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When does the course start and finish?

The course starts now and never ends! It is a completely self-paced online course - you decide when you start and when you finish.

How long do I have access to the course?

How does lifetime access sound? After enrolling, you have unlimited access to this course for as long as you like - across any and all devices you own.

What if I am unhappy with the course?

We would never want you to be unhappy! If you are unsatisfied with your purchase, contact us in the first 30 days and we will give you a full refund.

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When does the course start and finish? The course starts now and never ends! It is a completely self-paced online course - you decide when you start and when you finish. How long do I have access to the course? How does lifetime access sound?

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eBook -TAKING TIME TO BREATHE - July2020

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We learn from reflecting on experiences, good and bad. A Reflection Sheet is a very effective tool to use when a student is displaying unacceptable or acceptable behaviors and can be used in conjunction with the Class Rules.

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KCB-67 Good Touch, Bad Touch Educational Activities Book

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Sensitive activities book with important life lessons for children, parents, and guardians teaches each child, "Your body is special and it's all yours!" Includes: The difference between good and bad touches. What to say if someone makes them feel upset with touches or requests touches. Who to confide in if they need help.

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Reward Charts Teaching Resources | Teachers Pay Teachers

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Browse reward charts resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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* denotes NAGC Member

Actively Moving Forward® (AMF)*
HealGrief
Los Angeles, California 90077
888-489-9654
https://healgrief.org/amf-app/
The AMF App provides a national network of young adults all connected, heard, and understood by other like-minded young adults grieving a similar death loss, in a way young adults communicate best, digitally, and 24/7. All through the App, community members have access to facilitated virtual support groups, tools, resources, reading, videos, supportive quotes, community engagement via direct messaging, group chats, posts, and interactive comment boards that bereavement care professionals monitor.
Camp Erin is a free, weekend bereavement camp for youth who are grieving the death of a significant person in their lives. Children and teens ages 6 to 17 attend a weekend camp experience that combines grief education and emotional support with fun, traditional camp activities. Camp Erin is led by grief support professionals and trained volunteers.

Camp Erin Santa Cruz County
Hospice of Santa Cruz County
940 Disc Drive
Scotts Valley, CA 95066
(831) 430-3000
https://www.hospicesantacruz.org/grief-support/camp-erin/

Camp Erin Los Angeles
OUR HOUSE Grief Support Center
1663 Sawtelle Blvd, Suite 300
Los Angeles, CA 90025
(310) 473-1511 ext. 221
https://www.ourhouse-grief.org/camp-erin-la-oc/

Children's Grief Support Services*
Community Hospice
4368 Spyres Way
Modesto, CA 95356
(209) 578-6300
https://hospiceheart.org/
Our Children's Grief Programs provide children and teens the opportunity to participate in activities that ultimately help them express their thoughts and feelings, adapt and cope to the many changes in their lives, and memorialize their person who has died. Children's Grief Program offers: Group Grief Support, Individual Grief Support, Crisis Response, Camp Erin of the Central Valley, along with Bereavement Services for Adults.

Coachella Valley/ Desert Empire Grief Support Program
Expressive Arts and Psychotherapy of the Desert*
78045 Calle Barcelona
Ste 7
La Quinta, California 92253
(760) 610-9650
https://expressiveartsandpsychotherapy.com/
We offer grief support groups for children, teens and adults at NO COST. We also offer a Survivors of Suicide Loss Group. We have a Spanish support group for Adults. Additionally, we offer grief workshops that include Expressive Arts (painting, ceramics, etc) for healing.

Comfort Zone Camp*
(804) 377-3430
http://www.comfortzonecamp.org
Comfort Zone Camp is a nonprofit 501(c)3 bereavement organization that transforms the lives of children who have experienced the death of a parent, sibling, or primary caregiver. Our programs are free of charge and include trust building activities and age-based support groups that break the emotional isolation grief often brings. Comfort Zone's programs are offered to children ages 7-17, and their families for the family programs, plus we offer young adult programs for 18-25 year old's. In light of the increased need created by the COVID-19 pandemic, Comfort Zone Camp is finding new ways to help grieving children. Through the new Comfort Zone At Home program, campers are able to connect virtually and still have a powerful camp experience from the comfort of their home. Held year-round across the country, our primary locations are California, Massachusetts, New Jersey, North Carolina and Virginia (HQ). We also partner with organizations to serve their local or specific communities through our Partnership and Community by Design Programs.

East Bay Agency for Children Circle of Care/PALS program*
2540 Charleston St
Oakland, CA 94602
(510) 531-7551
http://www.ebac.org/
East Bay Agency for Children provides counseling and support services to children and their families where a parent, caregiver or family member has died or is living with a life threatening illness. Called "Circle of Care", the program offers simultaneous peer support groups for all family members, with parents/caregivers attending one group and toddlers, elementary school children and teenagers attending their own group. In addition to peer support groups, individual and family counseling is available to children and families impacted by illness or bereavement.

Experience Camps*
Vista, CA
(833) 226-7385
www.experience.camp Experience Camps are one-week camps for boys and girls who have experienced the death of a parent, sibling or primary caregiver. It's a place where kids can laugh, cry, play, create, remember the person who died, or forget the grief that weighs them down. It's a place where they can feel "normal", because everyone there has been through something similar and understands what it's like to lose someone important to them. It's a home away from home. And just about everyone will tell you..."It's the best week of the year".

Jessica's House*
1225 W. Christoffersen Pkwy
Turlock, California 95382

Mailing: PO BOX 1712
Turlock, CA 95381
(209) 250-5395
http://www.JessicasHouse.org
Jessica's House offers peer support groups where children and teens (kindergarten through high school), along with their parents or caregivers, meet with others who have experienced the death of someone close.

Kara: Grief Support for Children and Adults*
457 Kingsley Avenue
Palo Alto, CA 94301
(650) 321-5272
http://www.kara-grief.org

New Hope Grief Support Community*
3443 San Anseline Avenue
Long Beach, CA 90808
(562) 429-0075
http://newhopegrief.org
Our programs provide essential support for the most overlooked members of our community, delivering unique programs and services to kids, teens, young adults, adults, spouses, parents, and families who are grieving. At New Hope, providing the support, guidance and resources needed to achieve greater health and well-being in spirit, mind and body after a loved one dies is at the core of our work.

PlayWell Child Life Services*
Colleen M Cherry MSCL CCLS CT CG-C
28241 Crown Valley Pkwy Ste F 204
Laguna Niguel, California 92677-7424
United States
(949) 633-2197
http://playwellchildlife.com
Children, teens and young adults grieve differently from adults, lacking the vocabulary to share their feelings. The need to express grief exists, just not the words. PlayWell Child Life Services provides sessions that are developmentally and behaviorally based, affording appropriate terminology and methods for each child, teen or young adult, ages 2-24 years. Wherever the need is, either on-site: in homes, schools, parks, hospitals, care facilities, churches, mortuaries, or by personal devices, psychosocial care, medical teaching and bereavement support is available. Children may be of adult patients, patients or siblings who are experiencing a new diagnosis, medical procedure, palliative care, hospice, end of life or bereavement. Developmentally appropriate expressive and coping techniques provide opportunities to explore questions, share feelings and 'play' through possible solutions. The language of play with an impartial person free's the child from the responsibility of not adding to their loved one's grief and pain.

Stepping Stones Children's Support*
Yolo Hospice
1909 Galileo Court Suite A
Davis, CA 95618
(530) 758-5566
http://yolohospice.org/
Stepping Stones serves grieving children from ages 4-17 and their guardians with 1:1 and group sessions.

The Youth Grief Support Program*
Hospice of Santa Cruz County
940 Disc Drive
Scotts Valley, CA 95066
(831) 430-3000
http://www.hospicesantacruz.org
The Youth Grief Support Program provides individual counseling and other support services to children, teens, and families in Santa Cruz County and northern Monterey County. Our support is available to any in the community who are anticipating or grieving the death of a loved one. We also offer Camp Erin, Santa Cruz each year.

Cherie Alexander, MFT**
303 Potrero Street
Space #43-203
Santa Cruz, CA 95060
831-600-8097
http://www.cheriealexandermft.com
Licensed Marriage and Family Therapist, and former Children's Grief Support Coordinator for Hospice, specializes in providing individual support for grieving children, teens and adults.

Post Family Counseling, Inc.
Michelle A Post, MA, LMFT **
www.Michelle-Post.com
10436 Santa Monica Blvd., Suite 3030Los Angeles, CA 90025
(310) 927-5611
http://www.postfamilycounseling.com
Mental Health Counseling (Statewide in California) and Coaching and Consulting (world-wide). California services including virtual individual, couple, child, teen & family therapy specializing in grief, loss, trauma, anxiety, depression, and career & life transitions using conversation, play, art, and writing. Consulting, Coaching, and Training services offered world-wide.

After School Counseling Services
1515 Floribunda Avenue #305
Burlingame, CA 94010
(650) 558-1015

Anticipatory Grief and Bereavement Counseling for Children and Teens
Coastal Kids Home Care
1172 S. Main Street, #125
Salinas,CA 93901
(800) 214-5439
www.coastalkidshomecare.org

The Bridge Program
Hospice of the East Bay
3470 Buskirk AvePleasant Hill, CA 94523
(925) 887-5678
https://www.hospiceeastbay.org/services/griefsupport/bridge
Since 1977, Hospice of the East Bay's Bereavement Services Program provides grief and loss support to all hospice families and community members in need at no cost. Bereavement services are provided through individual counseling, support groups, classes and workshops. In addition, The Bridge Program, Hospice of the East Bay's children's bereavement services, supports children and teens through art, play, talk and peer support.
Kayko Tamaki

Camarillo Hospice
400 Rosewood Avenue
Camarillo, CA 93010
(805) 389-6870
http://camarillohospice.org

Camp Caterpillar, Kids Korner, Teen to Teen
Hospice of San Joaquin
3888 Pacific Ave.
Stockton, CA 95204
(209) 957-3888
www.hospicesj.orgHospice of San Joquin services include comprehensive and compassionate medical care, counseling and support with state-of-the-art pain control and symptom management for people facing a life limiting illness or injury. Hospice of San Joaquin's Bereavement Department services include children and teen grief support for those who have lost a loved one to death by way of ongoing support groups called Kid's Korner and Teen2Teen; on school-site support groups, and an annual Camp Caterpillar for children from K-8th grade. All bereavement services are open to the community and free of charge. Hospice of San Joaquin has National Quality Approval by being Joint Commission Accredited and has been in practice for 35 years. In 2016 Camp Caterpillar will be in its 12th year.

