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Mental Wellness PLC Agenda and Slides: September 18, 2020

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Mental Wellness PLC Agenda and Slides: October 8, 2020

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November 12, 2020 Mental Wellness PLC Agenda and Slides: 

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Mental and Social Emotional HealthPhase 1-5 Resource Guide

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Mental and Social Emotional HealthPhase 1-5 Resource Guide

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Mental Health and SEL Safe Schools Resource Guide

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School Mental Health Screening Toolkit (3)

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MENTAL HEALTH SCREENING RECOMMENDATION JCISD WC VISUAL Draft 8.6.2020 (6) (1)

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Hudsonville Public Schools Mental Health Screener Resources

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Hudsonville Public Schools Mental Health Screener Resources

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Secondary Mental Health Screener

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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Hudsonville Public Schools Mental Health Screener Resources

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Hudsonville Public Schools Mental Health Screener Resources

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Elementary Daily Feeling Check-In

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Hudsonville Public Schools Mental Health Screener Intro Lessons and Professional Development

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Hudsonville Public Schools Mental Health Screener Intro Lessons and Professional Development

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Staff PD/Resources for Rapid Response SEL Strategies

Elementary SEL Intro Lesson
Elementary SEL Intro Lesson (Loom)

Secondary SEL Intro Lesson
Secondary SEL Intro Lesson (Loom)

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School Mental Health Quality Guide- Screening

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School Mental Health Quality Guide- Screening

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Teachers went through this powerpoint before adminstering the screener.

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Copy of OCSN - Elementary - Return to School after COVID - Classroom Lesson

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https://padlet.com/adershem/uwfmy4yvd2ysq75s

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Wisconsin Mental Health Needs Assessment

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Wisconsin Mental Health Needs Assessment

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Wisconsin Mental Health Needs Assessment (1)

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Community Resources Guide- Updated April 2023

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2019 Ottawa County Youth Assessment Survey

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Percentages are reported for past 30 day use. Percentages displayed for 2019 are color-coded to indicate trend direction. Green percentages indicate improving trend, and gray percentages indicate no change in trend.

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Community Schools INVEST IN A WHOLE-CHILD APPROACH TO EDUCATION. Meaningful teaching and learning embraces but goes beyond mastery of core academic subjects to include youth development principles; holding high expectations for children, youth, and adults; and developing their social-emotional, health, critical thinking, and problem solving skills.

The free mental health resources below address many issues educators, parents, and children are experiencing right now. Please take a moment to care for yourself and share these resources with others.
This page will be updated regularly.
How to Get Mental Health Support Now

In the event of a crisis, call 911 or call the nearest hospital:

Holland Hospital 616-392-5141

North Ottawa Community Hospital 616-847-5310

Spectrum Health Zeeland Community Hospital 616-772-4644

Mental Health Crisis Support:

Community Mental Health Crisis Hotline: 24-hour Emergency Assistance - 616.842.HELP (4357)

Local teletherapy Mental Health Providers - Organizations providing ongoing mental health supports by using telehealth and/or online services in Ottawa County

Mental Health Crisis - Warning Signs and Resource Guide for Ottawa County
Ottawa County Suicide Prevention Resources
Pine Rest Urgent Care (616) 455-5490 - Pine Rest Continues to Provide Access to Behavioral Healthcare in West Michigan

Suicide Prevention Hotline 1-800-273-8255

COVID-19 Mental Health Supports

COVID-19 Resource and Information Guide - A comprehensive mental health resource guide from the National Alliance on Mental Illness

Mental Health and Wellness Apps - Free or discounted apps that support mental health and wellness.
Resilience Domestic Violence Packet
Resilience Resources - Resources and information from Resilience Advocates for Ending Domestic Violence
Family Well-Being Guide
Staying Resilient During COVID-19 - Resources and tips to support resilience in the areas of self-compassion, locus of control, relationships, boundaries, expectations, gratitude and stress awareness.

