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Omni Inventive Care seeks to provide services in the least restrictive service setting possible.

Whenever possible, Omni prefers to serve children and their families at home or on an out-patient basis. When this is not possible, Omni seeks to have children who have been removed from the home returned home as soon as it is safely possible.

Learn more about Omni's services

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Omni Inventive Care seeks to provide services in the least restrictive service setting possible.

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These organizations support transgender and gender-variant individuals in Colorado. It's our goal to keep this list as current as possible, so if we have missed your organization or you find an error, please let us know.

The Center on Colfax offers weekly transgender social and support programs, a legal department, and ongoing educational and networking sessions. They offer jobs programs, SAGE for over 21 individuals, and Rainbow Alley for the 21-and-under youth.

Northern Colorado Equality has support groups and other social activities in the Fort Collins area. Eclectic transgender support and social group with education, support, and social activities for the Northern Colorado transgender/genderqueer/intersex community.

One Colorado is a statewide advocacy organization dedicated to securing and protecting equality and opportunity for lesbian, gay, bisexual, and transgender Coloradans and their families. They advocate by lobbying the General Assembly, executive branch, and local governments on safe schools, relationship recognition, and LGBT health and human services.

The Open and Affirming Sexual Orientation/Gender Identity Support (OASOS) Program offers free, confidential services for lesbian, gay, bisexual, transgender, intersex, and questioning youth, including peer support groups in Boulder and Longmont, advocacy, and a variety of support and counseling services, referrals to health and community services, and free testing for HIV and sexually transmitted infections.
529 Coffman, Longmont
(303) 678-6259

Out Boulder has several transgender support group meetings and activities, including the Longmont area.

PAGE, Peak Area Gender Expressions, in Colorado Springs, offer support groups for transgender people, friends, and family. Socially focused, with opportunities to express yourself in public outings with experienced individuals of like mind, they also have resources concerning transgender issues, including health, legal, activism, and shopping in the Colorado Springs area. They meet at 7 pm on the 1st and 3rd Tuesdays at Pikes Peak Metropolitan Community Church, 1102 S. 21st Street, Colorado Springs. They also have support groups for GenderQueer (Building Real Identities and Gender Expressions-BRIDGE group), SOFFA (family group), and military.
For more info, COSPage@gmail.com

PFLAG Denver offers specialized support for persons striving to understand a loved one's sexual orientation or gender expression and associated issues.
New Families Group, 6:30 pm on the first Thursday of every month at the Tears-McFarlane Mansion, 1290 Williams St., Denver.
Open to All Support Group at the same time, 6:30 pm.
Occasionally, these times vary, so check the website calendar or call to confirm the schedule. There are six other groups throughout Colorado, so refer to the leading website for a list.

TransActionhas educational programs to share information, support each other, and learn to stay healthy, safe, and proactive. Every Wednesday, 3-5 pm. Free HIV and STD testing is offered every day, 10 am-3 pm.
For more information, contact Nevaeh Anderson / (720) 243-0934
Drop-in center / 1477 Lima St., Aurora

Queer Asteriskprovides various therapeutic services for LGBTQPIA folx who identify as lesbian, gay, bi, trans, queer/questioning, pan, intersex, agender/asexual or non-conforming, and their allies.

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Support Organizations — Transgender Center of the Rockies

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These organizations support transgender and gender-variant individuals in Colorado. It’s our goal to keep this list as current as possible, so if we have missed your organization or you find an error, please let us know.

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Main DHHS Switchboard: (402) 471-3121

Abuse & Neglect​: (800) 652-1999

Suicide Prevention: (800) 273-TALK / (800) 273-8255

Nebraska Family Helpline: (888) 866-8660

Economic Assistance: (800) 383-4278

Medicaid Assistance: (855) 632-7633

911: If you have an emergency, dial 911

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National Institute of Mental Health (NIMH)

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My Mental Health: Do I Need Help?

This fact sheet presents information about how to assess your mental health and determine if you need help. It provides examples of mild and severe symptoms, as well as self-care activities and options for professional help.
En español

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Publications About Prevention of Mental Disorders

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My Mental Health: Do I Need Help? This fact sheet presents information about how to assess your mental health and determine if you need help. It provides examples of mild and severe symptoms, as well as self-care activities and options for professional help. En español

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National Institute of Mental Health (NIMH)

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PANDAS-Questions and Answers

This fact sheet describes the causes, signs and symptoms, diagnosis, and treatment of Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal Infections (PANDAS).
En español

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PANDAS-Questions and Answers This fact sheet describes the causes, signs and symptoms, diagnosis, and treatment of Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcal Infections (PANDAS). En español

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NIMH " Publications About Anxiety Disorders

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Love is Respect offers 24/7 information, support, and advocacy to young people between the ages of 13 and 26 who have questions or concerns about their romantic relationships. We also provide support to concerned friends and family members, teachers, counselors, and other service providers through the same free and confidential services via phone, text, and live chat.

We aim to be a safe and inclusive space for young people to access help and information in a setting specifically for them. We provide comprehensive education through resources including quizzes, interactive pages, and testimonials, as well as training, toolkits, and curriculum for educators, peers, and parents to promote healthy relationships and prevent future abuse.

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Healthy relationships for young adults can be confusing. Love is more than just the way you feel, and we’re here to help.

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Single point of contact for thousands of health and human service programs, community services, disaster services and governmental programs.

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A one-stop source of information for people in need of assistance. When you reach out to 211, they'll assess your situation and then utilize an extensive, up-to-date database to find the best resource(s) to meet your needs. They act as a single point of contact for thousands of health and human service programs, community services, disaster services and governmental programs.

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A one-stop source of information for people in need of assistance. When you reach out to 211, they'll assess your situation and then utilize an extensive, up-to-date database to find the best resource(s) to meet your needs.

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You don't have to face your problems alone! A bully at school. That rough break up. Thinking about suicide. Life can give you challenges. We can help.

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©2018 WGBH Educational Foundation. All rights reserved. All characters and underlying materials (including artwork) copyright by Marc Brown. Arthur, D.W., and the other Marc Brown characters are trademarks of Marc Brown. All third-party trademarks are the property of their respective owners. Used with permission. Arthur is produced by WGBH Boston and 9 Story Entertainment, Inc.

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Anxiety is a normal part of adolescence. Every teenager experiences symptoms including fear, nervousness, and shyness as they grow physically, socially, and mentally. While most of these symptoms are temporary, one in eight adolescents are affected by anxiety disorders lasting greater than 6 months. These disorders are characterized by excessive worry unequal in magnitude to the stressor at hand. Treatment generally involves a combination of psychotherapy and medication.

Select each category below to find resources for anxiety.

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Anxiety is a normal part of adolescence. Every teenager experiences symptoms including fear, nervousness, and shyness as they grow physically, socially, and mentally. While most of these symptoms are temporary, one in eight adolescents are affected by anxiety disorders lasting greater than 6 months.…

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Designed primarily for researchers, the purpose of this Network is to promote and assist international collaboration among bullying and peer victimization researchers. To facilitate collaboration, we have sponsored an annual bullying research Think Tank and compiled research, news, and resources that are shared online with our members. BRNET currently consists of 264 researchers from 29 countries.
Site highlights include: All content provided on this website is for information purposes only. The owner of this website makes no representations as to the accuracy or completeness of any information on this site or found by following any link on this site. The owner will not be liable for any errors or omissions in this information nor for the availability of this information. The owner will not be liable for any losses, injuries, or damages from the display of this information. Any views or opinions represented on this website are personal and belong solely to the entity who has sent us their information for the purpose of featuring it on our website. Such views or opinions do not represent those people, institutions, or organizations that the owner may or may not be associated with in professional or personal capacities, unless explicitly stated.

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Designed primarily for researchers, the purpose of this Network is to promote and assist international collaboration among bullying and peer victimization researchers. To facilitate collaboration, we have sponsored an annual bullying research Think Tank and compiled research, news, and resources that are shared online with our members.

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National Institute of Mental Health (NIMH)

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Transforming the understanding and treatment of mental illnesses.

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National Institute of Mental Health (NIMH)

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Download, read, and order free NIMH brochures and fact sheets about mental disorders and related topics. Publications are categorized by disorder, audience, or special topics. Publications are also available in Spanish.

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When you need help, our mental health services are available

Coping with depression, anxiety or complex mental illness is difficult, but you don't have to handle it on your own. At Bryan mental health services in Lincoln, we are dedicated to supporting you every step of the way, offering a wide range of treatments and mental health services ranging from counseling to emergency crisis assistance, outpatient and inpatient hospitalization.

Bryan Medical Center is home to the area's only 24/7 mental health emergency department.

Compassionate care, treatment and effective counseling, right here in Lincoln, will give you the tools needed to cope with the challenges you are facing.

