# data[].attributes.attachment_link.description
Please answer the following questions to refer a student for counseling services.

# data[].attributes.body
Log In- plainviewcentral
password-character2022

# data[].attributes.attachment_link.readable_text
CharacterStrong provides research-based Pre-K through 12th grade social & emotional learning curricula and professional learning services that positively impact lives.

Research-Based Social Emotional Learning and Character Education

Our curricula and professional learning are grounded in research and focused on fostering the Whole Child with vertically-aligned lessons that teach SEL and character, side-by-side.

Character Development

SEL Competencies

Self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.

Character education involves developing thoughtful, healthy, and kind human beings. Our character is informed by our personal values and choices.

The tools to give students
what they need.

"CharacterStrong is an impactful program that has made a huge impact in our school, and in my classroom. I have always felt like I had a focus on relationships with my students, but this program takes it to another level."

"I believe it is no longer enough just to teach educational content. We need to start educating the whole child and shape more compassionate human beings. To date, CharacterStrong trainings and curricula are the best way of going about this."

"I am a Mental Health Therapist and have worked in schools for over 40 years. I have seen the desperation, decline, and hopelessness upfront and personal. This has given me the hope that we can help change things."

Georgina H.
Director of School Supports

Ashley G.
Math Teacher

Dyan W.
Educator & Coach

in all

and

Over

And Over

3.2M

students served

100,000

educators Trained

21

countries

50

states

Our Curricula

Each curriculum that CharacterStrong offers is designed by educators, for educators. Relevant, engaging, and easy-to-use.

Research-Based

Plug & play lessons

Comprehensive slide decks

Implementation support

English & Spanish translations

Minimal to no supplies needed

Our Professional Learning

All professional learning options focus on low-burden, high-impact strategies to infuse social & emotional learning into the classroom.

Focused on implementation success

Interactive & engaging

Role-specific trainings

On demand or live

It's more than a curriculum, it's a culture.

It's more than a curriculum,
it's a culture.

# data[].attributes.body
Resource for strategies to manage challenging behaviors

# data[].attributes.attachment_link.readable_text
We still have free materials for you to download, including the sensory chapters. We now have online training modules for professional development. We offer a wide variety of prices and purchasing licenses for individuals and institutions. There are free overviews of each seminar available at www.teacheropedia.com, or you may link from the descriptions below.

As always, you may contact Dr. Riffel at caughtyoubeinggood@gmail.com for any questions. WE have a new blog at www.flippingthescriptonbehavior.com - hope you will check it out as well.

# data[].attributes.attachment_link.description
Welcome to Behavior Doctor Seminars. We have a new look, a new teaching platform, but the same great content. Take a look! LEARN TECHNIQUES ESSENTIAL To YOUR STUDENTS' SUCCESS. arrow-icon-down Discover Courses Quick tidBits We still have free materials for you to download, including the sensory chapters.

# data[].attributes.body
If you're not sure what's normal in social development by age, this is a great list of the norms.

# data[].attributes.attachment_link.readable_text
A child's social and emotional development is critical to overall success in school and life. Kids with developmental delays and struggles often experience significant social difficulties due to their learning and behavioral differences. In addition, these children may not be meeting their social and emotional milestones which can further alienate them from their peers. Here is a breakdown of what to expect socially and emotionally as a child gets older. While kids mature at different paces, if your child is not meeting these milestones, it may signify an issue that should be addressed with a professional.
Infants (Ages 0-12 months)

Asocial

Soothed by rocking

Interprets emotional expressions of familiar adults

Mimics simple actions of others

Actively seeks to maintain interactions with adults

Displays separation anxiety when apart from mother

Toddlers (Ages 1-3)

Starts to show independence

May become angry if activities are interrupted

Shows anger through aggressive behavior; may hit, bite, or fight over a toy

Engages in social laughter

Seeks comfort from parent - safe-base exploration

Demonstrates imitation, parallel, and symbolic play

Is emotionally attached to toys or objects for security

Screams, throws temper tantrums for little cause

Asks for wants

Participates in simple group activity - singing, dancing

Expresses affection warmly

Preschool (Ages 3-5)

