on creativity, creative thinking and innovation. Try a free taster course.

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Dictation app, disability friendly and also helpful for those whose brains move faster than their fingers.

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Dragon cloud solutions

Work where you need to be

Our "always latest," easy to deploy cloud-hosted speech recognition solutions integrate seamlessly into enterprise workflows and are optimized for thin-client and virtualized environments. Securely create mission-critical documentation wherever you are when you extend Dragon Professional Anywhere with Dragon Anywhere Mobile.

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Dragon Speech Recognition - Get More Done by Voice | Nuance

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Work faster and smarter and speed document creation and automate workflows with the world's best-selling speech recognition solution.

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Alarm clock that has to be vigorously shaken to turn off. Handy for those who struggle to get out of bed.

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Alarm app that requires you to solve a puzzle to turn it off.

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Tracks how you spend your time on your computer, includes reports and goal setting. Great for those easily distracted by shiny things online

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RescueTime: Fully Automated Time Tracking Software

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Only 10% of people say they feel "in control" of how they spend their time. RescueTime is the world's most powerful time management software. Start your free 14-day trial today.'

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Advice on creating a calm room at school.

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Advice on how to create an effective calming space

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Create a Calm Down Space at Home or School

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News report on one school's sensory rooms for both students and staff

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A Sensory Room for All - Spectrum News - Matt Mershon

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Calm room designed specifically for high school

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South Salem High School opens ‘calm room’ for stressed out students

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CARE room vs. ISS

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How a C.A.R.E. Room is Different From a Traditional I.S.S. Room & The Benefits for Children & Adults

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SEL and mental health help for Michigan (trainings, lessons, etc)

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A digital, schoolwide PBIS management system that helps schools create a positive climate in which every student can learn and grow academically, socially and emotionally.
PBIS Rewards simplifies the implementation and tracking of the PBIS framework within a school. With PBIS Rewards, school administration can clearly see how teachers are utilizing PBIS and how PBIS is improving school culture.

Fully digital token economy, eliminating the need for paper tickets

Recognize any student, anywhere, anytime

Track student points accurately

Use data to analyze trends

Appropriate for all grade levels, PK-12

Covers all 3 tiers of PBIS

Enhanced features such as Check-in/Check-Out, SEL Check, House Groups, Behavior Referral System, and Teacher Rewards

** The PBIS Rewards option is not included in the Michigan Cares package but can be purchased at a discounted rate for Michigan schools.

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Social-emotional learning and mental health support tools available at no cost to ALL Michigan schools! Ask us about Michigan Cares.

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SEL resources for educators that take cultural sensitivity into account

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Materials and Resources for Teachers and School Leaders

Anti-Racism and Anti-Bias Resources

A collection of transformative social-emotional learning (SEL) resources to help administrators and educators critically examine and question long-held beliefs and systems and build on students' cultural assets to make classrooms more inclusive and equitable.
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Trauma-Sensitive Practices and SEL

A webinar to help teachers and schools integrate trauma-sensitive practices into their daily interactions with students and better understand how threats such as the COVID-19 pandemic, which stress everyone, particularly impact students who've experienced trauma from Adverse Childhood Experiences (ACEs).
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Using SEL to Create Equitable Schools

A webinar with educational leader and anti-racism expert Baionne Coleman and Committee for Children researchers who discuss recommended resources and lessons to address racial injustice and drive real change in communities.
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Learning for Justice Alignment Chart

A curated list of Learning for Justice (formerly known as Teaching Tolerance) lessons that align with Second Step® Elementary and Second Step® Middle School, along with a chart to show how social-emotional skills support diversity, equity, and social justice.

Second Step® Elementary and Second Step® Middle School Digital Programs: Download PDF

Second Step® Elementary Classroom Kits and Second Step® Middle School: Download PDF

Back to Resources

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Materials and Resources for Teachers and School Leaders A collection of transformative social-emotional learning (SEL) resources to help administrators and educators critically examine and question long-held beliefs and systems and build on students' cultural assets to make classrooms more inclusive and equitable.