Our services include:

We treat many mental health illnesses, including but not limited to:

Depression

Anxiety

Chronic pain

Stress disorders

Anger management

Domestic abuse

Mental illness and substance abuse

ADD and ADHD

Insomnia

Psychiatric disorders (bipolar, schizophrenia, personality disorders and others)

Other mental health disorders

Millions of Americans are affected by mental illnesses; you are not alone. You may feel like you are just holding on by a thread at the moment, but luckily, mental health challenges are treatable, with opportunities to help you or your loved one return to a full, purposeful and productive life.

Emergency Mental Health Care

For emergency mental health care, please go to Bryan West Campus emergency department, 2300 S. 16th Street, Lincoln, Neb.

The Bryan mental health emergency department provides emergency mental health care/crisis assessments 24 hours a day, seven days a week to determine if hospitalization is needed.

Non-Emergency Mental Health Care

To schedule a counseling appointment, contact the Bryan Counseling Center in Lincoln at 402-481-5991. Hours are Monday-Friday, 8 a.m.-8:30 p.m. The Counseling Center is located at Bryan West Campus, 2300 S. 16th Street, Lincoln, Neb.

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Coping with depression, anxiety or complex mental illness is difficult, but you don't have to handle it on your own. At Bryan mental health services in Lincoln, we are dedicated to supporting you every step of the way, offering a wide range of treatments and mental health services ranging from counseling to emergency crisis assistance, outpatient and inpatient hospitalization.

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Support in a Safe Place: Our support is offered at no cost and is available to those who need it for as long as they need it.

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Grief Resources for Kids, Parents, & Supporters | Dougy Center

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Dougy Center offers a wide range of resources for people of all ages who are grieving before and after a death. Find help you can access anytime here.

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National Institute of Mental Health (NIMH)

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Autism Spectrum Disorder

This brochure presents information about autism spectrum disorder (ASD) including signs and symptoms, causes and risk factors, diagnosis in young children, older children, teens, and adults, and treatments.
En español

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Autism Spectrum Disorder This brochure presents information about autism spectrum disorder (ASD) including signs and symptoms, causes and risk factors, diagnosis in young children, older children, teens, and adults, and treatments. En español

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National Institute of Mental Health (NIMH)

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National Institute of Mental Health (NIMH)

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Borderline Personality Disorder

This brochure presents information on borderline personality disorder, including signs and symptoms, causes, diagnosis, co-occurring illnesses, treatment options, and resources to find help for yourself or others.
En español

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Borderline Personality Disorder This brochure presents information on borderline personality disorder, including signs and symptoms, causes, diagnosis, co-occurring illnesses, treatment options, and resources to find help for yourself or others. En español

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National Institute of Mental Health (NIMH)

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Get Excited About the Brain!

This science education activity book intended for children ages 8-12 years old helps kids learn facts about the brain through games and puzzles about brain science and research. This activity book can be downloaded and printed.
En español

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Publications About Brain Anatomy and Physiology

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Publications About Brain Anatomy and Physiology

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NIMH » Publications About Children and Adolescents

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Publications About Children and Adolescents

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National Institute of Mental Health (NIMH)

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National Institute of Mental Health (NIMH)

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What is disruptive mood dysregulation disorder?

Disruptive mood dysregulation disorder (DMDD) is a condition in which children or adolescents experience ongoing irritability, anger, and frequent, intense temper outbursts. The symptoms of DMDD go beyond a "bad mood." DMDD symptoms are severe. Youth who have DMDD experience significant problems at home, at school, and often with peers. They also tend to have high rates of health care service use, hospitalization, and school suspension, and they are more likely to develop other mood disorders.

DMDD can be treated. If you are concerned that your child may have DMDD, talk to your child's pediatrician or health care provider.

Did You Know?

DMDD is a newly classified disorder, first appearing in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) in 2013. The DSM is used for the assessment and diagnosis of mental disorders; it does not include specific guidelines for the treatment of any disorder.

Researchers at the National Institute of Mental Health (NIMH) developed the DMDD diagnosis to diagnose more accurately youth who may have been previously diagnosed with pediatric bipolar disorder (despite not experiencing the symptoms needed for a diagnosis of bipolar disorder).

For more information on this research, visit the NIMH website and search for "DMDD."

What are the signs and symptoms of DMDD?

Children or adolescents with DMDD experience:

Severe temper outbursts (verbal or behavioral), on average, three or more times per week

Outbursts and tantrums that have been ongoing for at least 12 months

Chronically irritable or angry mood most of the day, nearly every day

Trouble functioning due to irritability in more than one place (at home, at school, and with peers)

Youth with DMDD are diagnosed between the ages of 6 and 10. To be diagnosed with DMDD, a child must have experienced symptoms steadily for 12 or more months.

What is the difference between typical irritability and severe irritability?

All children can become irritable sometimes. It's a normal reaction to frustration. Children experiencing severe irritability (as observed in DMDD) have difficulty tolerating frustration and have outbursts that are out of proportion for the situation at hand. These outbursts occur more often and are more severe than what you would typically expect for children of this age.

For example, a parent tells the child to stop playing a game and do their homework. Any child might be frustrated or annoyed. But a child with DMDD may become extremely upset and emotional and have an intense temper outburst with yelling or hitting. A child with DMDD experiences these intense temper outbursts a few times a week.

Over time, as children grow and develop, the symptoms of DMDD may change. For example, an adolescent or young adult with DMDD may experience fewer tantrums, but they begin to exhibit symptoms of depression or anxiety. For these reasons, treatment may change over time, too.

Children with DMDD may have trouble in school and experience difficulty maintaining healthy relationships with family or peers. They also may have a hard time in social settings or participating in activities such as team sports. If you think your child has DMDD, it is essential to seek a diagnosis and treatment.

How is DMDD diagnosed?

If you think your child may be experiencing symptoms of DMDD, talk to your child's health care provider. Describe your child's behavior, and report what you have observed and learned from talking with others, such as a teacher or school counselor. An evaluation by your child's health care provider can help clarify problems that may be underlying your child's behavior, and the provider may recommend the next steps.

You also can ask your health care provider for a referral to a mental health professional who has experience working with children and adolescents. DMDD symptoms also can occur at the same time as other disorders associated with irritability, such as attention-deficit/hyperactivity disorder (ADHD) or anxiety disorders. An accurate diagnosis is vital for effective treatment.

For more information about diagnosis and treatment of children and tips for talking to your health care provider, check out NIMH's fact sheets, Children and Mental Health and Tips for Talking With Your Health Care Provider. If you need help identifying a provider in your area, call the Substance Abuse and Mental Health Services Administration (SAMHSA) Treatment Referral Helpline at 1-800-662-HELP (4357). SAMHSA also has a Behavioral Health Treatment Services Locator that can be searched by location.

How is DMDD treated?

DMDD is a newly classified disorder, and few DMDD-specific treatment studies have been conducted to date. Current treatments are primarily based on research focused on other childhood disorders associated with irritability (such as anxiety and ADHD). Fortunately, many of these treatments also work for DMDD. NIMH is currently funding studies focused on further improving these treatments and identifying new treatments specifically for DMDD. It is important for parents or caregivers to work closely with their child's doctor to make treatment decisions that are best for their child.

Treatment for DMDD generally includes certain types of psychotherapy ("talk therapy") and sometimes medications. In many cases, psychotherapy is considered first, with medication added later. However, at times, providers recommend that children receive both psychotherapy and medication at the start of their treatment.

Psychotherapies

Cognitive behavioral therapy (CBT) is used to help children and adolescents learn how to cope with thoughts and feelings that contribute to their feeling depressed or anxious. CBT for anxiety often includes exposing the child to situations that make them anxious so that they can learn to respond to those situations better. Clinicians can use similar techniques to teach children to increase their ability to tolerate frustration without having an outburst. This therapy also teaches coping skills for controlling anger and ways to identify and re-label the distorted perceptions that contribute to outbursts.

Researchers also are studying the use of dialectical behavior therapy for children (DBT-C) with DMDD. This type of therapy may help children learn to regulate their emotions and avoid extreme or prolonged outbursts. In DBT-C, the clinician helps children learn skills that can help with regulating their moods and emotions.

It can be effective to combine therapy for the child or adolescent with parent training. Parent training teaches parents or caregivers more effective ways to respond to irritable behavior, such as anticipating events that might lead a child to have a temper outburst and working ahead to avert it. Training also focuses on the importance of predictability, being consistent with children, and rewarding positive behavior.

Computer-based training

New approaches currently are being tested to leverage mobile and computer-based platforms to help address certain DMDD symptoms in children. However, this research is in the early stages. After studies are complete, findings from this line of research may be disseminated on NIMH's News and Events webpage.

Medications

Currently, there are no medications approved by the U.S. Food and Drug Administration (FDA) specifically for treating children or adolescents with DMDD. However, health care providers may prescribe certain medications-such as stimulants, antidepressants, and atypical antipsychotics-to help relieve your child's DMDD symptoms. All medications have side effects. Monitor and report your child's side effects and review the medications frequently with your child's health care provider. Visit the FDA website for the most up-to-date information on medications, side effects, and warnings.

