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The Upstate Family Resource Center is located at 340 Blalock Road, Boiling Springs, SC.

The Center empowers families through support services, education, and community involvement. Our vision is to take the lead in enhancing family well-being within the community. Our key areas of focus encompass Crisis Intervention, Financial Literacy, and Family Development.

To establish a centralized hub for family enrichment in our community, our main approach is fostering collaboration. Through alliances with local, countywide, and state organizations, along with the implementation of evidence-based programs, we offer families the oppurtunities to stabilize, progress, and thrive.

In 2017, District Two revealed plans to sell the property we currently occupy, along with the adjacent Boiling Springs 9th Grade Campus. The proceeds would go towards the construction of a new Boiling Springs High School and the refurbishment of the old high school for a new 9th-grade academy. As a result, the board and leadership of the Upstate Family Resource Center have been proactively discussing with community leaders the necessity for a new space to accommodate the organization.

While this may appear to be a significant challenge, we're enthusiastic about the opportunities it presents for our future.

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The Upstate Family Resource Center is located at 340 Blalock Road, Boiling Springs, SC. The Center empowers families through support services, education, and community involvement. Our vision is to take the lead in enhancing family well-being within the community. Our key areas of focus encompass Crisis Intervention, Financial Literacy, and Family Development.

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A friend of mine recently told me about an incident involving students at Berkeley High School. On the first day of classes, African-American juniors and seniors were being asked by their honors course teacher to show him their schedule when they entered the classroom. The teacher, who was white, apparently assumed the black students were lost and in the wrong room, and his gesture made them feel unwelcome and humiliated.

This is an example of implicit bias-a behavior that arises from subconscious associations, which may even contradict someone's explicit values. Implicit racial bias plays a role in many classrooms and schools with potentially devastating effects. In one recent experiment with preschool teachers, researchers found that when teachers were primed to look for behavioral problems while watching a classroom video with black and white children (none of whom were misbehaving), teachers gazed much longer at black children than white children, as if anticipating the behavioral problems would come from the black children.

In another experiment from the same study, teachers read a vignette about a behavioral problem with a preschooler randomly identified as a black boy, black girl, white boy, or white girl, and then were given details about the child's background or not. Providing the background information on the child increased the severity of suggested disciplinary actions when the race of the teacher didn't match that of the child, supporting the idea that we are more inclined to punish those who look different from us.

In fact, disciplinary actions are more likely to be perpetuated against African Americans-boys and girls alike-than any other group of students, regardless of the infraction. And while it's understandable that teachers would want to prevent disruptions in the classrooms and take actions to avoid them, some seem to have little idea of how to do that without turning to ingrained biases.

Of course, teachers are not alone in having racial biases. Their behavior reflects how social messages are hard to escape, even for people of color. But studies like these show how racial disparities can be perpetuated in classrooms, too. If left unchecked, this kind of biased treatment can haunt a student well into elementary school and beyond, making the promise of "schools as the great social equalizers" a false one.

The good news is that teachers can learn to combat their prejudice, even the implicit kind, if they become more aware of it and take steps to actively fight it in themselves. Here are some of the ways that might help educators treat all of their students with dignity and care.

1. Cultivate awareness of their biases

Teachers are human and therefore influenced by psychological biases, like the fundamental attribution error, when we assume that others who behave in a certain way do so because of their character (a fixed trait) rather than in response to environmental circumstances. In-group bias leads us to assign positive characteristics and motivations to people who are similar to us.

Biases like these are natural, used as cognitive shorthand for making quick social judgments in ambiguous situations, especially those involving people from unfamiliar ethnic or social groups. They become a problem when we're not aware of their impact on other people. And if we're part of a majority group with more social, economic, or political power than a minority one, then accumulated unconscious bias can be extremely destructive, limiting the life opportunities and hurting the well-being of the minority group.

Many researchers believe that becoming more aware of our biases can help us improve our interactions with others, decrease our sense of unease in interracial contexts, and make better decisions. Though most of this research has been done with other professional groups or the general public, the same lessons are likely to apply to teachers.

However, many teachers feel pressures not to cop to those biases, perhaps out of fear they will be accused of racism. This leaves them blind to the ways that biases work at an unconscious level. Pretending to be colorblind is not helpful and in fact adhering to a color-blind philosophy has been shown to increase implicit bias, at least in college students. Admitting that we are all subject to biases creates a safer space to examine them more carefully and to take steps to fight them.

2. Work to increase empathy and empathic communication

Empathy -the ability to understand another's perspective and emotions-is important in all human social encounters, including teaching. Yet, often teachers have little understanding of the communities where their students live and have trouble understanding their perspectives, leading them to treat these students more harshly.

One solution: learning about the lives of students and showing that you care. At least one study has found that actively trying to take the perspective of another person-as opposed to trying to be "objective"-increased one's ability to not fall prey to stereotypical views of others. Actively inducing empathy for another person has been tied to a willingness to consider environmental circumstances more closely when handing out punishments for misbehavior. And, one recent study has found that training teachers in empathy cut down student suspension rates in half.

Though perhaps more research has been done on empathy in other professionals (such as physicians and police officers), teachers may want to take note of the ways that they have learned to increase their empathy through a combination of stress reduction, learning how to manage difficult emotions, and practicing empathic communication. Treating students with kindness and consideration is a sure way to bring out kindness in them, too.

3. Practice mindfulness and loving-kindness

Mindfulness practices-such as paying attention in a nonjudgmental way to one's breath or other sensations-has been shown to decrease stress in teachers, which can indirectly have an effect on reducing bias. But according to some research, mindfulness may also have a direct effect on bias reduction as well.

In one study, young white participants who listened to a 10-minute audiotape with instructions in mindfulness showed less implicit bias towards blacks and older people than those who listened to a 10-minute discussion of nature. This suggests that nonjudgmental awareness, even when not specifically focused on reducing prejudice, can help reduce unconscious biases.

Loving-kindness meditation-a practice that involves consciously sending out compassionate thoughts toward others-may also help. In a recent study, the random assignment of a short-term loving-kindness meditation reduced implicit bias toward a targeted group, though it didn't decrease implicit bias for other groups not targeted by the meditation.

4. Develop cross-group friendships in their own lives

While it's important to take steps in the classroom, the relationships we form outside of the classroom can also have an impact on bias.

Cross-group friendships have been shown in several studies to decrease stress in intergroup situations, to decrease prejudice toward outgroup members, and to decrease one's preference for social hierarchy or domination over lower-status groups. These findings alone might encourage teachers to seek out cross-group friendships in their lives so that they can be more receptive to the diverse students they find in their classrooms.

Another reason for teachers to consider developing cross-group friendships is that they may influence their students to do the same. When people see cross-group friendships working out in positive ways, they tend to be more willing to engage in cross-group friendships themselves.

In addition, positive cross-group friendships can have contagion effects in other people within social groups, turning whole communities into warmer, more receptive spaces for cross-group interactions. All of this bodes well for teachers role-modeling the kind of behavior they want to see in their students.

Of course, this doesn't necessarily mean teachers should indiscriminately approach someone just because they are from a different racial group. Instead, teachers can reach out to colleagues at work, or get involved in activities or perhaps attend events where people with different backgrounds and perspectives come together for a common cause. Developing friendships can be one of the best ways to break down barriers of prejudice, and it's more easily done when people have some common interests.

Is this a lot to ask, given all the burdens our society heaps on teachers? Perhaps. Teachers should get more support than they do, and, ideally, school districts should make reducing implicit bias a priority backed up with money, policy, and training. Individual teachers can only do so much.

Luckily, the teaching profession tends to attract altruists who want to teach in a way that helps their students. By working at countering implicit bias in themselves, they can truly make a difference in the lives of their students, making them feel safe, cared for, and welcome in the classroom.

Greater Good wants to know: Do you think this article will influence your opinions or behavior?

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Four Ways Teachers Can Reduce Implicit Bias

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We're all subject to bias. Here are tips to help teachers treat all of their students with dignity and care.

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Acknowledging the Impact of Unconscious Bias

Upon clicking on this blog, you may be thinking "I am definitely not biased, so teacher bias does not affect my classroom or my instructional methods," but there's more than meets the eye. Many educators tend to follow the same school of thought, and hence, their students absorb the impact. But how? Within this article we will discuss different types of teacher bias, the impact of said bias, and some anti-bias teaching strategies to guide you to academic success.

What is Bias in Teaching?

In general, teacher bias, also known as educational bias, refers to prejudice against certain groups on the basis of age, gender, race, sexual orientation, or economic standing that causes educators to treat their students unfairly. Teacher bias falls in one of two categories, implicit bias (unconscious bias) or explicit bias. Explicit bias is educational bias that involves educators that are cognizant of the prejudices and attitudes they may possess toward certain groups of students on the basis of things such as race or gender. Implicit bias, though, refers to prejudices that a teacher may have that they are completely unaware of, which can cause damaging consequences in a classroom setting. Both of these types of teacher biases involve using these preconceived notions, opinions, or attitudes toward certain groups to make judgements that aren't quite rooted in facts, resulting in varying treatment of students.

Teacher Bias Examples

Examples of teacher bias, whether explicit or implicit, vary widely, but they are all rooted in the same thing- prejudice. "A common example often refers to academic ability," expressed Jennifer Pham, our National Curriculum Consultant. "Teachers are responsible for student achievement and growth. If they know that students walk in with an identification of ELL or Special Education or Gifted Education, they may make assumptions before getting to know that student, which can affect how they approach their instruction. For example, students identified as ELL may be mistaken for a student with a learning disability. Students with special education or gifted education needs may unnecessarily be given higher or lower level work expectations. Teachers may expect students who speak with certain accents to be poor writers. Students with substandard writing abilities may be stereotyped as lacking intellectual ability. Teachers might treat students with physical disabilities as if they may also have mental disabilities, and thus require more attention." Assumptions such as this can cause a serious amount of damage in the classroom, as every student has the ability to benefit from teachers when given equitable expectations, no matter where they start on their educational journey.

How does Teacher Bias Affect Students?

Teacher bias has the power to deeply affect students in the classroom in multiple ways that affect students' ability to succeed, grow, learn, and feel safe in the classroom. When students see their counterparts being treated differently, they also begin to pick up this learned behavior. "This is another high priority risk," says Jennifer. "When trying to create a culture of inclusion and creating a community of learners, imagine how it would feel to be a student who is experiencing this first-hand and other students are seeing it and inheriting this bias, oftentimes."

The mere act of witnessing the bias that teachers may have has the power to change the way students treat and see one another, and thus, promotes a culture that is anything but inclusive, culturally responsive, or productive when it comes to the development of Social-Emotional Learning skills. In turn, students will not feel as welcome in their classroom, making this environment less than conducive to producing academic success.

Outside of bias related to perceived mental or physical ability, common teacher biases can refer to:

Cultural misconceptions

Perceived capability due to gender

Sexual orientation

Economic standing

Anti Bias Teaching Strategies

Implicit teacher bias, also known as unconscious bias, can be a result of the experiences we have had over the course of our lifetime, but with a little effort, teachers can overcome it! Implementing a few anti-bias teaching strategies may be a little overwhelming, but Jennifer recommends you take the following steps:

1. Overcoming both implicit and explicit teacher bias requires educators to recognize that we are all human and that we all have biases. The problem often lies in the fact that there is a large pool of educators that think "I am not biased," and refuse to acknowledge otherwise. Becoming aware of the fact that we all are biased, even without intending to be, is what can truly set your classroom apart from others when paired with proper training.

2. Allow teachers to get to know their students and co-workers on a deeper level. Set aside time for intentional activities and facilitated questioning that allow for active listening, understanding, and empathy among one another. Though this may sound basic, it doesn't always happen. Oftentimes, teachers walk into the classroom with the thought "it's go time," but if you only look at the student on a surface level, you will accidentally look through the lens of your unconscious bias.

3. Refrain from ignoring a potential issue by saying "I do not see color or race." Though rooted in positive intentions, this mindset is one in which a teacher is essentially saying "this is the way things are and there is nothing that needs to change." Adoption of a more flexible mindset allows teachers to see where bias could be present and to proactively think about what to do when they see it. In doing so, teachers will be able to teach students about how to embrace differences among students and bring out the strength of others that are sometimes built on a cultural or racial background. A way to enhance this effort is to take time to celebrate holidays from the varying cultures present in your classroom outside of those celebrated in your district. This exposure will truly help students feel welcome and extend those welcoming feelings to other students of other cultures.

4. Providing equitable learning opportunities for students is imperative to academic growth. Set high expectations for all students rather than catering to those that teachers may feel are going to benefit the most from a particular challenging activity. Due to unconscious or implicit teacher bias, teachers may initially split up students by perceived ability level, but exposing the entire class to grade level resources and activities can help each student grow. Should a student or a group of students struggle, teachers can still provide extended time and help to those that need it.

5. Uncover biases you may have by taking an assessment such as the Implicit Association Test (IAT). During this assessment, participants will understand more about the attitudes and beliefs they may possess, making it easier to understand where anti bias teaching strategies may be necessary to incorporate.

6. Ensure that all teaching materials are culturally responsive and relevant to make it easier for students to see themselves in the material, making them more receptive to the material and more comfortable. If resources are culturally responsive, they will inherently be a perfect fit in an anti-bias teaching strategy.

Overcoming Teacher Bias

Becoming aware of any potential biases and investing in resources to combat them is essential to creating an environment in which all students feel welcome. Though becoming aware is more than half of the battle, there are tools that can allow educators to do so. From mandatory training for all teachers to digital assessments, there are many tools to keep teachers on the path of enlightenment. As you begin to consider the presence of teacher bias in your classroom, start by taking account of where bias may exist and determine how everything from teaching materials to classroom decor can be updated to align with anti-bias teaching strategies and culturally responsive teaching strategies. If you are currently trying to combat teacher bias in your school/district, we'd like to introduce you to Meaningful Conversations, an add-on to Raz-Plus that facilitates age-appropriate, respectful conversation within classrooms that covers ableism, racism, sexism, and more!

Stop Teacher Bias in its Tracks

Facilitate important conversation in your classroom
with a free trial of Meaningful Conversations.

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Understanding Teacher Bias - Impact of Unconscious Bias | Learning A-Z

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Acknowledging the Impact of Unconscious Bias Upon clicking on this blog, you may be thinking "I am definitely not biased, so teacher bias does not affect my classroom or my instructional methods," but there's more than meets the eye. Many educators tend to follow the same school of thought, and hence, their students absorb the impact.

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Imagine this scenario: You're eating lunch in the teachers' lounge, and the cafeteria monitor comes to find you. One of your students, Shaun, is pushing other students to get to the front of the line to go outside for recess. This is the third day in a row the monitor has interrupted your lunch for the same reason. Frustrated, you rush down the hall. You tell Shaun that if he can't wait his turn calmly, he'll have to be the last one in line from now on. Your reaction is understandable - what you see is a student who is continuing to shove other kids out of his way even after he's been told not to.
Student behavior and empathy

What you see your students do and hear them say influences your perception of them. With a classroom full of students, it's natural to react to students based on those outward behaviors - but what's happening below the surface?

It's human nature to focus on how a student's negative behavior takes time away from teaching and affects your classroom. When you are charged with managing behavior in addition to teaching content, it's easy to overlook what's happening with the student and focus on what's happening to you as the teacher.

Showing empathy can help you change that dynamic, so you not only acknowledge and consider what you see and feel, but also what you don't see. Those unseen challenges could include learning and thinking differences. But other struggles, such as trauma or hunger, may also be involved.

What empathy is

Empathy is a way of connecting with other people that shows you understand that they're experiencing something meaningful - even though you may not understand exactly how it feels for them. In other words, empathy is about finding a way to connect and to be able to say, "I want to understand how this feels to you and let you know that you're not alone."

Empathy is a powerful tool that can help you better understand what's driving your students' behavior and find strategies to help. It can also help you connect and work through difficult moments together.

What empathy isn't

Keep in mind that empathy isn't the same as sympathy. When you are sympathetic, you may feel sorry for students. Even though you may care deeply for them, sympathy may lead you to look down on students instead of trying to understand or connect with them.

Being empathetic does not mean lowering your expectations. You can validate and have empathy for students, while at the same time holding them to high standards. In moments when you connect with students empathetically, you can reinforce your belief in their ability to succeed.

Empathy may not be about feeling sorry, but it is about feelings. Give yourself permission to acknowledge your own emotions. It's natural to be frustrated or upset. What's going on with your students has an emotional impact on you too. You may need to take a minute to regroup before you talk to the student.

When you're ready and able to be empathetic in stressful moments, it shows that you're trying to get past your own feelings. You're modeling for students what it looks like to practice self-control and to tune into other people's feelings.

The four parts of empathy

Researchers have identified four main attributes of what it means to be empathetic. Integrating these practices into your teaching can show students that you see what they're going through as more than just a problem to fix.