Develops simplistic idea of good and bad

Demonstrates inconsistent behavior

Shares toys, takes turns with assistance

Interprets emotions from facial expressions and intonation

Plays cooperatively

Has no sense of privacy

Understands concepts of right and wrong

Often indulges in make-believe

Exhibits increased frustration tolerance

Self-esteem reflects opinions of significant others

Bosses and criticizes

Displays concern and sympathy

May show increased aggressive behavior

Early Elementary (Ages 6-8)

Friendships change rapidly

Leads as well as follows

Chooses own friends

Engages other children in play or role assignments

Wants to be the first and best at everything

Focuses less on one's self and shows more concern for others

Develops positive, realistic self-concept

Begins to learn from mistakes

May become infatuated with teacher or playmate of the opposite sex

Cares for self, room, and belongings

Has a sense of humor and tells jokes

Is self-critical; may express lack of confidence

Dislikes being singled out, even for praise

Late Elementary (Ages 9-11)

Is influenced by peer pressure

Seeks immediate gratification

Actively seeks praise

Is highly social

Is both industrious and impatient

Wants to put some distance between self and adults

Can express a wide range of emotions

Understands social roles and appropriate behavior; considers them inflexible

Can be aloof

Controls anger

Shows interest in teen culture - music, videos, makeup

Tries to avoid looking childish

Understands how behavior affects others

Is truthful

Increasingly self-conscious

Middle (Ages 12-15)

Maybe a repeat of the "terrible twos"

Tries to establish independence and autonomy

Tends to gossip and talk

Can adapt behavior to fit situation

Exhibits "off-color" humor and silliness

Has little impulse control

Enjoys recreational activities

Is energetic and enthusiastic

Takes on more responsibilities at home

Takes responsibility for homework with little prodding

Is socially expansive and aware

Is competitive and wants to excel

Can show extremes of emotions

Enjoys close interactions with peers, especially same gender

Wants immediate gratification

High School (Ages 15-18)

Has more interest in the opposite sex

Goes through less conflict with parents

Shows more independence from parents

Has a deeper capacity for caring and sharing and for developing more intimate relationships

Spends less time with parents and more time with friends

Feels a lot of sadness or depression, which can lead to poor grades at school, alcohol or drug use, unsafe sex, and other problems

For over a decade, we've helped over 50,000 individuals improve the critical skills needed to create a brighter path for their future. If you're concerned that your child is not meeting social or behavioral milestones or is struggling socially or behaviorally, contact us online to learn more about how the Brain Balance Program can help. You can also view the research and results of the program on the website.

# data[].attributes.attachment_link.description
Here is a breakdown of what to expect socially and emotionally as a child gets older. While kids mature at different paces, if your child is not meeting these milestones, it may signify an issue that should be addressed with a professional.

# data[].attributes.body
List of Academic and Behavior Interventions

# data[].attributes.attachment_link.readable_text
Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards.

[24 April 2017] Class Pass: Escape Breaks. The Class Pass intervention reduces disruptive behavior by allowing the student to use a limited number of passes to take brief work breaks to engage in preferred activities. Find out more!

[7 Sept 2016] Wise Feedback. When offered constructive criticism, students can become defensive and shut down. Instead, teachers can use 'wise feedback' to .ensure that their well-intentioned feedback is accepted and acted upon.

[7 Sept 2016] School-Home Note. Managing classroom behaviors is not always easy. A simple strategy that enlists both school and home to improve motivation and behavior is the school-home note.

# data[].attributes.attachment_link.title
Response to Intervention | RTI | RTI Resources | Intervention Central

# data[].attributes.attachment_link.description
Intervention Central is the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom management.

# data[].attributes.body
https://schoolmentalhealthtx.org/

# data[].attributes.attachment_link.readable_text
Skip to content

Research shows that students who are taught skills for managing emotions, establishing and maintaining positive relationships, and responsible decision-making have better academic performance, and students whose mental health needs are met with effective school and community supports are more likely to stay in school, graduate, and have positive life outcomes. The Texas School Mental Health website strives to provide districts and campuses with the resources and tools needed to develop a comprehensive school mental health system.

Find out about upcoming events related to student mental health.

Find tools and resources to help build school mental health systems.

Participate in online training on school mental health.