Headspace - Collection of meditation, sleep, and movement exercises

How to talk to your kids about coronavirus - A helpful PBS resource focused on younger children

Identify Stress In All Of Us - Family Resource Sheets from the Michigan Model for Health Curriculum

Managing Strong Feelings - Family Resource Sheets from the Michigan Model for Health Curriculum

MI Parenting Resource - Free, online program meant to support caregivers across the state of Michigan in strengthening their parent-child relationships and gaining new tools for enhancing positive child behaviors.

Supporting Families During COVID-19 - How to support teens, kids, and yourself during coronavirus from Child Mind Institute

Tips for Supporting Student Wellness - Mental health resources for students during school closures from U of M Trails.

Student Mental Health Support

Social-Emotional Learning

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Community Schools INVEST IN A WHOLE-CHILD APPROACH TO EDUCATION. Meaningful teaching and learning embraces but goes beyond mastery of core academic subjects to include youth development principles; holding high expectations for children, youth, and adults; and developing their social-emotional, health, critical thinking, and problem solving skills.

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Family Loss Email to Classroom Families:

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Vocabulary to Use with Grieving Children

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Vocabulary to Use with Grieving Children

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Providing Support to Grieving Children and Teens

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Providing Support to Grieving Children and Teens

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helpful tips from Ele's Place

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Ottawa County Mental Health Crisis Brochure

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Ottawa County Mental Health Crisis Brochure

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April 15, 2021 Mental Wellness PLC Agenda and Slides: 

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The Ottawa County Suicide Prevention Coalition aims to decrease the number of suicides in Ottawa County by educating the community about suicide warning signs and prevention strategies, promoting existing suicide prevention resources, as well as identifying and addressing emerging issues regarding suicide and suicide prevention

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Suicide Prevention
The Ottawa County Suicide Prevention Coalition aims to decrease the number of suicides in Ottawa County by educating the community about suicide warning signs and prevention strategies, promoting existing suicide prevention resources, as well as identifying and addressing emerging issues regarding suicide and suicide prevention.
EMERGENCY DEPARTMENTS

In the event of a crisis call 911 or go to the nearest Emergency Department

Holland Hospital

602 Michigan Ave
616-392-5141

Spectrum Health - Zeeland

8333 Felch St
616-772-4644

Pine Rest Psychiatric Urgent Care

300 68th St SE, Bldg. E, Entrance E1
Grand Rapids, MI 49548
616-455-5490 (Adults ages 18+)

Forest View Assessment Center

1055 Medical Park Dr SE
Grand Rapids, MI 49546
800-949-8439

North Ottawa Community Hospital -Grand Haven

1309 Sheldon Rd
616-847-5310

Helen DeVos Children's Hospital

100 Michigan St NE
Grand Rapids, MI 49503
866-989-7999

CRISIS LINES

Contact to receive free anonymous and confidential mental health support

988 Suicide & Crisis Lifeline

24-hour nationwide hotline for mental health support during times of distress or a crisis.

Call or text 988
Chat 988lifeline.org

Community Mental Health of Ottawa County

24-Hour Crisis Intervention Helpline
866-512-4357

Crisis Text Line

Text "Home" to 741-741

Disaster Distress Helpline

800-985-5990 or text TalkWithUs to 66746
Español: 800-985-5990, Press "2"

The Trevor Project

Crisis Intervention for LGBTQ Youth
866-488-7386

Michigan Warmline

Early peer support intervention for non-crisis callers.
1-888-PEER-753
1-888-733-7753

National Suicide Prevention Lifeline

800-273-TALK (8255)
Español: 888-628-9454

Veteran's Crisis Line

800-273-TALK (8255)

BEHAVIORAL HEALTH SERVICES

211 - Community Access Line of the Lakeshore

MIHopePortal, for Northeast Michigan

Community Mental Health of Ottawa County Access Center

877-588-4357
TTY: Michigan Relay 711

Psychology Today

Visit Website
Filter by zip code, insurance, sliding scale

SAMSHA (Substance Abuse and Mental Health Services Administration)

800-662-HELP (4357)

OTHER HELPFUL RESOURCES

Domestic Violence Hotline

800-799-7233

Holland Drop In Center

Visit Website

Mental Health Foundation of West Michigan (be nice.)

