# data[].attributes.headline
Group 1 - Childhood Mental Health & COVID

# data[].attributes.subject
Group 1 - Childhood Mental Health & COVID

# data[].attributes.body
#1 Feeding into anxiety with negativity is detrimental.
Exposure increases anxiety, as does lack of interaction.

Students need routines.
#2 Differentiate further when possible.  Provide coping skills and opportunities for discussion.  Meditation may be incorporated to help students focus.
#3 Add success with students by building better relationships.  Students need to feel safe in school.  Structure the environment and maintain routines to have a consistent 'normal'.

# data[].attributes.body
Cognitive triad Thoughts: emotions: behavior

Thoughts: reframing your thoughts to combat thought distortions

Emotions: come in waves, ride it out, emotions last 60-90 seconds

Behaviors: the importance of self-care, positive behaviors lead to positive emotions, creating a positive cyclical effect

We're doing better than we think we are

# data[].attributes.body
You can't be perfect.

Take care of yourself, put time aside for self care.

Do your best but don't let it consume you.

Use tools for calming, meditation apps, yoga.

Be self aware.

Let your emotions pass before making a ration decision.

Listen to others, find an outlet or a friend to vent; don't hold it all in.

# data[].attributes.body
You can't strive for perfection- no one is perfect! You can only do your best.

You have to take time to yourself- make sure you are taking care of yourself and doing things that you enjoy.

the Airplane analogy was fantastic- you have to take care of yourself first in order to be useful to others.

The cycle of emotions lasts 60-90 seconds so you have to "ride the wave" instead of trying to fight it

Some good tips to help "ride the wave" are the progressive muscle relaxation

# data[].attributes.headline
Group 5 - Managing Stress, Anxiety, and Behavior for Students with Interrupted Learning Experience 

# data[].attributes.subject
Group 5 - Managing Stress, Anxiety, and Behavior for Students with Interrupted Learning Experience 

# data[].attributes.body
Difference between Anxiety and Fear

Acknowledge External Variables (COVID)

Enabling Responses (Teacher and Parent)

Thinking Traps: Kids can be hard on themselves (apologetic students-learning from mistakes)

Modeling Growth Mindset

Support coping skills, Provide mental Breaks even in our classroom (transition time)

Level of consistency and support.

Teachers needs to be on the same page.

Be understanding where the students are coming from.

# data[].attributes.body
Add some points from your group discussion

# data[].attributes.body
Finding purpose in our work & remembering why we are in education

What kind of legacy do we want to leave our students each day & at end of year?

Trying to find gratitude in our days & in our work especially with this population of students

helping our students find their reason why

keeping our students connected to their own purpose & helping to encourage them in their own journey as individuals

resiliency is all about practice - it's like a muscle and you work & exercise to gain more resiliency over time

small everyday types of resilience are important to celebrate - like overcoming tough days / grades / etc

# data[].attributes.headline
Group 6 - Managing Stress, Anxiety, and Behavior for Students with Interrupted Learning Experience II

# data[].attributes.subject
Group 6 - Managing Stress, Anxiety, and Behavior for Students with Interrupted Learning Experience II

# data[].attributes.body
Model skills.

Growth mindset vs Fixed mindset; important of growth mindset

We are in control of our thoughts and behaviors.

Be aware of yourself.

# data[].attributes.body
:)

https://childmind.org/