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SEL resources including lessons

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200+ FREE Social-Emotional Learning Resources [A Complete List]

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Bring back the meaningful teacher-student bond in the classroom! Reintegrate social-emotional learning in class with these fun and FREE SEL resources!

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How to move toward more culturally sensitive SEL

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The new question-of-the-week is:
What are the best ways you are incorporating social-emotional learning in your classroom and what are you doing to ensure that it is culturally responsive?
Many teachers will say that social-emotional learning is a key part of their practice, though not all look at it through a culturally responsive lens.

Previous posts appearing here have also tackled this challenge:
* 'The Problem With Kindness': SEL & the Death of George Floyd * Using Social-Emotional Learning to Challenge 'Systems of Oppression' * Equity & Social-Emotional Learning
Today, Tairen McCollister, Mike Kaechele, and Libby Woodfin share their responses to the question.

Using 'Activation Activities'
Tairen McCollister has taught all grade levels, as well as higher education. She is currently in her 13th year of teaching high school English in Delaware and also serves as an adjunct professor at a local university. She is a trauma-informed educator, SEL advocate, and diversity and equity coordinator with a passion for meeting the needs of the whole child:
Social-emotional learning is a critical component to effectively teaching, pr-pandemic and even more so, as we navigate the current waters of education. For some educators, it is just an inherent piece of their curriculum, disposition, personality, etc. For others, particularly those fearing they must change in order to incorporate SEL, the opportunity to tap into that side of your teaching can be easier than you might think.

CASEL, the Collaborative for Academic, Social, and Emotional Learning, defines social-emotional learning as "how children and adults learn to understand and manage emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions" (CASEL, 2021). There are five competencies to focus on when utilizing SEL practices: self-awareness, self-management, social-awareness, relationship skills, and responsible decisionmaking.

The easiest way to implement SEL is to first choose a competency(ies) and determine how it can be most effectively, and purposefully, used in your classroom and content. In my experience, teaching literature and writing to high school students, I aim to not just hit SEL but culturally responsive practices; culturally responsive pedagogy focuses on the idea of the cultural connection educators can make between their content and classroom and students' experiences and culture.

The way that I tend to get a two-for-one, if you will, is through any necessary activation activities prior to the start of a unit, lesson plan, or text. For example, self-awareness and social-awareness can easily become a culturally responsive strategy by having students free-write their thoughts on a topic about to be discussed: They can make a personal connection, reflect on their own experiences, or even open it up to any societal beliefs. This ensures that not only are they having a chance to become more aware of their own beliefs, thoughts, etc., they are also connecting prior experiences specific to their culture or even our collective American culture. In an American literature class, or even a world literature class, that is beginning a novel focused on gender issues, this strategy would work well.

In a social studies or biology class, or any other content, the choice of competency can be aligned to your overall objective; incorporating a chance for personal experience, connection, and cultural relevance not only helps with student connection but also comprehension and retention. Neuroscience tells us that the connection component can provide the activation the brain needs to receive and process information. SEL and culturally responsive pedagogy are important to overall learning for our students; we simply have to be mindful of what we want them to accomplish and how we can go about it.

Project-Based Learning

Mike Kaechele is a teacher, author, and consultant of SEL and PBL. He believes in student-centered learning by giving kids authentic opportunities to do real work with local community partners. His upcoming book, The Pulse of PBL: Seamlessly Integrating Social and Emotional Learning, explores how to fuse SEL into the daily practices of the PBL classroom:

Pedagogy matters. To cultivate SEL skills, students need to be actively involved in their learning, not passively listening to a teacher. Students cannot practice most of the SEL competencies in a traditional, "sit and git" class. A constructivist framework to partner with SEL is project-based learning. Throughout the project cycle, students are practicing all of the SEL competencies by solving problems related to content standards.

Zarretta Hammond states that "competence leads to confidence." Through PBL, all students produce quality work in meaningful contexts. False praise for completing a worksheet does not build self-awareness like the pride of displaying your project work to a public audience. The project work itself motivates students and offers endless opportunities to cultivate SEL skills as students interact with each other in teams.