1. Perspective taking. When you take a different perspective, you put aside your own feelings and reactions to see the situation through your students' eyes. You may start by asking yourself: Do I believe my students are doing the very best they can?

2. Putting aside judgment. It's easy to jump to and express conclusions about the situation based on what you see. But it's important to step back and consider: What more do I need to learn and understand about the situation?

3. Trying to understand the student's feelings. If you can, tap into your own experiences to find a way to understand what the student is feeling or to remember a time when you felt something similar. Be careful not to overdo it, however. Each person's experiences are their own, so saying "I know how you feel" can come across as disingenuous. If you're struggling, ask yourself: What more do I need to learn and understand about how other people are reacting to or perceiving the situation?

4. Communicate that you understand. Talk to your students without using "fix it" phrases like "What you need to do is...." Instead, try reflective phrases like, "It sounds like you..." or "I hear that you...." As teachers, our instinct is often to contain the situation and find a quick fix. That can help in the short term. But it won't build long-term trust with students. And it won't help students learn to solve problems with you and eventually try to solve issues on their own. This step requires you to do some self-reflection: What more do I need to learn and understand about how I react in the moment? What more do I need to learn about how I communicate to others that I hear them, even though I'm experiencing my own emotions?

Responding to students with empathy

It's one thing to understand the importance and components of empathy. It's another thing to respond with empathy, especially in stressful moments.

Think back to the lunchroom situation with Shaun. Imagine Shaun's reaction to your frustration. Instead of being rude or defiant as you expected, he bursts into hiccuping tears. He wasn't trying to be rude or pushy. Shaun's sensory processing challenges make being in the middle of the loud cafeteria tough for him. He feels crowded and a little panicky. He knows he'll feel better when he can get outside to escape the noise.

When he heard what you said, in the way you said it, he felt something you probably didn't intend to convey: You don't understand him.

When you speak without empathy, you might say things like:

This reaction doesn't acknowledge the feelings or challenges that may be driving the behavior. And when Shaun hears that, he's not likely to be motivated to change.

Instead, imagine how Shaun might react if you were to say this:

Just that small change in approach can make a big difference in what a student hears and feels, and how willing the child is to keep working on things that are difficult. That, in turn, is going to impact Shaun's ability to be available to learn in your classroom. Students who know the teacher understands them and their challenges are more available learners.

Ways to show empathy for students who learn and think differently

Feeling understood and supported is especially important for students who learn and think differently. It helps them stay motivated, increases self-awareness, and encourages them to advocate for themselves. These self-advocacy and self-determination skills lead to better outcomes in employment and post-school life, according to research.

That said, many of these students may not feel they're understood because other adults have reacted to their behaviors or challenges without empathy in the past. Tuning into their emotions shows that you understand and accept all students.

Getting started in your classroom

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Teaching with empathy: Why it's important

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Using empathy in the classroom can help teachers better understand and support struggling students. Read about the importance of teaching with empathy.

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As society has become more complex and demanding, though, these relationships have all too often fallen by the wayside. Neither educators nor parents have enough time to get to know one another and establish working relationships on behalf of children. In many communities, parents are discouraged from spending time in classrooms and educators are expected to consult with family members only when a child is in trouble. The result, in too many cases, is misunderstanding, mistrust, and a lack of respect, so that when a child falls behind, teachers blame the parents and parents blame the teachers.

At the same time, our society has created artificial distinctions about the roles that parents and teachers should play in a young person's development. We tend to think that schools should stick to teaching academics and that home is the place where children's moral and emotional development should take place.

Yet children don't stop learning about values and relationships when they enter a classroom, nor do they cease learning academics -- and attitudes about learning -- when they are at home or elsewhere in their community. They constantly observe how the significant adults in their lives treat one another, how decisions are made and executed, and how problems are solved.

All the experiences children have, both in and out of school, help shape their sense that someone cares about them, their feelings of self-worth and competency, their understanding of the world around them, and their beliefs about where they fit into the scheme of things.

These days, it can take extraordinary efforts to build strong relationships between families and educators. Schools have to reach out to families, making them feel welcome as full partners in the educational process. Families, in turn, have to make a commitment of time and energy to support their children both at home and at school.

The effort involved in reestablishing these connections is well worth it, as many communities across the country -- including those we work with -- are discovering. Our experience is that significant and meaningful parent involvement is possible, desirable, and valuable in improving student growth and performance.

A Starting Point

The communities in which we are involved -- mostly inner city neighborhoods -- tend to start with relatively poor relationships between schools and families. Many of the parents experienced failure during their own school days and are reluctant to set foot inside their children's schools. Teachers commute to work and often know very little about the neighborhood outside the school. Before they can develop effective partnerships, educators and families in these communities first have to learn to trust and respect one another.

Although it is less obvious, the same is true in more affluent communities. The lack of trust and respect can be seen in the growing numbers of parents choosing to enroll their children in private schools or educate them at home, and in the growing reluctance of voters to approve school-bond issues. At the same time, relatively few schools have open-door policies allowing parents to visit at any time, and parents who insist on playing an active role in their children's education are often branded as troublemakers.

The starting point in any community is to create opportunities where parents and teachers can learn that they both have children's best interests at heart. We applaud the growing trend to decentralize decision making from central offices to individual schools because it creates opportunities for parents and educators to work together, making decisions about school policies and procedures. Some may see this arrangement as shifting power from school staff to parents, but it's not power shifting; it's power sharing. It is empowering all the adults who have a stake in children's development.

Participation on school-based planning and management teams gives parents a chance to learn about the professional side of schooling -- to understand the inner workings of curriculum and instruction. It also allows them to educate school staff about the community and demonstrate that parents have much to offer if provided the opportunities to do so.

Working together as full partners, parents, teachers, administrators, businesspeople, and other community members can create an educational program that meets unique local needs and reflects the diversity within a school without compromising high performance expectations and standards. They can foster a caring and sensitive school climate that respects and responds to students' differences as well as their similarities.

A Wide Variety of Roles

Besides participating in governance, parents can be involved in schools in many roles. There are the traditional ways: encouraging children to complete homework, attending parent-teacher conferences, and being active members of their school's parent-teacher organization. Other roles, however, require more commitment: serving as mentors, teacher aides, or lunchroom monitors, or providing assistance to schools and students in myriad other ways.

At a time when schools are adopting curricula based on real-world problems and information, families can make a valuable contribution by sharing first-hand information about work, hobbies, history, and other personal experiences, either in person or via a computer network. Perhaps most important, parents can simply take the time to go to their schools and observe, learning about what their children and their children's teachers are doing.

The hectic pace of modern life can make this kind of involvement seem out of reach for many parents. But there are positive signs that it is becoming more feasible. Employers, concerned about the quality of the future workforce, are starting to adopt policies that allow parents time off to participate on a school's planning and management team or volunteer time at regular intervals. And more schools are offering either day care or preschool, which makes it easier for parents with young children to spend time at an older child's school.

This level of parent involvement in schools allows parents and staff to work together in respectful and mutually supportive ways, creating an environment in which understanding, trust, and respect can flourish. At the same time, students get consistent messages from the important adults in their lives. When children observe that home and school are engaged in a respectful partnership for their benefit, they are likely to develop more positive attitudes about school and achieve more, compared to situations in which school and home are seen as being worlds apart.

Better Lines of Communication

Regardless of a parent's direct involvement in school activities, it is vital for parents and teachers to communicate effectively with one another. Each has a piece of the picture of a child's development, and each can be more effective when information is shared. Constant communication helps ensure that both schools and homes are responsive to students' unique needs and therefore support children's overall development.

Some of this interaction should be face to face, either at the school, at home, at a parent's worksite, or at another convenient location. It must be considered an integral part of schooling, and adequate time must be provided during regular working hours for school staff to carry it out. At the same time, this communication must be recognized as a critical part of parenting, and parents must make the commitment to meet periodically with their children's teachers.

Technology can allow educators and parents to be linked into a sturdier web of mutual support than ever before. Schools and homes can be connected through computer networks that allow them to freely share information, via email and bulletin boards, twenty-four hours a day and year-round.

It's not hard to imagine a time in the near future when all parents will be able to quickly call up information such as a student's schedule for the week, current assignments, and suggestions from teachers about what they can do to support learning goals at home. They'll be able to review what the child has been doing by looking at actual samples of schoolwork that have been collected in an electronic portfolio.

To ensure that everyone, regardless of income or other circumstances, has equal access to such electronic tools, some schools work with businesses and other partners to create computer-lending programs for families. All schools should consider creating similar programs. The needed computers should also be available to parents at a variety of public settings such as schools, libraries, and government buildings, and there should be free or low-cost classes to teach educators and parents how to use them to foster learning.

The establishment of computer networks linking schools and homes fits neatly with another positive trend we've noticed: More and more schools are broadening their mission to provide educational services for their entire community.

Lifelong learning is rapidly becoming a requirement for success in the modern world. Parents and other community members can either attend classes at a school or study at home using distance learning technologies, with content supplied by their local school or by one far away. Through these networks, parents can not only advance their own education but also demonstrate for their children that adults need to keep working at learning, too.

But the biggest winners are the children. When we walk into a school and see parents and teachers working together, in all sorts of roles, it's a sure sign that the school challenges the very best in students and helps all, regardless of race, class, or culture, realize their fullest potential.

James P. Comer is Maurice Falk Professor at the Yale Child Study Center, associate dean of the Yale Medical School, and director of the university's School Development Program.

Norris M. Haynes is an associate professor at the Yale Child Study Center and Yale University's Department of Psychology and director of research for the university's School Development Program.

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The Home-School Team: An Emphasis on Parent Involvement

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Students thrive when their parents become part of the classroom.

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As a parent, you are the major provider of your child's education from birth through adolescence. You guide the development of her character and mental health and help form the foundation from which she'll develop lifelong attitudes and interests. And because your home is the primary environment in which your child's potential and personality will take shape, it's important to make sure that you create a positive, open atmosphere that will not only support what goes on in the classroom, but will also instill the desire to learn.

It is through your love and encouragement that your kids will become motivated - first to please you, and then to please themselves. This leads to self-confidence, curiosity, the enjoyment of mastering new tasks, and other healthy attitudes, all of which contribute to successful learning.

But unless you are home-schooling, you will not be the one teaching your child science or geography. And while it's true that all of the facts, skills, and concepts your children learn at school are influenced by what you do at home, your child's education is equally impacted by the relationships you form with her teachers. Building an effective relationship with the teacher is a critical task, and, like you, every teacher wants to achieve this goal. As with any relationship, mutual respect, the ability to listen, and lots of communication form the foundation.

When parents and teachers work well together, everyone benefits. Parents and teachers can provide each other with unique insight and different perspectives about the same child, culminating in a more complete understanding of that child, her abilities, strengths, and challenges. The teacher will know much more about the curriculum and the school culture, while you know more about your child's personality, tendencies, and family life. A successful parent-teacher partnership also shows a child that an entire team of adults is on her side.

Why What You Do at Home Is So Important at School
A positive relationship with your child is more important to her school career than your constant presence in the classroom. Because young children identify strongly with you, your attitudes, values, and innermost feelings are contagious. They become embedded in your child's mind at the deepest levels.

If your own experience with school was miserable, you might feel anxious about your child's school experiences. Your child will sense this, and it could hamper her ability to throw herself wholeheartedly into learning. She may feel disloyal if she allows herself to like school and work hard, even if your words are telling her to do so.

For your child's sake you'll need to put the past behind you and "start over," assuming that your child's teachers, school, and overall experience will be good and happy. Even if you didn't like school, the best way to help your child is to endorse her experience: Get involved, be positive, and trust her teachers. She will get the message: "School is important; I want you to engage fully."

Make Quality Time for Your Child
It might sound obvious, but today, parents' schedules are full to overflowing. The good news is that there are easy ways to enjoy time with your child that also support learning. You can be available during play dates, snuggle on the sofa while watching a good video together, take a nature walk in the park, make appreciative comments from time to time as your child plays, cook something yummy together, or just hang out and chat. All these things support your child's deep belief that you know her, care about her, and would never expect her to do something that isn't possible - such as learn in school.

Become an Active Partner in Learning
Most educators believe in parent participation in children's education, but "participation" means different things to different teachers. To some, it might mean helping children with homework, returning notes and sending things in on time, and coming to a conference when notified to do so. But it should mean much more. Work with the teacher to find out some ways you can contribute to the classroom, but always be sure to do it within the guidelines she'll provide for you. By the same token, you have valuable insight about your child - no one knows her better than you - so it's important to take initiative and communicate that knowledge to the teacher throughout the school year.

First, be sure to provide details about your child's home life to your teacher. The most effective teachers have a fairly complete understanding of each child in their class. You can help by telling her about your child's family life, including any recent changes (divorce, a death in the family, or illness, for example), important traditions or rituals, languages spoken at home, and other significant details unique to your child.

Ask about ways to share your culture - food, music, photos, and traditions - with the class. Not only will this help strengthen your child's self-esteem, it will also enrich the learning experience for the entire class and foster an appreciation of diversity. Between the ages of 3 and 8, kids are beginning to deal with a world bigger than the family, and they become keenly aware of every difference between themselves and their peers.

Plan to have a family discussion each week. Try to pick a topic that emerges from your child's experiences at school. The more you familiarize yourself with the daily routines and activities at preschool, the more you'll be able to encourage this type of conversation. You can even extend the idea into an art project or create a family "book club" where everyone reads something relating to this theme.

Get the entire family involved. As often as possible, try to participate in field trips and classroom events such as potlucks, story parties, art shows, and class celebrations. Include grandparents, siblings, caregivers, and family friends. Your child will be delighted.

For parents and teachers alike, the goal is to play active roles in your child's life and to work towards forming a real bond. The child's best interest is always served when she has lots of people rooting for her and all the pieces of her life fit together. A strong home-school connection will set the stage for a child who will grow up with a love for learning.

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As a parent, you are the major provider of your child's education from birth through adolescence. You guide the development of her character and mental health and help form the foundation from which she'll develop lifelong attitudes and interests.

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Read information about the community services provided in the City of Spartanburg.

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Conducting effective parent-teacher conferences can boost family involvement in your classroom and help promote positive outcomes for you, your students, and your school.

A parent-teacher conference is a great opportunity to:

share academic progress and growth based on classroom observations, testing data, assessments, portfolios, and assignments

learn from parents or guardians so you can be better informed about students' strengths, needs, behaviors, and learning styles

discuss enrichment or intervention strategies to support students' learning

discuss issues that may be interfering with students' learning and growth

The Basics

Parent-teacher conferences are usually once or twice a year at progress reporting periods. They are brief meetings, lasting about 10-30 minutes. Conferences are typically scheduled 1 to 2 months in advance. Some middle and high schools only request parent conferences to discuss problems. Most schools set aside specific dates and times for conferences, but if school schedules conflict with family schedules, it's worth the effort to find a mutually convenient time, or even schedule a phone or video conference. Be mindful of special situations, such as divorced parents, single parents, or guardianships. Some divorced parents, for example, may prefer separate conferences.

While the main focus of parent-teacher conferences should be learning, it's also important to discuss factors that can affect learning, such as students' behavioral and social development. Other topics might include standardized test results, individualized education programs (IEPs), 504 education plans, peer relationships, classroom behavior, motivation and work habits, as well as students' strengths and challenges.

School staff who support your students' learning may attend the conference, too. An administrator might attend at your request, or the request of a parent or guardian. Some teachers like students to attend part of the meeting to show that parents and educators are both part of the instructional team.

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Here are a few tips on getting the most out of your conferences:

Before the Conference

Get informed. Make sure you're familiar with your school's or school district's protocols on progress reports or report cards, grading policies, and any other student assessment tools. As you move through the conference, the report card or progress report can be a springboard for discussion and help guide you through the meeting. Also, have any local or state standardized tests results available to share, if possible. Make sure you know how the standardized testing data will be used to customize or differentiate instruction for students.

Prepare your materials. Preparing materials well before the conference will make you feel more at ease when families show up at your classroom door. As you're teaching during the school year, keep in mind which assessments will be shared and reported at conferences. Review student data, assignments and assessments that you'll be sharing with parents, and make notes about what you'd like to ask parents about their children to support learning.

In addition to progress reports, you may want to set aside separate conference folders with three to five student documents that support grades and progress, as well as any test results that are available.

You can also prepare an outline or agenda for conferences and share them with parents so they know what to expect. Some teachers keep worksheets with strengths, needs, and social or behavioral notes to guide them through conferences.

If you'll be discussing any problems, make sure to have documentation, such as examples of misbehavior or missed assignments. Also, make sure to inform parents about any problems before the conference. If a parent knows about a concern before the conference, chances are you'll both be better equipped to discuss possible solutions during the conference.

Send informative invitations. Be sure to communicate the importance of attending conferences at back-to-school night and other parent forums, and let parents know that they are a critical part of their child's instructional team. When you send home information about conference dates and times, give parents several meeting times to choose from. On the invitation, remind parents that they'll be able to ask questions, because an effective parent-teacher conference is a two-way conversation about students. You might also want to remind parents to be respectful of other parents' time, and be clear that time slots won't be extended if parents arrive late.

