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RISE Program

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Laws and Policies

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LA County LGBTQ+ Youth Resources

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JBAY Educational Planning Guide (Spanish)

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JBAY Educational Planning Guide (Spanish)

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Casa Youth Shelter Flyers

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T.I.P.S. Newsletter (via Smore) -September 2021

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T.I.P.S. Newsletter (via Smore) -September 2021

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Trauma-Informed Practices for Schools

From Trials and Tribulations to Olympic Trials and Triumph: Former Foster Youth Who Competed in Olympic Games

Simone Biles

Simone Biles is not only a famous Olympian who demonstrates courage in the face of adversity, but she was once in foster care and later adopted by her grandparents. Click here to learn more about her story of resilience and determination.

TRAUMA-INFORMED PRACTICES

Gamification & Self-Regulation: Tips for Using Games to Help Students Self-Regulate

Can you recall a time where you played an exciting game that made you laugh, run, jump, and think about nothing but fun times? Well, some of those same games can be used to help students self-regulate. One way to respond to the needs of students impacted by trauma is to teach them self-regulation skills. Strategies like meditation, yoga, and listening to music help too, but have you ever thought about using games to do the same thing?

When we teach students how to self-regulate, we are providing them with ways to positively cope with stressful emotions, remain calm, and use their learning brains. Dr. Bruce Perry suggests we use the three R's to (1) help students to REGULATE, (2) connect and RELATE to students, and (3) be able to REASON with students by supporting their ability to articulate and become self-assured. Using games to teach self-regulation is a great way to practice Dr. Perry's three R's. Check out some suggestions below.
Self-Regulation Games for Young Children

Red Light Green Light

Freeze Dance

Freeze Tag

Musical Chairs

Fun Group Relays

Follow the Leader

Tic Tac Toe

Additional Resources for Young Children Self-Regulation Games for Teens
Creating A Trauma-Responsive Learning Environment

School Wellness for Adults

Schools are not just places where students go to learn, but they become communities where adults and children tend to spend more time there than at home with their own families. That is why it is imperative that school leaders actively support adult wellness the same way schools support student wellness. When we remind adults to "put the oxygen mask on first" it is a continued reminder about the need to "take care of yourself too". Schools must be intentional about acknowledging the self-care needs of adults and providing targeted interventions for staff in need. The California Department of Education promotes the mental health and well-being of all by providing some of the following tips:
How are LEAs engaging community-based and local government partners in supporting the mental wellness of staff and students?

Collaborate with stakeholders, such as county behavioral health departments and local HMOs and PPOs, to promote staff wellness and provide workshops and support regarding adult and student mental health, trauma responsiveness, suicide prevention, and resilience.

Suggest all LEAs (county office of education, districts, and school sites) include information and links to increase access to mental health and wellness resources.

What supports are available to promote staff wellness, prevent burnout, compassion fatigue, and secondary traumatic stress?

Provide training on secondary traumatic stress and self-care (e.g. Support for Teachers Affected by Trauma (STAT).

Promote mindfulness techniques and staff social supports.

Provide routine communication (in-person or virtual) to staff members to encourage and provide examples of self-care and examples of wellness (e.g. saying no, accepting oneself and others, and not being at 100% all the time).

Promote the use of staff support groups to enhance staff cohesion and coping.

Provide a monthly informational insert in staff checks about mental wellness and local resources.

To access a California school staff survey to assess the perceptions and experiences of K-12 staff regarding their learning and work environments and other areas of concern, visit https://calschls.org/survey-administration/downloads/#staff_csss.

FYSCP Spotlight 💡 Ventura County Office of Education

Educating others on the impact of trauma-informed practices is critical for educators. Being able to attend a training co-facilitated by a person with lived experiences who can provide firsthand knowledge of what it's like to experience trauma and receive love and support from educators is a bonus. Ventura County Office of Education Foster Youth Services Coordinating Program has been instrumental in including youth voice representatives in all of the work they do.

Last month, I had the opportunity to work with and co-facilitate a trauma training with VCOE FYSCP youth voice representative Jackie Bustamante. She did an amazing job and provided valuable knowledge and insight to working with students in foster care impacted by trauma. VCOE FYSCP is one of many programs that do a great job of utilizing student voice in building the capacity of adults working with students in foster care. For more information on the outstanding work they do contact Coordinator, Laura Welbourn at LWelbourn@vcoe.edu.

Contact Information

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Trauma-Informed Practices for Schools From Trials and Tribulations to Olympic Trials and Triumph: Former Foster Youth Who Competed in Olympic Games Simone Biles is not only a famous Olympian who demonstrates courage in the face of adversity, but she was once in foster care and later adopted by her grandparents.