Visit Website

Michigan Sexual Assault Hotline

855-VOICES4 (864-2374)

Momentum Center - Mental Health, Teen & Family Support Groups

616-414-9111

Mosaic Counseling offering QPR

616-842-9160

NAMI of Kent County

Visit Website
616-559-0045

Ottawa County Community Mental Health/Substance Use Disorder - Substance Use Treatment & Prevention

Visit Website

Out on the Lakeshore (LGBTQ)

616-994-8090

Self Injury Crisis Hotline

800-366-8288

Substance Abuse and Mental Health Services Hotline

800-662-HELP (4357)

Phone: (616) 396-5266
Español: (616) 393-5780
FAX: (616) 393-5643
Clinic FAX: (616) 393-5659

Monday - Friday:
8:00am - 5:00pm

Phone: (616) 396-5266
Fax: (616) 844-1778

Phone: (616) 396-5266
FAX: (616) 669-3039

Social Media Sites Policy

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Suicide Prevention - Ottawa County, Michigan

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The Ottawa County Suicide Prevention Coalition aims to decrease the number of suicides in Ottawa County by educating the community about suicide warning signs and prevention strategies, promoting existing suicide prevention resources, as well as identifying and addressing emerging issues regarding suicide and suicide prevention.

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Remote Learning Mental Health Guide for TEachers

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Remote Learning Mental Health Guide for TEachers

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Crisis Response Protocols and MTSS Response for Remote Learning

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Crisis Response Protocols and MTSS Response for Remote Learning

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with Ottawa County Specific Resources

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Crisis Response Protocols and Mental Health Interventions for Remote Learning

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Holland Public Schools Remote Learning Crisis Intervention Process

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Holland Public Schools Remote Learning Crisis Intervention Process

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Copy of Holland Crisis Intervention Flowchart

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shows the steps to take when a child is at risk

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NAMI Learning to Help Your Child and Family

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NAMI Learning to Help Your Child and Family

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Family Members and Caregivers | NAMI: National Alliance on Mental Illness

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Methods of how to handle being a parent of a teenager living with a mental health condition.

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Great information and messaging about suicide prevention

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The five action steps for communicating with someone who may be suicidal are supported by evidence in the field of suicide prevention.

Ask

How - Asking the question "Are you thinking about suicide?" communicates that you're open to speaking about suicide in a non-judgmental and supportive way. Asking in this direct, unbiased manner, can open the door for effective dialogue about their emotional pain and can allow everyone involved to see what next steps need to be taken. Other questions you can ask include, "How do you hurt?" and "How can I help?" Do not ever promise to keep their thoughts of suicide a secret.

The flip side of the "Ask" step is to "Listen." Make sure you take their answers seriously and not to ignore them, especially if they indicate they are experiencing thoughts of suicide. Listening to their reasons for being in such emotional pain, as well as listening for any potential reasons they want to continue to stay alive, are both incredibly important when they are telling you what's going on. Help them focus on their reasons for living and avoid trying to impose your reasons for them to stay alive.

Why - Studies show that if they are suicidal does not increase suicides or suicidal thoughts. In fact, studies suggest the opposite: findings suggest may in fact suicidal ideation.

Be There

How - This could mean being physically present for someone, speaking with them on the phone when you can, or any other way that shows support for the person at risk. An important aspect of this step is to make sure you follow through with the ways in which you say you'll be able to support the person - do not commit to anything you are not willing or able to accomplish. If you are unable to be physically present with someone with thoughts of suicide, talk with them to develop some ideas for others who might be able to help as well (again, only others who are willing, able, and appropriate to be there). Listening is again very important during this step - find out what and who they believe will be the most effective sources of help.

Why - Being there for someone with thoughts of suicide is life-saving. Increasing someone's to others and limiting their isolation (both in the short and long-term) has shown to be a protective factor against suicide. Thomas Joiner's Interpersonal-Psychological Theory of Suicide highlights connectedness as one of its main components - specifically, a low sense of belonging. When someone experiences this state, paired with perceived burdonsomeness (arguably tied to "connectedness" through isolating behaviors and lack of a sense of purpose) and acquired capability (a lowered fear of death and habituated experiences of violence), their risk can become severely elevated.