A week or so before the conferences, send home reminders of where and when the conference will be held, as well as the meeting agenda. If a conflict arises and an in-person meeting is not an option, try to schedule an alternative way to meet, via phone or video. If you'll be phone- or video-conferencing, send home copies of materials ahead of time so parents can have them in hand while you talk.

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During the Conference

Create a welcoming environment. Make your classroom inviting by displaying students' work, and making space for the conference with an adult-sized table and chairs. If parents need to bring their child or other siblings, have an area set aside with puzzles, games, worksheets, or computers to limit distractions. Also consider offering healthy snacks or beverages to families. Remember to have paper and pens available so parents can take notes. You also might want to have a box of tissues available for when you have to deliver bad news.

Open with positives. When you start the conversation, remind parents that the goal of this meeting is to share information about students' academic progress and growth and how their child interacts in the school environment. All parents are proud of their kids and want to hear about their child's strengths as well as challenges, so be sure to discuss both - but start with the positives.

Discuss progress and growth. Inform parents about their child's ability levels or grade levels in different content areas, using demonstrative work examples or testing results. Many parents want to know how their children compare to their peers, but remind them that you're discussing their child's individual instructional levels, not their standing in class. You should, however, inform them about grade-level expectations and how the student is doing in that context.

It's all too easy to let discussions veer off-task during conferences, so try to limit all talk to learning and how to support the student's instruction.

Avoid teacher-talk. K-12 education is loaded with jargon and acronyms, but a parent-teacher conference is not the place to use them. Be sure to explain any terms, curriculum titles, or even words on progress reports that aren't commonly used outside the school setting.

Ask questions and listen. Ask parents or guardians for their input about students' strengths, needs, and learning styles, as well as their hopes and dreams for their children. Don't forget to ask these simple but important questions: "Does your child like school?" and "Why?" or "Why not?" That single line of questioning can give you a lot of information that can be helpful in the classroom.

Make a plan. Provide suggestions for activities and strategies to support learning at home. Spend the last few minutes of the meeting on your specific goals for the student. Note the kinds of strategies you'll use, the length of time you'll use them, and when you'll communicate to parents next.

Be honest and have a thick skin. It's your responsibility to give parents or guardians an accurate assessment of students' academic progress. Sometimes this means delivering bad news. Sugar-coating the facts defeats the purpose of the conference.

In addition, you may see some of your students differently than their parents do, and some parents may take your evaluation of their child in a negative or defensive way. While you should be open to constructive criticism, remember that you're in charge of the conference, and if the discussion becomes too heated to be effective, or goes awry in other ways, you should conclude the meeting and ask to reconvene at another time. If you have reason to expect such negative interactions before the next conference, ask an administrator to attend.

If you suspect a student may have a learning disability, however, you don't need to say that specifically. You can just tell the parents or guardians that you recommend they have their student get an educational evaluation to determine his or her learning style.

After the Conference

Follow up. A little thank-you can go a long way. Many parents have to take time off work or hire babysitters to attend conferences, so consider taking the time to thank parents in a letter or email. You can also have students write thank-you notes to their parents or guardians for attending and supporting their learning. In the notes, remind parents to contact you if they have any further questions or concerns.

Be sure to contact parents who did not attend and offer alternative ways to communicate about their child's progress.

Communicate regularly. Let parents know what's going on with their child in an ongoing fashion. Keep families informed about class projects, homework and other assignments, students' accomplishments, and any problems or concerns that may arise.

Enhance your instruction. Now that you know a little more about your students, use that information to make instructional decisions that will help your students achieve and grow in the classroom.

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Parent-Teacher Conferences: Tips for Teachers

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Conducting effective conferences can boost family involvement in your classroom and help promote positive outcomes for you, your students, and your school. Here's what to do before, during, and after the meeting. This article is for educators.

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Graduate Programs in Education and Psychology - Pepperdine University

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Many different factors contribute to building a strong classroom atmosphere, and creating strong partnerships between teachers and parents is a crucial part of student success. We'll explore practical tips for fostering these relationships, emphasizing the importance of parent communication in the educational journey.

8 Tips for Fostering Parent Relationships

1. Get to Know The Parents

To build strong relationships with parents, actively understanding their backgrounds and concerns is pivotal for effective communication with families. Developing tailored strategies that cater to the unique needs of each individual student is key to this approach.

Taking the time to learn and remember the names of parents or caregivers is a foundational step in establishing personal contact and trust. An introductory phone call at the start of the school year can significantly enhance this effort. This call isn't just about imparting information; it's an opportunity to listen, to understand parent/caregiver dynamics, and to acknowledge any special circumstances like custody arrangements that might affect the student. Such thoughtful communication lays the groundwork for ongoing, meaningful relationships with parents, ensuring a collaborative and supportive environment for each student's educational journey.

2. Create Clear Lines of Communication

Parents appreciate communication that is clear and consistent. The goal is to keep parents involved and informed about their child's progress and school activities without overwhelming them with too many sources of information.

Select a few effective communication tools that most parents will be able to easily access. Whether it's email, a dedicated app, or take-home folders, the chosen method of communication should cater to the preferences and accessibility of the parent community. By limiting the number of channels, parents know exactly where to look for information, reducing the likelihood of missed updates or confusion.

This approach also streamlines the process for teachers, allowing them to focus on creating quality content for these communications, whether it's a detailed email update, a concise message on an app, or important documents in a take-home folder. By keeping communication straightforward and centralized, both parents and teachers can engage more efficiently and effectively, fostering a stronger, more cohesive educational environment for the students.

3. Communicate Regularly

Regular communication plays a pivotal role in maintaining a smooth and transparent flow of information between teachers and parents. This consistent approach helps prevent surprises and miscommunications, ensuring that all parties are on the same page regarding a student's progress and school activities.

Incorporating a mix of updates about upcoming events, special events, and general progress can keep parents engaged and informed. For instance, a weekly update can be an effective way to summarize what you've covered in class, highlight any special achievements, and provide a heads-up about any upcoming events or important dates. This regular rhythm of communication builds a reliable and predictable structure, which parents can depend on for staying connected with their child's educational journey.

Positive messages are also a crucial part of regular communication. It's important to celebrate successes, no matter how small, as this can have a huge impact on a child's self-esteem and motivation. Sharing these positive messages with parents not only keeps them informed about their child's progress but also creates an atmosphere of positivity and encouragement. By maintaining this steady stream of communication, teachers can foster a strong, collaborative relationship with parents, which is essential for the holistic development of the student.

4. Start With Good News

Initiating parent-teacher communication with positive news sets the stage for open, constructive discussions and fosters positive relationships. This approach is especially beneficial when navigating conversations that might lead to a difficult situation. Start on a positive note in order to establish a foundation of trust and mutual respect. This will make it easier to address more challenging topics later on.

Emphasize the successes and achievements of the student, no matter how small. This helps to reinforce a positive attitude in both the parents and the student. This strategy of positive communication is not just about highlighting the good but also about framing challenges as opportunities for growth and improvement.

When dealing with difficult parents, this approach can be particularly effective. It can help in diffusing tension and redirecting the conversation towards a more productive and solution-focused dialogue. This doesn't mean avoiding the discussion of areas where the student might need improvement, but rather, it ensures that such discussions are embedded within a context that acknowledges and values the student's strengths and achievements.

This method of starting with good news is not just a communication tactic; it's a way to build and maintain a positive environment that supports student achievement. By consistently applying this approach, teachers can nurture an atmosphere of positivity and collaboration, vital for the overall development of their students.

5. Accommodate Language Barriers

In today's diverse educational environments, you must be able to accommodate language barriers in order to maintain effective communication with all parents. Recognizing and addressing these barriers is integral to ensuring that all parents have the opportunity to be engaged in their child's academic success.

Offering translation services or materials in multiple languages can significantly enhance parental engagement. When parents can easily understand and communicate with the school, they are more likely to participate actively in their child's education. This can be achieved through various communication methods, such as translated newsletters, multilingual websites, or interpreters at parent-teacher meetings.

Most schools or districts will help coordinate these services so you don't have to worry about finding a translator or translating paperwork on your own.

By acknowledging and addressing language barriers, schools demonstrate their commitment to the entire school community. This inclusive approach helps build a more cohesive and supportive environment,. When parents are able to communicate effectively with the school, regardless of their native language, it bridges gaps and fosters a stronger, more connected community.

6. Be Kind But Professional

Striking the right balance between kindness and professionalism in contact with parents is essential for creating a positive and effective school environment. This balance influences not only the nature of individual interactions but also shapes the overall communication style within the school community.

When teachers approach conversations with kindness, it demonstrates empathy and understanding of the parents' perspectives and concerns. This empathetic approach is crucial, as it helps in building trust and rapport. However, it is equally important to maintain a professional boundary. This means being clear, respectful, and consistent in communication, and ensuring that discussions remain focused on the student's welfare and educational progress.

A professional communication style also involves being well-prepared for meetings, providing factual and relevant information, and following up on any agreed actions or commitments. This reassures parents that their child's education and well-being are being handled with care and competence.

7. Involve Parents In The Classroom

Encouraging parents to get involved in the classroom has been shown to enhance students' educational experiences. Inviting parents to join classroom activities or school events deepens their understanding of the learning environment and builds a strong community sense.

Parental involvement can include everything from helping in classroom activities to attending school events. As parents engage in the school day, they gain firsthand insights into their child's educational setting. They observe classroom dynamics and teaching methods, connecting more with their child's learning journey. This engagement enables them to support their child's education at home more effectively.

Active parental engagement in school activities also sends a positive message to students. It demonstrates that their education is a collaborative effort and a priority. This involvement boosts student morale and motivation, leading to improved academic performance.

Parental engagement also benefits and supports teachers. Involved parents bring new perspectives, offer volunteer assistance, and enrich the educational environment. Creating accessible and appealing opportunities for parents is crucial. It fosters an inclusive atmosphere that values and welcomes their participation.

8. Share Student Successes

Regularly sharing students' successes and achievements with their parents strengthens the bond between home and school. This practice keeps parents informed about their child's progress and fosters a sense of pride and joint accomplishment.

Celebrating student successes goes beyond academic achievements. It encompasses all areas of development, including improvements in social skills, participation in extracurricular activities, and personal milestones. By recognizing these varied aspects of student growth, teachers can provide a more holistic view of a child's progress.

Communicating these successes can be done through various means, such as newsletters, emails, or even a note in the student's take-home folder. The key is to ensure that this communication is consistent and reflects the individual achievements of each student. Personalizing these updates makes them more meaningful to parents and reinforces the notion that the school values and understands their child.

This regular sharing of positive news also creates a more collaborative and trusting relationship between teachers and parents. It helps in building a supportive community around the student, where both home and school work together to nurture and celebrate their growth. Ultimately, highlighting student successes contributes to a positive school culture, encouraging students to strive for continuous improvement and success.

Best Ways to Utilize Parent-Teacher Conferences

Parent-teacher conferences are a great opportunity to increase communication with parents, especially those you don't get to see often throughout the school year.

Conferences offer a dedicated time for parents and teachers to discuss a child's progress, address concerns, and plan for future success. To make the most of these meetings, here are some tips:

Why Parent/Teacher Relationships Are Important

The partnership between parents and teachers impacts a child's academic and personal development in many ways:

How a Master's in Teaching Can Help Improve Your Parent Relationship Skills

Whether you're a current teacher looking to improve your skills or an aspiring teacher pursuing your initial teaching certification, a Master of Arts in Teaching (MAT) program can help you develop holistic teaching skills, including effective parent communication. The esteemed 11-month program at Pepperdine University has a 100% graduate employment rate and offers practical experience with over 200 teaching sites. The hybrid format, available on the West LA, Calabasas, or Irvine Campuses, provides flexibility and real-world experience. Graduates not only earn their degree but also a multiple or single-subject preliminary teaching credential.

Join us at Pepperdine University's Graduate School of Education and Psychology to enhance your teaching and parent communication skills, setting the stage for a successful and fulfilling career in education.

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Learn how to foster strong partnerships with parents. Discover effective communication strategies, parent involvement ideas, and techniques for addressing concerns and building positive relationships.

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On the next page you'll be asked to select an Implicit Association Test (IAT) from a list of possible topics . We will also ask you (optionally) to report your attitudes or beliefs about these topics and provide some information about yourself.

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Vernā Myers: How to overcome our biases? Walk boldly toward them

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Our biases can be dangerous, even deadly - as we've seen in the cases of Michael Brown in Ferguson, Missouri, and Eric Garner, in Staten Island, New York. Diversity advocate Vernā Myers looks closely at some of the subconscious attitudes we hold toward out-groups. She makes a plea to all people: Acknowledge your biases.

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What does implicit bias have to do with peanut butter?

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Is Social Media Hurting Your Mental Health? 

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Is Social Media Hurting Your Mental Health? 

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Improving School-Based Mental Health Support 

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Improving School-Based Mental Health Support 

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Mental Health in Schools: We’re Doing it Wrong

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Mental Health in Schools: We’re Doing it Wrong

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The mental health crisis among children and teens: How parents can help - Harvard Health

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Thanks for visiting. Don't miss your FREE gift. The Best Diets for Cognitive Fitness, is yours absolutely FREE when you sign up to receive Health Alerts from Harvard Medical School Sign up to get tips for living a healthy lifestyle, with ways to fight inflammation and improve cognitive health, plus the latest advances in preventative medicine, diet and exercise, pain relief, blood pressure and cholesterol management, and more.

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Module 8: Skill-building for Mental Health and Well-being | School-Connect 4.0 | School-Connect

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Mental Health 6th-12th Grade Curriculum 

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Mental Health 6th-12th Grade Curriculum 

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8.1: Increasing Your Emotional Awareness
8.2: Appreciating the Power of Thought
8.3: Coping with Stress/Anxiety
8.4: Understanding Sadness/Depression
8.5: Breaking Through Loneliness
8.6: Recognizing When You/Others Need Help
8.7: Practicing Self-Care
8.8: Cultivating Hope and Happiness
8.9: Raising Awareness for Mental Health (PBL)
8.10: Mod 8 Reflection & Assessment
*All modules are 10 lessons plus boosters leading to a culminating project & assessment.

Teens need our help-now more than ever. A recent CDC report released February 2023 shares alarming statistics. Among teen girls:

57% reported persistent despair compared to 29% of boys

Nearly 1 in 3 (30%) seriously considered attempting suicide-up nearly 60% since 2011

"While all teens reported increasing mental health challenges, experiences of violence, and suicidal thoughts and behaviors, girls fared worse than boys across nearly all measures... 'High school should be a time for trailblazing, not trauma. These data show our kids need far more support to cope, hope, and thrive,' Debra Houry, M.D., M.P.H., CDC's Chief Medical Officer and Deputy Director for Program and Science. 'Proven school prevention programs can offer teens a vital lifeline in these growing waves of trauma.'"

Many attribute this staggering escalation in mental health and wellness indicators-especially among girls-to: a) social media/screentime and b) isolation from COVID conditions and screentime. In the School-Connect Teen Voices interviews it was remarkable how many times students-especially girls-used the term "comparison." Today's teens are bombarded with images of an unattainable life. They will never feel as "beautiful" or "popular" or "successful" as the images they compare themselves to. They are left feeling hopeless, lonely, and inadequate.

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Module 8: Skill-building for Mental Health and Well-being | School-Connect 4.0 | School-Connect

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Lessons to help students understand and manage their emotions, practice self-care, and develop coping strategies for stress, anxiety, and depression.

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School connectedness -the belief held by students that adults and peers in the school care about their learning as well as about them as individuals-is an important protective factor.

Research has shown that young people who feel connected to their school are less likely to engage in many risk behaviors, including early sexual initiation, alcohol, tobacco, and other drug use, and violence and gang involvement.

Students who feel connected to their school are also more likely to have better academic achievement, including higher grades and test scores, have better school attendance, and stay in school longer.

Efforts to improve child and adolescent health have typically addressed specific health risk behaviors, such as tobacco use or violence. However, results from a growing number of studies suggest that greater health impact might be achieved by also enhancing protective factors that help children and adolescents avoid multiple behaviors that place them at risk for adverse health and educational outcomes.

Strategy Guide & Staff Development

School Connectedness: Strategies for Increasing Protective Factors Among Youthpdf icon [PDF - 1M]

Six strategies that teachers, administrators, other school staff, and parents can implement to increase the extent to which students feel connected to school:

1. Create decision-making processes that facilitate student, family, and community engagement, academic achievement, and staff empowerment.

2. Provide education and opportunities to enable families to be actively involved in their children's academic and school life.

3. Provide students with the academic, emotional, and social skills necessary to be actively engaged in school.

4. Use effective classroom management and teaching methods to foster a positive learning environment.

5. Provide professional development and support for teachers and other school staff to enable them to meet the diverse cognitive, emotional, and social needs of children and adolescents.