PBL topics should embrace, not avoid culturally relevant topics such as systemic racism, climate change, immigration, genocide, prison reform, social inequality, modern-day slavery, economic policy, and rights of BIPOC or other oppressed groups. The next generation inherits many challenging problems from us. It is not our job to prepare them for the future but to navigate these issues with students today. If teachers give up some control, students can develop transformative SEL skills by addressing the pressing needs in their local communities and our country at large, improving our shared world, right now!

SEL for a 'Better World'
Libby Woodfin is the director of publications for EL Education, an author of several books about education, and a former teacher and school counselor:
Research is one thing, but what does this mean in practice?
Lillian and Esperanza's Story
After introducing herself, Lillian jumps right in: "My favorite module was definitely the human-rights module." Her grin somehow grows wider as she says this, and she twists left to right in her desk chair. "In this module, we deeply looked into the Universal Declaration of Human Rights and read the book Esperanza Rising. I really loved this book because all of the details and events were very engaging, and it actually made me think of my own family's experiences escaping for safety."

Lillian goes on to tell her online audience the story of how her family escaped torture and death in their home country. Lillian makes the connection between her family and Esperanza's family in the book-and to the specific human rights that were violated in her family and in Esperanza's. "I'm grateful that I'm getting to learn this," Lillian says, "because it's helping me know my own rights. This kind of learning means a lot to me because I don't want to come to school and learn about random things that don't matter to this world." Lillian's identity is affirmed and celebrated by the curriculum-a key tenet of culturally responsive education-and it is clear to everyone witnessing her reflect on the experience that it has been a deeply meaningful and engaging experience for her.

Obviously, not every student will have the same kind of personal connection to Esperanza's story that Lillian does. However, curriculum and instruction can be designed so that opportunities for social-emotional learning integrated with culturally responsive content are woven into the daily rhythms of any classroom in order to challenge, engage, and empower all students.

Lori, a teacher at Lillian's school, reflects on how the culturally responsive design of the curriculum allows students to bring their own individual funds of knowledge to school with them: "A lot of the work we do in the curriculum is highly collaborative and allows students to bring their own personal strengths-their 'home strengths'-into their learning, to really leverage that to get that deeper learning."

One way to ensure that students have opportunities to collaborate within lessons (and learn and practice social-emotional skills), just as students at Lori and Lillian's school did, is through discussion protocols. A protocol consists of agreed-upon, detailed guidelines for reading, recording, discussing, or reporting that ensures equal participation and accountability in learning. Protocols invite students to value different perspectives and new insights and make room for listening as well as contributing to discussion. A protocol can be an entire lesson or just a few minutes within a lesson. The School Reform Initiative and the National School Reform Faculty have excellent banks of free protocols on their websites.

Across the country from Lillian's school in California, in teacher Erin Daly's classroom in New York City, students in this video are studying the same module as Lillian. The video features the 5th graders engaging in collaborative academic discussions using a jigsaw protocol. As students dissect the Universal Declaration of Human Rights and Esperanza Rising in triads, their social-emotional skills are in use. They listen actively, they build off of each other's thinking, they show one another respect, and it is all so fluid and natural in the context of a meaty discussion about human rights. Reflecting on the protocol, Daly says, "It creates a great dynamic for the kids to play off each other. You can create groups where they can really model for each other and help each other become better learners." A student reflected on the power of group work as well: "I like working in groups with other kids because you get to see things from different perspectives."
Social-Emotional Learning for a Better World
This question is an important one for educators to grapple with before engaging with any social-emotional learning program. Is the point of "doing" social-emotional learning to help students gain the skills they need to succeed within an unjust and inequitable world or is the point to help them transform it?

Following their deep study of the Universal Declaration of Human Rights and Esperanza Rising, Lillian and her classmates chose transformation. The students demonstrated their critical consciousness-another key tenet of culturally responsive education-about the issue of human rights by taking action in their community. They conducted a Human Rights March in which they informed the public about specific Articles of the Universal Declaration of Human Rights; they created a human-rights mural; and they created multiple keynote presentations to educate their peers about sacrifices people have made to protect human rights around the world.