Texas School Mental Health is a Partnership Between:

# data[].attributes.attachment_link.description
The Texas School Mental Health website strives to provide districts and campuses with the resources and tools needed to develop a comprehensive school mental health system.

# data[].attributes.attachment_link.title
Child Mind Institute | Transforming Children’s Lives.

# data[].attributes.attachment_link.description
The Child Mind Institute is an independent nonprofit dedicated to transforming the lives of children struggling with mental health and learning disorders.

# data[].attributes.attachment_link.readable_text
I don't think anyone would say they know their kids "too well." The reality is, as our kids grow and change, we are all trying to understand them better so we can parent them as best we can! After creating the Learning Style Quiz last year, I wanted to create a new quiz that would help you understand your children better. This personality test for kids is designed to help you discern your child's personality color.

What is the personality color test?

There are 6 main personality colors: yellow, orange, red, purple, blue, and green. Each one has their own unique characteristics that set them apart. That's all fine and dandy, but how can we figure that out for our children? And how on earth do we apply our knowledge of their personality in how we deal with them and relate to them? Enter the Hip Homeschooling Personality Quiz! This quiz will tell you the primary color your child relates with, what that color is defined by, and how you can use that in your parenting style with them. It is a comprehensive quiz, with 50 questions to help target all the different personality types and give you a solid overview.

As you take this test, I suggest setting aside about 5-10 minutes (per child you are doing this for) in a quiet place where you can concentrate on the questions. Take the time to envision your child in situations and scenarios and how they would respond now, not last year or even last month. Our kids are constantly changing. As you get the hang of the quiz and the different colors, you may start to guess what color your other children are, your husband, yourself even. However, you may be surprised! Both my husband and I took the quiz and our results were not ones we would have chosen for eachother from merely reading the personality traits. It is key that you take the time to answer these questions, have a notepad and pen ready and make some notes throughout as inspiration hits you if you want. As you come to the end you will receive the color analysis, read the overview and think about what you can add. This is such a great time to just mark down notes about your child, re-evaluate how to talk with them and approach various situations, and just understand them better!

Take the Free Color Personality Test for Kids

What is your child's personality? Comment below!

# data[].attributes.attachment_link.title
Personality Test for Kids: Take the Free Quiz Today!

# data[].attributes.attachment_link.description
Check out this free color personality test for kids and see what your child's personality is today! Click here to start the test now!

# data[].attributes.attachment_link.readable_text
Emotional regulation is many layered. One of the factors that comes into play is social emotional development. While this list is by no means comprehensive, I've put together some of the social emotional developmental milestones by age.

It is important to note that these ages are what is typical. They by no means apply to all children. Kids who are born prematurely, have early childhood trauma, are on the autism spectrum, or other special needs will be delayed in reaching these stages.

If you have a child with delays or special needs, ignore the ages in the list and instead look for the stage your child is currently at.

The reason I share this list is to help parents and caregivers determine what stages are best for beginning to introduce emotional regulation strategies.

Keep in mind that all children are unique and may not reach milestones at the same time or even in the same order.

Social Emotional Developmental Milestones:

2 months old

smiling

looking at caregiver

crying to have needs met

sometimes self-soothing by sucking on their hands or fingers

4 months

smiling spontaneously

develops an awareness of their surroundings

playing

beginning to imitate facial expressions

6 months

crying, smiling, or laughing in response to your emotions

enjoys looking at their own face in a mirror

differentiates between strangers and familiar faces

9 months

showing stranger anxiety

begins showing a preference for toys or comfort objects

may cry when caregiver leaves room

learns the meaning of a few words

12 months

has favourite people among those known to them

enjoys simple games like peek-a-boo

may show fear in new situations

may demonstrate anxiety around unfamiliar people

imitates sounds or actions

18 months - 2 years

more frequent temper tantrums

asserts independence

may get upset when not the center of attention

may become frustrated trying to communicate

engages in simple pretend play, imitates what adults or other children do

engages in side by side (parallel) play with other kids

does not understand what others think or feel

3 - 4 years

beginning to express a wider range of emotion

may confuse reality and make believe

can be spontaneously kind and caring

play with other kids in what is called cooperative play

separates from caregiver more easily

uses words to communicate needs

begins to share toys

can sometimes work out small conflicts with other children

not usually able to articulate emotions with words

may still have tantrums, particularly because of changes in routine or not getting what they want