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Father Support Group 8-5-21to 10-4-21

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Law and Policies in School

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Women's Support Group for victims of domestic violence

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Women's Support Group for victims of domestic violence

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STEAM Academy for High School

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LACOE Tutoring 21-22 School Year

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Gender Unicorn

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Mommy Support Group 8-5-21 to 10-7-21

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Free Your Mind Fridays

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College Campus Foster Youth Program (2019)

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College Campus Foster Youth Program (2019)

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24/7 Caregiver Support

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Breakthrough Parenting every Wednesday

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Breakthrough parenting Flyer 2021 English and Spanish

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24/7 Support Hotline

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Health Care Overview

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American Job Corp

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T.I.P.S. Newsletter (via Smore)-August 2021

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T.I.P.S. Newsletter (via Smore)-August 2021

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Trauma-Informed Practices for Schools

Dr. Akin Abioye (Former) Youth Voice Spotlight💡

Imagine that you want to quit your job, but you remain against your will and feel like you're being held hostage. According to Akin Abioye, that's what it's like being a kid in foster care when you don't feel safe but are forced to live in a home that someone else chose for you. The trauma of being in care and feeling like you don't have a voice is just as traumatic as the incident that led to being in foster care. Akin's experiences in care were shaped by adults who made decisions for him without his input. Later in life, he decided to use education to make his voice and the voices of others like him heard.

Education is the key to anyone's success, but the type of education and recipe for success looks different for everyone. Akin Abioye believes that all children deserve a chance to be educated in an environment with a curriculum that best suits their needs. Although being in foster care may serve as a barrier, it does not have to be a permanent one because he is an example of grit, resilience, and determination that later in life earned him the title Dr. Akin Abioye, loving father, husband, child advocate, and financial consultant.

Akin was born into a loving home surrounded by six siblings who relied on their father to provide and care for them. Unfortunately, his father passed away when he was 2 years old, and his mother was unable to care for them, so they were split up and placed into foster homes and some into relative care. Their placement locations ranged from Los Angeles County to Kern County, making it difficult for the close-knit siblings to keep the bond they shared while living together before their father's passing. At age 2, he had to adapt from being in a lively house full of siblings to a quiet foster home with just him and one brother.

Akin grew up in Compton, CA. During the most important developmental years of his life, it was turned upside down, so it was no surprise that he struggled in class. He recalls getting in trouble for "not listening" to his teachers and having difficulty trusting adults. Looking back, he can see that the problem was that his needs were not being acknowledged or met. In 3rd grade, he had a teacher who took an interest in his life. That teacher also became his basketball coach and got him involved in various activities through the local parks and recreation department. This was a pivotal moment in his life where he felt respected, seen, and heard and was allowed to experience a type of freedom that he was not used to. Although he credits his teacher/coach as being a supportive and caring person in his life, he is proud to say he had a village of caring adults around him and saw several examples of people excelling in life that served as positive role models.

Growing up, Akin wanted to figure out how to make a positive difference in people's lives, but not as a social worker or person working in the child welfare profession. He used to wonder, "How do you help people with lived experiences in foster care find and understand what makes sense for them, instead of relying on people with non-lived experiences who think they know what's best for kids in care?" Akin knew he wanted to make a significant impact that would change the trajectory of a lot of lives. He began feeling that way around age 16 when his brother was kicked out of their foster home when he turned 18 years old, before the passing of AB 12. That prompted him to become engaged in advocacy.

Akin chose not to allow being in foster care to define him and did not want people's pity because he saw it as a crutch. He believes that being in foster care is an unfortunate circumstance and understands why people show empathy but thinks they should empathize with action and urgency to push youth in foster care to do more despite their trauma. He found ways to push himself regardless of who was around. He was not challenged in school so he chose to do the bare minimum. He felt supported by his school counselor but felt like school was not the place that fulfilled his intellectual needs. He graduated from high school with a 2.2 g.p.a. He believes in education for all, but not a one-size-fits-all model. AKin thinks having an education, whether it's an A.A. degree, trade school certificate, or higher degree, is important because it teaches people a certain skill they can use to earn a living.