Camp Good Grief
Loma Linda University Children's Hospital
11234 Anderson Street
Loma Linda, CA 92374
(909) 558-8212
http://llu.edu

Camp Hope California/ Dan Hebert Camp Hope
1632 Ainsdale Drive, Roseville, CA 95747
5535 Arroyo Road, Livermore, CA 94550
(916) 772-1400
http://www.CampHopeCA.com

Camp Reach for the Sky
3530 Camino del Rio N., Suite 101
San Diego, CA
858-551-0922
http://www.theseanyfoundation.org/
Camp Reach for the Sky offers 2 options for bereaved families: 1) RyanStrong Bereavement Camp for families that have lost a child under the age of 18 to childhood cancer; and 2) Sibling Camp, a weeklong quality of life camp for siblings of active cancer patients or families that have lost a child to cancer. Our programs are pure quality of life and free for all participants.

The Center for Grief and Loss for Children
924 West 70th Street
Los Angeles, CA 90044
(866) 74GRIEF
http://griefcenterforchildren.org

Center for Grief Care and Education
San Diego Hospice
4311 Third Avenue
San Diego, CA 92103
(619) 278-6480
http://www.sdhospice.org

Center for Grieving Children
7560 Florin Road
Sacramento, CA 95828
(916) 791-8414

Centre for Living with Dying
Bill Wilson Center
3490 The Alameda
Santa Clara, CA 95050
(408) 243-0222
http://www.billwilsoncenter.org/services/all/living.html

CHANGES: Grief Support for Grieving Children & Families
Pathways Hospice
3701 Michelson Street
Lakewood, CA 90712
(562) 531-3031
http://pathwayshospice.org

Children's Bereavement Art Group
Sutter Cancer Center
2800 L Street, #400
Sacramento, CA 95820
(916) 454-6555
http://www.suttervnaandhospice.org

Circle of Care
2540 Charleston Street
Oakland, CA 94602
(510) 531-7551
http://ebac.org/programs

Desert Counseling Center
Children's Grief Support Group w/ Concurrent Parent/Guardian Program
71777 San Jacinto Drive Suite 204
Rancho Mirage, CA 92270
760-636-4116
www.DesertCounselingCenter.com
For children ages 8 to 12 who have lost a parent or sibling. Safe, sensitive, age-appropriate activies for children to express their grief, learn coping skills to help them as they grow, and have fun together. A concurrent program helps their guardians get support as well, not only for their loss but also to help them in their new roles of single parenting and parenting a grieving child.

Didi Hirsch Mental Health Services
Survivors after Suicide Teen Group
1540 East Colorado Street, Second Floor
Glendale, CA 91205
(424) 362-2911
https://didihirsch.org/services/suicide-prevention/therapy-support/
Teens who have experienced the death of someone by suicide receive emotional and therapeutic support from clinicians and other teens in our 8-week grief support groups. Meetings are in small groups, once a week, for 90-minute sessions where they learn healthy stress-management tools and new and creative coping skills to help them deal with their loss. Teen support groups are part of the new Everychild Suicide Prevention Project.

Grief Without Walls
Los Angeles, CA
951-468-5279
www.withoutwallstherapy.com
Grief support and individual therapy from LCSW Spencer D. Presler, provided in an outdoor setting, for children, teens, young adults, & adults, ages 10 & up. I am also happy to provide free information about grief as well as linkage to other local resources.

Griefbusters / Hospice of the Central Coast
23625 Holman Highway
Monterey, CA 93940
(831) 649-7755
http://chomp.org

Griefbusters of Amador
PO Box 595
Jackson, CA 95665
(209) 223-5500
http://hospiceofamador.org

HeARTful Memories Kids Program
Pathways Home Health & Hospice
585 N. Mary Avenue Sunnyvale, CA 94087
(408)773-4241
https://www.pathwayshealth.org/grief-support/

Heartland Home, Health Care & Hospice
1700 Iowa Avenue
Riverside, CA 92507
(951) 369-8640
http://www.hcr-manorcare.com

Hinds Hospice Center for Grief and Loss
1616 W. Shaw, Ste. B-6
Fresno, CA 93711
(559) 248-8579
http://hindshospice.org

Hoffmann Hospice Grief Support and Heart Art Camps
Hoffmann Hospice
4325 Buena Vista Rd, Bldg B
Bakersfield, California 93311
(661)410-1010
https://www.hoffmannhospice.org/
Hoffmann Hospice offers free weekly grief support groups and bi-annual Heart Art Camps for children and teens that have lost a loved one.

Hope Bereavement Center
5441 Avenida Encinas, Suite A
Carlsbad, CA 92008
(760) 431-4100
http://hospicenorthcoast.org

Hope Hospice - Children's & Family Grief Services
6500 Dublin Blvd., Ste 100
Dublin, CA 94568
(925) 829-8770
http://hopehospice.com

Hospice of the Conejo
80 E. Hillcrest #204
Thousand Oaks, CA 91360
(805) 495-2145
http://hospiceoftheconejo.org

Hospice of Hunboldt Bereavement Services
2010 Myrtle Avenue
Eureka, CA 95501
(707) 445-8445
http://www.hospiceofhumboldt.org/bereavement.shtml

Hospice of Marin - Youth Bereavement Program
17 E. Sir Francis Drake Blvd.
Larkspur, CA 94939
(415) 526-5549
http://hospicebythebay.org

Hospice of Napa Valley, Inc.
414 S. Jefferson Street
Napa, CA 94559
(707) 258-9080
http://www.nvhads.org

Hospice of the North Coast Community Outreach
5441 Avenida Encinas, Suite A
Carlsbad, CA 92008
(760) 431-4100
http://hospicenorthcoast.org

Hospice of San Luis Opispo County, Inc.
1304 Pacific Street
San Luis Opisbo, CA 93401
(805) 544-2266
http://hospiceslo.org

Hospice of Santa Barbara
2050 Alameda Padre Serra, Suite 100
Santa Barbara, CA 93103
(805) 563-8820
http://www.hospiceofsantabarbara.org

Hospice of Santa Cruz County
940 Disc Drive
Scotts Valley, CA 95066
(831) 430-3000
http://www.hospicesantacruz.org

Hospice of Ukiah - Children's Program
PO Box 914
Ukiah, CA 95482
(707) 462-4038

Hospice of the Valley
1150 S. Bascom Avenue, Ste. 7A
San Jose, CA 95128
(408) 947-1233
http://hospicevalley.org

Josie's Place for Bereaved Youth & Families
3288 21st Street, #139
San Francisco, CA 94110
(415) 513-6343
http://josiesplace.org

Kaiser Hospice
2025 Morse Avenue
Sacramento, CA 95825
(916) 486-5300

Kaiser-Permanente Hospice
12200 Bellflower Blvd.
Downey, CA 90242
(562) 622-4317

LiveLoveLau, a foundation for bereaved children
268 Bush Street 4014
San Francisco, California 94104
(415) 890-3528
http://www.livelovelau.org/
College assistance for children in California and Hawaii.

Miller Children's Hospital and Long Beach Memorial Medical Center
Todd Cancer Institute
2801 Atlantic Avenue
Long Beach, CA 90801
https://www.memorialcare.org/

Mission Hospice Bereavement Department Children's Program
Mission Hospice
1670 S. Amphlett Blvd Suite 300
San Mateo, California 94402
(650) 554-1000
https://www.missionhospice.org/
We are a community-based, independent, non-profit hospice that offers bereavement support for children, teens, families and adults who are from our community and our hospice. We provide art and play therapeutic sessions for grieving children and teens, encouraging emotional expression and memorialization of the loved one who died, Our counselors speak Japanese, Hebrew and Mandarin.

Odyssey Healthcare, Inc.
71777 San Jacinto Drive, Ste. 201
Palm Desert, CA 92270
(760) 346-2816

St. Joseph Health Hospice Grief Services
Santa Rosa, Petaluma, and Healdsburg, California
(707) 568-1094
http://www.sonomacountyhospice.org
Offer free grief support for adults, children, teens, couples & families through individual counseling, group, events & workshops in English & Spanish.

Sunrise Center
Mourning Sun Children's Foundation
21810 Us Hwy 18
Apple Valley, California 92307
760-221-6181
https://www.mourningsunchildren.org/
We provide a safe, fun place for children, teens and their families struggling through the grieving process after a traumatic loss. We do so by way of peer support groups offering a way to serve the very unique needs of children abruptly left behind.

Touchstone Support and Information Group
Parents Helping Parents
Sobrato Center for Non-Profits
1400 Parkmoor Avenue, Suite 100
San Jose, CA 95126
(408) 727-5775
http://www.php.com/

VITAS Healthcare
670 N McCarthy Blvd Suite 220
Milpitas, CA 95035
(866) 268-4827
https://www.vitas.com/
R. Dale Poland, Bereavement Services Manager

Walk With Sally
840 Apollo Street Suite 324,
El Segundo Ca 90245
(310) 322-3900
https://www.walkwithsally.org/
"Walk With Sally provides hope through our individualized mentoring and community support services to empower children experiencing trauma through a parent, guardian or sibling's cancer journey.