In the Three-Step Theory (or more commonly known as the Ideation-to-Action Framework), David Klonsky and Alexis May also theorize that "connectedness" is a key protective factor, not only against suicide as a whole, but in terms of the escalation of thoughts of suicide to action. Their research has also shown connectedness acts as a buffer against hopelessness and psychological pain.

By "being there," we have a chance to alleviate or eliminate some of these significant factors.

Help Keep Them Safe

How - First of all, it's good for everyone to be on the same page. After the "Ask" step, and you've determined suicide is indeed being talked about, it's important to find out a few things to establish immediate safety. Have they already done anything to try to kill themselves before talking with you? Does the person experiencing thoughts of suicide know how they would kill themselves? Do they have a specific, detailed plan? What's the timing for their plan? What sort of access do they have to their planned method?

Why - Knowing the answers to each of these questions can tell us a lot about the imminence and severity of danger the person is in. For instance, the more steps and pieces of a plan that are in place, the higher their severity of risk and their capability to enact their plan might be. Or if they have immediate access to a firearm and are very serious about attempting suicide, then extra steps (like calling for emergency help or driving them to an emergency department) might be necessary. The Lifeline can always act as a resource during these moments as well if you aren't entirely sure what to do next.

The notes that reducing a suicidal person's access to highly lethal means (or chosen method for a suicide attempt) is an important part of suicide prevention. A number of studies have indicated that when lethal means are made less available or less deadly, suicide rates by that method decline, and frequently suicide rates overall decline. Research also shows that "method substitution" or choosing an alternate method when the original method is restricted, frequently does not happen. The myth "If someone really wants to kill themselves, they'll find a way to do it" often does not hold true if appropriate safety measures are put into place. The Help Keep Them Safe step is really about showing support for someone during the times when they have thoughts of suicide by putting time and distance between the person and their chosen method, especially methods that have shown higher lethality (like firearms and medications).

Help Them Connect

How - Helping someone with thoughts of suicide connect with ongoing supports (like the 988 Lifeline) can help them establish a safety net for those moments they find themselves in a crisis. Additional components of a safety net might be connecting them with supports and resources in their communities. Explore some of these possible supports with them - are they currently seeing a mental health professional? Have they in the past? Is this an option for them currently? Are there other mental health resources in the community that can effectively help?

One way to start helping them find ways to connect is to work with them to develop a safety plan. This can include ways for them identify if they start to experience significant, severe thoughts of suicide along with what to do in those crisis moments. A safety plan can also include a list of individuals to contact when a crisis occurs.

Why - found that individuals that called the National Suicide Prevention Lifeline were significantly more likely to feel less depressed, less suicidal, less overwhelmed, and more hopeful by the end of calls handled by Applied Suicide Intervention Skills Training-trained counselors. These improvements were linked to ASIST-related counselor interventions, including listening without judgment, exploring reasons for living and creating a network of support.

Follow Up

How - After your initial contact with a person experiencing thoughts of suicide, and after you've connected them with the immediate support systems they need, make sure to follow-up with them to see how they're doing. Leave a message, send a text, or give them a call. The follow-up step is a great time to check in with them to see if there is more you are capable of helping with or if there are things you've said you would do and haven't yet had the chance to get done for the person.

Why - This type of contact can continue to increase their feelings of connectedness and share your ongoing support. There is evidence that even a simple form of reaching out, , can potentially reduce their risk for suicide.

Studies have shown a reduction in the number of deaths by suicide when with high risk populations after they were discharge from acute care services. Studies have also shown that brief, low cost intervention and may be an important part of suicide prevention. Please visit our page for more.
Share the #BeThe1To steps in your community. Find out how. For more information, press/media inquiries, or partnership opportunities, please contact Hannah Collins at hcollins@vibrant.org.

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How The 5 Steps Can Help Someone Who is Suicidal - #BeThe1To

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En Español The five action steps for communicating with someone who may be suicidal are supported by evidence in the field of suicide prevention. Ask How - Asking the question "Are you thinking about suicide?" communicates that you're open to speaking about suicide in a non-judgmental and supportive way.