At age 21, Akin earned his bachelor's degree, and by age 26, he received his doctorate in education. He knew he wanted to be successful as a kid but didn't want a typical 9:00-5:00 job. Although it seems like Dr. Abioye is just getting started, he spent the early part of his career as a child advocate. The irony in that type of work is that some of his job duties were to help change policies that were not in the best interest of youth in foster care, but as a child, he got in trouble for not following the one-size-fits-all school rules and policies. Currently, he is 28 years old, works as a financial consultant, and is working on his MBA. He chose to leave child advocacy and do something else that he's passionate about that works well for him and his family. He loves being a husband and dad and making a positive difference in the lives of his three children, who he loves dearly. He is still in the beginning stages of his life, but his journey has been impactful and will continue to be, not just for youth in care but for anyone looking for a sign of hope and inspiration for overcoming life's challenges.

Tips for Post-Traumatic Growth

The COVID-19 Pandemic is not over, but it appears that the worst part of it is behind us, despite the new COVID variant. Collectively, students, staff, and their families experienced trauma stemming from the loss of what we once considered a "normal" way of living. That loss includes loved ones, friends, jobs, homes, in-person learning, and so much more. The good news is that in schools, students may find additional people to call family who provide love, protection, and support, and that is something many can look forward to as the new school year begins.

As students and staff return to work, there will continue to be adjustments as schools work together to cope with the "new normal". The impact of the pandemic resulted in people of all ages experiencing anxiety, fears, negative feelings, problems with focusing, and changes in normal routines. For students in foster care and others who were previously exposed to trauma, their symptoms related to the pandemic may have been more severe. Now that most students are scheduled to return to school in person full-time, educators must work to restore safety and connections to help students get reacquainted with being back in school. Those connections and feelings of safety will contribute to their post-traumatic growth.

One key principle of being trauma-informed is creating a sense of safety that involves both physical and emotional safety. In addition, people need to have a circle of support that includes positive and supportive relationships with others. Here are a few trauma-informed tips for creating safe spaces in schools that provide a sense of safety:

Physical Safety- Understand that students and staff need to feel safe at home and at school. Be intentional about making them aware of how your school keeps them physically safe on campus from exposure to threats, theft, and other forms of violence.

Emotional Safety- Create a positive school climate and culture that helps them manage emotional distress. Some strategies used to help with coping skills, suggested by the High Focus Center are self-soothing activities like baking and listening to music, creating coping kits and coping corners, maintaining consistency and structure, and exercising. Despite the negativity that came from the pandemic, help students and staff identify stories of success or strengths they gained from the past year. For example, many students and staff improved their technology skills, and others were able to connect with friends and family they couldn't connect to prior to the pandemic because of time and distance.

Social Connections- A supportive network helps people affected by trauma build resilience and identify post-traumatic growth. Students in foster care benefit from positive social connections and appreciate having caring adults in their lives who help them feel safe, seen, and heard. For students and staff who spent most of the last year and a half participating in distance learning, they might miss and lack the social connections they had prior to the pandemic. To re-establish those connections, be intentional about creating opportunities for students and staff to build relationships. Identify support groups and/or supportive personnel such as mentors, key community members, coaches, peer support, therapists, and other professional help.

Additional Resources for Creating Safe and Supportive Learning Environments During and After the Pandemic:

TRAUMA-INFORMED PRACTICES

Trauma-Informed Support for Students After Wildfires & Natural Disasters

One of the most traumatic parts of being in foster care is being displaced or removed and not knowing when or if you'll ever return. Now, imagine being displaced due to a wildfire or other natural disaster. Sudden and unexpected displacement is a traumatic experience that unfortunately, more Californians are experiencing due to extreme weather. Students and staff at schools and districts located in areas where wildfires happen often are at risk for emotional distress. Whether your school is located in an area where wildfires occur or not, it's important to be aware of emotional distress symptoms that may happen before or after a crisis or natural disaster. According to the Substance Abuse and Mental Health Association (SAMHSA) some common warning signs for children and teens are:

Being unwilling to leave home

Becoming less interested in schoolwork

Becoming withdrawn from school activities, playgroups, and friends

Having difficulty concentrating

Becoming disruptive or aggressive at home or in the classroom

SAMHSA states that students most at risk for experiencing emotional distress are those who:

Lived through a previous disaster

Experienced displacement and had to live in temporary shelters, hotels, or other arrangements

Experienced loss of personal property

Experienced the death of a loved one or close friend involved in a disaster

The National Association of School Psychologists (NASP) suggest the following tips for responding to students after a wildfire:

Remain calm and reassuring

Acknowledge and normalize their feelings

Emphasize students' resiliency

Strengthen friendships and peer support

Allow time for staff to discuss their feelings and share their experiences

Identify children and youth who are high risk and plan interventions

Secure additional mental health support

Common trauma triggers or emotional reactions due to wildfires:

Smoke

Ash

Sirens (especially fire trucks)