Wings of Hope
Hospice Services of Lake County
1717 S. Main Street
Lakeport, CA 95453
(707) 263-6222
http://www.lakecountyhospice.org/

Young Adult Bereavement Art Group
UC Davis Hospice and UC Davis Children's Hospital
3630 Business Drive
Sacramento, CA 95820
(916) 734-1139
http://www.ucdmc.ucdavis.edu/homecare/hospice/bereavement.html

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National Alliance for Grieving Children (NAGC)

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denotes NAGC Member Actively Moving Forward® (AMF)*HealGrief Los Angeles, California 90077 888-489-9654 https://healgrief.org/amf-app/ The AMF App provides a national network of young adults all connected, heard, and understood by other like-minded young adults grieving a similar death loss, in a way young adults communicate best, digitally, and 24/7.

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When you are struggling with managing emotions, your CNUSD School Counselors want you to know that your feelings are valid , no matter what they are. You might feel scared, confused, overwhelmed, angry, alone, grateful, or completely calm. Your feelings are normal; the situation is not. Don't forget to breathe .
Th is Virtual Calming Room is a place for students and families to find tools and strategies for managing emotions and feelings. We are here to support you! -CNUSD School Counselors
Disclaimer: The following links are purely for educational purposes and are not intended as psychological interventions or as a substitute for psychological treatment. If you are in need of psychological help, you should seek the consultation of a licensed mental health professional.

The School Counselor's in CNUSD address the needs of students in all three domains; academic, social emotional, and career development as well as helping create a positive and safe learning experience. CNUSD School Counselor's will also support students as they face issues that prevent their healthy development. Our hope is that the CNUSD Virtual Calming Room will meet the students needs in all areas.

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When you are struggling with managing emotions, your CNUSD School Counselors want you to know that your feelings are valid, no matter what they are. You might feel scared, confused, overwhelmed, angry, alone, grateful, or completely calm. Your feelings are normal; the situation is not. Don't forget

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Grief at School a Guide for School Personnel

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Grief at School a Guide for School Personnel

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Burn Out & How to Complete The Stress Cycle

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Burn Out & How to Complete The Stress Cycle

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Brené with Emily and Amelia Nagoski on Burnout and How to Complete the Stress Cycle

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Listen to this episode from Dare to Lead with Brené Brown on Spotify. Dare to Lead is Unlocking Us this week about burnout. We're all experiencing it and we're all desperate for a way through it. In this episode, I talk to Drs.

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Foster and Homeless Youth Education Services TCOE

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Foster and Homeless Youth Education Services TCOE

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Increasing educational outcomes for youth in foster care in Tulare County

The TCOE Foster Youth Services Coordinating Program (FYSCP) provides support services for students who experience the trauma of being removed from their home, school instability, and multiple placements while in foster care. Our goal is to increase collaboration among child welfare, probation, education, and community agencies to improve the educational outcomes for students in foster care. FYSCP has project specialists assigned to school districts to establish networks, assist with challenges, and implement solutions in meeting the unique needs of students in foster care.

Master list of resources for foster youth, caregivers, district liaisons, and community members

Current list of district foster youth liaisons within Tulare County

Assistance with educational and motivational programs and events for a successful transition from foster care

Maintaining Foster Focus, a database of foster youth students in Tulare County public schools, to ensure they receive appropriate educational supports and services as outlined in Local Control and Accountability Plans (LCAP)

Services that we provide to districts and our community partners are:

Please contact Foster Youth Services Coordinating Program for more information.

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Increasing educational outcomes for youth in foster care in Tulare County The TCOE Foster Youth Services Coordinating Program (FYSCP) provides support services for students who experience the trauma of being removed from their home, school instability, and multiple placements while in foster care.

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Tulare County County Child Abuse Prevention Council

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Adverse Childhood Experiences (ACEs) and Its Effects on Development Experiences in childhood matter. Numerous research studies have shown how childhood stress and trauma can impact adult health. The Ace Study is the largest study investigating the health and social effects of negative childhood experiences. Now that we have the research, what can we do about it? The cycle of violence, generational poverty and abuse, homelessness, substance abuse, incarceration, perpetration and victimization of violence are all related to ACE's. Strategies such as identification and assessment, reducing risk and exposure and nurturing resiliency and skill building are effective interventions. Changing the negative course that many children are on is our best way to prevent abuse in future generations. This presentation will increase your knowledge of trauma and provide ways to work with children, families and communities to reduce the impact of trauma.

A Different World for Children (The effects of a pandemic on development) While the coronavirus pandemic has changed many things around the world, it has not stopped child development. Discussions on how to support healthy child development during a pandemic, how the pandemic is affecting young children, and the importance of caring for caregivers. It's not a different understanding of what children need, it's just a different world right now.

Family Violence and Its Effects on Children For too many children, home is far from a safe haven. Every year, hundreds of millions of children are exposed to domestic violence at home, and this has a powerful and profound impact on their lives and hopes for the future. These children not only watch one parent violently assaulting another, they often hear the distressing sounds of violence, or may be aware of it from many telltale signs.

Resiliency (Why families are important) Family resilience can be defined as the ability of a family to respond positively to an adverse situation and emerge from the situation feeling strengthened, more resourceful, and more confident than its prior state. This training discusses the understanding of brain development over time and the whole idea of how much is genetic and how much experience is the result of becoming a resilient family.
Strengthening Families with Protective Factors
This workshop teaches the concept of strengthening families and) Protective Factors. Participants will learn about parallel relationships/processes and how Protective Factors can be used as a strength-based tool to prevent child abuse and neglect. Participants will brainstorm effective ways and develop skills to incorporate Protective Factors into their daily interactions with families. The protective factors are as follows:

Nurturing & Attachment

Knowledge of Parenting and Child Development

Parental Resilience

Social Connections

Concrete Support in Times of Need

Social and Emotional Competence of Children

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Mandated Reporter Information - Tulare County County Child Abuse Prevention Council

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Adverse Childhood Experiences (ACEs) and Its Effects on Development Experiences in childhood matter. Numerous research studies have shown how childhood stress and trauma can impact adult health. The Ace Study is the largest study investigating the health and social effects of negative childhood experiences. Now that we have the research, what can we do about it?

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Grievingstudents.org

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About Us

The Coalition to Support Grieving Students is a unique collaboration of the leading professional organizations representing classroom teachers (including teachers, paraprofessionals, and other instructional staff), principals, assistant principals, superintendents, school board members, and central office staff, student support personnel (including school counselors, school nurses, school psychologists, school social workers, and other student support personnel), and other school professionals who have come together with a common conviction: grieving students need the support and care of the school community.

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Home Page - Coalition to Support Grieving Students

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The Coalition to Support Grieving Students is a unique collaboration of the leading professional organizations representing classroom teachers (including teachers, paraprofessionals, and other instructional staff), principals, assistant principals, superintendents, school board members, and central office staff, student support personnel (including school counselors, school nurses, school psychologists, school social workers, and other student support personnel), and other school professionals who have come together with a common conviction: grieving students need the support and care of the school community.

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Grief & Loss Hand out by Deedy Smith; In-Service 2.4.22

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Grief & Loss Hand out by Deedy Smith; In-Service 2.4.22

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Tk-6th Calming Cards

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Stop, Think, Do

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Nurturing Child and Parent Development (October 15, 2021)

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Listen to the Talk and Guided Mindfulness Practice
Guided by Solissa McKay, faculty at Mindful Schools

Listen to "Building Community Through Connection and Inclusion" on Spreaker.

We can't really begin to talk about building community with our students and peers without first acknowledging the unprecedented times we are living in. During these remarkable challenges and disruptions, you are still showing up. Doing what you can to be there for your students. That is truly special. Given everything going on around us, it's more important than ever to take the time to build connection and community in our shared spaces so that we can help students feel safe, and deep and meaningful learning can occur.
So, what does it look like to build community, foster connection, and be inclusive in a way that models it for your students?
It's a big question and I don't want to overcomplicate it by throwing strategies at you, but instead I want to talk more intentionally about three simple things that come to mind when I think about this topic.

The first is... being open. Open your heart to your students and to yourself. Be deliberate to what you're paying attention to. Savor in the small and big moments happening around you. Being open in a heartful way also allows us to appreciate all that is happening around us and allows us to build deeper connections. Being open can contribute to community building in an authentic and beautiful way.

Another thing that comes to mind is ...being curious. Be truly curious about each student in your classroom. Take the time to learn more about their lived experiences so that you can meet them where they are. Encourage them to share their experiences with you and one another. Being curious also helps us get to know ourselves, as we explore what it looks and feels like to show up each day, more curious and open to every student and the communities around us.

And finally, because I truly believe it helps anchor it all... being present. By bringing present awareness to our body when in community with others, we can hold space for people, allowing them to feel safe, accepted, and heard. When we channel a more embodied presence, we really are building a community with and alongside our students. Just think about how beautiful that would be and how good that would feel to offer that gift to our students and to ourselves each day.

When it comes to inclusion, I want to share the simple reminder that inclusion starts with us. Creating a supportive and safe environment that makes everyone feels seen and included starts with you showing up as your authentic self and doing the internal work to think about how you can actively foster inclusion. This includes being more mindful about the assumptions and biases you bring to table. Don't shy away from those thoughts and feelings as they arise, because it's a part of the natural human condition. We all have bias, and we all make assumptions. The game changer is how we notice and respond to them that then allows us to also actively shift our behavior.
Solissa is member of the Mindful Schools faculty. As a champion for education, Solissa has spent the last decade supporting and investing in the growth of adolescents and young professionals. She has been a 7th grade classroom teacher, a college academic advisor, and more recently, a program manager for a Kansas City area non-profit youth college access program.

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How to Build Community Through Connection and Inclusion - Mindful Schools

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Listen to the Talk and Guided Mindfulness PracticeGuided by Solissa McKay, faculty at Mindful Schools Listen to 'Building Community Through Connection and Inclusion' on Spreaker. We can't really begin to talk about building community with our students and peers without first acknowledging the unprecedented times we are living in.