Culturally responsive educators use the cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively. CRE is based on the assumption that when academic knowledge and skills are situated within the lived experiences and frames of reference of students, they are more personally meaningful, have higher interest appeal, and are learned more easily and thoroughly. Particularly when teachers take time to debrief learning experiences with students and highlight their skill-building as they learn, students like Lillian can build their social and emotional skills through these culturally relevant learning experiences.

Thanks to Tairen, Mike, and Libby for contributing their thoughts.
Just a reminder; you can subscribe and receive updates from this blog via email (The RSS feed for this blog, and for all Ed Week articles, has been changed by the new redesign-new ones are not yet available). And if you missed any of the highlights from the first 10 years of this blog, you can see a categorized list below.

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Culturally Responsive Social-Emotional Learning: How to Get There (Opinion)

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The new question-of-the-week is: What are the best ways you are incorporating social-emotional learning in your classroom and what are you doing to ensure that it is culturally responsive? Many teachers will say that social-emotional learning is a key part of their practice, though not all look at it through a culturally responsive lens.

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Video visually explaining ubiquitousness of trauma.

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What are the differences between 504 plans and IEPs

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Different types of interventions for different problems

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'Intervention'. If you work in a school, you're likely to hear the term used innumerable times a day. Now an intrinsic part of school life, interventions in education allow teachers and teaching assistants to address any gaps in a child's progress or attainment. Once a need has been identified, effective interventions can then be used to overcome any barriers in the child's learning.

In this article, we'll overview the main types of interventions in education. We'll then look at a range of strategies and practical examples that you can use when planning effective interventions for your students.

What are Interventions in Education?

In educational settings, interventions are often used to describe a focused teaching session, which is a deviation away from existing teaching practice. Interventions in schools can be one-to-one, or delivered as a group. The aims of the programme will have been carefully created by a teacher or teaching assistant based on a key area of need. For example, inference in reading, or units of time in maths. Interventions should be delivered alongside Quality First Teaching, and are often used to support children with SEND.

Many issues children face in their learning are inter-connected. It might be that a child is displaying concerning behaviour, and is falling behind academically, so each intervention needs to address each individual's specific areas of need.

As a result, some interventions are targeted, and are put in place to address a certain weakness. These interventions are likely to be more formally monitored in order to track the child's progress, whereas other interventions are more flexible, and adjust according to the changing needs of the student.

Some interventions can be costly and time-consuming. In order to be effective, there needs to be a demonstrable impact, so structuring interventions requires strategic thinking.

Types of Intervention in Schools

There are many different types of interventions in schools. Let's take a look at the most commonly used intervention strategies:

Behavioural Interventions

Collaborative Interventions

One-to-One Interventions

Classroom-Based Interventions

Social, Emotional and Wellbeing Interventions

Peer Tutoring

Metacognition and Self-Regulation

Homework

Why are Effective Interventions Important in Schools?

Interventions can be an incredibly beneficial aspect of school life.

Using a structured intervention, teachers can swiftly close progress or attainment gaps in a key area. They can also see the demonstrable impact of their practice, and share it with the child and their parents or carers.

Challenging behaviour in the classroom is one of the greatest barriers to learning. But behavioural interventions can help to address low-level behaviour, and, as a result, build relationships in the classroom, therefore improving the teaching and learning experience for the teacher and pupils.

When pupils fall behind their peers, they can begin to lose confidence. Implementing interventions can help to build a child's self-worth, as well as their academic understanding. Equally, interventions often take place in a nurturing, safe environment, which can positively contribute to students' overall wellbeing.

How Might Teachers Plan Effective Interventions?

In order to plan an effective and impactful intervention, you must first identify what it is you wish to achieve. The outcome you decide upon should ideally be monitorable, so that you can demonstrate the impact of the programme. At this stage, it may also be worth discussing any previous interventions you've used in order to unpick their success rates. If we prioritise interventions within the teaching and learning policy, then they're more likely to have a sustainable impact.

Work with a colleague to consider:

What will we be doing?