Lightening

A combination of extremely hot, dry, and windy weather

If your school is not in an area affected by wildfires, reach out to schools and districts that have been impacted to offer resources, if you have extra, and/or emotional support. To help parents and caregivers provide a trauma-informed approach to talking to kids about wildfires, watch the video below or visit https://www.youtube.com/watch?v=Mgm1vJH3ol8&t=38s.
Additional Resources
Return-to-Work Self-Care

If you're anything like me, the summer break was not enough time to recover from the past year and a half, but somehow we made it. With life comes many responsibilities like taking care of children, elderly parents, a spouse/partner, finances, deciding what to cook for dinner, taking care of your physical and mental health, and last but not least, your job. If you had a break or did not have a break, the start of the new school year, along with the "new normal," is sure to be interesting. Here are a few tips to help you jumpstart your return-to-work self-care plan.

Get Organized- Some people are great at staying organized, while others need a little help from someone like world-renowned organizer Mari Kondo. Clearing cluttered spaces and staying organized helps us focus better and improve our cognitive abilities.

Clear Your Inbox- Do you have too many e-mails in your inbox? If so, clear some of them out that are junk mail, and be sure to respond to important messages that were sent while you were on vacation. This will help you start the year off without feeling overwhelmed by the number of emails sitting in your inbox.

Avoid Spreading Yourself Too Thin- Educators are amazing and have some of the biggest hearts-many struggle to say "NO" and find themselves taking on too many tasks. Don't be afraid to ask for help. Part of good self-care is taking care of yourself by making time for yourself. You can't do that if you're always busy.

Practice Appreciation and Gratitude- At the start and end of each day, take the time to think of at least 3 things you appreciate or are grateful for. This will help you focus more on the positive things in your life.

Acknowledge Your Own Accomplishments- When was the last time you patted yourself on the back. If it's been a while, take the time to do it now. You are amazing, influential, smart, and most of all, essential. Regardless of your position in a school or district, you are needed. Students need you to show up and do what you do for them to be successful. Reflect on some of the great things you've done in the past year, smile, and say to yourself, "I did a great job."

Be Transparent to Your Boss About Your Emotional Needs- There will be some days where you might look ok on the outside, but on the inside, your body is saying take a break. Listen to your body; it speaks to you every day. If you can, talk to your boss about your emotional needs. There might be times when you need to take off work for a mental health day. Remember the saying, "You can't pour from an empty cup."

Exercise When You Can- Find unique ways to incorporate exercise during your workday. For example, go walking on your breaks, find a colleague who is also a walking partner, use earphones and walk during a conference call if possible, do quick at-your-desk exercises, etc.

Practice Guided Meditation- Meditation can help you relax, focus, and get off to a good start for your workday. It can also help you re-focus during the middle of a workday. For more information, check out How to Meditate at Work: Tips to Launch a Regular Meditation Practice.

FYSCP Spotlight 💡 Shasta and Stanislaus County Office of Education

Knowing the signs and symptoms of students impacted by trauma is an important part of being trauma-informed, but knowing exactly which students have experienced a traumatic event is even better. Austin Preller of Shasta County Office of Education (COE) FYSCP introduced me to an amazing program created by Stanislaus COE called FOCUS, which stands for Focusing On Children Under S tress.

Along with several other counties, Shasta COE uses this free program to partner with child welfare, law enforcement, and other agencies to help children experiencing trauma. When a county partners with Stanislaus to utilize this program, they will receive their own unique FOCUS login page. Through this simple and easy-to-use web-based system, users can log in from any device to enter a child's name, DOB, and school name to send a discreet message to their school notifying officials of their exposure to trauma. Once the notification has been received, school officials will connect with the student to provide trauma-sensitive interventions to respond to the student's needs.

The FOCUS website list some of the following examples as possible interventions:

Homework forgiveness

Time to rest in the nurse's office

Postponing tests

Providing tutoring

Monitoring a child's nutritional needs

Referral to a school counselor

·

For information on how Shasta COE FYSCP utilizes this program, contact Austin Preller at apreller@shastacoe.org. To get more information on how your COE can sign up for this free program, contact Vicki Bauman at vbauman@stancoe.org, call (209) 238-1361, or visit the Stanislaus COE website https://www.focuscalifornia.org/.

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Trauma-Informed Practices for Schools Imagine that you want to quit your job, but you remain against your will and feel like you're being held hostage. According to Akin Abioye, that's what it's like being a kid in foster care when you don't feel safe but are forced to live in a home that someone else chose for you.