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How Parents Can Support Teens Who Are Coming Out

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How Parents Can Support Teens Who Are Coming Out

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This article mentions suicide risk. If you or someone you know is considering suicide, immediately contact local crisis services or call the National Suicide Prevention Lifeline at 1-800-273-TALK (1-800-273-8255). Call The Trevor Project at 1-866-488-7386 for 24-hour, a toll free confidential suicide hotline for LGBTQ+ youth. For more tips on what you can to do to prevent suicides, visit familyaware.org/education/suicide-prevention/.

By Thomas Maye

Pride Month may have ended in June, but that doesn't mean the struggles for teenagers on the LGBTQ+[1] spectrum are over. According to a 2018 report by the Human Rights Campaign:

77% of LGBTQ teens report feeling down or depressed

70% have felt down or worthless

95% report trouble sleeping at night

Only 26% "always" feel safe in their classrooms.

Depression, feelings of worthlessness, and unrelenting stress increase the risk of suicide. The Trevor Project notes that queer teenagers are significantly more likely to attempt suicide: teens from unaccepting families are 8.4 times more likely to attempt to end their lives.

In an often-intolerant society, feeling welcome at home is crucial in preventing or reducing the risks of mood disorders and self-harming behaviors. In fact, the Centers for Disease Control and Prevention bases its suicide prevention strategy on promoting individual, family, and community connectedness. As a caregiver, you have an essential role in supporting your teen's wellbeing and in preventing suicidal behaviors.

Caregivers can feel overwhelmed trying to protect their children and promote their mental wellness while still allowing them space and autonomy to grow. Add to that what may be complex feelings about sexual and gender identities and caregivers can really have their hands - and their minds - full. Here, we offer suggestions for navigating the time when your teen may open up to you about their sexual and gender identities.

What should I do if I think my child is LGBTQ+?

Aim to let your teen come out on their own terms. You may have your suspicions or overheard a few telling conversations, but it's important to allow them a safe space to discuss their identity in a way that makes them comfortable. Don't "out" them or try to force an answer from them.

They may take a while to feel comfortable sharing their identity, but try not to take the length of time personally. With negative media representations and attitudes among community members and friends, among other factors, coming out can be challenging even in the most accepting families. If you have reservations about accepting a family member who is LGBTQ+, take the time to learn more. (Read the next section, for a start.) Your ability to accept your teen for who they are will position you to better support them and their mental health and will help to foster a stronger relationship between the two of you.

When your teen comes out, start by listening. Don't interrupt, talk over them, or invalidate their feelings by questioning them or insisting it's just a phase. Although sexuality can be fluid and change over time, coming out takes a great amount of courage It's unlikely your child would go through all the effort and risk rejection for a passing thought. Brushing their legitimate feelings aside can alienate your children and make them feel unwelcome being their true selves around you. Not only does this put your relationship in peril, it also increases your teen's risk of depression and engaging in suicidal behaviors.

But what about my own emotions and challenges?

You may be taken aback by the news or afraid for their future. You've likely envisioned a life for your child, so it's natural to have some initial feelings of grief or doubt. It's ok if you don't have everything figured out from the start, and some mistakes are to be expected while you both adjust to the new stage in your relationship. Tell your child that you love them and that you will make a genuine effort to learn about and understand their identity. Parent support groups, such as Parents and Families of Lesbians and Gays (PFLAG), can help you work through your conflicted feelings and provide comfort through your anxiety for the future.

If your family or culture is not accepting of those who identify as LGBTQ+, know that those beliefs do not have to define your response to your teen's identity or your relationship following their disclosure. Although many parents have religious concerns, faith and sexuality don't necessarily need to be at odds. The Internet has made it easier to find congregations from a variety of denominations that accept and affirm worshippers who identify as LGBTQ+. For instance, gaychurch.org has an expansive directory of LGBTQ+ affirming Christian churches.

Remember that your willingness and ability to maintain connectedness with your teen can have powerful protective effects for their mental health and wellbeing.

What should I do going forward?

Keep showing support and love for your child. LGBTQ+ people continue to face challenges in society, so coming out is just one step on their life's journey. In fact, given there are always fellow students, new friends, coworkers, and so on, coming out is an ongoing process. Members of the LGBTQ+ community constantly need to assess whether they are safe and whether the people around them will accept them. This can take an emotional and mental toll, especially for young people just learning to navigate in the world.

Next, continue the conversation. Ask them if they want help or resources, and, if so, how you can best provide that help for them. You don't want them to feel as though you've pushed their sexuality or identity under the rug like a dirty secret. They should be able to feel safe coming to you for support, particularly where their mental health is concerned.

No one likes being typecast by labels and stereotypes. Sexuality and gender identity are only facets of who they are, so don't try to force certain roles or expectations onto them.

Finally, try to allow them to express themselves as they see fit. As people embrace the identity they've suppressed, it's natural to develop new interests or friend groups they once forbade themselves from exploring. Adolescence is a time for discovery and reinvention. Give your teenager space to find out how to express themselves on their own, whether that means decking out their room in rainbows, or simply getting comfortable in their own skin. Your acceptance and support can make a world of difference for their mental health.
Thomas Maye is a freelance writer passionate about mental health, wellness, and social justice. Based in Hudson, MA, he graduated with a degree in English and journalism at Framingham State University in 2020. He can be contacted for article and blog writing assignments on his website, tmayewriting.wordpress.com, or his Twitter, @tmayewriting. FFDA uses the acronym LGBTQ+ to mean people who identify as lesbian, gay, bisexual, transgender, queer, and others who do not identify as heterosexual and/or cisgender (having the same gender identity as the sex they were assigned at birth).
Additional Resources

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How Parents Can Support Teens Who Are Coming Out

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This article mentions suicide risk. If you or someone you know is considering suicide, immediately contact local crisis services or call the National Suicide Prevention Lifeline at 1-800-273-TALK (1-800-273-8255). Call The Trevor Project at 1-866-488-7386 for 24-hour, a toll free confidential suicide hotline for LGBTQ+ youth.

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Looking for printable social stories for kids? Here you'll find lots of free social stories examples and even some social story templates to help you write your own.

Social stories were a total game changer for us. They have helped my son get through things like attending a funeral for the first time and managing the sensory overload that comes along with filling up the bathtub.

However, searching for the perfect social story is time consuming.

And sometimes, you never find the right social story you need. Things like using clipart instead of real photos, missing steps, and not giving my son the right language and vocabulary are some of the issues we have run into when searching for social stories.

So I'm slowly trying to fill the gap by creating beautiful and comprehensive social stories that use real photos with pictures of diverse children so that every child feels represented.

Below you will find tons of printable social stories for kids, including free social story templates and lots of free printable social stories.

This post contains affiliate links. Basically, I make a small commission when you use these links, at no additional cost to you.

What is a social story?

Social stories are a great way to teach autistic children a variety of skills and behaviors, as well as outline special events and social situations. Basically, a story that teaches about one specific topic, event, or social skill.

For a more detailed description, as well as tips for writing your own social stories, read more here.

But save yourself some time by using one of the printable social stories examples from below instead (some are free and some are paid).

Free Printable Social Stories for Kids

You're going to love these free printable social stories examples for kids! There's always more being added so save this page and check back frequently.

Free Templates for Writing Your Own Social Stories

Looking to create your own social stories? Well, there's a template for that...

Even More Printable Social Stories for Kids (aka The Not Free Section)

Didn't find what you were looking for yet? Then maybe one these printable social stories will be what you need.

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Printable social stories for kids and social story templates

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AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

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AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age. Supplemental materials and handouts are available for download. Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

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Therapeutic Activities for Children, Teens, Families by Liana Lowenstein MSW

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Therapeutic Activities for Children, Teens, Families by Liana Lowenstein MSW

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Therapuetic Activities for Children, Teens, Families by Liana Lowenstein MSW

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Why You Should Try It

This 36 questions activity can help children build closeness with someone they don't know well, including a child from a different ethnicity.

Childhood friendships are important to well-being. Having just one friend can help kids be more invested in their schoolwork and protect them from being bullied. Friendships across ethnicities are especially valuable and lead kids to be more adaptable and socially confident. For example, kids with cross-ethnicity friendships tend to be better liked by other kids, be more self-confident, have a more positive mood, and feel safer at school.

But making friends can be awkward. Knowing how to talk to others in a way that fosters genuine connectivity and paves the way for real friendship-particularly with those who are different from us-is a valuable life skill. This exercise helps you guide your child to talk to other kids in that way.

This exercise is particularly useful at transition times, like when your family moves to a new place or when children start middle school with many students they don't know.

Time Required

30 minutes for each session.

How to Do It

Encourage your child to identify another child, perhaps of a different race or ethnicity, whom they don't know well and would be open to becoming friends with.

Find two 30-minute periods when the children can meet up. If you're a teacher, you might even want to find a time during class or lunch when the whole class can do this practice-especially at the beginning of the school year, so that kids who might not otherwise connect can get to know each other better.

During each meeting, have kids take turns asking and answering the sets of questions below, which become a bit more personal as the practice goes on.

Encourage children to spend relatively equivalent amounts of time talking and listening. At the outset, children can be reminded to only disclose information they feel comfortable with and to refrain from sharing information they feel is too personal.

Your child can also use some of these questions to help them become closer to an existing friend or get to know an acquaintance better. The questions below were designed for middle schoolers, but they could probably work for children in late elementary and early high school, too.
Meeting 1 (Partner 1)
1. What is your favorite subject in school?