5 - 6 years

understand others' feelings and can be sensitive towards them

more aware of following rules

more conversational and independent

enjoys cooperative play with other kids

becomes aware of their gender

may prefer to play with peers of the same sex as them

will test boundaries, but they are still eager to please adults and help out

begins to experience and understand embarrassment

understands the difference between reality and make believe

7 - 8 years

more aware of the perceptions of others

trying to fit in

expanding their vocabulary including their emotional vocabulary

begins to understand death

may complain about friendships and the reactions of other kids

desire to behave appropriately, but aren't as attentive to directions

trying to express feelings with words, but may still resort to aggression or tantrums when upset

greater awareness of their surroundings

9 - 10 years

concerned about rules which can lead to bossiness

cooperative play in group games or group settings

uses problem solving, negotiating, and compromising skills with peers

begins narrowing their peer group down to a few close friends

sportsmanship emerges

may begin to withdraw from family time or conversations to develop their own identity

are affectionate, goofy (think fart jokes and burping contests!), and curious

can be seen as selfish, rude and contrary (this is a stage when a lot of parents will comment "where did my sweet Sally/Billy go?"

may change emotions quickly

can express subtle emotion

11 - 15 years

moods and emotions are impacted by hormones

can show empathy

developing leadership skills

more logical thinking

begins to handle emotions like fear, frustration, rejection, and loneliness

can be introspective and moody

needs more privacy

values the opinions of friends and others sometimes over those of family

may test out new ideas, values, fashion styles, speech patterns, and mannerisms while trying to find where they fit in

begins to develop personal values

learning to make appropriate decisions to resolve peer conflict

understanding of consequences to actions

16 - 18 years

striving for independence

may start emotionally distancing themselves from parents

can be impulsive, moody, or self-centered

may also begin to look at how they can positively impact the world

shows pride in success

perhaps interested in dating relationships

may want to spend a lot of time with friends

Knowing when certain social emotional developmental milestones can be expected will help you in knowing when to focus on teaching emotion words, emotional regulation strategies, and social skills.

It's helpful to know what expectations are reasonable. The most important thing to keep in mind is that all children develop at their own pace. These are only guidelines.
You may also find these milestone lists helpful as well: You may also be interested in these articles:
Transition Strategies for Kids 50 Simple Calm Down Strategies for Kids Activities to Teach Kids About Emotions

# data[].attributes.attachment_link.description
While this list is by no means comprehensive, I've put together some of the social emotional developmental milestones by age.

# data[].attributes.body
Need help finding a community building circle. Start here!

# data[].attributes.attachment_link.description
Kikori is a community-driven platform that is revolutionizing education through experiential and social emotional learning for all.

# data[].attributes.headline
Collaborative for Academic, Social, and Emotional Learning (CASEL) Interactive framework wheel

# data[].attributes.subject
Collaborative for Academic, Social, and Emotional Learning (CASEL) Interactive framework wheel

# data[].attributes.attachment_link.readable_text
Foster knowledge, skills, and attitudes across five areas of social and emotional competence;

Establish equitable learning environments and coordinate practices across four key settings that support students' social, emotional, and academic development.

Download more information on the framework (available in and Spanish).

Use our reflection protocol to facilitate a discussion on implementation efforts in your school, district, or other setting.

Read more about the 2020 update to our framework, which highlighted the potential of SEL in promoting educational equity and excellence.

Back to top

Communities

Communities. Community partners often provide safe and developmentally rich settings for learning and development, have deep understanding of community needs and assets, are seen as trusted partners by families and students, and have connections to additional supports and services that school and families need. Community programs also offer opportunities for young people to practice their social and emotional skills in settings that are both personally relevant and can open opportunities for their future. To integrate SEL efforts across the school day and out-of-school time, school staff and community partners should align on common language and coordinate strategies and communication around SEL-related efforts and initiatives.
Learn more: CASEL Guide to Schoolwide SEL - Community Partnerships

Families & Caregivers

Families & Caregivers. When schools and families form authentic partnerships, they can build strong connections that reinforce students' social and emotional development. Families and caregivers are children's first teachers, and bring deep expertise about their development, experiences, culture, and learning needs. These insights and perspectives are critical to informing, supporting, and sustaining SEL efforts. Research suggests that evidence-based SEL programs are more effective when they extend into the home, and families are far more likely to form partnerships with schools when their schools' norms, values, and cultural representations reflect their own experiences. Schools need inclusive decision-making processes that ensure that families-particularly those from historically marginalized groups-are part of planning, implementing, and continuously improving SEL.