Stimulants are often used in the treatment of ADHD, and research suggests that stimulant medications also may decrease irritability in youth.

Antidepressants are sometimes used to treat irritability and mood problems that children with DMDD may experience. One study suggests that citalopram (a serotonin reuptake inhibitor antidepressant), when combined with the stimulant methylphenidate, can decrease irritability in youth with DMDD. Please note: Antidepressants may increase suicidal thoughts and behaviors in youth, who should be monitored closely by their health care provider.

Certain atypical antipsychotic medications are used to treat children with irritability, severe outbursts, or aggression. FDA has approved these medications for the treatment of irritability associated with autism, and they are sometimes used to treat DMDD, too. However, due to the side effects associated with these medications, they are often used only when other approaches have not been successful.

Tips for Parents and Caregivers

Being a parent or caregiver for a child or adolescent with DMDD can be stressful and overwhelming. While working on creating a better environment for the child, you may want to consider the following:

Learn as much as you can about the disorder. Talk to your child's health care provider or mental health professional. Ask questions about risks, benefits, and treatment options. You can find additional information (including the latest news, videos, and information about clinical trials) on NIMH's health topic page about DMDD.

Talk to your child's teacher, counselor, or school psychologist. Together, you may come up with strategies, plans, and accommodations that can help your child thrive in school. For more information, check out NIMH's Children and Mental Health fact sheet.

Find ways to manage your stress. Take practical steps to manage your own stress to avoid the risk of negative health effects. For tips, see NIMH's 5 Things You Should Know About Stress.

Seek additional support and professional help. Parents and caregivers may be able to find resources and encouragement through their local chapter of the National Alliance on Mental Illness , the National Federation of Families for Children's Mental Health , Mental Health America , and other organizations. ( Please Note: These resources are provided for informational purposes only. They are not comprehensive and do not constitute an endorsement by NIMH.)

Communicate regularly and effectively with your child's health care provider. Find tips to help you prepare for your child's visit. For additional resources, including questions to ask your doctor, visit the Agency for Healthcare Research and Quality website .

Are there clinical trials studying DMDD?

NIMH supports a wide range of research, including clinical trials that look at new ways to prevent, detect, or treat diseases and conditions-including DMDD. Although individuals may benefit from being part of a clinical trial, participants should be aware that the primary purpose of a clinical trial is to gain new scientific knowledge so that others may be better helped in the future.

Children are not little adults, yet they are often given medicines and treatments that have been tested only in adults. There's a lot of evidence that children's developing brains and bodies can respond to medicines and treatments differently than adults' brains and bodies respond. The way to get the best treatments for children is through research designed specifically for them. To find studies being conducted at NIMH for children and adolescents, visit Pediatric Studies on NIMH's Join a Study webpage. To find a clinical trial near you, visit ClinicalTrials.gov .

Reprints

The information in this publication is in the public domain and may be reused or copied without permission. However, you may not reuse or copy the images. Please cite the National Institute of Mental Health as the source. Read our copyright policy to learn more about our guidelines for reusing NIMH content.

For More Information

MedlinePlus (National Library of Medicine) ( En español )

ClinicalTrials.gov ( En español )

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES
National Institutes of Health
NIH Publication No. 20-MH-8119

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Disruptive Mood Dysregulation Disorder: The Basics

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Learn about disruptive mood dysregulation disorder including what it is, signs and symptoms, how it's diagnosed, treatments, and tips for parents or caregivers.

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National Institute of Mental Health (NIMH)

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National Institute of Mental Health (NIMH)

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National Institute of Mental Health (NIMH)

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National Institute of Mental Health (NIMH)

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Panic Disorder: When Fear Overwhelms This brochure provides information about panic disorder, including what it is, common signs and symptoms, causes, treatment options, and resources to find help for yourself or someone else. En español

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Seasonal Affective Disorder

This fact sheet provides information about seasonal affective disorder (SAD), a type of depression. It includes a description of SAD, signs and symptoms, how SAD is diagnosed, causes, and treatment options.
En español

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Publications About Seasonal Affective Disorder

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Seasonal Affective Disorder This fact sheet provides information about seasonal affective disorder (SAD), a type of depression. It includes a description of SAD, signs and symptoms, how SAD is diagnosed, causes, and treatment options. En español

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Publications About Social Anxiety Disorder

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Publications About Social Anxiety Disorder

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National Institute of Mental Health (NIMH)

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Post-Traumatic Stress Disorder

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En español

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Publications About Coping with Traumatic Events

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When you need help, our mental health services are available

Coping with depression, anxiety or complex mental illness is difficult, but you don't have to handle it on your own. At Bryan mental health services in Lincoln, we are dedicated to supporting you every step of the way, offering a wide range of treatments and mental health services ranging from counseling to emergency crisis assistance, outpatient and inpatient hospitalization.

Bryan Medical Center is home to the area's only 24/7 mental health emergency department.

Compassionate care, treatment and effective counseling, right here in Lincoln, will give you the tools needed to cope with the challenges you are facing.

Our services include:

We treat many mental health illnesses, including but not limited to:

Depression

Anxiety

Chronic pain

Stress disorders

Anger management

Domestic abuse

Mental illness and substance abuse

ADD and ADHD

Insomnia

Psychiatric disorders (bipolar, schizophrenia, personality disorders and others)

Other mental health disorders

Millions of Americans are affected by mental illnesses; you are not alone. You may feel like you are just holding on by a thread at the moment, but luckily, mental health challenges are treatable, with opportunities to help you or your loved one return to a full, purposeful and productive life.

Emergency Mental Health Care

For emergency mental health care, please go to Bryan West Campus emergency department, 2300 S. 16th Street, Lincoln, Neb.

The Bryan mental health emergency department provides emergency mental health care/crisis assessments 24 hours a day, seven days a week to determine if hospitalization is needed.

Non-Emergency Mental Health Care

To schedule a counseling appointment, contact the Bryan Counseling Center in Lincoln at 402-481-5991. Hours are Monday-Friday, 8 a.m.-8:30 p.m. The Counseling Center is located at Bryan West Campus, 2300 S. 16th Street, Lincoln, Neb.

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Coping with depression, anxiety or complex mental illness is difficult, but you don't have to handle it on your own. At Bryan mental health services in Lincoln, we are dedicated to supporting you every step of the way, offering a wide range of treatments and mental health services ranging from counseling to emergency crisis assistance, outpatient and inpatient hospitalization.

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God is redeeming and restoring the lives of vulnerable children because people like you said "yes" to providing foster care for a child.

We recruit and train foster families who will care for children in a loving, Christian home. When a child is removed from home due to abuse or neglect, we place the child in a foster home, matching the needs of each child with the right family, minimizing additional trauma a child may experience when he or she bounces from home to home. When a child is placed in a Christ-centered foster family and begins to experience God's love firsthand, he or she can't help but be molded and shaped by that love.

Our foster families are uniquely trained in Trust-Based Relational Intervention or TBRI®️, an attachment-based, trauma-informed intervention designed to meet the complex needs of vulnerable children. Our ultimate goal is to restore the family of each child, whether through reunification with a biological parent, permanency or adoption.

Could God be asking you to stand in the gap for a child?

What Makes Us Unique

Deciding to become a foster parent is an important decision. Finding an organization that matches your spiritual values while providing the support you need is just as important. Here are some ways that Christian Heritage can provide you with the unique experience you may be looking for as you begin this journey.

Our experienced trainers will prepare you for foster care in a Christ-centered environment.

Skilled, supportive staff will provide assistance, encouragement, and prayer for your family.

24-hour on-call support from knowledgeable Foster Care Specialists will be available for you.

A community of foster parents that support, encourage, and strengthen one another

Diverse training and support opportunities including training in Trust Based Relational Intervention

Assistance is available to coordinate respite when you need a break

Financial reimbursement to assist with the needs of the child

Christian Heritage has been a pillar of compassion and ministry to Nebraska's youth since 1980. We have offices in Lincoln, Kearney, and Omaha-each dedicated to our mission: Offering Hope to Children and Families.
A Foster Mom's Perspective

"I LOVE LOVE LOVE the fact that this is ministry for everybody involved. It's the first agency I've worked with where the whole agency looks at this as a ministry -from the person who does the finances to the person who mows the lawn - It's all ministry to the population we serve. If this is what God has called you to do, you can do it here. If this is what God has called you to do, you can be in it here for the long haul."- Miss Rachael

Step 1: Pray
We believe foster care is a calling.

Step 2: Contact Us
If you know foster care is your calling or would like to learn more about foster care, we will help.

Step 3: Home Visit
We will schedule a home visit to get to know you and answer any questions you have about foster care.

Step 4: Training
Attend our foster care training class and become licensed.