2. What is your favorite dessert or flavor of ice cream?

3. What is/was your favorite pet? (If you've never had a pet, what pet would you choose if you could?)

4. What's your favorite thing to do during summer vacation?

5. What is your favorite TV show or movie?

6. Do you like to get up early or sleep in on the weekends?

7. What foreign country would you most like to visit and why?

8. If you could have one superpower, what would it be?

9. Describe your worst haircut ever.

10. Describe your best friend (without saying his/her name).

11. If you had to move from your school, what would you miss the most?

12. If your house was on fire and you had time to safely grab one thing before running out, what would it be?

13. If you could be famous for something, what would it be?

14. Describe one quality you wish you had.

15. What would a perfect day at school be like?

16. What would you like to change about your life if you could?

17. Name one thing that would make your parents/family proud of you and one thing that would make them disappointed in you.

18. Name one thing you and I appear to have in common.
Meeting 1 (Partner 2)
1. What is your favorite thing to do after school?

2. What is your favorite restaurant and what is your favorite food there?

3. Of all the places you've lived or visited, where was your favorite and why?

4. What is your favorite song?

5. What is your favorite holiday and why?

6. Who was your favorite elementary school teacher and why?

7. What state in the United States would you most like to visit and why?

8. If you had a lot of money and could do anything you wanted with it, what is one thing you would do?

9. Describe a time you got hurt (e.g., broke a bone).

10. What is the best gift or present you have ever received and why was it so special?

11. If a crystal ball could tell you the truth about one thing in your future, what would you want to know?

12. If you could have dinner with anyone in the world, who would it be?

13. Think about your greatest dream or wish. What is your biggest obstacle in making it come true?

14. What would your worst day at school be like?

15. How would you describe a true friend?

16. If you could choose one thing about your life that would never change, what would it be?

17. Name one thing you like about your parents/family and one thing you don't like about them.

18. Name one thing you like about me.
Meeting 2 (Partner 1)
19. Do you think boys or girls have it easier?

20. If you had a magic mirror that allowed you to see exactly what was going on anywhere in the world, where would you look?

21. Imagine that the principal told you he wanted to make the school better and would change it in any one way you suggested. What would you tell him to do?

22. Name one thing about this school you think is unfair.

23. If you could be the most attractive, the most athletic, or the smartest student at school, which would you choose?

24. If you could make a TV show or YouTube video about anything you wanted and you knew millions of people would see it, what would it be about?

25. If you had to choose right now what job you would have as an adult, what would it be?

26. What is one thing you wish you were better at?

27. What is the biggest difference between what happens on TV and what happens in your life?

28. Describe a time at school when you were mean to someone else. What would you have changed about the situation if you could?

29. Would you rather your mom or dad give you more presents or spend more time with you? Which would make you feel more loved?

30. If you woke up tomorrow and you were grown up with kids of your own, how would you treat them differently than your parents treat you?

31. What is your biggest regret?

32. When you think about the future, what worries you the most?

33. If you could change one thing about the way you look, what would it be?

34. Describe your biggest failure.

35. What do you think your friends like most about you?

36. If we became friends, what is one thing we might enjoy doing together?
Meeting 2 (Partner 2)
19. Do you think it would be easier to be an only child or have lots of siblings?

20. If you could be invisible for a day, what would you do?

21. Imagine you had the opportunity to give a 10-minute speech to all the students in this school. What would you talk about?

22. What is the hardest part of middle school?

23. Describe one good thing and one bad thing about being popular at school.

24. If you could do one thing that you're not allowed to do now because you're too young, what would it be?

25. What is one job you hope you never have as an adult?

26. If you could be really talented at one thing, what would you choose?

27. Name one thing you think you could do better if you were the principal.

28. Describe a time at school when someone was mean to you. What would you have changed about the situation if you could?

29. If you could give your parents one tip on how to be better parents, what would it be?

30. Name one thing someone in your family does that really gets on your nerves.

31. If you could travel to the past in a time machine and change one thing, what would it be?

32. What is your biggest fear?

33. What do you dislike most about yourself?

34. What is the most embarrassing thing that has happened to you at school?

35. What is your proudest moment?

36. Name one reason we would be lucky to have each other as a friend.

Evidence It That Works

Echols, L., & Ivanich, J. (2021). From "fast friends" to true friends: Can a contact intervention promote friendships in middle school? Journal of Research on Adolescence, 1-20.

Middle schoolers paired with an unfamiliar partner of the same age and gender met once a month for three months. Pairs got to know each other by taking turns asking the 36 questions, and then competed with other pairs to cooperatively build a block tower. At the end of three months, middle schoolers felt they had a closer relationship with their partner than other classmates. This was true for both male and female pairs, of the same ethnicity and different ethnicities.

Why to Try It

The 36 questions are a mixture of opportunities for fun and self-disclosure. Mirroring the emotional journey of friendship, they become increasingly intimate, requiring partners to reveal more about themselves as they answer questions. Each series of 36 questions ends with one that plants the suggestion of friendship, such as: "Name one thing you like about me" or "What's one thing we would do together if we became friends?"

Taking turns listening with genuine interest and curiosity, and the experience of feeling seen and heard, allow feelings of closeness to develop. Although there are no guarantees, this exercise creates fertile grounds for true friendship to blossom.

Sources

Leslie Echols, Ph.D., Missouri State University

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Why You Should Try It This 36 questions activity can help children build closeness with someone they don't know well, including a child from a different ethnicity. Childhood friendships are important to well-being. Having just one friend can help kids be more invested in their schoolwork and protect them from being bullied.

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September is Suicide Prevention Month—a time to bring this topic out into the open, share information, and bring people together to promote mental health and wellness. Despite the isolation and challenges of recent months, we can form stronger, more resilient support systems together

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Center for Applied Research Solutions (CARS)

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Assessment Tools for Suicide Intervention

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September is Suicide Prevention Month View as Webpage September is Suicide Prevention Month-a time to bring this topic out into the open, share information, and bring people together to promote mental

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LGBTQ + Mental Health: The Trauma of Coming Out

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LGBTQ + Mental Health: The Trauma of Coming Out

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Dr. LaNail R. Plummer, CEO of Onyx Therapy Group, will share her research, experiences, and evidence of working with members of the LGBTQ+ community. Dr. Plummer will use “real-life” quotes, client-based scenarios, and evidence-based practices to form tips for audience members, mental health professionals, and members of her shared LGBTQ+ community.

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LGBTQ+ Mental Health: The Trauma Of Coming Out

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Learn about the signs and symptoms of mental illness, facts, statistics and the latest news on mental health

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Learn about the signs and symptoms of mental illness, facts, statistics, and the latest news on mental health.

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The Tulare County Suicide Prevention Task Force (SPTF) is fully funded through the Tulare County Mental Health Services Act: Prevention and Early Intervention Plan. The SPTF functions as a multi-disciplinary collaborative, combining representatives from government, education, community-based service providers, and community members.

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Middle school is a time of transition. For many students, it can mean moving to a different school building for the first time in their academic career. For others, having a schedule and shifting between classrooms (each with a different teacher) throughout the day is a significant change. Not to mention, students are also moving from childhood into adolescence.

This is why middle school students need support from their educators-not just in academic learning, but in social and emotional learning as well. Building students' self-esteem and sense of self-efficacy (along with conflict resolution, responsible decision-making, and positive relationship skills) is especially important for middle schoolers. Competency in these areas will help them succeed now and in the future; SEL skills support academic performance and are strongly linked to improved well-being and mental health outcomes.

The following SEL activities for middle schoolers address each of CASEL's five core competencies of SEL.

For teachers, consider how you can use these SEL activities during the school day, whether within academic lessons or during morning meetings, advisory periods, homeroom, or transition times.

For school and district leaders, share these resources with your middle school teams and classroom teachers as inspiration for incorporating social-emotional learning throughout the school day.

How to Handle Bullying (Social Awareness, Responsible Decision-Making)

Compassionate Letter Writing (Self-Awareness, Self-Management)

Asking For Help (Self-Awareness, Responsible Decision-Making, Relationship Skills)

Planning to Persevere (Self-Awareness, Self-Management, Social Awareness)

Trusting My Inner Compass (Self Awareness, Self-Management, Responsible Decision-Making)

Relationship Building Through Movement (Social Awareness, Relationship Skills)

SEL Competency-Building Toolkits (Self-Awareness, Self-Management, Social Awareness, Relationship Skills)

1. How To Handle Bullying
Courtesy of Everyday Speech
Overview: This interactive activity will guide students through a set of scenarios to help them understand how to approach bullying as an ally and up-stander. Students can work through a variety of scenarios and build responsible decision-making skills when it comes to navigating a bully.

Instructions for Implementation:

"It's important to know how to handle bullying, even when we aren't the ones getting bullied. We try to be an ally and an up-stander when we notice others getting bullied."
Click here to launch the "How to Handle Bullying" interactive lesson!

2. Compassionate Letter Writing

Courtesy of Camp Kindness Counts

Overview: Practicing compassion provides the opportunity to show kindness toward ourselves and others. This activity strives to show participants how different it feels when we use kind words and actions toward ourselves instead of using negative self-talk. Research suggests that practicing compassion towards ourselves can help cultivate compassion towards others. Through reflective letter writing, participants will build empathy skills and self-compassion to enhance self-management.

Instructions for Implementation:

Introduction: "Let's learn about compassion. What do you think compassion means? To some, compassion is showing kindness, patience, and understanding. How can you show compassion to yourself? One way could be to do something that helps you to feel special such as reminding yourself of things you are good at doing, or calming yourself down by taking a few slow, deep breaths! Can you think of other ideas? Today, we are going to practice compassion by writing a letter!"

Activity: Think about a friend or someone you care about. Imagine them having a hard time and think about what you could say or do to help them feel better. Write a letter to them to help them feel better.

Do you feel it is kind to help someone you care for when they may need help?

Do you think it is important to also help yourself when you need the help?

What types of things help you feel better if you are having a hard time?

Does it help to talk to someone, get a hug, play outside, read a book, or take some deep breaths?