Why are we doing it?

How will we implement the intervention?

Will we be able to monitor the process, and if so, how?

And to what aim?

Once you have selected the child or children for the intervention, next look holistically at the provision in your school. What can you realistically offer? Who will deliver the session? Where? At what point in the day?

When you've addressed any logistical barriers, strategic planning will then be needed to address any challenges you may face. For example, staff may need to increase their knowledge and understanding prior to delivering a particular intervention. Keeping staff motivated and enthused will be crucial in the programme's success. Additionally, a potential challenge may be that children are involved in too many interventions, which may simply lead to students feeling overwhelmed, negating any form of progress.

Before you begin the programme of intervention, remember to organise a baseline assessment, so staff can effectively monitor the child's outcomes.

Throughout the sessions, consider how any members of staff involved will feedback on progress and target setting. And finally, when it comes to assessing outcomes, ensure you have collected tangible evidence of the intervention's impact. This could be an increased reading age, or a journal created by the child, reflecting their increased understanding of strategies they can use to improve their wellbeing.

If the intervention was a success, try to make time as a team to discuss why. Share the practice with the rest of the school, and consider whether the programme could be rolled out across other year groups.

This handy guide from the Education Endowment Foundation (EEF) allows you to compare which interventions are most impactful, based on evidence strength, impact and cost.

Examples of Classroom Intervention Strategies

Interventions in the classroom may take many different forms.

It might be that a group of children are struggling with a particular concept. The teaching assistant might then work with those particular children to spend time consolidating their knowledge of shape before they move further into the topic.

Equally, a collaborative intervention might take place in class to deepen and strengthen students' knowledge and understanding of a poet's techniques and language use.

A teacher's ability to identify early areas of need within the classroom can prevent any learning issues from becoming bigger barriers to education.

How to Create a Successful Intervention: Top Tips

1. Make it fun

Particularly important when working with Primary aged students, it is vital to grab their attention and make the learning experience memorable. You might consider getting outside and using the natural environment to practise symmetry, or use drama to analyse characters in fiction. For secondary aged students, it's also important to make it engaging, and be sure to make the purpose of the intervention clear to them, so that they can really see how it will benefit them.

In order for the students to make links between key concepts and subject areas, try and link the content to wider class learning. Consider liaising frequently with the class teacher to ensure that the content aligns with the learning objectives which are being covered with the rest of the class and try to use similar case studies or examples to those which they plan to teach.

3. Timing is key

With regard to neurodiversity, a student with ADHD, for example, may resent being taken out of a creative subject they love and excel in, in order to make progress in a subject they find challenging.

4. Personalise the sessions

Every student is unique. They all have differing areas of need, and different skills and talents. As a result, when planning an intervention, try and tap into what it is that will really spark their interest and keep them motivated.

5. Consider staff wellbeing

It is vital that staff feel supported in delivering their interventions, so check in with them frequently and show an interest in the progress they are making. They must be offered adequate training for the role, and they must be given enough time to effectively plan their sessions. The interventions should also be carefully planned into their timetables so that they are balanced and manageable, for example, staff may find a full day of back to back interventions quite overwhelming so if it is possible, try to space them out.

6. Play to your strengths

Use staff in a strategic manner by playing to their areas of strength. As a team, work out where your skills and interests would be best placed when matching staff to both subject areas and individual students. It may be that a teaching assistant has a degree in a certain subject, and would feel particularly comfortable delivering interventions in that area, so make the most of those situations!
Creating an intervention in school can seem challenging. But if the programme is created in a structured and strategic manner, the chances of it being successful are much higher. Yes, interventions involve budgets, monitoring, and data, but at the heart of every programme is the child. Effective interventions help today's young people navigate whatever challenges they may face, and your role can be crucial in helping them to reach smoother seas.
Further Resources:

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Effective Interventions in Education: Types and Examples

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Interventions in education help to address any gaps in a child's progress or attainment. We look at a range of strategies and practical examples here.