Step 5: Placement
A Christian Heritage supervisor will visit with you to determine what types of placements will work for you and your family.

Step 6: Support
Once a child is placed in your home, we offer 24-hour support to you.

Campus Foster Homes

Becoming a Christian Heritage professional foster parent enables a Christian married couple to care for teenagers or large sibling strips in the foster care system. As professional foster parents, you will care for up to six children in one of our beautiful campus homes at either Kearney or Walton in Nebraska.

Christian Heritage understands the foster care system can be complex. We will guide you through the process of becoming trained, licensed and having children placed in your home. Christian Heritage will support you and the children you care for.

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Learn What It Takes to Become A Foster Parent - Christian Heritage

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God is redeeming and restoring the lives of vulnerable children because people like you said "yes" to providing foster care for a child. We recruit and train foster families who will care for children in a loving, Christian home.

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Many people experience grief and a sense of loss after the death of a loved one. But the ways in which they experience and express these feelings may differ across cultures. Culture is the mix of beliefs, values, behaviors, traditions, and rituals that members of a cultural group share. Each culture has its own rituals that influence the expression of grief. Carrying out these practices offers a sense of stability and security. Rituals can also help people who are dying and bring comfort to the loved ones who are preparing for their loss.

Culture and the meaning of death

Every culture has its own set of beliefs that describe how the world works and people's roles in the world. In societies in which most people share the same religion, religious beliefs significantly shape the culture. Each culture has its own beliefs about the meaning and purpose of life and what happens after death. This informs how people in those cultures approach death. For example, people may find death more bearable if they believe in a life after death. In some cultures, people believe that the spirit of someone who has died directly influences the living family members. The family members are comforted by the belief that their loved one is watching over them. In general, beliefs about the meaning of death help people make sense of it and cope with its mystery.

Cultural rituals regarding death

In each culture, death is associated with rituals and customs to help people with the grieving process. Rituals offer people ways to process and express their grief. They also provide ways for the community to support the bereaved. A person who is bereaved is in a period of grief and mourning after a loss. Death can create a sense of chaos and confusion. Rituals and customs provide a sense of routine and normalcy. They provide a set of directions that help structure the time surrounding death. Also, they direct people's roles during this time. Rituals and customs can help address:

How people care for people as they approach death. This includes who is present and what ceremonies are performed at the moments before and after death.

How a person's body is handled after death. This includes how the person's body is cleansed and dressed, who handles the body, and whether the body is buried or cremated.

Whether grief is expressed quietly and privately or loudly and publicly. This includes whether public crying or wailing is appropriate.

Whether people of different genders or ages grieve differently.

What rituals people perform after death and who is included in these rituals.

How long family members are expected to grieve. And how they dress and behave during the mourning period.

How the deceased are honored over the lifetime of the family. This includes ongoing rituals to celebrate or talk with the deceased.

What new roles family members are expected to take on. This includes whether a widow remarries or an oldest son becomes the family leader.

Personal differences in grief and mourning

People often adapt the beliefs and values of their culture to meet their unique needs and circumstances. As a result, grief responses within a culture vary from person to person. This is especially true in societies made up of people from many cultural backgrounds. A family with members from 2 or more cultural backgrounds may develop its own set of rituals and customs.

In some instances, a person's experience of grief may be at odds with cultural norms. For example, someone who is quiet and reserved may not feel comfortable crying in public as expected. Others may have a level of despair that feels out of step with cultural beliefs about life after death. Despite cultural norms, people need to grieve in ways that feel right to them.

Grief and cultural sensitivity

There is no correct way to grieve. Mourning rituals that are normal to one culture may seem strange to another. It may be difficult to know how to be sensitive to a grieving person from a different cultural background. Consider the following questions as you seek to support a person with a different cultural background:

What emotions and behaviors are normal grief responses within the person's own culture?

What are the bereaved family's beliefs surrounding death?

Who should attend mourning ceremonies, and how are attendees expected to dress and act?

Are gifts, flowers, or other offerings expected?

What special days or dates will be significant for the bereaved family?

What types of verbal or written condolence are expressed?

Consider talking with someone who shares that cultural background or searching for information on the Internet to learn more about the customs and mourning practices of a person from another culture.

Related Resources
Coping With Grief Coping With Change After a Loss

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Understanding Grief Within a Cultural Context

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Many people experience grief and a sense of loss after the death of a loved one. But the ways in which they experience and express these feelings may differ across cultures. Culture is the mix of beliefs, values, behaviors, traditions, and rituals that members of a cultural group share.

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Helping Children & Teens Cope with Fear After a Death

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Helping Children & Teens Cope with Fear After a Death

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Center for People in Need - Services & programs for low-income people

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Our services include food distributions, a diaper pantry, household goods distributions, emergency services, English language classes, educational opportunities, and employment training. We also advocate for legislation and policies that help people overcome obstacles and escape poverty.

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HHS administers more than 100 programs across its operating divisions. HHS programs protect the health of all Americans and provide essential human services, especially for those who are least able to help themselves.

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HHS administers more than 100 programs across its operating divisions. HHS programs protect the health of all Americans and provide essential human services, especially for those who are least able to help themselves.

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Parenting guides with tips​ and tools to help you raise happy, ​healthy children.

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​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​Every Parent Has Questions

​​Our experts have answers. And we've collected them in a series of guides on a variety of popular parenting topics. Each guide contains a range ​of useful ​materials, including tips, articles, Q&As and videos. Some guides even have ​​​downloadable ​tools you can print​ to help put your new parenting skills into action. ​

Featured Parenting Guides

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More Parenting Guides

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​​​Parenting guides with tips​ and tools to help you raise happy, ​healthy children.

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The Nebraska ASD Network is committed to providing up-to-date information and training based on current research about autism spectrum disorders. Which consists of workshops that are scheduled throughout the state on a variety of subjects and several websites that offer on-line training opportunities related to autism spectrum disorders.

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The Nebraska ASD Network is committed to providing up-to-date information and training based on current research about autism spectrum disorders. Which consists of workshops that are scheduled throughout the state on a variety of subjects and several websites that offer on-line training opportunities related to autism spectrum disorders.

Webinars

The 2019-2020 Tri-State Webinar Series offers a wide variety of content. Webinars are live on the dates and times posted on the flyer. All webinars are recorded and archived on our site after the initial airing. This allows you to watch all content later as well!
Download a 2019-2020 Tri-State Webinar Series Flyer

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Nebraska Autism Spectrum Disorders Network | Nebraska

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The Nebraska ASD Network is committed to providing up-to-date information and training based on current research about autism spectrum disorders. Which consists of workshops that are scheduled throughout the state on a variety of subjects and several websites that offer on-line training opportunities related to autism spectrum disorders.

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Identifying Severely Traumatized Children: Tips for Parents and Educators

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Identifying Severely Traumatized Children: Tips for Parents and Educators

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24 hours a day, seven days a week, 365 days a year, the National Domestic Violence Hotline provides essential tools and support to help survivors of domestic violence so they can live their lives free of abuse.

Contacts to The Hotline can expect highly-trained, expert advocates to offer free, confidential, and compassionate support, crisis intervention information, education, and referral services in over 200 languages.

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24 hours a day, seven days a week, 365 days a year, the National Domestic Violence Hotline provides essential tools and support to help survivors of domestic violence so they can live their lives free of abuse.

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Three years ago, the story about how Lincoln High School in Walla Walla, WA, tried a new approach to school discipline and saw suspensions drop 85% struck a nerve. It went viral - twice - with more than 700,000 page views. Paper Tigers, a documentary that filmmaker James Redford did about the school - premiered last Thursday night to a sold-out crowd at the Seattle International Film Festival. Hundreds of communities around the country are clamoring for screenings.

After four years of implementing the new approach, Lincoln's results were even more astounding: suspensions dropped 90%, there were no expulsions, and kids' grades, test scores and graduation rates surged.

But many educators aren't convinced. They ask: Can the teachers and staff at Lincoln explain what they did differently? Did it really help the kids who had the most problems - the most adverse experiences? Or is what happened at Lincoln High just a fluke? Can it be replicated in other schools?

Last year, Dr. Dario Longhi, a sociology researcher with long experience in measuring the effects of resilience-building practices in communities, set about answering those questions.

The results? Yes. Yes. No. And yes.

In case you don't know Lincoln High School's story, here's a quick summary: In 2010, Jim Sporleder, then-principal of Lincoln High School, learned about the CDC-Kaiser Adverse Childhood Experiences (ACE) Study and the neurobiology of toxic stress at a workshop in Spokane, WA. The ACE Study showed a link between 10 types of childhood trauma and the adult onset of chronic disease, mental illness, violence and being a victim of violence. The Children's Resilience Initiative (CRI) organized a group of 30 people from Walla Walla, including Sporleder, to attend the workshop in Spokane. CRI is a community organization in Walla Walla that creates awareness about childhood adversity and encourages all sectors of the community - business, faith-based, corrections, law enforcement, education, etc. - to integrate trauma-informed and resilience-building practices.