Now let's practice showing compassion towards ourselves. Read the letter again but now with your own name instead of the person you wrote the letter to!

Reflect: How does the way you talk to a friend who is having a hard time compare to the way you talk to yourself? Do you usually take care of yourself the same way you take care of a friend? Are you a good friend to yourself? What are some ways you can be a better friend to yourself? Why is this important?
3. Asking for Help

Courtesy of inspireED
Overview: Asking for help can sometimes be difficult, but knowing where and how to get help is an important problem-solving skill. Creating a dedicated space with clear guidelines for how to ask for help shows your students that you care about their success and that your classroom is a safe space where they can get whatever help they need.
Instructions for Implementation:

Engage students in a conversation on the importance and difficulties of asking for help. How do you know when you need help?
How do you know who to ask for help?
What kinds of things do you typically ask for help on?

Explain that asking for help may be difficult, as we sometimes view it as a sign of weakness. But strategic requests for help are actually a sign of resourcefulness.

Explain that you want your classroom to be a space where students feel comfortable asking for help.

Ask students to identify a problem they could use help on right now, and someone who might be able to help. This might be an expert, a family member, a teacher, a friend, etc.

Ask students to craft a written request for help. The most effective requests for help are specific, measurable, actionable, results-focused, and time-bound.

Ask students to share their requests with the class, if they are comfortable. What was it like to write the requests? How do they feel now?

Have each student plan to deliver their request for help before the next class.

After some time has passed, check back with your students to ensure that they received the help they requested.

4. Planning to Persevere

Courtesy of Second Step

Overview: Goal-setting and creating simple plans are positive ways to handle disappointment and can help students develop a growth mindset. Students develop a goal and simple plan for a historical or contemporary figure who persevered in the face of disappointment.
Instructions for Implementation:

Tell students about prominent historical or contemporary figures who persevered in the wake of disappointment - such as Thomas Edison or Helen Keller.

Discuss how persevering and achieving their goals affected both the people individually and society as a whole. Consider what would have happened if they had simply given up!

As a class, in small groups, or individually, choose a well-known person to study in more depth. Find out what setbacks or disappointments the person had to overcome and how they did so.

Have students select one setback or disappointment and create a goal and simple plan the person could have used to help him or her persevere. Goals can follow the SMART goals model (specific, measurable, achievable, relevant, time bound) or be simple statements. Encourage students to make plans that are simple and follow an order that makes sense.

If students complete this activity individually or in small groups, invite students to share their goals and plans with the rest of the class.

5. Trusting My Inner Compass

Courtesy of Take 5! Institute

Overview: Integrating the wisdom of mind and body, students practice using their "inner compass" - a felt sense of what is right and true - learning how to access information that can help them to stay safe, set healthy boundaries, and make wise choices.

This capacity-building activity strengthens mindfulness, and the ability to tap into inner wisdom. It helps students to access the power of inner knowing, paying attention to the wisdom of the body, as well as the mind. And it helps them learn to trust their inner experiences.

Instructions for Implementation:

Use the following to guide your conversation:

We know that our bodies are full of energy - on a physical level, that's what "runs" us. But our bodies are also full of information. And that information can help us to stay safe, set healthy boundaries, and make better choices. Some people call this their "inner compass."

Think of a time when you "just knew" something. You might have had a gut feeling ... an actual "body feeling" that you paid attention to. Or you felt guided by your own "inner voice." You didn't really need to think about it; out of the blue, you realized that you knew just what to do.

How would you describe that "inner feeling?" Or that sense of "inner knowing?" How did you know to trust it?

Notice where you carry this feeling in your body, and how it feels inside you.

Describe a time that you noticed sensations in your body, or thoughts in your head, that helped you pay attention to what was happening around you, and when you knew just what to do.

Not all students may be able to describe a time when they experienced an inner felt-sense. But having a conversation, sharing experiences (yours, too) and thinking about nurturing this inner capacity will help students to pay attention next time they notice sensations in their body, or a sense of 'just knowing.'

6. Relationship Building Through Movement
Courtesy of CATCH SEL Journeys
Overview: In this lesson, students will explore a guiding question focused on teamwork and then engage in movement by learning a new dance and discovering its cultural origins. After engaging in movement, students work in small teams to create a new or revised sequence that expresses personality traits of the group. Dance provides students with an active way to engage in teamwork and explore how each group member brings different strengths and plays an important role. Collaborating on a dance also develops communication skills.

Instructions for Implementation:

Introduction: Being part of a team means being able to rely on each other to accomplish something together. That means you need to do your part because your teammates are relying on you.

Have you ever been let down by a member of a team? What can you learn from this when thinking about your own role on teams?

Today's challenge is to work with your group to create a movement sequence that expresses the personality traits of the members of your group.

Get Moving: To get warmed up, try out some new ways of moving with the SEL Journeys Dance of the Month. (You can sign-up for free by clicking on the "Activate Your Account" button on the right side of the screen.)

Respond and Connect: After engaging in movement, split students into teams of 2-4 students and revisit today's big idea with the following activity:

As a first step, think about how you would complete this sentence: "A positive word or phrase to describe me is ...." Now take a moment for each group member to share their answer.

Next, help each other come up with a gesture or pose that captures the personality trait each person shared.

Now, you can add these traits to the steps from today's dance, or you can make up your own steps. You can take another look at the steps to get some ideas. Think about how you can add personality traits to these moves, or decide if you want to make up entirely new moves.

Now work with your group to make a movement sequence that expresses the personality traits of each group member. Once you have a plan, rehearse it a few times together. If time permits, groups can volunteer to show their final sequence to the rest of the class and explain how the new dance expresses the personality traits of the group.

Final Student Reflection: How did it go with your team? Did you do your part to contribute ideas? Did you learn something new about your teammates?

7. SEL Competency-Building Toolkits
Courtesy of Transforming Education
Overview: These toolkits include professional development resources designed for educators seeking research-based strategies to help students build social awareness and self-efficacy.

Social Awareness:

TransformEd's social awareness toolkit provides educators with a variety of resources and strategies to support the development of students' social awareness.

The toolkit includes:

More information on what social awareness is and why it matter

A video in which students describe the importance of social awareness in their own lives

A range of strategies teachers can integrate into their practice at all grade levels

A facilitators guide (including an abbreviated guide for a 45-minute session)

Download the Toolkit!

Self-Efficacy:

TransformEd's self-efficacy toolkit provides educators with a variety of resources and strategies to support the development of students' self-efficacy.

The toolkit includes:

More information on what self-efficacy is and why it matters

An animated short video about self-efficacy that can be shared with students and parents

A video in which students describe what self-efficacy looks like in their everyday lives

A range of strategies teachers can integrate into their practice at all grade levels

A facilitator's guide (including an abbreviated guide for a 45-minute session)

Download the Toolkit!

Further Resources:

Get-to-Know-You Questions: Discover asset-based, inclusive questions that invite student conversation and connection.

Quick Check-in Questions: Use these questions to connect with students about their well-being and social, academic, and emotional needs.

The Two-Word Check-In: Enhance emotional awareness and builds community with this simple classroom exercise.

"Rose, Bud, Thorn" Activity and Worksheet : Support goal-setting and self-reflection with this exercise that prompts students to identify positive moments and pinpoint areas where they need support.

SEL for Elementary School: Bring SEL into your elementary school classroom with these 6 activities.

SEL for High School: Discover eight SEL activities for your high school students.

Social-Emotional Learning Curriculum Programs: Learn more about curriculum for elementary, middle, and high school students and how you can bring them into your school district.

Use these questions to check-in on student well-being and supports throughout the school year.

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7 Middle School SEL Activities to Support Growth and Transitions

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Middle school is a time of transition. For many students, it can mean moving to a different school building for the first time in their academic career. For others, having a schedule and shifting between classrooms (each with a different teacher) throughout the day is a significant change.

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CBT Worksheets for Children | Therapist Aid

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Free CBT worksheets for therapists. Topics include thought logs, CBT models, behavioral activation, and CBT activities for children, adolescents, and adults.

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Restorative Practices and SEL Alignment CASEL

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Grade-Level Team Meetings to Support SEL

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Grade-Level Team Meetings to Support SEL

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Dr. Rosie Hernandez, PPSC, LCSW                          SEL PRESENTATION; Social Work In-Service 9/24/21

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Dr. Rosie Hernandez, PPSC, LCSW                          SEL PRESENTATION; Social Work In-Service 9/24/21

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Is it ADHD or Child Traumatic Stress _ Guide for Clinicians _ Aug2016

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CE CEUs for Psychologists, LMFTs, Social Workers, Counselors, LPCCs and Nurses - Zur Institute

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CE CEUs for Psychologists, LMFTs, Social Workers, Counselors, LPCCs and Nurses

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Ceus Online for Social Workers, Psychologists, Counselors & MFTs | Ce4less

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Ce4Less offers online CEUs for mental health professionals. APA, ASWB and state approvals. Unlimited CEs for only $74.99. Try a Free Course Today!

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40% Off All Online Courses July 1 - 31, 2021 - NASW-CA Online CE

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Receive 40% off once when purchasing one or more online courses in a single transaction July 1 - 31, 2021.

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Information and resources for applicants, about the Board's licensing programs, including requirements for licensure, school information, and forms/publications.

*** ATTENTION - Do not submit multiple applications together. Each application should be submitted separately with the appropriate fee.*****

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california department of consumer affairs

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Information and resources for applicants, about the Board's licensing programs, including requirements for licensure, school information, and forms/publications. *** ATTENTION - Do not submit multiple applications together. Each application should be submitted separately with the appropriate fee.*****

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The Baker's Dozen Top LGBTQ Resources Handout_Tapia ACSA 2020 (1)

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The U.S. Department of Labor's Employment and Training Administration (ETA) supports a wide variety of programs to ensure that all youth have the skills and training they need to successfully make the transition to adulthood and careers. These programs include:

Apprenticeship - Apprenticeship is a combination of on-the-job training and related classroom instruction in which workers learn the practical and theoretical aspects of a highly skilled occupation. Applicants for apprenticeship programs must be at least 16 years old and meet the program sponsor's qualifications.