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How to insure your mental health practitioner is culturally sensitive

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Finding Mental Health Care that Fits Your Cultural Background

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What Is Cultural Background? Culture is a particular group’s beliefs, customs, values and way of thinking, behaving and communicating. Cultural background affects how someone: Views mental health conditions Describes symptoms Communicates with health care providers such as doctors and mental health professionals Receives and responds to treatment What Is Cultural Competence? Cultural competence is the behaviors, attitudes and skills […]

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Links to multiple crisis services

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988 Suicide & Crisis Lifeline is operated by Common Ground and serves as Michigan's 24/7 crisis support line. We are available for people in immediate distress who don't know where to turn.

988 is also available for people who are concerned about a loved one who needs help. Callers are welcome to remain anonymous. Our crisis specialists receive rigorous training in trauma-informed care, active listening, cultural competency, and compassionate communication. They strive to create a safe and non-judgement space where you can share your stories, emotions and concerns openly. Our specialists respect your autonomy and privacy, while helping you make informed decisions and take control of your life. 988 Suicide & Crisis Lifeline is a program of the Michigan Crisis and Access Line (MiCAL). For more information on this program, visit mical.michigan.gov.

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Common Ground Services | Get 24/7 Crisis Support

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Common Ground services include Michigan’s 24/7 crisis support line, virtual urgent care, residential units, community resiliency centers and more.

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Big family provides foster support but is primarily focused on children being raised by their grandparents

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Works with Foster Children and families in crisis.

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Information on how to become a foster parent as well as other resources

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Foster Parent Resources | Foster Care Navigator Program

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While we hope to meet all of your needs we know that sometimes it takes a village! Check out these other statewide organizations for clothing and material assistance, adoption assistance, and more.

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Provides not just clothing but also other necessities for foster families

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Their goal is to fill the gaps in the child welfare system such as training and support groups

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Offers advocacy, support, information and community for foster families

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Scholarship for students who entered the foster care system after age 13.

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The Fostering Futures Scholarship provides scholarships to students who have experienced foster care in Michigan on or after age 13.  Students must also demonstrate financial need to qualify. Full Details

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Resources and support for youth in foster care.

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Fostering Success Michigan provides resources and inspiration for youth and alumni of foster care.

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Guide to help young people entering the foster care system

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Support for those offering kinship care

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Christian foster care organization including summer camp and mentorship

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Database to find help in a variety of areas such as paying for diapers or locating a qualified therapist for foster families

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Help for those trying to navigate the adoption (and foster-to-adoption) process.

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Provides resources for foster families as well as for those aging out of the system.

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Foster parents and teachers can improve educational outcomes for foster youth by knowing the facts and then identify the roadblocks that may hamper the child's chances for success. All of the IEP information on our website applies to foster families, but here are some resources for challenges particular to foster families.

Post Adoption Resource Centers (PARCs) provide a wide range of support
services to families including training, support groups, and intervention services

Surrogate Parent

There are occasions when a school must identify a surrogate parent for a student. A surrogate parent is a person appointed to represent the interests of a child with a disability in the educational decision-making process when that child/youth has no other parent representation. The surrogate has all of the rights and responsibilities of a parent.

Evaluations for children/youth in foster care

Children/youth experiencing foster care can face extra hurdles when seeking an evaluation for special education services, especially when understanding the "Parental Consent" requirement. IDEA defines "parent" as:

Transition to Adulthood for Foster Families

The IEP transition plan helps students be more prepared for life after high school. For students experiencing foster care there are additional considerations to face, and accessing community resources that can help make a smoother transition from school to adulthood.

This video was produced for the Project Launch grant, which prioritizes reaching underserved and underrepresented families. Project Launch's mission is to serve transition age youth and families to achieve meaningful employment, independent living, and full community inclusion outcomes.

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Foster parents can improve educational outcomes for youth. When the child/teen has an IEP, that may be new learning for the foster parent. All of the IEP information on our website applies to foster families, but here are some resources for challenges particular to foster families.

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Provides money for college/trade-school for those in the foster care system on or after their 14th birthday

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The ETV program allows Michigan to provide up to $4,000 per year to a student in an accredited programs