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Conducting a Virtual Suicide Risk Assessment

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Conducting a Virtual Suicide Risk Assessment

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This checklist complements the guidance offered in Comprehensive School Suicide Prevention in a Time of Distance Learning, is
supported by the checklist titled Preparing for School Suicide Intervention in a Time of Distance Learning: A Prevention Checklist
and is designed to stimulate thinking about conducting school suicide intervention via telehealth. It should not supplant, nor is it a
substitute for, approved school district protocols.

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Even children who are able to express their feelings of grief through words, still at times will show signs of grief through verbal, emotional, and physical behaviors at times. Each child is unique so each child will express grief in his or her own way and own time. There is a wide range of normal behavior. Remember that the only normal you will ever find is a setting on a dryer. These are some of the normal and worrisome behaviors that may be signs of grief in children or teenagers.

Talking about the deceased or loss a lot

Not talking about the deceased or loss at all. (Some children initially act like everything is fine)

Asking numerous questions

Not asking any questions

Wanting to hear the story of the loss over and over

Not wanting to hear anything about the loss

Wishing to be with the deceased (be careful not to jump to the conclusion that a child or teen is necessarily suicidal, but don't ignore the possiblity either)

Engaging attention by talking a lot

Saying silly things, being the class clown

Mentioning nighttime dreams about the person who died

Talking about having "seen" or "felt" the person who died

Voicing fears of almost everything and anything

Voicing worries about safety, other people getting sick or dying

Normal Emotional Behaviors

oceans of tears

crying at unexpected times

having strong feelings about seemingly small things

over-reacting to a situation

inability to concentrate or focus

noncompliance with adults

needing to be near an adult all the time

being angry at everyone and everything

seeing someone and believing it is the person who died

forgetfulness

lowered self esteem

irritability

Normal Physical Behaviors

eating a lot

not eating much

sleeping a lot

not sleeping

urine and bowel accidents

pains in the stomach and other areas unexplained by physician

non-serious, recurrent illnesses such as colds, sore throats, and headaches.

older children regressing: clinging,wanting to do babyish things such as suck a bottle, play with dolls

aggressive behavior such as hitting, pinching

needing to touch people frequently

weariness and fatigue, even with enough sleep

wanting to rip and destroy things

dangerous risk taking

self destructive behaviors

threatening to hurt self or others

violent play

total withdrawal from people and environment

a dramatic change in personality or functioning over a long period of time

any of the "normal" behaviors happening over a very long time or to an extreme.

High Risk Students (For Educators and Counselors)

In a grieving student, the following changes in behavior and/or occurrence of symptoms constitute a high risk student for whom a referral for professional evaluation may be appropriate.

Drop in grades: It is not uncommon for students to have a lapse in their grade point average for a short time after a loss. Although some students struggle with school work more than others. Grief takes top priority so studying, concentrating and retaining information are difficult. However if there is no improvement after some time, consider seeking further support for the student. Try to understand when a student is avoiding homework because of associated depression or inability to focus. Often teachers can work with such students and break down assignments or have them get support from a homework buddy.

Angry Outbursts

Depression and/or Anxiety

Discussions about wanting to die: Watch for the student expressing a wish to die through writing, speaking or drawing. In young children be attentive to their play, however remember that it is also normal for children to re-enact their experiences through play.

Changes in Physical Symptoms: Watch for symptoms like lack of appetite, nightmares, restlessness, inability to concentrate, clinging to parents or physical complaints.

Feelings of Guilt: Watch for students who express a responsibility for the death of a loved one or friend. He or she may blame themselves for something they said, did, or didn't say or didn't do.

Lack of communication: Watch for students who don't want to talk about the loss or exhibit prolonged inability to acknowledge a loss.

Identity Change: Watch for students who seem to be assuming the identity of the person who died.

Isolation or Withdrawal: Watch for the student who becomes isolated, drops out of clubs or sports, or cancels events with friends. Early on this is normal but this should not continue.