6. Create trusting and caring relationships that promote open communication among administrators, teachers, staff, students, families, and communities.

Staff development can strengthen school staff members' abilities to improve school connectedness for students in their school. The Fostering School Connectedness Staff Development Program is designed to

Introduce teachers and other school staff members to the concept of school connectedness

Generate enthusiasm and interest in improving school connectedness

Initiate implementation of a school connectedness action plan, using ideas from School Connectedness: Strategies for Increasing Protective Factors Among Youth

This guide provides step-by-step procedures, activities, materials, resources, and PowerPoint® presentations (with speaker narrative and notes) for implementing two staff development programs - a 45-minute basic overview of school connectedness, or a 2-hour training to plan actions for improving school connectedness. Also included are interactive activities that give participants opportunities to reflect on and apply their own knowledge and experience regarding school connectedness.

Also included are interactive activities that give participants opportunities to reflect on and apply their own knowledge and experience regarding school connectedness.

Fostering School Connectedness: Staff Development Program Facilitator's Guidepdf icon [PDF - 4.2M]

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School connectedness-the belief held by students that adults and peers in the school care about their learning as well as about them as individuals-is an important protective factor. Research has shown that young people who feel connected to their school are less likely to engage in many risk behaviors, including early sexual initiation, alcohol, tobacco, and other drug use, and violence and gang involvement.

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Positive Parenting Practices to Support Mental Health

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Positive Parenting Practices to Support Mental Health

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Parenting a teen is not easy. Many outside influences distract our youth and add challenges to parenting efforts. Youth need adults who are there for them-people who connect with them, communicate with them, spend time with them, and show a genuine interest in them. A key parental role is helping teens understand that their health and well-being-now and in the future-are not simply a matter of chance, but a matter of choice.

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By engaging in positive parenting, parents can help their adolescent make healthy choices.

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Poor Mental Health Impacts Adolescent Well-being

The number of adolescents reporting poor mental health is increasing.

Building strong bonds and connecting to youth can protect their mental health.

Schools and parents can create protective relationships with students and help them grow into healthy adulthood.

Adolescent Mental Health Continues to Worsen

CDC's Youth Risk Behavior Surveillance Data Summary & Trends Report: 2011-2021 [PDF - 10 MB] highlights concerning trends about the mental health of U.S. high school students.

In 2021, more than 4 in 10 (42%) students felt persistently sad or hopeless and nearly one-third (29%) experienced poor mental health.

In 2021, more than 1 in 5 (22%) students seriously considered attempting suicide and 1 in 10 (10%) attempted suicide.

These data bring into focus the level of distress many students are experiencing.

Some groups are more affected than others.

Why Is This a Big Deal?

Poor mental health in adolescence is more than feeling blue. It can impact many areas of a teen's life. Youth with poor mental health may struggle with school and grades, decision making, and their health.

Mental health problems in youth often go hand-in-hand with other health and behavioral risks like increased risk of drug use, experiencing violence, and higher risk sexual behaviors that can lead to HIV, STDs, and unintended pregnancy.

Because many health behaviors and habits are established in adolescence that will carry over into adult years, it is very important to help youth develop good mental health.

The good news is that teens are resilient, and we know what works to support their mental health: feeling connected to school and family.

Fortunately, the same prevention strategies that promote mental health-like helping students feel connected to school/family-help prevent a range of negative experiences, like drug use and violence.

Building strong bonds and relationships with adults and friends at school, at home and in the community provides youth with a sense of connectedness.

This feeling of connectedness is important and can protect adolescents from poor mental health, and other risks like drug use and violence.

Youth need to know someone cares about them. Connections can be made virtually or in person.

There is a Role for Everyone in Supporting Teen Mental Health

As we've learned nationally during the COVID-19 pandemic, schools are critical in our communities to supporting children and families. While the expectation is that schools provide education, they also provide opportunities for youth to engage in physical activity and academic, social, mental health, and physical health services, all of which can relieve stress and help protect against negative outcomes.

However, the pandemic disrupted many school-based services, increasing the burden on parents, increasing stress on families, and potentially affecting long-term health outcomes for parents and children alike, especially among families already at risk for negative health outcomes from social and environmental factors.

Critical supports and services need to be comprehensive and community wide and should include:

Help students cope with emergencies and their aftermath.

Provide safe and supportive environments-whether in person or virtually.

Linking students to mental health services.

Integrating social emotional learning.

Training staff.

Supporting staff mental health.

Reviewing discipline policies to ensure equity.

Building safe and supportive environments.

Communicate openly and honestly, including about their values.

Supervise their adolescent to facilitate healthy decision-making.

Spend time with their adolescent enjoying shared activities.

Become engaged in school activities and help with homework.

Volunteer at their adolescent's school.

Communicate regularly with teachers and administrators.

Ask adolescents about family relationships and school experiences as a part of routine health screenings.

Encourage positive parenting practices.

Engage parents in discussions about how to connect with their adolescents, communicate effectively, and monitor activities and health behaviors.

Educate parents and youth about adolescent development and health risks.

Parents and families may find the following resources helpful to support the mental and emotional well-being of their adolescents:

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Learn about the teen mental health crisis, who is at most risk, and how schools and families can protect teen mental health.

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Promoting Mental Health and Well-Being in Schools

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Promoting Well-Being in School: For School Administrators

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Promoting Well-Being in School: For School Administrators

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An Action Guide for School and District Leaders

At a Glance

Schools are prioritizing students' mental health, and there are many tools and resources to choose from. CDC created this action guide as a place to start. It can help school and district leaders build on what they are already doing to promote students' mental health and find new strategies to fill in gaps.

The action guide describes six in-school strategies that are proven to promote and support mental health and well-being. For each strategy, the guide also describes approaches, or specific ways to put the strategy into action, and examples of evidence-based policies, programs, and practices.

Audience

School and district leaders of kindergarten through 12th-grade schools (K-12), including principals and leaders of student support teams.

Goal

Provide school and district leaders with strategies, approaches, and practices that can improve students' mental health.

CDC has identified six school-based strategies and associated approaches that can help prevent mental health problems and promote positive behavioral and mental health of students.

Multitiered Systems Of Support

Multitiered Systems of Support (MTSS) are used by many schools and districts to support different levels of students' needs. The strategies in this action guide can align with schools' existing MTSS to enhance the work schools have already started.

Why Schools?

Schools help promote the mental health and well-being of students through education, prevention, and early intervention efforts. They provide an opportunity to reach a large number of youth with strategies that can lessen the impact of negative experiences and improve students' health and well-being.

Schools can establish safe and supportive environments.

Schools can connect students to caring adults and encourage positive peer relationships.

Schools can give students mental health support and link them and their families to community behavioral and mental health services.

Schools that promote student mental health and well-being can improve classroom behavior, school engagement, and peer relationships. These factors are connected to academic success.

Additional Resources

Some of the strategies and approaches in this action guide may also improve other important health outcomes, such as experiences of violence and suicide. CDC has several Resources for Action for preventing violence.

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Promoting Mental Health and Well-Being in Schools

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Learn more about promoting student mental health and well-being in schools in CDC's action guide for school leaders.

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Adolescence (10-19 years) is a unique and formative time. Multiple physical, emotional and social changes, including exposure to poverty, abuse, or violence, can make adolescents vulnerable to mental health problems. Promoting psychological well-being and protecting adolescents from adverse experiences and risk factors that may impact their potential to thrive are critical for their well-being during adolescence and for their physical and mental health in adulthood.

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Bend Health | Mental Health for Kids & Teens in South Carolina

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Bend Health | Mental Health for Kids & Teens in South Carolina

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Bend Health offers therapy, psychiatry, and behavioral health coaching for kids and teens in South Carolina. Specialized pediatric mental health teams offer appointments in days with most major health insurance plans accepted!

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Personalized therapy for teens with complex mental health challenges.

Helping teens find hope

Charlie Health's virtual IOP is a therapy program for teens that combines personalized peer groups, family therapy, and individual therapy.

Our therapists are experts in teen mental health and work to create a personalized care plan for every client based on their unique needs and goals.

Simple steps toward success

In their words

Client & family testimonials

Teen

At first Charlie Health felt like a lot in one week, but I grew to like it because I learned about coping skills that I didn't realize I had. I also feel like I found kids in group therapy who I could relate to. I realized over time in group that I wasn't alone.

At first Charlie Health felt like a lot in one week, but I grew to like it because I learned about coping skills that I didn't realize I had. I also feel like I found kids in group therapy who I could relate to. I realized over time in group that I wasn't alone.

-Ashlyn M.

Teen

"Charlie Health has made a huge improvement in my life."

I was really struggling with stuff at home before I joined Charlie Health. After about two groups, I got very comfortable with all the group facilitators. Charlie Health has made a huge improvement in my life, and I will forever thank them for that!

I was really struggling with stuff at home before I joined Charlie Health. After about two groups, I got very comfortable with all the group facilitators. Charlie Health has made a huge improvement in my life, and I will forever thank them for that!

-Cailynn D.J.

Teen

"I cannot say thank you enough to everyone at Charlie Health."

I was struggling with so many different things, and my family was so hurt by my actions. I had to make a really big change, and Charlie Health was the most helpful resource. I cannot say thank you enough to everyone at Charlie Health

I was struggling with so many different things, and my family was so hurt by my actions. I had to make a really big change, and Charlie Health was the most helpful resource. I cannot say thank you enough to everyone at Charlie Health

-Charlie Health Alum

Teen therapy from home.

A higher level of care when weekly therapy isn't enough.

The data driving our mission

We surveyed the mental health outcomes of nearly 500 clients who completed virtual IOP with Charlie Health. Here's what we found:*

We proudly partner with many major insurance providers, including commercial and Medicaid

Get started today

We know that asking for help takes courage. Getting in touch is the first step. We're here for you, no matter what. Once submitted, our admissions team will be in touch within 24 hours.

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Personalized therapy for teens with complex mental health challenges. Charlie Health's virtual IOP is a therapy program for teens that combines personalized peer groups, family therapy, and individual therapy. Our therapists are experts in teen mental health and work to create a personalized care plan for every client based on their unique needs and goals.

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Teen Mental Health: How to Know When Your Child Needs Help

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By: Richard J. Chung, MD, FAAP

If your teenage child is dealing with anxiety, depression or any other mental health concern right now, you're not alone. More than a year after the American Academy of Pediatrics (AAP) joined with other organizations to declare a national emergency in youth mental health, many teens are still struggling.

Still, you may wonder whether the symptoms are part of the biological and social changes all young people go through on their way to adulthood, or something more. As a parent or caregiver, how do you know when to talk with your teen and their doctor about mental health?

Read on to learn more about teen mental health, including signs someone is struggling and may need more support. You can also visit the AAP YouTube channel for a series of videos for teens on mental health. The videos address topics including depression, anxiety, eating disorders, self-harm and other topics. Share with someone you care about:

Pressures teens face

Youth mental health expert raised concerns about the extreme pressures on children and teens throughout the COVID-19 pandemic. Yet the lingering effects of school closures and other COVID-related stressors are not the only factors in teen stress. Many young people are also dealing with:

Overwhelming pressure to figure out their future, get good grades or gain admission to elite colleges and universities

The need to be superstars in sports, the performing arts or other extracurriculars

Tough schedules that don't allow enough time for rest, relaxation and unstructured fun

Bullying (whether in person, via social media or both)

Persistent fears about climate change, global conflict and other weighty issues

Discrimination based on race, gender, sexual orientation​, weight, religion, disability or other factors

Problems related to a poverty or lack of money for safe, stable housing and enough nutritious food.

How will I know if my teen is struggling?

The mental health symptoms you might see in your child will, of course, be unique to them. But as a parent or caregiver, you have a good sense of what their "normal" looks like.

Signs your teen may be having mental health difficulties

In addition to more overt symptoms like mood swings, irritability, anger and tearfulness, you may see:

Notable changes in sleep, weight, eating habits or other everyday patterns

Loss of interest in the things they usually love or quitting activities that they enjoy

Withdrawing more than usual from friends, family and community

Canceling plans with their closest friends with little or no explanation

Academic struggles that seem different or more intense: for example, failing quizzes in their favorite subject or refusing to do homework that once would have seemed easy

Running thoughts or worries that won't leave them alone

A whole new set of friends you've never met before

Refusing to talk about what's bothering them, even after you've made it as safe as possible to discuss hard issues openly

Obsession with a certain goal, possibly with the belief that if they don't achieve it, their life will never be the same

Signs of drug, alcohol or other substance use

Signs of self-harm such as cuts, burns, bruises, etc. that your teen tries to hide or can't explain fully and credibly

Sexual activity or interest that seems new or more intense than before

Keep in mind that having just one symptom on this list doesn't mean your teen is experiencing a full-blown crisis. Biological changes, including the hormone shifts all tweens and teens go through, can affect your child's mood, school performance and more. But if you consistently see one or more of these signs, it's time to open a conversation about mental health with your teen.

What mental health conditions are most common for teens?

Young people face pretty much the same array of mental health challenges that adults do. However, these are the most common mental health conditions seen in U.S. tweens and teens:

Attention deficit/hyperactivity disorder(ADHD) affects nearly 10% of all U.S. kids aged 3 to 17.

Nearly 9.5% experience anxiety that interferes with their everyday functioning.

Around 4.5% live with depression. In teens, depression may or may not look like the stereotyped tearful blues. Symptoms of depression can sometimes look more like anger/irritability.

Though they are less common, eating disorders such as anorexia nervosa and bulimia nervosa can cause major health problems for teens and young adults. Self-harm,thought to be underreported, is another serious concern for tweens and teens.

Are drinking and drugs part of the problem?

Substance use is very common among teens. It can combine with mental health issues (and in most cases, making them worse).

Around 15% of all high-school students say they have used street drugs such as cannabis, cocaine, inhalants, heroin, meth, hallucinogens or MDMA (also called ecstasy or molly). Some 14% report they have misused prescription opioids. Nearly 30% say they've tried alcohol and 14% admit to binge drinking. A frightening 17% got into a car driven by someone who had been drinking, exposing them to a whole new level of danger.

Substance use is a concern all its own-one you should definitely discuss with your teen, even if you don't see signs of mental health issues. But noticing it alongside mental health symptoms raises extra concern. Drinking and drugs are often used to cope with difficult feelings or circumstances. This can signal deep emotional pain that needs to be addressed.

What role does social media play?

Young people spend a lot of time on sites such as Instagram, Snapchat, TikTok and others. One study found that 90% of teens aged 13 to 18 use multiple platforms, with more than 60% engaging with social media every day.

We are still learning about the ways social media can affect human health, especially among children and teens. Healthy use of social media can foster positive connections. However, some young people may face greater risks for negative effects. See " Social Media & Your Child's Mental Health: What the Research Says" for insights that can help you consider social media's impact on your child.

How can I open conversations with my child?

Here are some points to consider as you open the door to discussing your teen's mental health. Ideally, this should be a a series of ongoing conversations and "check ins" that you have with your child. This can help support your child's mental health and also give you a foundation for times your child may be struggling more and need more problem-focused support.

Resolve to listen more than you speak. Nothing will send your teen running the other way faster than failing to see and hear them fully. You will need to manage your own fears during the conversation so you can avoid autobiographical listening. This happens when you filter everything through your own life lens instead of listening for deep understanding.

Realize that mental health stigma still exists. Despite much progress, some people still believe that having a mental health condition means someone is broken, untrustworthy or potentially violent. In fact, many don't seek mental health treatment because they're afraid of what others will think of them. If you're concerned about the harm stigma can do to your teen, this article may help.

What to remember about mental health​ as you move forward

How can our pediatrician support us?

Your pediatrician cares about your child's health and has helped many other parents and caregivers with mental health concerns. Your pediatrician also knows about local resources you can tap to support your teen, now and throughout the healing process.

Pediatricians can explain treatment options, including medications that might help. They can also refer you to mental health specialists who can evaluate your teen. In this way, your pediatrician will become part of a care team that can help you create a treatment plan, as well as a crisis plan that spells out what you will do if things get worse for your child.

What if my teen is having thoughts of suicide?

Suicidal thoughts or actions should NEVER be ignored. If your teen is in crisis right now, call The 988 Suicide & Crisis Lifeline or text 'TALK" to 741741. Trained lifeline staff will help you figure out immediate steps to protect your child.

If your teen is thinking about suicide but not in crisis, it's still vitally important to get help. Call your child's pediatrician or mental health provider right away to find resources and plan for appropriate treatment and support.

If you're concerned you might be missing the warning signs of suicide, here is an article that may help.

Proactively promote mental health & self-care

Also keep in mind that mental health is not just about responding to problems. It is important to promote positive mental health and resilience in everyday, proactive ways.

Even if your teen is doing fine, help them find time for self care and mood-boosting healthy habits. Make time to enjoy each other as a family. Positive activities and relationships can have a protective, "scaffolding" effect on mental health.