Here's what Sporleder learned:

Severe and chronic trauma (such as living with an alcoholic parent, or watching in terror as your mom gets beat up) causes toxic stress in kids. Toxic stress damages kid's brains. When trauma launches kids into flight, fight or fright mode, they cannot learn. It is physiologically impossible.

They can also act out (fight) or withdraw (flight or fright) in school; they often have trouble trusting adults or getting along with their peers. They start coping with anxiety, depression, anger and frustration by drinking or doing other drugs, having dangerous sex, over-eating, engaging in violence or thrill sports, and even over-achieving.

Sporleder said he realized that he'd been doing "everything wrong" in disciplining kids, and decided to turn Lincoln High into a trauma-informed school.

With the help of Natalie Turner, assistant director of the Washington State University Area Health Education Center in Spokane, WA, Sporleder and his staff implemented three basic changes that essentially shifted their approach to student behavior from "What's wrong with you?" to "What happened to you?"

1. When a kid showed symptoms of stress, teachers intervened early to provide help - a quick talk, a longer chat with a school counselor, or intervention with a counselor at the adjacent Health Center.

2. For behavior that required more follow-up, such as not complying with a teacher after numerous requests, teens talked with Sporleder, who walked them through where they are in their decision-making ability: green, yellow or red. If they're fuming, for example, they're in the red zone, are unable to think clearly, need a day to think about things before they can discuss how to handle similar situations differently, and what actions will get them to that point.

3. In staff meetings, conversations switched from how to discipline kids to how to help them and their families.

Two years into the new approach, CRI brought in Laura Porter, co-founder of ACE Interface and former director of the Family Policy Council in Washington State, to work with Lincoln High teachers and staff to find out exactly what they were doing differently. They came up with four sets of new, interrelated practices:

1. Safety practices - Teachers provided an increased sense of safety to decrease trauma triggers and provided emotionally safe spaces.

2. Value practices - Teachers and staff held and expressed values of hope, teamwork, healthy family feeling, compassion and respect; more conversations that matter increased the quality of relationships that reinforced the values.

3. Conversation-relationship normative practices - The more "conversations that matter" that took place - the "What happened to you?" conversations - the more descriptions that occurred of behaviors of compassion and tolerance, the more behavioral norms were set and enforced.

4. Learning practices - Greater learning occurred due to fewer trauma triggers, generated by a greater sense of safety, due to different values and more 'conversations that mattered' between teachers and students, sustained by students' own reinforcement of different skills and new normative relations.

In Spring 2014, Longhi surveyed 111 students for their ACE scores AND resilience scores, and obtained attendance, grades and test scores from school records. The survey also asked students to reflect on their school and life experiences since coming to Lincoln High. (You can download the report from the Children's Resilience web site.)

The four types of students' experiences, related to the practices that teachers and staff put in place, included:

Learning to trust, confide, be liked and loved.

Learning to respect themselves and others.

Learning to be responsible for their actions.

Learning that others were proud of their academic achievements.

The three dimensions of resilience that increased included supportive relationships, problem solving and optimism.

The results? "Resilience trumped ACEs among students who had gained resilience at Lincoln High," says Longhi. "Resilience completely moderated" the negative impact of ACEs on students' grades and test scores.

Specifically:

72% percent of students with an initial low resilience level improved to average and/or high resilience levels.

Resilience made a difference even among higher ACE students: Higher resilience students had higher grades for all ACE groups.

Among low-resilience students, ACEs continued to affect their grades: Students with higher aces had lower grades.

Among high-resilience students, their ACEs did not impact grades: Grades were high, even for students with higher aces.

Although it measured a very small group (111 students) from only one school, this research is an important first step in measuring resilience and evaluating how resilience-building practices can help kids who have high ace scores perform better in school.

To give you an idea of what the differences were between a students who had little or no resilience, and those who had high resilience, here's a description from the report, in the teens' own words.

Teens with no or low resilience say:
Yes, I struggle with anger and depression

all the time - because I deal with it every day and it only gets worse

I punch walls - punch stuff

I get mad and want to fight people

I think and cry - cause I don't like talking with people

wWell, I don't cry, I hold my own... knowing nobody ever cares... really

I cry or bottle it up and freak out days later

I smoke weed

I cut myself

I take it out by yelling at my brother

I just like to have time alone. I'm more of a 'self-confine' person - I dislike to tell others about my problems because that would just get them involved

not be a bum

get a piece of paper that says I am better than the person without it

leave town

be homeless

die by age 20

The teens who have developed high resilience and are thriving say:

I used to not eat for 4 days at a time

I was too sad to do anything - felt worthless

I was always alone - no point in doing things

I was not doing good, but I had great friends to help me get through it all

I stopped smoking grew better relationship with my family- teachers realized that I was making a change...

The biggest change has been

my attitude - it has changed since I came to Lincoln - I look forward to every day

I have become a lot nicer - became close enough to a teacher... to talk about anything

I know that everyone has their struggles and all it takes is just to reach out to them and let them know it is okay

the only school that actually accepted me

being able to change my life with the support of staff - meeting people I wouldn't think I would have a good relationship with

when I was given support at Lincoln about what I can do - It helped me do more and work harder - to help me raise my GPA

when I got my grades - I achieved something I never thought I would until I came here

when I reached out for extra help in math which is something I probably would have been embarrassed about years ago

My school and future plans are

I want to graduate from Lincoln High School because I have come too far to quit

I also want to graduate because I can hold that as a memory that I was here as a part of Lincoln.

yes, graduate, so I can go to a 4 year college, learn more... make it into a career

I want to eventually get married and have children who will look up to me and be proud - give my children a good role model

But what about the 30 percent of the students for whom the changes at Lincoln made little or no difference?

"I don't think we can answer that from this work," says Teri Barila, director of the Children's Resilience Initiative. She offers an educated guess: "The impact trauma has on creating negative talk, negative scripts, negative outlook, is strong, and helping a student shift from that sense of failure is not easy."

In the meantime, more schools are implementing trauma-informed practices. With the support of CRI, trauma-informed practices are being introduced in Head Start and elementary schools in Walla Walla. Other schools that are implementing trauma-informed practices include Spokane and Seattle, WA; San Francisco and San Diego, CA; Blaine, MN; and New York City, NY. Jim Sporleder, who retired from his position as principal at Lincoln High School, has been working to help other high schools become trauma-informed.

What's useful to understand about Lincoln High School 's new approach is the context in which it made those changes - in particular, the large role the community played. The Children's Resilience Initiative and its many partners made a concerted effort to educate the community of Walla Walla about the new knowledge about human development, how punishment really doesn't help children learn, and how building resilience can give children hope and opportunity. They worked closely with the school to develop supports for students, including after-school classes and special services. The development of the Health Center, the clinic adjacent to the school, was the result of a community effort.

Barila and Longhi recently presented a strategy paper to Walla Walla school administrators. In it, they say:

Research shows that starting earlier, at younger ages, with trauma-informed practices in schools, with community-wide supports, leads to better results....Adding new programs focused on students may not be enough to break the intergenerational cycle of ACEs. Breakthrough impacts...can only come from collective impacts of changes in adult caregivers, including teachers and parents, and in the communities where students live."

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Resilience practices overcome students' ACEs in trauma-informed high school, say the data

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Three years ago, the story about how Lincoln High School in Walla Walla, WA, tried a new approach to school discipline and saw suspensions drop 85% struck a nerve. It went viral - twice -- with more than 700,000 page views. Paper Tigers, a documentary that filmmaker James Redford did about the school -- premiered last Thursday night...

# data[].attributes.attachment_link.readable_text
Three years ago, the story about how Lincoln High School in Walla Walla, WA, tried a new approach to school discipline and saw suspensions drop 85% struck a nerve. It went viral - twice - with more than 700,000 page views. Paper Tigers, a documentary that filmmaker James Redford did about the school - premiered last Thursday night to a sold-out crowd at the Seattle International Film Festival. Hundreds of communities around the country are clamoring for screenings.

After four years of implementing the new approach, Lincoln's results were even more astounding: suspensions dropped 90%, there were no expulsions, and kids' grades, test scores and graduation rates surged.

But many educators aren't convinced. They ask: Can the teachers and staff at Lincoln explain what they did differently? Did it really help the kids who had the most problems - the most adverse experiences? Or is what happened at Lincoln High just a fluke? Can it be replicated in other schools?

Last year, Dr. Dario Longhi, a sociology researcher with long experience in measuring the effects of resilience-building practices in communities, set about answering those questions.

The results? Yes. Yes. No. And yes.