Schools can also create other avenues for family partnership that may include creating ongoing two-way communication with families, helping caregivers understand child development, helping teachers understand family backgrounds and cultures, providing opportunities for families to volunteer in schools, extending learning activities and discussions into homes, and coordinating family services with community partners. These efforts should engage families in understanding, experiencing, informing, and supporting the social and emotional development of their students.
Learn more: CASEL Guide to Schoolwide SEL - Family Partnerships

Schools

Schools. Effectively integrating SEL schoolwide involves ongoing planning, implementation, evaluation, and continuous improvement by all members of the school community. SEL efforts both contribute to and depend upon a school climate where all students and adults feel respected, supported, and engaged.

Because the school setting includes many contexts-classrooms, hallways, cafeteria, playground, bus-fostering a healthy school climate and culture requires active engagement from all adults and students. A strong school culture is rooted in students' sense of belonging, with evidence that suggests that it plays a crucial role in students' engagement. SEL also offers an opportunity to enhance existing systems of student support by integrating SEL goals and practices with universal, targeted, and intensive academic and behavioral supports. By coordinating and building upon SEL practices and programs, schools can create an environment that infuses SEL into every part of students' educational experience and promotes positive social, emotional, and academic outcomes for all students.
Learn more: CASEL Guide to Schoolwide SEL

Classrooms

Classrooms. Research has shown that social and emotional competence can be enhanced using a variety of classroom-based approaches such as: (a) explicit instruction through which social and emotional skills and attitudes are taught and practiced in developmentally, contextually, and culturally responsive ways; (b) teaching practices such as cooperative learning and project-based learning; and (c) integration of SEL and academic curriculum such as language arts, math, science, social studies, health, and performing arts. High-quality SEL instruction has four elements represented by the acronym SAFE: Sequenced - following a coordinated set of training approaches to foster the development of competencies; Active - emphasizing active forms of learning to help students practice and master new skills; Focused - implementing curriculum that intentionally emphasizes the development of SEL competencies; and Explicit - defining and targeting specific skills, attitudes, and knowledge.

SEL instruction is carried out most effectively in nurturing, safe environments characterized by positive, caring relationships among students and teachers. To facilitate age-appropriate and culturally responsive instruction, adults must understand and appreciate the unique strengths and needs of each student and support students' identities. When adults incorporate students' personal experiences and cultural backgrounds and seek their input, they create an inclusive classroom environment where students are partners in the educational process, elevating their own agency. Strong relationships between adults and students can facilitate co-learning, foster student and adult growth, and generate collaborative solutions to shared concerns.
Learn more: CASEL Guide to Effective SEL Programs

Self-Awareness

Self-awareness: The abilities to understand one's own emotions, thoughts, and values and how they influence behavior across contexts. This includes capacities to recognize one's strengths and limitations with a well-grounded sense of confidence and purpose.

Such as:

Integrating personal and social identities

Identifying personal, cultural, and linguistic assets

Identifying one's emotions

Demonstrating honesty and integrity

Linking feelings, values, and thoughts

Examining prejudices and biases

Experiencing self-efficacy

Having a growth mindset

Developing interests and a sense of purpose

Check out this video from PBS Learning Media for more information.

Self-Management

Self-management: The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations. This includes the capacities to delay gratification, manage stress, and feel motivation and agency to accomplish personal and collective goals.

Such as:

Managing one's emotions

Identifying and using stress management strategies

Exhibiting self-discipline and self-motivation

Setting personal and collective goals

Using planning and organizational skills

Showing the courage to take initiative

Demonstrating personal and collective agency

Check out this video from PBS Learning Media for more information.

Social Awareness

Social awareness: The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports.