We all have good days and bad days, just as days when we feel healthier than other times. Mental health should stay on our radar; promoting it should be among our day-to-day goals.

More information

About Dr. Chung

Richard J. Chung, MD, FAAP is a pediatrician and adolescent medicine specialist in Durham, North Carolina. He is a member of the American Academy of Pediatrics Committee on Adolescence.

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Teen Mental Health: How to Know When Your Child Needs Help

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For many teenagers, the transitions that accompany adolescence and other pressures can lead to one or more of a variety of mental health disorders. Here are signs parents and caregivers can watch for, and information to help know when they may need more support.

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BetterHelp - Get Started & Sign-Up Today

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BetterHelp - Get Started & Sign-Up Today

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Online therapy is the best mental health counseling service. Receive support from over 35,000 licensed therapists at BetterHelp via the internet using video & messaging programs.

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SC Foster Parents Training & Resources - SC Foster Parents Training & Resources

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South Carolina Foster Parent Training and Resources

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South Carolina Foster Parent Training and Resources

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If you are unable to attend on a day you are scheduled for Preservice Training, please call the office at +1 (803) 865-2020
or Email Us to let us know to prevent being marked as "NO SHOW" on the attendance record.

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SC Foster Parents Training & Resources - SC Foster Parents Training & Resources

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If you are unable to attend on a day you are scheduled for Preservice Training, please call the office at +1 (803) 865-2020 or Email Us to let us know to prevent being marked as "NO SHOW" on the attendance record.

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South Carolina Qualifications : Become a Foster Parent : National Youth Advocate Program

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SC Qualifications for Becoming a Foster Parent

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SC Qualifications for Becoming a Foster Parent

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Must be at least 18 years of age.

Have a high school diploma or GED.

Have medical clearances for all household members.

Have an extra bedroom(s) to accommodate children in foster care.

Successfully pass all criminal background checks, including finger printing, Central Registry and Neglect, State and National Sex Offender Registry for all household members, age 18 or older.

Financial stability and written letters of reference.

Pass fire, safety and health inspections.

Have a valid SC driver's license and means to transport a child.

Have home, automobile and tenant insurance.

Qualified foster parents are also:

Single, married, same-sex couples of any race or religion.

In good physical and mental health.

Able to demonstrate financial security.

Able to clear a background study and provide positive references.

Willing to complete a home study to ensure a healthy environment.

Willing to participate in training before fostering and during the time as a foster parent. Training is provided at no cost.

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South Carolina Qualifications : Become a Foster Parent : National Youth Advocate Program

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Must be at least 18 years of age. Have a high school diploma or GED. Have medical clearances for all household members. Have an extra bedroom(s) to accommodate children in foster care. Successfully pass all criminal background checks, including finger printing, Central Registry and Neglect, State and National Sex Offender Registry for all household members, age 18 or older.

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Foster Care - South Carolina Department of Social Services

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What is foster care?

Foster care is the temporary care of children whose families are having problems and the children cannot safely remain in the home. Children in the legal custody of the Department of Social Services (DSS) are placed in a licensed foster home or group care facility that can best meet their needs while their parents work with DSS to resolve their problems. Some children are able to be placed with family members, called kinship caregivers. They may be eligible to become Kinship Foster Parents.

During this separation period, the department works first toward returning the children to a safe home environment. If reuniting with their biological family is not possible, then permanency is sought through termination of parental rights and adoption. Youths remaining in foster care receive assistance to make a successful transition into adulthood.

Who are the children?

Children enter foster care because they cannot remain in their homes and be safe. The children have unique strengths and needs. Some are experiencing a variety of social, emotional, and behavioral or physical difficulties because of abuse and/or neglect. The children range in age from birth to 18 years old.

Most children are in foster care temporarily. They need nurturing family homes for the duration of their stay in foster care.
Some children in foster care are waiting for adoption and are in foster homes, group homes, or treatment facilities. They need families who will give them a home lasting into adulthood.

Who are foster parents?

Foster parents are special people who recognize the special needs of children living in a troubled family.
With an investment of time, energy, love, and guidance, foster parents can make a difference in the lives of the children and families in need.

Individuals or couples can be licensed as foster parents. Foster parents receive financial reimbursement to meet the basic needs of the children. Children in the legal custody of DSS may also be placed with relatives that can provide full-time care (kinship foster care), protection, and nurturing. Relatives who become foster parents may access the same services for children as non-relative foster parents.

to see The SC Foster Parent Association's (Heartfelt Calling) Foster Family of the Year

To learn more about how to become a foster parent, please click here

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Foster Care - South Carolina Department of Social Services

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Foster care is the temporary care of children whose families are having problems and the children cannot safely remain in the home. Children in the legal custody of the Department of Social Services (DSS) are placed in a licensed foster home or group care facility that can best meet their needs while their parents work with DSS to resolve their problems. Some children are able to be placed with family members, called kinship caregivers.

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From Passenger to Pilot: The Importance of Empowering Children and Youth

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From Passenger to Pilot: The Importance of Empowering Children and Youth

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QIC-EY Making Moments Matter: Webinar 9/14/2023

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Making Moments Matter: Transforming Child Welfare One Moment at a Time

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Making Moments Matter: Transforming Child Welfare One Moment at a Time

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QIC-EY Making Moments Matter: Webinar 9/14/2023

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Too many U.S. adults struggle with family finances and crushing debt, undermining their ability to fully support themselves and their children. Consider these statistics: More than two-thirds of adults would fail a basic financial literacy test, and more than 47% of American households do not have $400 to cover an emergency. Against this bleak backdrop, it's no surprise that youth across the country are growing up ill-equipped to handle their own finances.

What is financial literacy?

Financial literacy encompasses the skills, knowledge and tools that people need to take action and make financial decisions that will support their personal goals, according to the U.S. Financial Literacy and Education Commission.

The process of acquiring these skills, knowledge and tools is called financial education and can take several forms, such as classroom education, personal counseling and coaching, technology-based programs and self-study.

Financial literacy vs financial capability

Financial literacy refers to the management of money, often with an assumption that an individual has access to funds and can decide how to use them. Financial capability includes skills learned through financial literacy but also provides young people with the skills and information needed to access financial institutions, products and markets. For example, the Annie E. Casey Foundation's Opportunity Passport™ is a matched-savings program aimed at helping young people emerging from foster care build financial capability and assets.

America's financial literacy gap

As a result of institutional barriers to wealth accumulation and homeownership, adults of color, particularly those in the South - when compared to their white peers - are generally less likely to be financially literate and more likely to experience financial hardship. Financial literacy is also less common among low-income individuals.

The financial literacy gap begins early in life. White and Asian 15-year-olds, on average, have substantially higher financial literacy scores, while Hispanic and Black students have substantially lower scores when compared to their general population peers, as reported in the 2020 U.S. National Strategy for Financial Literacy.

Why is financial literacy important for youth?

Financial literacy is key to helping young people manage money effectively so that they can become financially stable, build assets and achieve their personal goals.

Decisions made in early adulthood can have lasting financial consequences. For instance, today's youth can amass debt quickly, often in the form of school loans or credit card debt. According to a report by the National Endowment for Financial Education, Generation X youth reported an average debt of about $60,000 by their late 20s, and their successors - Millennials - had already reached this point in their mid-20s.

Many young people receive no formal financial instruction. Instead, they learn about money through socialization, such as observing and listening to their parents, caregivers, other adults and peers.

What are the key elements of financial literacy?

The government website youth​.gov identifies five areas of financial literacy and capability that a young person should learn about:

1. Frauds, scams and predatory lending practices

2. Public and work-related benefits

3. Banking practices

4. Savings and investing strategies

5. Credit use and interest rates

Financial literacy and capability programs for youth in foster care

The Casey Foundation has tailored its financial literacy and capability resources to meet the unique needs of young people in foster care. Too many of these youth have grown up without a supportive adult modeling how to make smart financial decisions for the short and long term.

The Casey Foundation's Opportunity Passport from the Jim Casey Youth Opportunities Initiative is a matched-savings program that supports young people who are transitioning from foster care into adulthood by helping them secure employment and increase their financial capability. Opportunity Passport incentivizes work and savings to help young people gain financial stability as they exit foster care.

To help young people who are transitioning from foster care into adulthood, the Foundation created Keys to Your Financial Future, a comprehensive financial education curriculum that helps youth improve their financial knowledge and skills and position themselves for success. The eight-module curriculum includes guides for facilitators and participants.

Casey's Youth and Credit emphasizes the need to protect the credit of youth in foster care. While not irreparable, poor credit can position youth who are exiting care on an uphill financial climb. This report, geared toward adults working with young people in care, offers a step-by-step process for implementing a credit check requirement authorized through federal legislation in 2011.

The Foundation's Learn and Earn to Achieve Potential (LEAP)™ initiative aims to increase employment and educational opportunities for young people who face some of the greatest challenges on the path to adulthood, including youth who have been involved in the child welfare or justice systems and those who've experienced homelessness. LEAP partners are helping these young people to maximize their earnings, set savings goals, build good credit and, ultimately, establish financial security and independence.

Financial literacy programs for students

Today, too many students are assuming significant debt to finance their educations. This educational debt does not affect all borrowers equally, with large disparities for people of color and women in the amount of debt taken and the ability to repay loans.

Promoting financial wellness and financial capability can help guard against overbearing student debt. For example, the Casey-supported Carolina College Advising Corps is working with high school students to help them navigate college borrowing and minimize student loan debt.

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Financial literacy is key to helping young people build assets, manage debt and achieve their goals. Learn the skills, knowledge and tools needed to manage money effectively.

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How Does the Child Welfare System Work? 

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How Does the Child Welfare System Work? 

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Child Well-Being - South Carolina Department of Social Services

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The South Carolina Department of Social Services is committed to the well-being of children and their families. Our mandate, as the state's child welfare agency, encompasses a wide-range of services, including: child protective services; assistance to help families stay safely together or be reunited; foster care and adoption services; and, support to youth and young adults transitioning from foster care to independence.

SCDSS works in partnership with local community-based services providers, family courts, and other public and private human services agencies to ensure the safety, timely permanency, and well-being of children. Our child well-being services are directed toward these goals:

Prevention of separation of children from their families;

Protection of children alleged to be abused, neglected, or abandoned including provision of emergency and long-term alternate living arrangements;

Reunification of families who have had children placed with relatives or in foster care;

Establishment of permanent living arrangements for children who cannot be reunited with their families or when reunification would not be in the best interest of the child;

Support services for young adults preparing to exit foster care to make successful transitions into adulthood.

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Child Well-Being - South Carolina Department of Social Services

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The South Carolina Department of Social Services is committed to the well-being of children and their families. Our mandate, as the state's child welfare agency, encompasses a wide-range of services, including: child protective services; assistance to help families stay safely together or be reunited; foster care and adoption services; and, support to youth and young adults transitioning from foster care to independence.

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Working in a variety of school settings, it’s important to have an understanding of how to support students who have dealt with trauma. Trauma is the #1 risk factor for young people to develop a mental illness. This workshop will (1) define trauma as a normal reaction to an abnormal situation, (2) teach educators ways to support students struggling to cope with past trauma, and (3) leave educators with an understanding on how to connect students with appropriate self-help, peer-to-peer, and professional resources.

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The paradox of trauma-informed care | Vicky Kelly | TEDxWilmington

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The paradox of trauma-informed care | Vicky Kelly | TEDxWilmington

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Prevention, Family & Communities: A Discussion on How to Implement a Radical Shift in Child Welfare

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How to Implement a Radical Shift in Child Welfare

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How to Implement a Radical Shift in Child Welfare

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Prevention, Family & Communities: A Discussion on How to Implement a Radical Shift in Child Welfare

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Trauma Informed Teaching | Dr. Meredith Fox | TEDxFieldstoneDriveED

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Trauma Informed Teaching | Dr. Meredith Fox | TEDxFieldstoneDriveED

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Child abuse and neglect are serious problems that can have lasting harmful effects on victims. CDC's goal is to stop child abuse and neglect from happening in the first place.

Child abuse and neglect are complex problems rooted in unhealthy relationships and environments. Preventing child abuse and neglect requires addressing risk and protective factors at the individual, relational, community, and societal levels.

CDC developed a resource, Child Abuse and Neglect Prevention Resource for Action [4 MB, 50 Pages] to help states and communities use the best available evidence to prevent and reduce child abuse and neglect. This resource is available in English and Spanish [21 MB, 52 Pages, 508] and can impact individual behaviors and the relationship, family, school, community, and societal factors that influence risk and protective factors for violence. Effective prevention strategies focus on modifying policies, practices, and societal norms to create safe, stable, nurturing relationships and environments. The strategies and their corresponding approaches are presented in the table below.

Preventing Child Abuse and Neglect
Intervene to lessen harms and prevent future risk

Enhanced primary care

Behavioral parent training programs

Treatment to lessen harms of abuse and neglect exposure

Treatment to prevent problem behavior and later involvement in violence

See Child Abuse and Neglect Resources for more publications, data sources, and other resources about preventing child abuse and neglect.

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Effective prevention strategies are necessary to promote awareness about child maltreatment and to foster commitment to social change.

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How teachers can help students navigate trauma | Lisa Godwin

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How Teachers can Help Students Navigate Trauma

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How Teachers can Help Students Navigate Trauma

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How teachers can help students navigate trauma | Lisa Godwin

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Full Episode: “Children of the System” (Ep. 405) | Our America with Lisa Ling | OWN

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Full Episode: “Children of the System” (Ep. 405) | Our America with Lisa Ling | OWN

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(un)wanted | Foster Care Documentary [4k] (2017)

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(un)wanted | Foster Care Documentary [4k] (2017)

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Emotional Child Abuse Just as Harmful as Physical Abuse

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Emotional Child Abuse Just as Harmful as Physical Abuse

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Emotional Child Abuse Just as Harmful as Physical Abuse

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Different types of child abuse have equivalent psychological effects, according to a study in JAMA Psychiatry. It has previously been assumed that emotional and verbal abuse could have different or less harmful impact on a child's psychology than physical or sexual abuse, but research now suggests that these forms of abuse can be just as damaging.

It is estimated that nearly forty percent of children worldwide suffer some kind of emotional abuse or neglect, referred to as child maltreatment (CM). Research has connected these non-sexual forms of maltreatment with a broad range of mental health problems, including depression, anxiety, eating disorders, substance use, and suicidal behavior. However, legal punishments for many forms of maltreatment largely vary, with some carrying felony sentences while others may be frowned upon but legal. The standard "nonequivalence" assumption is that child maltreatment has less severe long-term psychological effects than physical and sexual abuse.

To test this hypothesis, a team of researchers led by David Vachon at McGill University studied 2,292 children enrolled at a summer camp between 1986 and 2015. The camp allowed for the children, who had previously suffered forms of maltreatment, to be psychologically assessed from multiple perspectives, including by their peers and counselors, over several years.

"Our results suggest that physical abuse, emotional abuse, and neglect are equivalent insults that affect broad psychiatric vulnerabilities," they wrote.

The study is limited by the fact that there is no way to separate out the effects of childhood sexual abuse because it co-occurs with other forms of maltreatment and it is often underreported.

They conclude:

"Finally, population-level prevention and intervention strategies should not ignore the considerable psychological harms imposed by emotional abuse, which rival those of physical violence and neglect. Taken together with high worldwide prevalence and evidence that emotional and physical pain share a common somatosensory representation in the brain, it is clear that emotional abuse is widespread, painful, and destructive."

*

Vachon, D. D., Krueger, R. F., Rogosch, F. A., & Cicchetti, D. (2015). Assessment of the harmful psychiatric and behavioral effects of different forms of child maltreatment. JAMA psychiatry, 1135-1142. (Abstract)

MIA Research News Editor: Justin M. Karter is the lead research news editor for Mad in America. He completed his doctorate in Counseling Psychology at the University of Massachusetts Boston. He also holds graduate degrees in both Journalism and Community Psychology from Point Park University. He brings a particular interest in examining and decoding cultural narratives of mental health and reimagining the institutions built on these assumptions.

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Emotional Child Abuse Just as Harmful as Physical Abuse

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Different types of child abuse have equivalent psychological effects, according to a study in JAMA Psychiatry.

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Indicators of Emotional & Verbal Abuse | American SPCC - Signs in Parents & Children

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Indicators of Emotional and Verbal Abuse

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Indicators of Emotional and Verbal Abuse

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Child abuse needs to stop and education is the key.
The following free resources are essential to driving change and
are made possible through your contributions. Thank you.

WHAT IS EMOTIONAL ABUSE?

Just as physical injuries can scar and incapacitate a child, emotional maltreatment can cripple and handicap a child emotionally, behaviorally, and intellectually. Self-esteem can be damaged. Severe psychological disorders have been traced to excessively distorted parental attitudes and actions. One of the hallmarks of emotional abuse is the absence of positive interaction (e.g. praising) from parent to their child. Following chronic and severe emotional abuse of a child, emotional and behavioral problems may be present in varying degrees, especially when there is little or no nurturing.