In case you don't know Lincoln High School's story, here's a quick summary: In 2010, Jim Sporleder, then-principal of Lincoln High School, learned about the CDC-Kaiser Adverse Childhood Experiences (ACE) Study and the neurobiology of toxic stress at a workshop in Spokane, WA. The ACE Study showed a link between 10 types of childhood trauma and the adult onset of chronic disease, mental illness, violence and being a victim of violence. The Children's Resilience Initiative (CRI) organized a group of 30 people from Walla Walla, including Sporleder, to attend the workshop in Spokane. CRI is a community organization in Walla Walla that creates awareness about childhood adversity and encourages all sectors of the community - business, faith-based, corrections, law enforcement, education, etc. - to integrate trauma-informed and resilience-building practices.

Here's what Sporleder learned:

Severe and chronic trauma (such as living with an alcoholic parent, or watching in terror as your mom gets beat up) causes toxic stress in kids. Toxic stress damages kid's brains. When trauma launches kids into flight, fight or fright mode, they cannot learn. It is physiologically impossible.

They can also act out (fight) or withdraw (flight or fright) in school; they often have trouble trusting adults or getting along with their peers. They start coping with anxiety, depression, anger and frustration by drinking or doing other drugs, having dangerous sex, over-eating, engaging in violence or thrill sports, and even over-achieving.

Sporleder said he realized that he'd been doing "everything wrong" in disciplining kids, and decided to turn Lincoln High into a trauma-informed school.

With the help of Natalie Turner, assistant director of the Washington State University Area Health Education Center in Spokane, WA, Sporleder and his staff implemented three basic changes that essentially shifted their approach to student behavior from "What's wrong with you?" to "What happened to you?"

1. When a kid showed symptoms of stress, teachers intervened early to provide help - a quick talk, a longer chat with a school counselor, or intervention with a counselor at the adjacent Health Center.

2. For behavior that required more follow-up, such as not complying with a teacher after numerous requests, teens talked with Sporleder, who walked them through where they are in their decision-making ability: green, yellow or red. If they're fuming, for example, they're in the red zone, are unable to think clearly, need a day to think about things before they can discuss how to handle similar situations differently, and what actions will get them to that point.

3. In staff meetings, conversations switched from how to discipline kids to how to help them and their families.

Two years into the new approach, CRI brought in Laura Porter, co-founder of ACE Interface and former director of the Family Policy Council in Washington State, to work with Lincoln High teachers and staff to find out exactly what they were doing differently. They came up with four sets of new, interrelated practices:

1. Safety practices - Teachers provided an increased sense of safety to decrease trauma triggers and provided emotionally safe spaces.

2. Value practices - Teachers and staff held and expressed values of hope, teamwork, healthy family feeling, compassion and respect; more conversations that matter increased the quality of relationships that reinforced the values.

3. Conversation-relationship normative practices - The more "conversations that matter" that took place - the "What happened to you?" conversations - the more descriptions that occurred of behaviors of compassion and tolerance, the more behavioral norms were set and enforced.

4. Learning practices - Greater learning occurred due to fewer trauma triggers, generated by a greater sense of safety, due to different values and more 'conversations that mattered' between teachers and students, sustained by students' own reinforcement of different skills and new normative relations.

In Spring 2014, Longhi surveyed 111 students for their ACE scores AND resilience scores, and obtained attendance, grades and test scores from school records. The survey also asked students to reflect on their school and life experiences since coming to Lincoln High. (You can download the report from the Children's Resilience web site.)

The four types of students' experiences, related to the practices that teachers and staff put in place, included:

Learning to trust, confide, be liked and loved.

Learning to respect themselves and others.

Learning to be responsible for their actions.

Learning that others were proud of their academic achievements.

The three dimensions of resilience that increased included supportive relationships, problem solving and optimism.

The results? "Resilience trumped ACEs among students who had gained resilience at Lincoln High," says Longhi. "Resilience completely moderated" the negative impact of ACEs on students' grades and test scores.

Specifically:

72% percent of students with an initial low resilience level improved to average and/or high resilience levels.

Resilience made a difference even among higher ACE students: Higher resilience students had higher grades for all ACE groups.

Among low-resilience students, ACEs continued to affect their grades: Students with higher aces had lower grades.

Among high-resilience students, their ACEs did not impact grades: Grades were high, even for students with higher aces.

Although it measured a very small group (111 students) from only one school, this research is an important first step in measuring resilience and evaluating how resilience-building practices can help kids who have high ace scores perform better in school.

To give you an idea of what the differences were between a students who had little or no resilience, and those who had high resilience, here's a description from the report, in the teens' own words.

Teens with no or low resilience say:
Yes, I struggle with anger and depression

all the time - because I deal with it every day and it only gets worse

I punch walls - punch stuff

I get mad and want to fight people

I think and cry - cause I don't like talking with people

wWell, I don't cry, I hold my own... knowing nobody ever cares... really

I cry or bottle it up and freak out days later

I smoke weed

I cut myself

I take it out by yelling at my brother

I just like to have time alone. I'm more of a 'self-confine' person - I dislike to tell others about my problems because that would just get them involved

not be a bum

get a piece of paper that says I am better than the person without it

leave town

be homeless

die by age 20

The teens who have developed high resilience and are thriving say:

I used to not eat for 4 days at a time

I was too sad to do anything - felt worthless

I was always alone - no point in doing things

I was not doing good, but I had great friends to help me get through it all

I stopped smoking grew better relationship with my family- teachers realized that I was making a change...

The biggest change has been

my attitude - it has changed since I came to Lincoln - I look forward to every day

I have become a lot nicer - became close enough to a teacher... to talk about anything

I know that everyone has their struggles and all it takes is just to reach out to them and let them know it is okay

the only school that actually accepted me

being able to change my life with the support of staff - meeting people I wouldn't think I would have a good relationship with

when I was given support at Lincoln about what I can do - It helped me do more and work harder - to help me raise my GPA

when I got my grades - I achieved something I never thought I would until I came here

when I reached out for extra help in math which is something I probably would have been embarrassed about years ago

My school and future plans are

I want to graduate from Lincoln High School because I have come too far to quit

I also want to graduate because I can hold that as a memory that I was here as a part of Lincoln.

yes, graduate, so I can go to a 4 year college, learn more... make it into a career

I want to eventually get married and have children who will look up to me and be proud - give my children a good role model

But what about the 30 percent of the students for whom the changes at Lincoln made little or no difference?

"I don't think we can answer that from this work," says Teri Barila, director of the Children's Resilience Initiative. She offers an educated guess: "The impact trauma has on creating negative talk, negative scripts, negative outlook, is strong, and helping a student shift from that sense of failure is not easy."

In the meantime, more schools are implementing trauma-informed practices. With the support of CRI, trauma-informed practices are being introduced in Head Start and elementary schools in Walla Walla. Other schools that are implementing trauma-informed practices include Spokane and Seattle, WA; San Francisco and San Diego, CA; Blaine, MN; and New York City, NY. Jim Sporleder, who retired from his position as principal at Lincoln High School, has been working to help other high schools become trauma-informed.

What's useful to understand about Lincoln High School 's new approach is the context in which it made those changes - in particular, the large role the community played. The Children's Resilience Initiative and its many partners made a concerted effort to educate the community of Walla Walla about the new knowledge about human development, how punishment really doesn't help children learn, and how building resilience can give children hope and opportunity. They worked closely with the school to develop supports for students, including after-school classes and special services. The development of the Health Center, the clinic adjacent to the school, was the result of a community effort.

Barila and Longhi recently presented a strategy paper to Walla Walla school administrators. In it, they say:

Research shows that starting earlier, at younger ages, with trauma-informed practices in schools, with community-wide supports, leads to better results....Adding new programs focused on students may not be enough to break the intergenerational cycle of ACEs. Breakthrough impacts...can only come from collective impacts of changes in adult caregivers, including teachers and parents, and in the communities where students live."

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Resilience practices overcome students' ACEs in trauma-informed high school, say the data

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Three years ago, the story about how Lincoln High School in Walla Walla, WA, tried a new approach to school discipline and saw suspensions drop 85% struck a nerve. It went viral - twice -- with more than 700,000 page views. Paper Tigers, a documentary that filmmaker James Redford did about the school -- premiered last Thursday night...

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If you or a loved one is struggling with a drug or alcohol addiction, you can rely on us to guide you to the best rehabilitation and treatment resources. Call now to get the care you need to overcome substance abuse at a price you can afford.

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In addition to alcohol and drug abuse, we offer addiction resources for all kinds of comorbidities, including behavioral addictions such as sex and porn and impulse control addictions such as gambling and shopping. Our therapies and programs are tailored to address the needs of people addicted to different substances such as nicotine, alcohol, illicit drugs, painkillers, sedatives, and Benzodiazepines. We provide customized services to address racial and ethnic disparities in substance abuse treatment. We can modify treatment to address the unique needs of teenagers and young adults, women, impoverished and homeless individuals, individuals with coexisting mental disorders, and people with a criminal record.