Use of drugs or alcohol, self injurious behaviors, or other risky behaviors.

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Even children who are able to express their feelings of grief through words, still at times will show signs of grief through verbal, emotional, and physical behaviors at times. Each child is unique so each child will express grief in his or her own way and own time.

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6. NSA Crisis Protocol for Days of No MH Coverage.pdf

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Coping with the death of a loved one brings enormous challenges for the whole family. Grieving may never completely end, but working through the difficult feelings can become easier with time. Through support, open conversations, and finding ways to keep the person’s memory alive, families can begin healing together.

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Get help explaining death to children. Explore our free, bilingual resources for families, providers, and teachers on coping with grief and loss of loved ones.

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Developmental Stages of Understanding Death

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Developmental Stages of Understanding Death

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It is helpful to know how children understand death at different stages of development. It varies by age and often changes as a child develops emotionally and socially. Other factors also influence children’s reactions. These can include personality, previous experiences with death, and support from family members. Keep in mind that children do not move abruptly from 1 stage of development to the next. And features from each stage may overlap.

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Children and teenagers express their grief in a variety of ways. Some may be sad and verbalize the loss like many adults. Depending on their ages, however, they may show sadness only sometimes and for short periods. Children may complain of physical discomfort, such as stomachaches or headaches. Or they may express anxiety or distress about other challenges, such as school or sports.

Loss is more intense when the child had a close relationship with the person who died, such as a parent or sibling. However, this is not always obvious from a child's reactions. A child's grief may seem to come and go. And a child may rarely verbally express his or her grief. This is normal. Your child may also re-experience the intensity of the loss as he or she grows up. This may occur more often during certain milestones in life, such as starting school or going on a first date. Even into adulthood, important events such as graduating from college or getting married may trigger renewed grief.

Understanding how children and teens view death

It is helpful to know how children understand death at different stages of development. It varies by age and often changes as a child develops emotionally and socially. Other factors also influence children's reactions. These can include personality, previous experiences with death, and support from family members. Keep in mind that children do not move abruptly from 1 stage of development to the next. And features from each stage may overlap.

Infants (birth to 2 years)

Have no understanding of death.

Are aware of separation and will grieve the absence of a parent or caregiver.

May react to the absence of a parent or caregiver with increased crying, decreased responsiveness, and changes in eating or sleeping.

May keep looking or asking for a missing parent or caregiver and wait for him or her to return.

Are most affected by the sadness of surviving parent(s) and caregivers.

Preschool-age children (3 to 6 years)

Are curious about death and believe it is temporary or reversible.

May see death as something like sleeping. In other words, the person is dead but only in a limited way and may continue to breathe or eat after death.

Often feel guilty and believe that they are responsible for the death of a loved one, perhaps because they were "bad" or wished the person would "go away."

May think that they can make the person who died come back if they are good enough.

May worry about who will take care of them and about being left behind.

Are very affected by the sadness of surviving family members.

Cannot put their feelings into words and instead react to loss through behaviors such as irritability, aggression, physical symptoms, difficulty sleeping, or regression (such as bed-wetting or thumb-sucking).

School-age children (6 to 12 years)

Understand that death is final.

May think of death as a person or a spirit, like a ghost, angel, or a skeleton.

By age 10, understand that death happens to everyone and cannot be avoided.

Are often interested in the specific details of death and what happens to the body after death.

May experience a range of emotions including guilt, anger, shame, anxiety, sadness, and worry about their own death.

Struggle to talk about their feelings. Their feelings may come out through behaviors such as school avoidance, poor performance in school, aggression, physical symptoms, withdrawal from friends, and regression.

May worry about who will take care of them, and will likely experience feelings of insecurity, clinginess, and abandonment.

May worry that they are to blame for the death.

Teenagers (13 to 18 years)

Have an adult understanding of the concept of death but do not have the experiences, coping skills, or behavior of an adult.

May act out in anger at family members or show impulsive or reckless behaviors, such as substance use, fighting in school, and sexual promiscuity.

May experience a wide range of emotions but not know how to handle them or not feel comfortable talking about them.

May question their faith or their understanding of the world.