This is especially true for neonates, infants, and toddlers. After emotional abuse, these children may become chronically withdrawn and anxious and lose basic social and language skills necessary for intimate relationships. They may become developmentally delayed, socially limited, and, in some cases, antisocial or chronically unable to protect themselves from others.

Emotional abuse and neglect are also components of other abuse and neglect. Sexual abuse and physical abuse may be the official category for a report, but emotional damage also exists. Emotional abuse and neglect may damage children of all ages, but can be critical with infants and toddlers, leaving them with permanent developmental deficits. It is crucial to recognize the indicators of emotional abuse in order to prevent further harm.

What is Verbal Abuse?

Verbal assault (belittling, screaming, threats, blaming, sarcasm), unpredictable responses, continual negative moods, constant family discord, and chronically communicating conflicting messages are examples of ways parents may subject their children to verbal abuse. There are several signs in parents and in children that may indicate verbal abuse is occurring.

Behavioral Indicators OF ABUSE

Indicators in Parents

These signs indicate that a parent may be engaging in verbal or emotional abuse of a child:

Parents or caretakers place demands on the child that are based on unreasonable or impossible expectations or without consideration of the child's developmental capacity.

The child is used as a "battle ground" for marital conflicts.

The child is used to satisfy the parent's/caretaker's own ego needs and the child is neither old enough nor mature enough to understand.

The child victim is "objectified" by the perpetrator, the child is referred to as "it" ("it" cried, "it" died).

The child is a witness to domestic violence.

Emotional abuse can be seen as proving a self-fulfilling prophecy. If a child is degraded enough, the child will begin to live up to the image communicated by the abusing parent or caretaker.

Emotional abuse cases can be extremely difficult to prove, and cumulative documentation by witnesses is imperative. Such cases should be referred to treatment as soon as possible.

Suspected cases of emotional abuse that constitute willful cruelty or unjustifiable punishment of a child are required to be reported by mandated reporters. This means a report must be made of any situation where any person willfully causes or permits any child to suffer, or inflicts on any child, unjustifiable mental suffering. (Pen. Code, § 11165.3.) However, mandated reporters may also report any degree of mental suffering. While these cases may not always be prosecuted, reporting provides the opportunity for intervention and/or therapy with the family.

Indicators in Children

These signs indicate that a child may be experiencing emotional or verbal abuse:

Is withdrawn, depressed, and apathetic.

Is clingy and forms indiscriminate attachments.

"Acts out" and is considered a behavior problem (e.g. bullies others, chronically uses profanity).

Exhibits exaggerated fearfulness.

Is overly rigid in conforming to instructions of teachers, doctors, and other adults.

Suffers from sleep, speech, or eating disorders.

Displays other signs of emotional turmoil (repetitive, rhythmic movements; rocking, whining, picking at scabs).

Suffers from enuresis (bed wetting) and fecal soiling.

Pays inordinate attention to details or exhibits little or no verbal or physical communication with others.

Unwittingly makes comments such as, "Mommy/Daddy always tells me I'm bad."

The behavior patterns mentioned may, of course, be due to other causes, but the suspicion of abuse should not be dismissed.

WHAT IS EMOTIONAL DEPRIVATION?

Emotional deprivation has been defined as ". . . the deprivation suffered by children when their parents do not provide the normal experiences producing feelings of being loved, wanted, secure, and worthy."

Signs of emotional deprivation such as withholding affection with touch, smiles and sound may be more damaging than verbal and even physical assault. Children may provoke assault if necessary to gain negative interaction rather than suffer the pain of being ignored. This may damage children of all ages but is critical for infants and young toddlers.

Caretakers might also provide cause for evaluation and possible reporting of a neonate at risk. Intervention may include consideration of caretaker depression, substance abuse, parenting deficits, and lack of social or financial support for the caretaker. Consideration should be made for evaluation of the caretaker for these issues, as well as possible domestic violence.

SIGNS OF EMOTIONAL DEPRIVATION

The signs of emotional deprivation in children can be quite varied. Indicators may include:

Refuses to eat adequate amounts of food and is therefore very frail.

Is unable to perform normal learned functions for a given age (walking, talking); exhibits developmental delays, particularly with verbal and nonverbal social skills.

Displays antisocial behavior (aggression, behavioral disruption, bullying others) or obvious "delinquent" behavior (drug abuse, vandalism); conversely, is abnormally unresponsive, sad, or withdrawn.

Constantly "seeks out" and "pesters" other adults, such as teachers or neighbors, for attention and affection.

Displays exaggerated fears.

Apathy, withdrawal, and lack of response to human interaction.

When parents ignore their children, whether because of drug or alcohol use, psychiatric disturbances, personal problems, outside activities, or other preoccupying situations, serious consequences can occur. However, reporting these situations is not mandated unless they constitute a form of legally defined abuse or neglect. Emotional deprivation and neglect may be seen as a lesser form of child abuse/neglect. It may not be reportable or may be assessed out with no intervention. It is, however, a central issue for much of what damages children.

These children may experience more severe damage and are therefore worthy of voluntary intervention and follow-up.

The abuse may be brief, but the trauma lasts a lifetime.
Kids' lives and futures are on the line!
Be the voice against neglect and contribute to end child maltreatment today.

Our Lessons are available for Offline learning!

Parenting Resource Center

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Indicators of Emotional & Verbal Abuse | American SPCC - Signs in Parents & Children

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What are the indicators of emotional and verbal abuse? Visit our Learning Center to learn the signs of emotional abuse and deprivation in parents and children.

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Emotional Abuse Is Far Worse Than You Think

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Emotional Abuse is Far Worse Than You Think

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Emotional Abuse is Far Worse Than You Think

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Emotional Abuse Is Far Worse Than You Think

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What kids wish their teachers knew | Kyle Schwartz | TEDxKyoto

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What kids wish their teachers knew | Kyle Schwartz | TEDxKyoto

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Healing Adult Survivors of Child Abuse | Fire-Brown | TEDxGreenville

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Healing Adult Survivors of Child Abuse | Fire-Brown | TEDxGreenville

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Recognizing Signs of Abuse and Neglect in Students

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Recognizing Signs of Abuse and Neglect in Students

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Jessica Pryce: To transform child welfare, take race out of the equation

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To transform child welfare, take race out of the equation. 

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To transform child welfare, take race out of the equation. 

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To transform child welfare, take race out of the equation

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In this eye-opening talk about the impact of race and neighborhood on foster-care decisions, social worker Jessica Pryce shares a promising solution to help child welfare agencies make bias-free assessments about when to remove children from their families. “Let’s work together to build a system that wants to make families stronger instead of pulling them apart,” Pryce says.

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Kimberly Noble: How does income affect childhood brain development?

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How does income affect childhood birth development? 

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How does income affect childhood birth development? 

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How does income affect childhood brain development?

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Neuroscientist and pediatrician Kimberly Noble is leading the Baby’s First Years study: the first-ever randomized study of how family income changes children’s cognitive, emotional and brain development. She and a team of economists and policy experts are working together to find out: Can we help kids in poverty simply by giving families more money? “The brain is not destiny,” Noble says. “And if a child’s brain can be changed, then anything is possible.”

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Centers for Disease Control and Prevention (CDC)

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Neuroplasticity for Kids: How the Brain Grows

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Did you know throughout our lives our brain grows? This is called neuroplasticity. This article gives an introduction on this topic!

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Rainbow Relaxation: Mindfulness for Children

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Download our free worksheets and other resources for teachers, educators and families. Behavior, speech and language support and more.

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Many studies have proven that meditation has numerous physiological benefits, including a study done at Harvard University.

In the 8-week study, researchers determined that a simple practice like meditation could rebuild the grey matter of the brain in as little as eight weeks.

The brain's gray matter is responsible for the primary thinking, perceiving, and cognitive functions of the brain, helping us process information.

Meditation can do much more than boosting the brain, and it may even help you reduce your blood pressure, fight anxiety, and help you fight pain.

In this article, we will look at some of the many activities and exercises you can do so you can take advantage of this wonderful state of mind.

Before you read on, we thought you might like to download our three Mindfulness Exercises for free. These science-based, comprehensive exercises will not only help you cultivate a sense of inner peace throughout your daily life but will also give you the tools to enhance the mindfulness of your clients, students, or employees.

What are Meditation Exercises and Activities?

There are many types of meditation practices and activities you can do on your own. There are also activities you can do as part of a group.

A meditation exercise can be as simple as doing some deep breathing, or as complex as repeating a mantra or doing Transcendental meditation. Any activity that helps to quiet the mind could be considered a meditative activity, even sitting outside and quietly watching the world go by.

There are many types of meditations, including but not limited to:

3 Meditation Breathing Exercises

There are many types of breathing exercises. Dr. Andrew Weil, an Integrative Medicine pioneer and professor of Medicine and Public Health, recommends three kinds of breathing exercises:

1. The Stimulating Breath or Bellow Breath.

2. Relaxing Breathing Exercise (4-7-8 Breathing).

3. Counting the Breath.

According to Dr. Weil (2019), practicing regular mindful breathing can help you feel calm and energized, and it may even help you manage stress-related health problems.

Breathing is something we can regulate and control, and it is an excellent tool for helping to clear the mind and achieve a state of relaxation.

These simple breathing techniques can help you relax and help you reduce stress.

1. The stimulating breath (Bellows breath)

The stimulating breath or bellows breath is a great way to boost your energy. This type of breathing practice is often done in yoga to help increase Prana, or life force energy.

The stimulating breath can help you increase your energy and help you be more alert. The bellows breath is a safe practice, but it could make you dizzy initially until your body gets used to the increased energy.

Strive for no more than 15 seconds or so on your first try, working up to a minute. Each time you practice this breath, you can increase your time little by little.

1. Sit up tall with your back straight and relax your shoulders.

2. Begin inhaling and exhaling rapidly through your nose. Keep your mouth closed but relaxed. The in and out breaths should be equal in duration, but as short and quick as possible. The bellows breath is a noisy breathing exercise.

3. Try for three complete breath cycles per second. As you breathe, you will notice a quick movement of the diaphragm, like a bellows.

This technique should leave you feeling invigorated and alert.

2. Relaxing breathing (4-7-8) exercise

The 4-7-8 breathing exercise is a straightforward technique, as well. It involves breathing in while counting to four, holding the breath to the count of seven, and exhaling to the count of eight.
This technique is a natural tranquilizer for the nervous system. However, you should not do more than four breaths at one time initially because it may leave you feeling lightheaded.

This is considered one cycle of breath. You may repeat this three or four more times.

The most important thing about this exercise is the 4-7-8 ratio. If you have trouble holding your breath for seven seconds, you can speed the practice up.

Once you learn this technique, you can use it to combat stress when you feel it coming on.

3. Counting the breath

Counting the breath is another good exercise.

1. Sit in a comfortable position with your back straight. Qclose your eyes and take a few deep breaths in and out breathe naturally.

2. Now, as you inhale, mentally count to one and slowly exhale.

3. Inhale again, counting to two, and slowly exhale.

4. Repeat this cycle as long as you feel like doing it, counting as you go.

Strive for a ten-minute breathing practice.

3 Exercises to Help with Anxiety and Stress

Researchers at John Hopkins University in Baltimore, MD, reviewed nearly 19,000 meditation studies. The research showed that mindfulness meditation could help ease psychological stresses like anxiety, depression, and even pain. (Goyal, 2014).

1. The Body Scan Meditation

The body scan meditation, or body awareness, is an exercise that allows you to tune out distractions while focusing on various areas of the body.

Body Scanning is a great technique that helps you become more aware of how you are feeling in any given moment.

Excess muscle tension exacerbates muscle pain, headaches, and fatigue, and scanning the body can help you prevent the build-up of pressure.

You can either do a quick body scan or a more extended scan. A quick scan can help you immediately release tension, and it only takes a few seconds.

1. Get into a comfortable position. You can sit or lie down.

2. Close your eyes for a deeper practice.

3. Starting with your feet and toes, tune into and pay attention to any sensations you feel, like pain or discomfort. You may also notice sensations like tingling, stinging, aching or throbbing.

4. Take a nice deep breath in through your nose, exhaling through the mouth, releasing the uncomfortable sensation. Allow that area of your body to release, loosen up, and soften.

5. Work your way up the body, paying attention to how you feel as you focus on the legs, the hips, the back, the stomach, the chest, the neck and shoulders, the arms and hands, and finally the face.

6. Move progressively up your body, focusing on each muscle group one at a time.

2. Diaphragmatic breathing

Diaphragmatic breathing or abdominal breathing is another good way to ease stress and anxiety. Breathing in this manner produces the relaxation response in the body, which allows the respiratory system to function correctly.

Breathing shallow can often contribute to feelings of anxiety, panic, or stress. Practicing abdominal breathing allows the mind and body to slow down and relax.

1. Lie on your back on a supportive surface. Bend your knees and support your head with a pillow. You may also place a pillow under your knees.

2. Place one hand on your chest and the other below your rib cage. Breathe in deeply through your nose so you can feel the hand on your stomach gently rising.

3. Allow the muscles of your stomach to tense and tighten as you exhale through your lips.

4. Practice this breathing technique for about 5-10 minutes 3-4 times a day if possible. This type of deep breathing is excellent for stress, and it helps calm and relaxes you.

Read more here about breathing exercises.

3. Progressive muscle relaxation

Progressive muscle relaxation is a simple exercise where you tense and release all the muscles in your body, working your way up from the feet and toes to the head.

The exercise is designed to help the body progressively relax, just like the name sounds. This technique can help decrease muscle tension, fatigue, neck and back pain, or even muscle spasms.

This technique also reduces the physiological tension caused by thoughts that tend to provoke anxiety.

In this exercise, you should strive to tense and then relax all of those large muscles in the body. This should be done systematically either working your way down from the head or up from the feet and toes.

Deep muscle relaxation helps reduce physiological tension as well.

2 Meditation Exercises for Better Sleep

Good sleep. Need we say more? A vital aspect of good health, try these meditation exercises prior to going to bed, to improve your sleep habits.

1. Visualization

Visualization is a beautiful way to calm and relax the body, and it can also help you sleep (Raypoole, 2020).

Anytime you use your imagination, you are in essence, daydreaming and visualizing.

Visualization for relaxation and sleep utilizes the imagination to create a mental location where the mind can be calm, and the body can be relaxed.

Visualization helps relax the mind and body, clearing away the clutter of the day. As you visualize, you can practice seeing things with all of your senses.

Visualization, also called Guided Imagery is a wonderful way to take a mini-vacation in your mind.

1. Start by closing your eyes and imagining in your mind a peaceful and relaxing place like a beach or a park.

2. Allow your imagination to feel and see everything, using all of your senses. Feel the warm sun, hear the ocean, or watch the birds.

3. If stressful thoughts enter your mind, acknowledge them, and dismiss them.

2. The blackboard technique

Counting is another good way to help you fall asleep. The blackboard technique involves writing numbers down on a chalkboard and then erasing them in your mind.

You can also imagine a black curtain and watch the numbers appear and disappear. The act of having to keep track of numbers makes you sleepy because you will get bored trying to do so.

You may be surprised at how quickly you lose track of the numbers and drift off to sleep.

Running Groups and Workshops

According to Tara Brach, Ph.D., psychologist, author, and teacher of meditation, a mindfulness meditation group is a wonderful way to connect with others and deepen your meditation practice (Brach, n.d.).

There are no rules and groups come in many shapes and sizes. Hosting a group is a great way to hold yourself accountable and provide a support system and a space to connect with others.

Getting together with like-minded people can help you strengthen your meditation practice.

Meditation groups typically start with a handful of interested friends meeting somewhere to practice.

As the group grows, you might end up meeting in a larger space like a hall or a church. You can even have online groups for those who have limited access or for those who can't leave their home.

A group can be two people or ten people. Some people enjoy a small group, while others may be more comfortable in a larger setting.

You can start with a simple meditation like a deep breathing practice and work your way up to more complex meditations, like guided imagery.

Groups also offer a wonderful way to share experiences. For example, you can practice going around the room and talking about each person's experience in terms of their meditation practice and what they enjoy or what they may be struggling with.

This kind of mindful sharing is a great opportunity to learn from others.

If you're hosting a workshop, you will probably want to create some formal outline of topics to cover in the event.

If you feel uncomfortable hosting an event on your own, consider getting a co-host to help you prepare and run the event.

Meditation to Improve Concentration

Focused Meditation is a good way to improve your concentration and focus.

Focused meditation is a technique where you choose to focus on something like an object with solitary intent. You would focus on this object to the exclusion of all other things (Bertone, 2020).

For example, you can focus on a flower, a small stone, or anything you find lying around like a candle or a decorative object. You can also focus on the object with your eyes open, and then close your eyes and try and imagine the object in every little detail.