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Addiction Resource - Addiction Treatment And Rehabs

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If you or a loved one is struggling with a drug or alcohol addiction, you can rely on us to guide you to the best rehabilitation and treatment resources. Call now to get the care you need to overcome substance abuse at a price you can afford.

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Substance Abuse & Mental Health Services Administration 

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Substance Abuse & Mental Health Services Administration 

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SAMHSA - The Substance Abuse Mental Health Services Administration

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SAMHSA - Substance Abuse and Mental Health Services Administration

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SAMHSA.gov, Substance Abuse and Mental Health Services Administration

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Substance Abuse & Mental Health Services Administration

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Substance Abuse & Mental Health Services Administration

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SAMHSA - The Substance Abuse Mental Health Services Administration

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SAMHSA.gov, Substance Abuse and Mental Health Services Administration

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A place of hope and restoration…a place where those facing the reality of an STD, an unexpected pregnancy, or a struggle with a past pregnancy decision can begin to discover beauty despite their circumstances.

We do this by offering complimentary and confidential medical services like STD testing & treatment, pregnancy testing, and limited OB ultrasounds.

We also provide early intervention programs for those at risk of unhealthy sexual behavior.

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Care and Support for Pregnancy & STD’s | Collage Center

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Collage Center offers care and support to men and women who are facing unexpected challenges associated with pregnancy and STDs.

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National Institute of Mental Health (NIMH)

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Frequently Asked Questions About Suicide

This brochure provides information about suicide including risk factors, symptoms and warning signs, treatment options and therapies, how to find help for yourself or others, and research about suicide and suicide prevention.
En español

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Frequently Asked Questions About Suicide This brochure provides information about suicide including risk factors, symptoms and warning signs, treatment options and therapies, how to find help for yourself or others, and research about suicide and suicide prevention. En español

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Nebraska State Suicide Prevention Coalition

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Nebraska State Suicide Prevention Coalition

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The mission of the Nebraska State Suicide Prevention Coalition (NSSPC) is to increase awareness, decrease stigma, and implement programs throughout Nebraska aimed at suicide prevention.

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Nebraska State Suicide Prevention Coalition

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The mission of the Nebraska State Suicide Prevention Coalition (NSSPC) is to increase awareness, decrease stigma, and implement programs throughout Nebraska aimed at suicide prevention. The NSSPC is a voluntary group made up of committed and passionate people representing public and private agencies, suicide survivors and Nebraskans interested in suicide prevention. NSSPC is recognized by the Department of Health and Human Services as the primary group responsible for coordinating Nebraska's suicide prevention efforts. NSSPC relies on the generosity of private foundations, grants, and in-kind donations to continue the work of preventing suicide in Nebraska. All money given to NSSPC is invested right back into our communities and into suicide prevention and postvention efforts!

Annually, we enhance and support suicide prevention efforts throughout the state through our Nebraska State Suicide Prevention Coalition Mini-Grant Program. This program annually awards multiple individual $500-$3,000 grants to local suicide prevention coalitions, Local Outreach to Suicide Survivors (LOSS) Teams, schools, communities, and non-profit entities to support local suicide prevention and postvention efforts.
Our Executive Board Members
Founder - Dr. Dave Miers

President - Quinn Lewandowski

Vice President - Jennifer Hagen

President Elect - Jenn Moffett

Treasurer - John Gessert

Jocelyn Kuta

Chad Borgmann

Renae Zimmer
When do we meet?
NSSPC holds bi-monthly meetings for interested members of the public on the third Friday of each odd month. Please signup to become a part of our listserv to receive all pertinent meeting information, reminders, and connection links.

Our schedule for 2022 is as follows:

In order to ensure inclusivity to anyone interested in joining us, each meeting will be accessible through video conferencing via ZOOM. You can join a ZOOM meeting from your PC, MAC, tablet, Apple or Android device. The ZOOM application must be downloaded to your device before you can join a ZOOM conference from a device. Each meeting is recorded for record keeping purposes, and by accessing or attending the meeting you are consenting to be recorded for record keeping purposes. All recordings are kept securely and aid directly in providing meeting notes to help further our work.

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About the Coalition - Nebraska State Suicide Prevention Coalition

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The mission of the Nebraska State Suicide Prevention Coalition (NSSPC) is to increase awareness, decrease stigma, and implement programs throughout Nebraska aimed at suicide prevention. All money given to NSSPC is invested right back into our communities and into suicide prevention and postvention efforts!

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We are the human and digital catalyst that unites the people, organizations, systems and communities in the worldwide PACEs movement. We are its main information exchange and resource. And we are a support for hundreds of local, state and national ACEs initiatives.

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Free and unlimited programs

Ted E. Bear Hollow facilitates peer support by creating a space for "kids to be kids" through a variety of methods including: play, music, art, and reflective sharing. Because grief is a beneficial reaction to death, it is not, in and of itself, a problem to be "fixed," but rather a new reality to learn to live with. Our hope is that participants feel safe to share their story and to find support from others who are grieving. Our groups are formed based on age and/or developmental level. Every group is different, but generally the younger groups spend more time expressing themselves through activity and play.

All of the following programs are free and unlimited, and our vision is to make them as accessible as possible. Please don't hesitate to let us know if you require any special accommodations.

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Ted E. Bear Hollow - The Collective for Hope

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Ted E. Bear Hollow facilitates peer support by creating a space for "kids to be kids" through a variety of methods including: play, music, art, and reflective sharing. Because grief is a beneficial reaction to death, it is not, in and of itself, a problem to be "fixed," but rather a new reality to learn to live with.

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The Kim Foundation is dedicated to connecting suicide survivors and suicide attempt survivors with supportive and trustworthy resources.

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Learn about grief and find resources that can help you cope.

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Building Infrastructure to Reduce Suicide In Our Schools

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Building Infrastructure to Reduce Suicide In Our Schools

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Building Infrastructure to Reduce Suicide In Our Schools

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NDE Handbook for Model Suicide Policy Development

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NDE Handbook for Model Suicide Policy Development

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NDE Handbook for Model Suicide Policy Development

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The Model School Policy on Suicide Prevention example is offered as a template that can be adapted for schools. In an effort to make the policy/procedures relevant and practical for individual Nebraska schools, considerations and/or questions to explore during development are noted for each section.

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It is the policy of the Nebraska Department of Education not to discriminate on the basis of sex, disability, race, color, religion, marital status, age, national origin, or genetic information in its educational programs, admission policies, employment, or other agency programs.

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Suicide Prevention – Nebraska Department of Education

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It is the policy of the Nebraska Department of Education not to discriminate on the basis of sex, disability, race, color, religion, marital status, age, national origin, or genetic information in its educational programs, admission policies, employment, or other agency programs.

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Third grade teacher Ms. Kim is really struggling with her student Aiden. Every day, he argues over simple things, seemingly just for the sake of causing trouble. He refuses to take responsibility for his behavior, even when caught in the act. And today, Aiden tore up a fellow student's art project after that student wouldn't let him use their red marker. His parents say he's the same at home. A school counselor finally suggests that many of these behaviors line up with the symptoms of ODD in kids-oppositional defiant disorder.

What is oppositional defiant disorder?

Image: TES Resources

Oppositional defiant disorder, commonly known as ODD, is a behavioral disorder in which children are-as the name suggests-defiant to the degree that it interferes with their daily lives. The DSM-5, published by the American Psychiatric Association, defines it as a pattern of angry, vindictive, argumentative, and defiant behavior that lasts at least six months.

In an article on Headteacher Update, Dr. Nicola Davies sums it up this way: "The goal of a student with oppositional defiant disorder (ODD) is to gain and maintain control by testing authority to the limit, breaking rules, and provoking and prolonging arguments. In the classroom, this can be distracting for both the teacher and other students."

Between 2 and 16 percent of the population may have ODD, and we're not entirely sure of the causes. Scientists believe it could be genetic, environmental, biological, or a mix of all three. It's diagnosed more often in younger boys than girls, though by their teen years, both seem to be equally affected. It co-occurs in many kids with ADHD, with some studies indicating up to 50 percent of students with ADHD also have ODD.

What does ODD in kids look like?

Image: ACOAS

We all know that kids of a certain age, especially toddlers and teenagers, are pretty much always arguing and defying. In fact, those can be appropriate behaviors at those ages, as kids test the world around them and learn how it works.

However, ODD is a whole lot more than that, to the point where students with ODD disrupt their own lives and often the lives of everyone around them. Kids with ODD push the limits of defiance far beyond reason. Their problem behavior is much more extreme than that of their peers, and it happens much more often.

Defiance and arguing

Most kids go through a phase where "no" is their favorite word, but for students with ODD, that phase never ends. They question everything, all the time, and consistently refuse to comply with rules and requests. Their need for argument may lead them to deliberately annoy others in an attempt to create conflict. However, they usually refuse to take responsibility for their mistakes or behaviors, blaming others for everything.