Job Corps - Job Corps is the nation's largest and most comprehensive residential education and job training program for at-risk youth, ages 16 through 24. Private companies, state agencies, federal agencies, and unions recruit young people to participate in Job Corps, where they can train for and be placed in jobs.

YouthBuild - YouthBuild programs give at-risk youth ages 16-24 the opportunity to transform their lives by earning their high school diploma or state-recognized equivalency degree, learning to be community leaders, and preparing for college and other post-secondary training opportunities.

Youth Connections - The Workforce Innovation and Opportunity Act (WIOA) of 2014 enacted a comprehensive youth employment program for serving eligible youth, ages 14-24, who face barriers to education, training, and employment.

For more information about youth grant programs, visit ETA's Division of Youth Services page.

Webpages on this Topic

Youth Programs - Provides news about, and links to, the Department's youth-related programs and services.

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The U.S. Department of Labor's Employment and Training Administration (ETA) supports a wide variety of programs to ensure that all youth have the skills and training they need to successfully make the transition to adulthood and careers. These programs include:

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Character Strengths Survey & Character Reports

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Character Strengths Survey & Character Reports

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VIA Character Strengths Survey & Character Reports | VIA Institute

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Do you know your character strengths? Once you do, you’ll be empowered to face life’s challenges, work toward goals and feel more fulfilled, personally and professionally. Take the free personality assessment test from the VIA Institute on Character so you can discover your strengths today.

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10 Simple Mindfulness Activities For Kids To Build Emotional Intelligence

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10 Simple Mindfulness Activities For Kids To Build Emotional Intelligence

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It was the ball that started it all.

Two kids. One toy. No sign of de-escalation in sight. Both rooted in their own desire to play, and neither willing to play together.

And then, like a little wild animal whose primitive brainstem was on full alert, my two-year-old attacked my oldest. Weapon of choice: a mouth full of teeth.

I jumped into action, standing in the middle like a referee, validating emotions and holding firm in my boundaries. My four-year-old was mad and hurt - both physically and emotionally. His body shook and his fist clenched. I was certain a retaliation swing was approaching. But instead, he channeled his rage into a loud scream. And then, with tears streaming down his face, he looked at me and said, "I want to hit him back, mom. But I won't. Because I am like Red Bear (his favorite SnuggleBuddies plush toy), powerful and gentle."

In the midst of his rage, my son was able to override his reactive instincts (to counterattack his brother), realizing that true power is not in hurting another but in noticing and managing one's emotions. Big stuff for a little one. Heck, big stuff for us big ones, too.

I might have thought this a unicorn experience but then, the next day when my youngest accidentally broke my oldest's favorite toy, I watched my son pause before responding yet again. In the past, my oldest would have clobbered his brother but this time he turned to him, took a deep breath, and said, "I love you Z, and I won't break your toy even though you broke mine." And then they went off to play, leaving me behind to process the beauty of my witnessing.

We had been practicing mindful rituals for the past several months, and to be honest, I wasn't sure how much they were actually sinking in until these two experiences happened. But there it was (twice in one week!) that my kiddo inserted impulse control in the face of his overwhelming emotions.

This didn't mean that we were free of meltdowns, sibling quarrels, or reactive moments. They still happen. But, together through daily mindfulness rituals, we are nurturing the parts of the brain required for learning. And each time these behaviors are reinforced, the more often my boys can access this part of the brain, even when dysregulated.

Impulse Control And Mindfulness

Impulse control is a skill, a function of our higher-level learning brain, the pre-frontal cortex. The cortex is folded into hills and valleys that involve intricate firing patterns that move beyond the survival reactions of the brainstem and the emotive nature of the limbic system, pulling in ideas and concepts that develop mindful maps to our inner world.

Unlike the other two parts of the brain, the prefrontal cortex is not activated at birth, but rather comes online around age three and is fully developed between the mid to late twenties. Our children are very early in this development, meaning skills of self-awareness, empathy, problem-solving, impulse control, and behavior management require training wheels along the way from those they feel most secure with - aka us - through a process of co-regulation . This is for all brains, however, children who have unique learning needs and/or diverse brain development may require increased tools , more time, and specific guidance.

One way to do this for children and adults of all neurotypes is through mindfulness practices. Mindfulness allows us to be with and in the present moment with joy and ease.

According to Elizabeth Sautter, M.A., CCC-SLP, licensed speech and language pathologist, author of Make Social Learning Stick , and co-founder of the Make It Stick Program , "Staying in the present moment strengthens our ability to pause before we react so that we can assess the situation, the people around us, and most importantly, our own feelings. This ability helps us stay in our bodies and control our impulses. It's in the space of the pause that we are empowered to notice our emotions and decide how to channel them."

Each time we create space between how we think and feel and how we respond, we create new neurological pathways that link our reactive brainstem to our prefrontal cortex in moments of big, unpleasant emotions. In doing so, we override our fight, flight, and freeze responses to integrate our emotional and logical brains.

10 Daily Mindfulness Practices To Build Emotional Intelligence

We are unable to learn when we are dysregulated, so the best time to teach these higher-level learning skills is proactively, during regulated moments via connection. Here are 10 ways:

Science tells us that how we spend the first 20 minutes after waking influences the tone for the rest of our day. This is because, during this time, our brain is in an alpha stage, which is when our subconscious mind is most impressionable.

What better way to start the day than to start with a smile. When we smile, it generates positive emotions. Even if you don't feel like it, the gesture itself will shift energy to ward off stress by releasing feel-good hormones such as dopamine, serotonin, and endorphins. So, first thing, when you and your child wake, plant your feet on the ground, take a deep breath and give each other a toothy grin.

is a form of hygiene, just like showering, but for your brain. When we give gratitude, it shifts our attention to what we have and brings a strong awareness of the present moment. When we operate with intention and a knowing that what we ask for is delivered, we begin to draw in more of what we want. This all happens through the power of our attention.

At the beginning or end of each day, ask your child to recall one friend, family member, person, or experience that they feel thankful for and why. Provide a model by sharing, "I feel grateful for _ because _" and then allow your child to do the same.

3. Mindful Toothbrushing

When we take a task that we often complete instinctively, and bring focus to it, moving as slow as the slowest parts of ourselves, it rewires the mind to be present in that task. As we become comfortable with this, we erode old conditioning and learn how to be present in all things.

Help your child practice this by slowly breathing in and out while brushing their teeth. Count to 50 as they brush, and have your child relax their neck and jaw as they feel the bristles on the teeth, gums, and tongue. How does it feel?

Mantras increase awareness and anchor concentration. Together, create a family mantra or invite each member to make their own, sharing aloud.

PeaceMakers mantra cards help parents and children connect by sharing ideas and feelings through unique, affirming messages. To add to the playfulness, each card is designed with a PeaceMakers pal. I personally have Red Bear to thank for helping my son regulate during elevated moments with his brother. Through pulling the card several times and having a family discussion around it, my son learned that he is gentle, powerful, and free.

5. Handmade Thoughtfulness

When we help children see and feel with their hearts, they become aware of the abundance in their life. Help your child make friendship cards or draw a picture for a family member or friend. Ask them to think about the colors the person likes and write something that is specific to their relationship with that person. Afterward, help your child reflect. How did they feel before the activity? How do they feel now?

6. Touch The Sky, Touch Your Toes

Body movement helps to boost mood by nourishing the spine and increasing blood flow to the brain. In between daily tasks such as getting dressed and eating breakfast, invite your kids to take 30 seconds to stretch their arms up high to the sky, bend down to touch their toes, and then finish with a kiss or hug from you. In a few short moments, this activity boosts moods and increases family connection.

Nature has a synergist relationship with the human body. And when we pause to notice with our senses, we receive the benefits of enhanced mood and energy. Together, with your child, slowly walk through nature. Begin in silence to touch different textures. Then shift your focus to what you hear. Try to identify the sounds of the birds chirping, cars honking, dogs barking, and the wind. What do you see, feel, and hear? What does your child? In doing this activity, it trains the brain to focus on one thing at a time, which helps with self-regulation and impulse control.

Dinnertime is a great time to come together as a family to connect and share. Put all distractions away so you can focus on each family member. Model the activity by saying, "What I love about you is ..." to each family member and end with "What I love about me is ...". After you finish, the next person goes, until all family members have shared. When we are intentional in this way, it allows each person to feel seen and loved in the here and now, and is a way to teach "waiting" - aka impulse control.

For an interactive activity, start at the top of the head and help your child notice the sensations there. What do they feel? Achy, awake, calm, clenched, energized, strong, sweaty, throbbing, etc. Have your child write down or say aloud their response. Continue to scan the body, imagining a trail from the brain to the ears, eyes, mouth, shoulders, arms, and so forth until they get to their feet, pausing at each body part to describe the sensations there.

For a relaxing activity, encourage your child to lay in bed and close their eyes while you draw attention to each body area with your words. Invite them to send focus and breath to that area, relaxing that space before moving to the next. Guide your child for a full-body scan. This is the way my oldest falls asleep each night.

As a close to the day, gather to chat about when you and your kids felt happy, sad, calm, and mad that day. Older children may be able to expand on additional emotions such as excited/brave/proud, tired/disappointed/embarrassed, relaxed/peaceful/reflective, and frustrated/scared/determined.

One way to explore this ritual is by using a space with feelings posters and SnuggleBuddies plush toys, which have four mood emojis as a visual and tangible reflection of the mood states. Noticing, verbalizing, and sharing emotions attached to experiences helps the brain integrate, increases connection, and is an effective way to bring awareness to the day.
For even more mindfulness activities, download this Free printable!