In this exercise, you would practice focusing with attention without trying too hard. By choosing to focus on one thing only, like a small object, you begin to quiet your busy mind and feel that sense of peace in the spaces between the thoughts.

The focused meditation technique is a very calming and centering practice because it anchors you in the present moment, freeing you from judgments about the past or worrying about the future.

1. Find an object to focus on. If you would like to hold an object to start with, you may do that now.

2. Begin by closing your eyes and focusing your attention on your breath, breathing slowly and deeply.

3. Now begin to focus on your object. If you are holding something, open your eyes for a brief moment and study the object, looking at all those little details. Gently close your eyes once again.

4. If you are picturing an object, start thinking about the item and focus your attention on what you recall about the object. If you are inside, you can also focus in on whatever is nearby like a lamp, a candle, or a small object.

5. Imagine this object in every little detail. If you are outside, focus on something in your immediate environment.

6. As you close your eyes, try and recall every little detail of this object in your mind's eye, and see how powerful your perceptions are. Recall all of the tiny little details down to each crease and each small little bump. Focus all of your attention on this process and see what you recall.

The more you practice this type of focused meditation, the easier it will be to recall all of those little details, helping you sharpen your focus.

2 Easy Meditation Exercises for Beginners

Everyone is a beginner at one point. If you are only starting meditating, don't feel that you have to catch up with everyone else. Instead, make use of the following beginner meditation exercises and set your own pace.

1. Walking meditation

Nothing is simpler than a walking meditation. A walking meditation is a great choice for those who like the outdoors or for those who have trouble sitting still and clearing their mind.

In walking meditation, you walk silently and contemplatively. Walking is very calming for the mind, body, and spirit (Hanh, 2011). If you find yourself stressed, one of the best things you can do is to get outside and move and take a break. Taking a short walk, or even a long walk is simple to do, and it can help ease away stress and anxiety.

For those who have trouble sitting still, a walking meditation is a wonderful option. Incorporating a simple walking meditation into your day is a wonderful way to ease away the tension of the day. The goal of walking meditation is to become mindful of the present moment (Hanh, 2011). You can do a walking meditation anywhere, but an ideal place is a park or somewhere that has greenery or foliage.

This Walking Meditation is based on the guided walking meditation from Jon Kabat-Zinn, a mindfulness expert.

A walking meditation involves very deliberate thinking and doing a series of actions that you usually do automatically.

As you walk, try to focus your attention on one or more sensations that you would typically take for granted, such as your breathing, the way your legs move or how the air feels against your skin.

If your mind wanders, continue focusing on something specific in your environment.

Our Toolkit also includes a downloadable PDF and MP3 Mindful Walking tool, which you can access with a subscription to the 400+ tools included in the Positive Psychology Toolkit©.

2. Gratitude meditation

A Gratitude Meditation is a practice where you reflect on all the gifts in your life. It's a simple practice with significant results.

This meditation offered by Dr. Kathi Kemper at the Ohio State University's Center for Integrative Health and Wellness is a great place to start.

The practice of focusing on things you feel grateful for can help you shift your focus away from the negative and onto the positive.

As you experience positive emotions like gratitude, loving-kindness, and compassion, your awareness broadens, and your creativity and problem-solving capacities expand.

A short version of this meditation could be done by closing your eyes, taking a deep breath and mentally listing 5-7 things you feel grateful for like a warm home, a soft blanket, a loving spouse, a caring friend or even a good job or financial security.

Working With Seniors and Adults

Many, if not all, of the techniques described in this article can be used by people of all ages, including children and seniors.

One simple practice that can be done with seniors would be the Mindful Listening Practice.

Mindful listening involves closing your eyes and taking the time to be still and to listen to what is going on around you. The stream of sounds that occur in our environment can even be compared to the flow of thoughts in our mind.

This kind of simple practice can help improve communication skills and help the listener to be more present throughout the day.

3 Classroom Meditation Activities for Students

Below you will find a few mindfulness meditation activities that can be easily taught to students.

1. Stillness challenge

Using a timer and calming music is a great way to teach children the basic premise behind meditation and mindfulness.

Students are asked to sit still and listen to the soothing music without moving. You can also dim the lights and perhaps set a timer for 3-5 minutes.

Ask students to find a cozy spot and to sit comfortably and tell them that together you are going to start a new stillness challenge.

The object of the challenge is to sit with your eyes closed without moving or fidgeting as much as possible.

Once the timer goes off, they can then open their eyes and stretch. You can also start with 1 minute and work up to more extended time frames.

2. Breathing buddy meditation

The breathing buddy meditation involves holding a stuffed animal. Students begin by choosing a stuffed animal like a teddy bear and then lying down and closing their eyes.

Next, you set a timer for 3-5 minutes and ask the students to place the stuffed animal on their belly as they rest.

If the object falls off, they can put it back and keep breathing. The objective is to keep the focus on the breath and to balance the object for as long as they can do so.

3. Sound focus meditation

The sound focus meditation involves listening to some bell or tone, like a Tibetan singing bowl.

Students are asked to sit comfortably with their eyes closed. As students listen to the bell or the tone, they are asked to breathe quietly and listen intently, especially as the sound fades away.

This exercise is a good way to help students learn to focus and concentrate.

2 Quick and Fun Meditation Activities

Quick techniques you can apply during the day.

Exercise One - One Minute of Mindfulness

One quick and fun mindfulness meditation you can do is the One Minute of Mindfulness exercise.

This exercise can also be done throughout the day. Set a timer for 60 seconds and use the minute to focus solely on your breathing. Notice how your breath sounds as you breathe in and out and notice how your body feels. If your mind starts wandering, bring your attention back to your breathing.

This may seem like a simple exercise, but it can be a very powerful one. You can do this exercise with your eyes opened or closed.

Exercise Two - Conscious Observation

This is another quick technique that can help you clear your mind. Pick up an object you have lying around. Any object will do. Hold the object in your hands and allow your attention to be fully absorbed by the object. If you are holding a coffee mug, notice how it feels in your hands. Don't over-analyze it either, allow yourself to be present in the moment.

This type of conscious observation is a powerful form of meditation.

2 Mindfulness Meditation Exercises

There are many mindfulness exercises you can practice. A simple breathing exercise is a good place to start.

Two-minute breathing exercise

Begin by getting into a comfortable position. Set a timer for 2 minutes. Close your eyes so you won't be distracted. Relax and see if you notice any areas that seem tight or stiff. If you do, try breathing in and softening those areas.

Check-in with your body and notice how your back feels against the chair or how your feet feel touching the floor. Notice the gentle pull of gravity.

Breathe in through your nose and exhale through your mouth. Notice how the breath effortlessly flows. Notice your belly rising and falling.

Pay attention to how this quick meditation makes you feel as you open your eyes.

Gratitude meditation

Taking a moment to stop and practice gratitude is very powerful. A study done in 2015 showed that mindfulness-based gratitude practices were associated with improvements in happiness, resulting in less stress (O'Leary & Dockray, 2015).

Close your eyes and reflect on something small that you notice at the moment. This might be something like the sight of a tree outside or a feeling of warmth.

Next, reflect on someone who has had an impact on your life. This might be someone you know personally or someone you don't know.

Express some gratitude for all those things you are grateful for, like a hot cup of coffee in the morning or a good friend.

And don't forget to express some gratitude for your healthy body and for having the presence of mind to be here in this moment.

Take as much time as you need to meditate and reflect.

Transcendental Meditation Exercises

Transcendental Meditation (TM) is a meditation technique that is designed to help you increase your awareness, and it can also help you avoid thoughts that may be distracting.

The technique is from the ancient Vedic traditions of India.

TM uses the idea of repeating a mantra, which is given to the person by the TM instructor. The technique involves closing your eyes and getting into a comfortable position and repeating your word or phrase.

Doing so can help you sharpen your focus and transcend the normal ordinary process of thinking.

Stoic Meditation Exercises

Stoic meditation is based on Stoicism, a philosophy based on restraint, compassion, and humility.

The Negative Visualization exercise can help you increase your level of happiness as you focus on how you would feel if you lost certain things from your life (Irvine, 2008).

This exercise, while it sounds negative, can help you gain a new level of appreciation for the things you have. Try closing your eyes and imagining how you would feel if you didn't have a roof over your head or if you lived in a third world country.

Imagine losing a loved one, an arm, or losing your social status or your job. This exercise is an excellent way to practice gratitude because it allows you to see how blessed you truly are in any given moment.

3 Visualization Meditation Exercises

Visualization is nothing more than forming pictures in your mind.

Visualization also involves using your imagination, much as you did as a child.

With visualization meditation, close your eyes and imagine yourself somewhere that makes you happy.

Exercise Number 1 - The Beach

Begin by closing your eyes and taking some long, slow deep breaths. Take at least 3-4 breaths. Now imagine yourself walking on the beach. Try and use all of your senses and see, feel, and hear things. Feel the sun on your skin, and listen for the sound of the waves. Imagine the brilliant blue water and how nice and white the sand is.

As you walk, you might even pick up some small shells or enjoy the feel of the ocean water on your feet. Taste the saltwater on your tongue and enjoy the experience. Stay here as long as you like, and immerse yourself in the experience.

Exercise Number 2 - The Blank Screen

The blank screen helps you empty your mind. Imagine you are staring at a white wall or blank screen. Whenever you notice a random thought, see yourself erasing the thought out of your mind.

When you allow your mind to go blank, you offer no resistance, so your vibration rises naturally. You can then work on any goal you like.

Exercise Number 3 - Forest Trail

This is a great exercise to do for stress relief. Imagine yourself walking on a trail in the forest. Hear the sticks and twigs crackling under your feet as you walk and smell the mustiness of the environment.

As you walk, notice how good you feel. Feel the sun on your skin and smell the flowers and plants. You could even stop and sit on a log and see what else you notice. Take as much time as you need to rest and relax. For a bonus, see if you can picture yourself sitting in front of a beautiful, serene lake.

The more you visualize, the easier it gets. Try some visualization work the next time you have an important goal to work on, and you might be surprised at how well it works!

3 Useful Meditation Worksheets (PDF)

There are some wonderful meditation worksheets that can act as a guide to help you throughout your day. A few of these include:

Meditation Worksheet #1 - How to Quiet Your Mind in the Midst of Chaos

Notice your state of being by focusing on your breath. What can your breath tell you about how you are feeling? For example, you might be feeling calm, grounded, energized or even agitated. Write down how you are feeling as you focus on your breath.

List some things you feel grateful for in this moment. You can be grateful for many things including your health, friendships, financial security, relationships, abundance, etc. What do you feel grateful for?

The next step involves setting an intention for the day. This might include setting the intention to be present, to feel grounded or to remain calm during a challenging situation. List an intention or intentions for the day.
Step One: Focus on the Breath
Ask yourself what you are holding onto that no longer serves you? List some worries or some things you can let go off. For example, you can let go of the need to be liked, the need to be perfect or let go of the constant tendency to worry. What can you let go of?
Step Two: Develop a Sense of Gratitude
This worksheet is similar to the meditation worksheet you can download at Quartner & Associates.

Meditation Worksheet #2 - STOP Technique
Step Three: Set an Intention
The STOP technique was developed by Elisha Goldstein. It is designed to help you manage your worried mind by helping you create some mental space.

As you tune into the present moment you can help mitigate the negative effects of the stress response. When you drop into the present moment, you are more likely to gain perspective and see that you have the power to regulate your response to pressure.
Step Four: Let Go
This technique is wonderful to practice anytime you feel anxious or worried.

Stop what you're doing and put things down for a moment.

Take 2-3 nice deep breaths. Strive to breathe all the way down into the lower belly.

Observe how you are feeling. Note what thoughts, feelings or emotions are running through your mind. Realize that thoughts are not permanent - they come and they go.

Research shows that the simple act of naming your emotions can turn the volume down on the fear circuits in the brain resulting in a feeling of calm. Notice your body and how you are standing or sitting. Notice your posture or if you have any aches and pains.

Proceed with something that can support you in the moment. Call a friend, take a walk, have a cup of coffee or tea.

Try this the next time you feel anxious. Notice how stopping and tuning into how you are feeling can change your perspective. What would it be like in the days, weeks, and months ahead if you started stopping more often?

This worksheet is similar to the exercise found on mindful.

Meditation Worksheet #3 - Letting Go of Your Story

The stories that we continually tell ourselves about our lives can be very limiting and inaccurate.

Learning how to identify your story can set you free. It can also help you create a new story.

As you go through this exercise, reflect upon the story or stories you believe about your life. Question their validity, and practice letting them go.

Find a quiet place and a time where you won't be disturbed and somewhere you have time to reflect.

Start by asking yourself what stories you believe about yourself and how they might be holding you back from being happy, successful, etc.

Ask yourself what you truly want.

Think about how you introduce yourself to people or what you tell people.

Once you have identified your story (or one of them), notice how your body feels when you believe this story.

Pay attention to what thoughts arise when you believe this story.

Next, ask yourself who created this story and if it is even accurate.

Begin to imagine what it would feel like if you didn't actually believe this story, and see how it feels to let go of it, for even a moment.

Observe how you feel as you let this story go.

Ask yourself what you would do differently if you didn't believe this story.

As you go throughout the day, ask yourself what story you are holding onto that might still be holding you back.

And remember to be patient when letting go of your story. Practice self-compassion. You don't have to let your entire story go all at once.

This worksheet is similar to the worksheet available at Mindfulness Exercises.

3 Guided Meditation Exercises on YouTube

There are hundreds if not thousands of guided meditations available for free on YouTube.

Michael Sealey's Guided Meditation for Detachment from Over-Thinking is a great place to start because it can help you release anxiety and stress. This meditation encourages a calm awareness of the breath and a detachment from everyday thoughts.
Creating a New Story
Jason Stephenson's Guided Meditation for Anxiety and Stress is another good choice. This is a beginner meditation using visualization and guided imagery.

The Breathing Meditation from the UCLA Mindful Awareness Research Center gently guides you through a simple breathing practice to help you focus your awareness.

A Take-Home Message

As you can see, there are hundreds of tools and methods to start a simple meditation practice. Meditation doesn't have to be complicated, and it can be as simple as doing some deep breathing or taking a mindful walk.

The best place to start is to make that commitment to take some time out of your day to center your thoughts and focus your awareness.

The more you practice these simple techniques, the better you will feel about your meditation practice.

We hope you enjoyed reading this article. Don't forget to download our three Mindfulness Exercises for free.

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30 Meditation Exercises and Activities to Practice Today

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We look at meditation exercises and activities that can boost the brain, help reduce blood pressure, fight anxiety, and help manage pain.

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REVELATIONS IN EDUCATION | Lori Desautels, Ph.D

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FREE RESOURCE: Co-Regulation Practices from the Field | REVELATIONS IN EDUCATION

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We humans are a social species. We live in groups. We take care of one another. We build civilizations.

Our ability to cooperate has been a major adaptive advantage. It has allowed us to colonize virtually every habitat on Earth and thrive in more climates than any other animal, except maybe bacteria.

Part of being a social species, it turns out, is that we regulate one another's body budgets - the ways in which our brains manage the bodily resources we use every day. For your whole life, outside of your awareness, you make deposits into other people's body budgets, as well as withdrawals, and others do the same for you. This has pros and cons, as well as profound implications for how we live our lives.

Your family, friends and even strangers contribute to the structure and function of your brain and help it keep your body humming along.

How do the people around you influence your body budget and rewire your adult brain? Your brain changes its wiring after new experiences, a process called plasticity. Microscopic parts of your neurons change gradually every day. Branch-like dendrites become bushier, and their associated neural connections become more efficient. Little by little, your brain becomes tuned and pruned as you interact with others.

Some brains are more attentive to the people around them and others less so, but everybody has somebody. Ultimately, your family, friends, neighbors and even strangers contribute to your brain's structure and function and help your brain keep your body humming along.

This co-regulation has measurable effects. When you're with someone you care about, your breathing can synchronize, as can the beating of your hearts - whether you're in casual conversation or a heated argument. This sort of physical connection happens between infants and caregivers, therapists and clients, even people taking a yoga class or singing in a choir together.

If you raise your voice or just your eyebrow, you can affect what goes on inside other people's bodies.

We also adjust each other's body budgets by our actions. If you raise your voice or just your eyebrow, you can affect what goes on inside other people's bodies, such as their heart rate or the chemicals carried in their bloodstream. If a loved one is in pain, you can lessen their suffering merely by holding their hand.

Being a social species has all sorts of advantages for us humans, including the fact that we live longer if we have close, supportive relationships with others. Studies show that if you and your partner feel that your relationship is intimate and caring, that you're responsive to each other's needs and that life seems enjoyable when you're together, both of you are less likely to get sick.

And if you're already sick with a serious illness, such as cancer or heart disease, you're more likely to get better. These studies were conducted on married couples, but the results appear to hold for close friendships and for pet owners too.

We also get sick and die earlier when we persistently feel lonely - possibly years earlier, based on the data.