Such as:

Taking others' perspectives

Recognizing strengths in others

Demonstrating empathy and compassion

Showing concern for the feelings of others

Understanding and expressing gratitude

Identifying diverse social norms, including unjust ones

Recognizing situational demands and opportunities

Understanding the influences of organizations and systems on behavior

Check out this video from PBS Learning Media for more information.

Responsible Decision-Making

Responsible decision-making: The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns, and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being.

Such as:

Demonstrating curiosity and open-mindedness

Learning how to make a reasoned judgment after analyzing information, data, and facts

Identifying solutions for personal and social problems

Anticipating and evaluating the consequences of one's actions

Recognizing how critical thinking skills are useful both inside and outside of school

Reflecting on one's role to promote personal, family, and community well-being

Evaluating personal, interpersonal, community, and institutional impacts

Check out this video from PBS Learning Media for more information.

Relationship Skills

Relationship skills: The abilities to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Such as:

Communicating effectively

Developing positive relationships

Demonstrating cultural competency

Practicing teamwork and collaborative problem-solving

Resolving conflicts constructively

Resisting negative social pressure

Showing leadership in groups

Seeking or offering support and help when needed

Standing up for the rights of others

Check out this video from PBS Learning Media for more information.

Social & Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

Back to top Back to top Back to top

# data[].attributes.attachment_link.description
Our SEL framework, known to many as the "CASEL wheel," helps cultivate skills and environments that advance students' learning and development.

# data[].attributes.attachment_link.title
PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

# data[].attributes.attachment_link.description
PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

# data[].attributes.body
Visual Coping Skills poster and more!

# data[].attributes.attachment_link.description
Pathway 2 Success provides social emotional learning (SEL) and executive functioning supports, strategies, and resources for educators and parents.

# data[].attributes.body
Calming sounds and music to play in the background

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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

# data[].attributes.body
Provides information and links to resources about mental health conditions and service providers within Texas

# data[].attributes.attachment_link.readable_text
eLearning Hub

This resource center is designed to equip you with knowledge, resources, and a sense of hope for the future - for yourself or someone else you care about.

Check out our eLearning Hub to learn more about common behavioral health conditions.

# data[].attributes.attachment_link.title
Find Resources or a Provider | You're Not Alone | Mental Health Texas

# data[].attributes.attachment_link.description
Mental Health Texas provides learning and treatment opportunities for those coping with mental health conditions and those who support them.

# data[].attributes.body
You don't need to be an expert to recognize when someone needs help.

# data[].attributes.attachment_link.title
Seize the Awkward | Talk With A Friend About Mental Health

# data[].attributes.attachment_link.description
Having a conversation about mental health might be uncomfortable, but it can make all the difference. Check out these tools - from conversation guides to tips -that can help you help those in need.

# data[].attributes.body
5 steps on how to help someone who is in crisis.

# data[].attributes.attachment_link.description
Help someone that may be thinking of suicide with these 5 steps.

# data[].attributes.body
Need to report child abuse

# data[].attributes.attachment_link.title
Texas Department of Family and Protective Services (DFPS)

# data[].attributes.attachment_link.description
The Child Protective Services Division investigates reports of abuse and neglect of children. It also: provides services to children and families in their own homes; contracts with other agencies to provide clients with specialized services; places children in foster care; provides services to help youth in foster care make the transition to adulthood; and places children in adoptive homes.

# data[].attributes.body
1-800-252-5400

# data[].attributes.body
Parent Needs assessment for the school counseling program--Due September 27th

# data[].attributes.attachment_link.description
The purpose of this needs assessment is to gather feedback to shape the school counseling program for the school year. To help the school counselor plan the best activities for this school year and your student(s), please rate each of the following items below to show how important each item is to you.
School Counseling Mission---The Central Elementary school counseling program aims to support students for academic and future success through their social-emotional development, aligning with campus goals of fostering positive traits such as integrity, respect, empathy, perseverance, and responsibility.

# data[].attributes.attachment_link.description
Participate in the Lunch Bunch Program at Plainview Central Elementary! Mrs. Rushing, the school counselor, is hosting this program to help students cultivate emotional intelligence, camaraderie, and friendships. Parents who would like to grant their child this opportunity are requested to sign below. If you have any questions, please don’t hesitate to contact Mrs. Rushing at chelsea.rushing@plainviewisd.org or call the campus at 806-293-6035.