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Domestic Violence Support Group-English and Spanish

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Drop-In Centers

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Job Opportunities for Youth

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Skills + Experience for the Careers of Tomorrow

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CHRYSALIS Job Search Program

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LB Job Corps Virtual Orientation

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College Support Programs

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LB Job Corp Medical Training

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Supporting Youth in Foster Care in Making Healthy Choices

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Health Care FAQ

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GRADUATION MODIFICATION LAWS FOR SPECIALIZED POPULATION

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GRADUATION MODIFICATION LAWS FOR SPECIALIZED POPULATION

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TUESDAY OCTOBER 5TH 10:00 AM - 11:30 AM
Registration Link https://lacoe.k12oms.org/2263-203852

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Job Corps-Construction

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Guardian/Resilient Scholar Programs at CSUs and UCs

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Guardian/Resilient Scholar Programs at CSUs and UCs

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4th Annual Piecing it Together Symposium Registration Flyer

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4th Annual Piecing it Together Symposium Registration Flyer

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Updated 11/2020

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FAFSA Completion Assistance for Foster Youth

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FAFSA Completion Assistance for Foster Youth

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Four Things You Can do to Help Homeless and Foster Youth

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Bystander Fact Sheet

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Los Angeles LGBT Center: RISE

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Safe Space Sticker-English

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Safe Space Sticker-Spanish

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Resources PP Slide provided by Eric Ball, MA, Children’s Services Administrator, CSEC Unit

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Referenced in the report and provided below are Los Angeles County board motions, specialized protocols, educational videos, curricula, research, and additional resources, all focused on one primary goal-more effectively serving and supporting youth both to prevent exploitation from occurring and to intervene effectively, when necessary.

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My Sister 's Keeper:Services for Human Trafficking Survivors

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ZOE International

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We are so excited to have finally received our license to open the ZOE Home for Youth (ZHY). "From 2016, when we closed escrow and submitted our plans to receiving our license to open, God has been guiding us, answering prayers and performing miracles along the way," said Vickie McCoy, ZHY Residential Manager.

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We are so excited to have finally received our license to open the ZOE Home for Youth (ZHY). "From 2016, when we closed escrow and submitted our plans to receiving our license to open, God has been guiding us, answering prayers and performing miracles along the way," said Vickie McCoy, ZHY Residential Manager.

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Saving Innocence

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We are Saving Innocence. We SERVE, EMPOWER, and ADVOCATE FOR child victims of sex trafficking.

Using a highly relational and collaborative approach, we give children on-the-ground help exclusively in the U.S. by utilizing strategic partnerships with law enforcement, social service providers and schools, while mobilizing communities to prevent abuse and increase neighborhood safety.

Through the staff’s dedication, SAVING INNOCENCE has set up 24-hour crisis response teams for youth, working with federal and state level law enforcement to dispatch specialized Victim Advocates within 90 minutes of the crisis call. With this program, over 50 traffickers have been brought to justice.

SAVING INNOCENCE is a 501(c)3 non-profit that RESCUES child victims of sex trafficking 24 hours a day – 7 days a week.

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We Serve Within 90 minutes we respond along with Child Welfare and Probation. Clothes and food are provided, and the child is taken for a medical exam. We Empower We teach life skills, connect the children to communities, celebrate their accomplishments, and secure placement at empowerment events.

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21-22 Countywide Homeless & Foster Youth Liaison Meetings

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21-22 Countywide Homeless & Foster Youth Liaison Meetings

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iFoster Tutoring-English

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East Los Angeles College (ELAC)

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COVID-19 and Cyberbullying

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ELAC CAFYES-Next Up Program

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ELAC Education Justice Flyer

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ELAC Dream Resource Center

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A Guide on Pyschotropic Medcations for Youth in Foster Care

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Youth SUD Treatment Providers and Level of Care

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Probation Independent Living Program(ILP) Brochure

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Core Center: Connecting to Opportunities for Recovery and Engagement.

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Recognizing and Responding to an Overdose w/Naloxone

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Options For Recovery

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Substance Use Disorders (SUD) Weekly Presentations

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TAY HUB Medical Flyer

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Findhelp

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CA Foster Youth Ed. Law Fact Sheet

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Laws and Policies Protecting LGBTQ Youth in CA Public Schools

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Laws and Policies Protecting LGBTQ Youth in CA Public Schools

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Foser Youth Education Rights

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CA Chafee Grant

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Compass Programs at David & Margaret

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Suicide Prevention Resources
https://www.cdc.gov/suicide/index.html

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https://emmresourcecenter.org/resources/what-i-wish-my-parents-knew-step-step-guide-implement-suicide-prevention-and-mental