In general, being a social species is good for us, but there are also disadvantages. We also get sick and die earlier when we persistently feel lonely - possibly years earlier, based on the data. Without others helping regulate our body budgets, we bear an extra burden inside.

Have you ever lost someone through a breakup or a death and felt like you'd lost a part of yourself? That's because you did - you lost a source of keeping your bodily systems in balance.

A surprising disadvantage of shared body budgeting is its impact on empathy. When you have empathy for other people, your brain predicts what they will think and feel and do. The more familiar the other people are to you, the more efficiently your brain predicts their inner struggles. The whole process feels natural, as if you were reading another person's mind.

But there's a catch - when people are less familiar to you, it can be harder to empathize. You might have to learn more about the person, an extra effort that translates into more withdrawals from your body budget, which can feel unpleasant. This may be one reason why people sometimes fail to empathize with those who look different or believe different things and why it can feel uncomfortable to try. It's metabolically costly for our brains to deal with things that are hard to predict.

A hateful word may cause your brain to flood your bloodstream with hormones, squandering resources from your body budget.

No wonder people create so-called echo chambers, surrounding themselves with news and views that reinforce what they already believe - it reduces the metabolic cost and unpleasantness of learning something new. Unfortunately, it also reduces the odds of learning something that could change a person's mind.

We also regulate each other with words - a kind word may calm you, like when a friend gives you a compliment at the end of a hard day. And a hateful word may cause your brain to predict threat and flood your bloodstream with hormones, squandering precious resources from your body budget.

The power of words over your biology can span great distances. I can text the words "I love you" from the US to my close friend in Belgium, and even though she cannot hear my voice or see my face, I will change her heart rate, her breathing and her metabolism.

Or, someone could text something ambiguous to you like "Is your door locked?" and odds are that it would affect your nervous system in an unpleasant way.

Your nervous system can be perturbed not only across distances, but also across centuries. If you've ever taken comfort from ancient texts such as the Bible or the Koran, you've received body-budgeting assistance from people long gone.

Books, videos and podcasts can warm you or give you the chills. These effects might not last long, but research shows that we all can tweak one another's nervous systems with mere words in very physical ways that go beyond what you might suspect.

The power of words is not a metaphor; it's in our brain wiring.

Why do the words you encounter have such wide-ranging effects inside you? Because many brain regions that process language also control the insides of your body, including major organs and systems that manage your body budget.

These brain regions are contained in what scientists call the "language network" and guide your heart rate up and down. They adjust the glucose entering your bloodstream to fuel your cells. They change the flow of chemicals that support your immune system.

The power of words is not a metaphor; it's in our brain wiring. We see similar wiring in other animals; for example, neurons that are important for birdsong also control the organs of a bird's body.

Words, then, are tools for regulating human bodies. Other people's words have a direct effect on your brain activity and your bodily systems, and your words have that same effect on other people. Whether you intend that effect is irrelevant. It's how we're wired.

Does this mean that words can be harmful to your health? In small doses, not really. When someone says things you don't like, insults you or even threatens your physical safety, you might feel awful.

Over time, anything that contributes to chronic stress can gradually eat away at your brain - this includes verbal aggression, social rejection and neglect.

Your body budget is taxed in that moment, but there's no physical damage to your brain or body. Your heart might race, your blood pressure might change, you might ooze sweat, but then your body recovers and your brain might be a bit stronger afterward.

Evolution gifted you with a nervous system that can cope with temporary metabolic changes and even benefit from them. Occasional stress can be like exercise - brief withdrawals from your body budget followed by deposits create a stronger, better you.

But if you are stressed over and over and over again without much opportunity to recover, the effects can be far more grave. If you constantly struggle in a simmering sea of stress and your body budget accrues an ever-deepening deficit, that's called chronic stress. It does more than just make you miserable in the moment.

Over time, anything that contributes to chronic stress can gradually eat away at your brain and cause illness in your body. This includes physical abuse, verbal aggression, social rejection, neglect and the countless other creative ways that we social animals torment one another.

It's important to understand that the human brain doesn't seem to distinguish between sources of chronic stress. If your body budget is already depleted by the circumstances of life - like physical illness, financial hardship, hormone surges, not sleeping or exercising enough - your brain becomes more vulnerable to stress of all kinds. This includes the biological effects of words designed to threaten, bully or torment you or people you care about.

When your body budget is continually burdened, momentary stressors pile up, even the kind you'd normally bounce back from. It's like children jumping on a bed - the bed might withstand 10 kids bouncing but the 11th one snaps the bed frame.

Simply put, a long period of chronic stress can harm a human brain. When you're on the receiving end of sustained verbal aggression, studies show you're more likely to get sick. Scientists don't understand all the underlying mechanisms yet, but we know it happens.

These studies of verbal aggression tested average people across the political spectrum, left, right and center. If people insult you, their words won't hurt your brain the first or second time or maybe even the twentieth.

We are free to speak and act, but we are not free from the consequences of what we say and do.

But if you're exposed to verbal aggression continually for months or if you live in an environment that relentlessly taxes your body budget, words can physically injure your brain. Not because you're weak or a so-called snowflake, but because you're a human.

Your nervous system is bound up with the behavior of other humans, for better or for worse. You can argue what the data means or if it's important, but it is what it is.

It's the fundamental dilemma of the human condition: The best thing for your nervous system is another human and the worst thing for your nervous system is another human. Scientists are often asked to make our research useful to everyday life, and these findings about words, chronic stress and disease are a perfect example. There is a real biological benefit when people treat one another with basic human dignity.

A realistic approach to our dilemma is to realize that freedom always comes with responsibility. We are free to speak and act, but we are not free from the consequences of what we say and do. We might not care about those consequences or we might not agree that those consequences are justified, but they nonetheless have costs that we all pay.

We pay the costs of increased health care for illnesses - like diabetes, cancer, depression, heart disease and Alzheimer's disease - that are worsened by chronic stress. We pay the costs of ineffective government when politicians spew vitriol at one another and make personal attacks instead of having reasoned debate. We pay the costs of a citizenry that struggles to discuss politically charged topics with one another productively, a standoff that weakens our democracy.

As our society makes decisions about health care, the law, public policy and education, we can ignore our socially dependent nervous systems, or we can take them seriously. Our biology won't just go away.
Excerpted from the new book Watch her TED@IBM Talk here: 7 1/2 Lessons about the Brain by Lisa Feldman Barrett. Copyright © 2020 by Lisa Feldman Barrett. Used with permission from Houghton Mifflin Harcourt Publishing Company. All rights reserved.

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People's words and actions can actually shape your brain - a neuroscientist explains how

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It's ironic but true: The best thing for your nervous system is another human and the worst thing for your nervous system is another human. Neuroscientist Lisa Feldman Barrett tells us why.

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Thoughts from an Active Neuroscience Classroom

Stephanie L. Simon-Dack

10

Section 1: Neuroanatomy

13

1. Using Active Learning to Teach Neuroanatomy: The Jigsaw Classroom

Amanda M. Maynard & Sarah M. Uzelac

13

2. Hypothesis Testing Using a Video of Language Neuroimaging

3. Get Out of My Face! Amygdala Activation During Personal Space Violation

4. The Brain Game and Neuroanatomy Notes

5. The Quad Is A Neuron: An Outdoor Demonstration of PSP Properties

6. Night Club and Bouncer Analogy for Teaching About Ionic Movements

7. Addressing A Misconception: A Model To Teach Synaptic Transmission

Section 3: Reproductive Behavior and Neuroendocrinology

55

8. Cases at the Sexuality Clinic: Advising New Parents

9. The Testosterone Show

Section 4: Nervous System Phenomena

68

10. Freezer Neglect

11. Change Blindness

12. Demonstrating Susceptibility to the Placebo Effect

Section 5: Skill Development

87

13. The Five-Minute Factoid: An Oral Presentation Activity

14. Collaborative Journal Article Review

15. Experiential Learning in the Experimental Method: Examining Hick's Law

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Cover image used under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) license.

Suggested Reference Format

We suggest that the overall text be referenced in this fashion:

Birkett, M. (2015). Teaching Neuroscience: Practical activities for an engaged classroom. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/teachingneuroscience

Individual chapters may be referenced in this fashion:

Walsh, L. (2015). The brain game and neuroanatomy notes. In M. Birkett (Ed.). Teaching Neuroscience: Practical activities for an engaged classroom. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/teachingneuroscience

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Teaching Neuroscience: Practical Activities for an Engaged Classroom

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Thoughts from an Active Neuroscience Classroom Stephanie L. Simon-Dack 10 Section 1: Neuroanatomy 13 1. Using Active Learning to Teach Neuroanatomy: The Jigsaw Classroom Amanda M. Maynard & Sarah M. Uzelac 13 2. Hypothesis Testing Using a Video of Language Neuroimaging 3. Get Out of My Face!

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Learn the importance of Restorative Practices.

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Learn about a child's developing brain in their earliest years of development.

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How Every Child Can Thrive by Five | Molly Wright | TED

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Resources for Teachers - Child Mind Institute

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Resources to help teachers support kids with mental health and learning disorders and manage classroom behavior to improve learning for everyone.

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TFA COVID-19 Education Resource Hub

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For Self-Work, Insight, or to Ground and Unwind

Onward and Onwardthebook.com

Onward:: Cultivating Emotional Resilience in Educators

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Care for your Coronavirus Anxiety

Grieving the Losses of Coronavirus

Maybe You Should Talk to Someone, New York Times

That Discomfort You're Feeling is Grief

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Meditations with Lizzo

Songs of Comfort

Isle of Calm

For Teaching in the Time of Coronavirus

Self-Care for Educators and Students

The Child Mind Institute

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Mindfulness Activities for the Classroom

Phrases to Calm an Anxious Child

Emotional Development Videos

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Note: This resource list includes articles, organizations, apps, and program artifacts to support staff, teachers, and student wellness. Users are responsible for researching resources and professionals to find the best supports to meet their needs. Teach For America does not endorse these services in any way.

Find guidance on how to support students and communities on TFA's COVID-19 Education Resource Hub.

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Mental Health Resources for Educators | Teach For America

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Explore mental health and wellness in the time of COVID-19 with health and wellness resources for teachers.

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If you’re feeling tired and disengaged, there’s a good chance it’s related to trauma, secondary traumatic stress, and/or “battle fatigue.”

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When we teach mindfulness to kids, we equip them with tools to build self-esteem, manage stress, and skillfully approach challenges. Explore our guide on how to introduce mindfulness and meditation to your children—at any age.

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Bringing you scientifically proven tips and ideas to live a happier and more meaningful life through interviews with positive psychology and well-being thought leaders. The Live Happy Now podcast brings you best-selling authors and happiness gurus that share their knowledge on topics such as wellness, gratitude, well-being and mindfulness. Interviews are conducted with people like Shawn Achor, Michelle Gielan, Dr. Christine Carter, Margaret Greenberg, Dr. Drew Ramsey, Gretchen Rubin, Barbara Fredrickson, Tal Ben-Shahar, Deepak Chopra, Sonja Lyubomirsky, Stacy Kaiser, Darin McMahon, Michelle McQuaid, Fred Luskin, Shani Robins, Kristin Neff, Dr. Rick Hanson, and many more.

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Live Happy Now brings you best-selling authors and happiness gurus that share their knowledge on topics such as wellness, gratitude, well-being and mindfulness.

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The Real Holiday Letter

Dear Friends and Family,2020 has definitely been an eventful year for the Ward family (and every other person on the planet as well).Here are some of our illustrious highlights:All that we had to say good-bye to this year: our loyal mini-van, two chickens, a washing machine, a stove, a freezer,...

Serena Ward
December 29, 2020 - 2 min read

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Parenting is hard. When you have a child who doesn't fit neatly into a box, it can be even more challenging. With the Mental Health Mamas, there's No Need to Explain. We get it.

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Talks to help you manage stress | TED Talks

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Sometimes life can feel like a bit of a mess, but these talks are here to help you de-stress.

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We are forging a new, province-wide culture of care through the development of a network of centres and e-health services.

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Body Image, Disordered Eating & Eating Disorders

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Explore the relationship between body image and eating concerns and the connection with eating behaviours and self-perception of ones body.

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We are forging a new, province-wide culture of care through the development of a network of centres and e-health services.

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Self-care: (noun) the practice of taking action to preserve or improve one's own health. The practice of taking an active role in protecting one's own well-being and happiness, in particular during periods of stress. Self-care is what people do for themselves to establish and maintain health, and to prevent and deal with illness. It is a broad concept encompassing hygiene (general and personal), nutrition (type and quality of food eaten), lifestyle (sporting activities, leisure etc), environmental factors (living conditions, social habits, etc.) socio-economic factors (income level, cultural beliefs, etc.) and self-medication.

Like our emotions, it's also normal for our energy levels to shift from day-to-day. During difficult times, we are encouraged to engage in self-care, whether that be going for a walk, having a hot shower, eating our favorite foods, journaling, or making a hot beverage. Sometimes, engaging in self-care might feel like it's just too hard. An adjustable self-care toolkit can allow us to be kinder to ourselves and give us the compassion we need on those hard days.

What is an adjustable self-care toolkit?

An adjustable self-care toolkit involves someone adding things that make them feel good, help them feel grounded, and take better care of themselves during challenging times. Having a self-care toolkit that can be adjusted to how people feel on a given day, can be a game changer for maintaining their daily wellness and sense of accomplishment/productivity.

We wanted to share a couple examples of adjustable self-care toolkit templates, created by Foundry Virtual BC Youth Peer Support Worker, Cassandra, and one of her clients. Both Cassandra and her client live with invisible disabilities - disabilities that often are not seen by others- that require them to be aware of their energy levels, and mindful of the pace at which they move through their day.

If you've struggled to maintain a self-care routine when your physical, mental, or emotional energy is lower than usual, we recommend starting with reflecting on what self-care is for you and how it should make you feel good, instead of comparing to what self-care looks like for other people. This can make it feel less overwhelming. You might even feel like you can do more once you've passed the hurdle of starting!

How to create a basic self-care toolkit.

1) Identify your self-care needs . What activities or practices help you feel calm, relaxed, grounded, or energized? Make a list of the activities that feel most true to you for your needs and lifestyle, not what you see others doing. These could include things like:

2) Make your toolkit adjustable . Consider adding things to your list that can be customized to meet your changing and evolving emotional needs and energy levels. For example, if good hygiene is a part of what keeps you feeling positive, what is a way you can maintain good hygiene on days when you have less capacity? This part is unique for everyone.

For Cassandra, chronic fatigue and pain can get in the way of being able to stand in the shower for more than 5 minutes, so on days when she has less energy, she modifies her full shower routine to having a bath. This way, she is still able to bathe herself but can save energy by sitting down. If baths feel like too much, using a wet and soapy washcloth can also be a way to maintain good hygiene. It may not bring the same calming and deep cleaning effects that a shower might, but at least you'll have a way to feel a bit better than you might if you skipped doing any hygiene all together! Adjustable self-care is all about different ways to do the things you want to do, in a way that respects your energy levels that day.

3) Consider what barriers tend to get in the way of your ability to complete your needs. When thinking about ways to make tasks more manageable, it can also be helpful to think about what feels easier or requires less energy. If keeping your space tidy helps to maintain your wellness, perhaps buying a storage bin to toss laundry into could help you feel organized on a low-energy day, in a similar way that doing a load of laundry, folding it, and packing it away on a high energy day can make you feel. This will allow you to keep your space feeling decluttered without needing to spend energy you don't have. Once you've rested and have more time/energy, you can do the full load of laundry.

There are a bunch of different ways to make a self-care kit. Here are a few examples Cassandra and her client have put together.

It's okay to take your time while you think about small adjustments for each self-care strategy in your toolkit. Remember to continue to check in with yourself and update your list as you navigate what works for you. Having these adjustments in place will allow you to still show yourself some care, boost endorphins (those feel-good hormones that can impact your mood), and give you the feeling of accomplishment without pushing your mind and body on days you have less capacity and potentially feeling burn-out.

Are you someone who could benefit from creating your own adjustable self-care toolkit and not sure how to begin? Connect with one of Foundry Virtual BC's youth peer support workers to have a conversation and help you get started. Download the app and schedule an appointment any day of the week or access our drop-in services.
Cassandra is a Youth Peer Support Worker with Foundry Virtual BC. With three years of peer support experience under her belt, Cassandra uses her lived experience with eating disorders, anxiety, depression, chronic illness and CPTSD to walk alongside and empower the youth she works with, wherever they are at in their mental health journey. Creating an adjustable self-care toolkit became essential when Cassandra was diagnosed with ADHD and Chronic Fatigue Syndrome, and the adjustments have been a huge part of allowing her to maintain her overall wellness.
Reference: Self-care definition: https://isfglobal.org/what-is-self-care/

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Creating Your Own Adjustable Self-Care Toolkit

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An adjustable self-care toolkit can allow us to be kinder to ourselves and give us the compassion we need on those hard days.