May not be receptive to support from adult family members because of their need to be independent and separate from parents.

May cope by spending more time with friends or by withdrawing from the family to be alone.

Helping your child cope with loss

Explain death in simple, direct, honest terms geared to your child's developmental level. Children cannot reflect on their thoughts and emotions like adults. So they will need to have many short conversations. Adults may need to repeat the same information many times. Children may ask the same questions often as they try to make sense of difficult information.

Here are some tips to help explain death and loss to your child:

Explain death using real words such as "died" rather than confusing phrases such as "gone to sleep." You can say that death means the person's body has stopped working or that the person can no longer breathe, talk, move, eat, or any of the things he or she could do when alive.

Share your family's religious or spiritual beliefs about death.

Encourage your child to ask questions, and try to answer them honestly and directly. If you do not know the answer to a question, help find the answer.

Use books, drawings, or role-play games to help a younger child understand death.

Here are suggestions that may help your child cope with a loss:

Make sure your child understands that he or she is not to blame for the death and that the person who died is not coming back.

Provide lots of affection and reassure your child often that he or she will continue to be loved and cared for.

Encourage your child to talk about his or her emotions. Suggest other ways to express feelings, such as writing in a journal or drawing a picture.

Without overwhelming your child, share your grief with him or her. Expressing your emotions can encourage your son or daughter to share his or her own emotions.

Help your child understand that normal grief involves a range of emotions, including anger, guilt, and frustration. Explain that his or her emotions and reactions may be very different from those of adults.

Reassure your child that it is normal for the pain of grief to come and go over time. Explain that they cannot always predict when they will feel sad.

If your child is older, encourage him or her to talk with an adult outside the family, such as a teacher or a clergy member. You can also consider an age-specific support group.

Keep routines and caregivers as consistent as possible, and continue setting limits on behavior. Care, consistency, and continuity help children feel safe.

Encourage spending time with friends and engaging in other age-appropriate activities.

Reassure your child that it is never disloyal to the person who died to feel happy and to have fun.

Speak with a grief counselor, child psychologist, or other mental health professional if you are concerned about your child's behavior.

Addressing daily routine and role changes

The death of a parent or other close family member can directly affect a child's day-to-day life. Family routines and roles change, such as a surviving parent having to return to work and spend less time at home. These changes are an added disruption and may add to a child's distress. Even young children will benefit from extra preparation, conversations, and support around these transitions.

Although the death of a family member with cancer is painful, it may also lessen some of a child's stress. For example, the death of a sibling might mean that a parent is not dividing time between a sick child at the hospital and another child at home. It is normal to have strong, mixed feelings, including some relief, when a family member's suffering is over after a long or difficult illness. Help your child realize that these feelings are normal and that he or she should not feel guilty for having them.

Honoring and remembering the person who died

Children as young as age 3 understand the concept of saying goodbye. They should be allowed to choose how they say goodbye to a loved one.

Give preschool-age and older children the choice of attending memorial services. But do not force them to attend if they do not want to.

Some children may want to attend a memorial service but not a viewing or burial.

Allow older children and teenagers to help plan memorials if they want.

Talk with children about what will happen at a service ahead of time. Consider visiting the church or cemetery.

Ask a trusted adult to help take care of young children at a service or to go home with a child who decides he or she wants to leave early.

Help your child understand that the person who died lives on in his or her memory. Parents who are terminally ill sometimes leave letters, videos, or photographs to help children remember how much they were loved. Children can also compile pictures and other special items to create their own memory. For younger children, most of their knowledge of the person who died will come from memories of other family members. Talk about the person often, and remind children of how much the deceased person loved them. Over time, children can understand that they would not be who they are without the influence of the special person who died.

Related Resources

More Information

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Children and teenagers express their grief in a variety of ways. Some may be sad and verbalize the loss like many adults. Depending on their ages, however, they may show sadness only sometimes and for short periods. Children may complain of physical discomfort, such as stomachaches or headaches.