Anger and irritability

These are the kids who seem angry all the time and fly off the handle at the slightest provocation. Their overreactions may devolve into temper tantrums, not just occasionally but frequently. Therefore, every conversation you have with them seems to be a struggle.

Vindictiveness

The ongoing anger of kids with ODD can lead to vindictiveness and a need for revenge. They are spiteful and retaliatory, holding grudges and demanding punishment for others.

Not surprisingly, these behaviors cause students with ODD to struggle both at home and in school. It's hard for them to make friends, and their schoolwork often suffers, too. They may become depressed or anxious, or develop conduct or substance abuse disorders as they grow older. Early identification and treatment are vital to helping these kids.

How can teachers help kids with ODD?

It's vital that teachers and parents work together to help students with ODD. The experienced teachers in the WeAreTeachers Helpline group on Facebook suggest trying these methods at school and at home. Find more ideas at Pathway 2 Success.

Be consistent

"Instead of arguing, repeat your words and consequences," says Brandy T. "I use trigger words that I often repeat so the student knows I mean business. If a student tries to argue, I simply say either 'not now,' 'later,' or 'fix the issue!' The student then knows they can go to their chill-out space if they need to calm down."

Give them space to reset

Kids with ODD can learn to recognize when they're feeling overwhelmed and getting ready to challenge or defy. Giving them a safe space to calm down and rethink their choices can be beneficial. Calm-down corners have become popular in classrooms for this very reason. "Put out books, coloring, LEGO bricks, etc., in a place where they can go on their own when they feel like they need a break," says Tobey G. "Often immediately after activities with a lot of stimulation, these kids need a safe space to calm down. Let them decide if and when they need to excuse themselves."

Give them choices

Kids with ODD are looking for control. Rather than letting them drive the situation, you can give them a feeling of control while maintaining control yourself. "Always give choices," advises Holli A. "State your choices-then walk away. Give the student time to process and decide which choice to make. If they don't like the choices, don't engage. When they try to argue, repeat the choices, and walk away again. If the student still will not choose, they do not get to participate in their preferred activity."

As in other situations, it pays to stay consistent in your classroom rules and discipline. "After I give choices, I always reinforce the classroom rules and procedures and follow up with an appropriate consequence," says Kristel R. "You cannot falter; stick to your rules and follow through."

Offer positive reinforcement and appropriate rewards

Kids with ODD often respond to positive behavior reinforcement. It's helpful to offer them a chance to earn certain privileges, rather than taking those privileges away as punishment. For instance, give them the ability to earn screen time when they promptly do as they're asked, instead of threatening to take away screens when they defy.

When using a reward system, make sure that it is appropriate and isn't perceived as manipulation. Leslie L. uses a behavior tracking system and a reward system where students can turn in points for an incentive (iPad time, lunch with a teacher, etc.). "I also build breaks right into their schedule," adds Leslie. "And I try to be as patient and understanding as I possibly can."

Teacher Erica M. also uses a point system checklist with options A & B. If they do each one, they earn "points" for an incentive, which often is iPad time during the last 15 minutes of class. "Find an interest and use that to your advantage!" Erica says.

Avoid power struggles

Most teachers agreed: Stay out of those winless power struggles. As Kris W. said, "Pick your battles. A student of mine corrects me all the time, whether I am wrong or not. I answer back, 'OK, let's double-check that.' If I made a mistake, I correct it, and we move on; if he's wrong, I silently let him figure it out."

Make personal connections

Often kids with ODD are looking for a relationship with a teacher who can help them deal with problems on their own instead of making them stand out in a negative way. Building a connection with them will help get to the root of the behavior.

"Almost all of my students have ODD, and I have a great relationship with most of them," says Kendra J. "Find out what they are interested in and have conversations on their level during breaks." Allow them to set goals and decide together what the consequences will be if they don't meet the goal.

Carol H. says, "Find something at the student's interest level. I once had a middle school girl that hated all of her teachers and was out of control. She would curse at adults and peers, scratch, bite, and refuse to complete work. I found out she played soccer for a travel team. So did my son. A few weeks into the school year, she had a game adjacent to my son's, and I was able to watch her play. It changed everything. She is a freshman in college now, and we still keep in touch."

Find ODD resources.

This is just an overview of what students with ODD are facing. Educate yourself about the condition to find more ways to understand and help these kids in your classroom.
Online: Books:
(Just a heads up, WeAreTeachers may collect a share of sales from the book links on this page. We only recommend items our team loves!)

Have more questions about ODD in kids? Come share your thoughts and ask for advice on the WeAreTeachers Helpline Facebook group.

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What Teachers Need To Know About Students With ODD (Oppositional Defiant Disorder)

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Third grade teacher Ms. Kim is really struggling with her student Aiden. Every day, he argues over simple things, seemingly just for the sake of causing trouble. He refuses to take responsibility for his behavior, even when caught in the act.

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What career best fits your personality? This free career aptitude test can give you insight into your job personality. Based on a characterization of your personality in terms of Holland Code personality types, you will learn what kind of work environments and occupations suit you best. The results of this career assessment test provide you with a list of professions and occupations that fit your career personality and will guide you on your career path.

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What career best fits your personality? This free career aptitude test can give you insight into your job personality. Based on a characterization of your personality in terms of Holland Code personality types, you will learn what kind of work environments, occupations and skills suit you best. The results of this career assessment test provide you with a list of professions and occupations that fit your career personality and will guide you on your career path.

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Career test instructions

It takes five to ten minutes to complete this free career test. You will see fifteen sets of four pictures that show specific work activities. You must choose only one work activity that appeals to you the most and one that appeals to you the least.

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This career test will help you find out what professions fit your personality. Take this free online test right now at 123test.com and work on your career!

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$250 School Licence

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Paws in Jobland takes elementary school students on a lively tour through the neighborhood of Jobland. Along the way, they learn how to identify personal interests and explore careers. We’re hosting free Paws in Jobland webinars. Register for one today.

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CFNC offers these free Paws in Jobland resources for educators to help support their curriculum.

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This project was funded through the Carl D. Perkins Career and Technical Education Act of 2006, administered through the Nebraska Department of Education. However, the contents do not necessarily represent the policy of the United States Department of Education and you should not assume endorsement by the Federal Government.

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Green Zone Apps can positively impact your social media footprint (with parental guidance) and can help a student shine online.
The internet can be a dangerous place for tweens and teens. This is why parents MUST be active on the same apps their students are using. We feel the apps in our green zone are the "lesser of three evils" as they can be used to help a student (13+ years of age) Shine Online to impress colleges and future employers.

However, this does NOT mean these apps are safe. Adult content is on nearly EVERY app. When used wisely with our social media formula, these apps will better help your students adjust their Google results to create a portfolio of positive online accomplishments. If your students want to have a profile on these networks/apps, Josh Ochs and the SmartSocial team suggest that you please consider having a dialog with your students first.

Understand these Green Zone networks are a safer place to start on social media. Never trust an app just because it looks safe. Parents are the only reliable digital safety app. It's important to get to know each app that your students are on. At the bottom of this page, we list more dangerous (Grey Zone) and most dangerous apps (Red Zone) that we suggest parents use extreme caution if students have access to or use.
Parents should participate in these apps with students to keep them safe. These apps can be good (and bad) for your students.
The gray zone is a place where your students WANT to hang out, but if they use these apps negatively, it could hurt their digital footprint. Parents should be engaged when students use gray zone apps. This zone can be a great place for family time since many of these apps can be entertaining, and let your students express themselves. These apps can be safe as long as parents are nearby.

We do recommend you talk to your kids about "Sexting" and sharing inappropriate content if your students have these apps. The SmartSocial.com team suggests parents should spend time each month talking with their kids about each app they use. This is the best way to keep your kids safe online (not by restricting them, but by staying informed and keeping an open dialog).

ANONYMOUS APPS - Here are the apps SmartSocial.com does NOT consider safe for students.

These are the apps Josh Ochs and the Smart Social team do not recommend for teens or tweens.

These apps usually have inappropriate and unmoderated content. Students are more prone to cyberbullying and chatting with strangers (sometimes even predators) on apps in the red zone. Often, these apps are anonymous and will encourage students to behave inappropriately. When students use an app in anonymous mode (without it being tied to their real identity) they tend to behave differently.
These are viral social media challenges that are popular with students on almost every social network.
Viral challenges encourage teens to do dangerous things just for likes, views, attention, and subscribers. These challenges usually target students across several social networks and require them to perform dangerous activities. Students have to post proof of them partaking in the dangerous challenge on social media. Often, these challenges have serious repercussions and encourage students to behave in a way we have never seen before.

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Popular Teen Apps for Parents & Teachers

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Green Zone Apps can positively impact your social media footprint (with parental guidance) and can help a student shine online. The internet can be a dangerous place for tweens and teens. This is why parents MUST be active on the same apps their students are using.