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10 Simple Mindfulness Activities For Kids To Build Emotional Intelligence

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Practicing mindfulness with children nurtures social-emotional skills and builds higher-level functions such as impulse control - the pause between reacting to and responding in the face of big emotions. Here are 10 simple activities you can add in to your day.

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Share these family conversation starters to help your students and their families talk meaningfully about their digital lives. Each conversation starter is linked directly within our SEL in Digital Life activities. You can also access them via the packets linked below.

K-2 Packet: English | Spanish (coming soon!)
3-5 Packet: English | Spanish (coming soon!)
6-8 Packet: English | Spanish (coming soon!)
9-12 Packet: English | Spanish (coming soon!)

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SEL in Digital Life Resource Center | Common Sense Education

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Share these family conversation starters to help your students and their families talk meaningfully about their digital lives. Each conversation starter is linked directly within our SEL in Digital Life activities. You can also access them via the packets linked below. K-2 Packet: English | Spanish (coming soon!)

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We are theSOURCE . We provide places and resources to help the LGBT+ community Learn, Grow, Belong, Transform, Question + Support. You don't have to be OUT to COME IN!

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We value your safety and health and are responding to COVID-19 with best practices in social distancing.
‍
We know this can feel isolating and hope you can reach out to us by email, Facebook, text, or phone calls.

Our staff is available Monday - Friday 10am - 6pm.

We are moving all support groups to online video chats. Please contact your facilitator to find out more.

We are still here and know we can get through anything together. Stay safe, and be kind.
Our MISSION is to provide spaces within our communities for the LGBT+ population to
Learn, Grow, Belong, Transform, Question + Support.

Our VISION is to cultivate new resources through advocacy, partnerships and fundraising
to unite and advance the LGBT+ community in Tulare & Kings Counties.

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We value your safety and health and are responding to COVID-19 with best practices in social distancing. ‍We know this can feel isolating and hope you can reach out to us by email, Facebook, text, or phone calls. Our staff is available Monday - Friday 10am - 6pm.

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Friendships can be fantastic, but they also can be tough at times. The main thing to remember is that good friends support you, respect you, and like you for who you really are! Keep reading for answers to some common questions about friendship on this page:

In the rest of this section, you can also learn about what to do if your parents don't like your friends, how to help a friend in need, making new friends, and connecting with friends online.

What are true friends? top
True friends:

Want you to be happy

Care what you have to say

Encourage and support you

Accept you for who you are

Are happy for you when you do well

Apologize when they make a mistake

Give you advice in a caring way

Keep personal things between the two of you

Don't pressure you to do things that make you feel uncomfortable

How can I handle peer pressure? top

Peer pressure is when you do something because friends talk you into it or because you think everyone else is doing it.

It can be hard to resist peer pressure. Try to remember that real friends stand by you even if you say "No". Get inspiration and tips for being a great friend and a strong person.

When it's time to stand up for what you believe, be assertive. That means you calmly and politely say what you want (or don't want). You don't need to criticize what the other person is doing. Just keep it simple, like "No, thanks." Check out these smart comebacks to offers of drugs, alcohol, and cigarettes.

If you're having trouble handling peer pressure, talk to your parents or a trusted adult. Not sure how to start? You could ask them if they ever had to handle peer pressure when they were young.

How can I cope with cliques? top

It's natural to have a group of friends who share things in common. But a clique is a group of friends that is very picky - and even mean - about who can join it.

If you are being left out by a clique, try to make friends with people who care about you. It feels good to be liked for who you really are! You can read more about handling cliques and get tips for making new friends.

How can I handle a fight with a friend? top

You won't always agree with friends. That's natural. But you should always respect each other's thoughts and feelings.

Sometimes, a conflict can really hurt or last a long time. How can you cope? Think about whether your friendship is healthy and worth trying to save. If so, you can try some give and take and tips for dealing with conflict. You also can learn ways to handle feeling sad.

When should I end a friendship? top

Sadly, not all friendships last a lifetime. Sometimes friends just grow apart naturally. Sometimes you might need to end a friendship. Signs you should end a friendship include that the person:

Is mean to you or treats you badly

Tells your secrets

Often goes after someone you are dating or like

Does not want you to have other friends

Does not listen to you

Pushes you to do dangerous things

Blames you for problems in his or her life

Often tries to control what you do

How do you end a relationship? Sometimes, you can just stop being in touch with your friend. That's a good idea if the person has been emotionally or physically abusive.

Other times, a direct talk with the other person is better. That way, your friend won't be confused about what's happening. Also, if you point out the problem, you give the person a chance to change.

top

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Friendships can be fantastic, but they also can be tough at times. The main thing to remember is that good friends support you, respect you, and like you for who you really are!

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One-Minute Interventions for Traumatized Children and Adolescents

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One-Minute Interventions for Traumatized Children and Adolescents

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One Minute Interventions for Traumatized Children and Adolescents

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Anger Bingo Calling Cards - Full Sets _ Extra Sheets

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Grief Support for Teachers & Staff | Dougy Center

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Grief Support for Teachers & Staff | Dougy Center

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Grief Education & Training

Dougy Center offers professionals training, online courses, and workshops on helping children, teens, and families who are grieving in hospitals, schools, hospices, youth service organizations, and mental health agencies.

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Grief Support for Teachers & Staff | Dougy Center

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Grief can reach the classroom. Teachers and staff can learn how to support a student or colleague who is grieving during or after school.

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Grief Sensitivity Institute Part 2: Applying concepts to practice

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Grief Sensitivity Institute Part 2: Applying concepts to practice

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About November's Institute:

The November Institute had four sessions with three learning tracks. Check out the November Grief Virtual Learning Institute Brochure HERE! The brochure includes complete session descriptions, date and time slots of sessions, biographies of speakers, and more.

Recording and Resource Archive:

Looking for additional grief resources? Visit our webpage: Responding to COVID-19 | Grief, Loss, and Bereavement
Questions? Contact the MHTTC Network Coordinating Office at networkoffice@mhttcnetwork.org

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About November's Institute: The November Institute had four sessions with three learning tracks. Check out the November Grief Virtual Learning Institute Brochure HERE! The brochure includes complete session descriptions, date and time slots of sessions, biographies of speakers, and more. Recording and Resource Archive: Looking for additional grief resources?

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 Grief Sensitivity Institute Part 1: Grounding Ourselves In The Basics

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 Grief Sensitivity Institute Part 1: Grounding Ourselves In The Basics

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September 10 & 11, 2020 | Grief Sensitivity Institute Part 1: Grounding ourselves in the basics

About September's Institute:

The September Institute had four sessions with three learning tracks. Please see the full brochure here for complete session descriptions, date and time slots of sessions, biographies of speakers, and more.

Recording and Resource Archive:

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September 10 & 11, 2020 | Grief Sensitivity Institute Part 1: Grounding Ourselves In The Basics

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About September's Institute: The September Institute had four sessions with three learning tracks. Please see the full brochure here for complete session descriptions, date and time slots of sessions, biographies of speakers, and more. Recording and Resource Archive:

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UC Berkley Self-Care/ Positive Psychology Resources

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UC Berkley Self-Care/ Positive Psychology Resources

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Greater Good: The Science of a Meaningful Life

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Based at UC Berkeley, Greater Good reports on groundbreaking research into the roots of compassion, happiness, and altruism.

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Helping Children Deal With Loss Hand Outs

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Helping Children Deal With Loss Hand Outs

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School Social Work Association of America

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School Social Work Association of America

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Rise Up & Be Counted in the School Social Work Census

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Rural Housing Resource Collaborative- CSET Flyer (2)

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101 Easy Ways to Show Your Kids Just How Absolutely Loved They Are

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Trauma Trainings

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As part of the National Child Traumatic Stress Network (NCTSN), the Learning Center for Child and Adolescent Trauma offers Free Online Education with:

300+ FREE CE certificates

50+ speakers

200+ online webinars

90,000+ members

This section of the NCTSN Learning Center provides free access to NCTSN experts and up-to-date, science-based information in the areas of assessment, treatment and services, training, research and evaluation, and organizational and systems change for traumatized children, adolescents, and their families. Continuing education credits are available for many courses in this expanding online catalog that has been developed for mental health professionals, parents and caregivers, policymakers, and others who work with and care about children and adolescents.
View Continuing Education (CE) Credit Information

This section of the NCTSN Learning Center provides free access to NCTSN experts and up-to-date, science-based information in the areas of assessment, treatment and services, training, research and evaluation, and organizational and systems change for traumatized children, adolescents, and their families. Continuing education credits are available for many courses in this expanding online catalog that has been developed for mental health professionals, parents and caregivers, policymakers, and others who work with and care about children and adolescents.
View Continuing Education (CE) Credit Information

The National Child Traumatic Stress Network (NCTSN) was created by Congress in 2000 as part of the Children's Health Act to raise the standard of care and increase access to services for children and families who experience or witness traumatic events. This unique network of frontline providers, family members, researchers, and national partners is committed to changing the course of children's lives by improving their care and moving scientific gains quickly into practice across the U.S. The NCTSN is administered by the Substance Abuse and Mental Health Services Administration (SAMHSA) and coordinated by the UCLA-Duke University National Center for Child Traumatic Stress (NCCTS), which guides NCTSN collaborative efforts.

The NCTSN has grown from 17 funded centers in 2001 to 82 currently funded centers and over 130 affiliate (formerly funded) centers and individuals, working in hospitals, universities, and community based programs in 45 states and the District of Columbia.

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As part of the National Child Traumatic Stress Network (NCTSN), the Learning Center for Child and Adolescent Trauma offers Free Online Education with: 300+ FREE CE certificates 50+ speakers 200+ online webinars 90,000+ members This section of the NCTSN Learning Center provides free access to NCTSN experts and up-to-date, science-based information in the areas of assessment, treatment and services, training, research and evaluation, and organizational and systems change for traumatized children, adolescents, and their families.