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Ele’s Place: 616-301-1605

Ele's Place offers ongoing peer support groups two weeks per month for grieving children and teens ages 3-18 via Zoom. Groups are offered at no cost to the families and assistance with technology can be offered on a case-by-case basis.  Age groups typically include: Preschool/Kindergarten, Early Elementary, Upper Elementary,Middle School, and High School. Groups allow children to realize they are not alone in this process by connecting with individuals their age while being facilitated by trained volunteers with oversight from clinical staff. Support groups for the child's parents or guardians are available and facilitated by trained clinicians.  If you have a grieving child in your life, please contact your local Ele's Place location to gain support at no cost. https://www.elesplace.org/programs/get-support

Gilda’s Club: 616-453-8300

Grief Support groups hosted at Gilda’s Club Grand Rapids provide a place to share and learn with others who have experienced the death of a person, from any cause, in their life.  Facilitated by licensed professionals, we provide specialized groups for adults, children, and those who have experienced traumatic death.  All grief support groups are offered free.

https://gildasclubgr.org/grief-support/

Arbor Circle (Children and Family Counseling):  616-396-2301

When a child or youth faces mental health or other challenges, it can impact many parts of his or her life— from school performance to behavior at home and in the community. Our team works alongside families as they face these challenges, often providing support individually and to the family as a whole.

https://arborcircle.org/services/children-families/

Private Counseling/Therapy Service Matrix

https://www.miottawa.org/Health/CMH/pdf/Service_Providers_Matrix_Resources.pdf

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Supporting Children's Ambiguous Loss During

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Supporting Children's Ambiguous Loss During

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Ambiguous Loss:Grief in the Time of COVID-19

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Ambiguous Loss:Grief in the Time of COVID-19

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Webinar from SAMHSA

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National Center for School Crisis and Bereavement Article

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National Center for School Crisis and Bereavement Article

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Tips for Teachers and School Based Support Staff to Address Grief 

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Tips for Teachers and School Based Support Staff to Address Grief 

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National Association of School Psychologists (NASP)

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Addressing Grief: Tips for Teachers and Administrators

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School-based support and increased understanding are essential when a student experiences the death of a friend or loved one.

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Behavioral Threat Assessment and Management (BTAM): Best Practice Considerations for K–12 Schools

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Worried about suicide? Learn the FACTS! Are you concerned that someone you know may be at risk for suicide? Your first step in helping may be as simple as learning the FACTS or warning signs. The following signs may mean that a youth is at risk for suicide, particularly if that person attempted suicide in the past.

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Comprehensive School Mental Health Roles and Responsibilties Template

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Comprehensive School Mental Health Roles and Responsibilties Template

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Multi-Disciplinary School Mental Health Team Roles and Functions

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Multi-Disciplinary School Mental Health Team Roles and Functions

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School Mental Health Team Meeting Agenda Template

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School Mental Health Team Meeting Agenda Template

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December 10, 2020 Mental Wellness PLC Agenda and Slides: 

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January 14, 2021 Mental Wellness PLC Agenda and Slides: 

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OCSN Community Resource Guide Flyer (with QR Codes)

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This protocol through Spectrum is being used in many area schools - great addition to QPR.

https://www.spectrumhealth.org/patient-care/behavioral-health/suicide-prevention/blue-envelope

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Get a quick snapshot of your district's current approach to SEL and identify which key activities to focus on. Start Questionnaire

District Implementation Rubric

Engage in a full review of your current level of implementation and your district's needs and resources. Use your responses to this rubric to inform your goals and implementation plan.

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SEL Priority-Setting Questionnaire for School Districts | CASEL District Resource Center

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Get a quick snapshot of your district's current approach to SEL and identify which key activities to focus on. Start Questionnaire Engage in a full review of your current level of implementation and your district's needs and resources. Use your responses to this rubric to inform your goals and implementation plan.

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Get a quick snapshot of your district's current approach to SEL and identify which key activities to focus on. Start Questionnaire

District Implementation Rubric

Engage in a full review of your current level of implementation and your district's needs and resources. Use your responses to this rubric to inform your goals and implementation plan.

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SEL Priority-Setting Questionnaire for School Districts | CASEL District Resource Center

# data[].attributes.attachment_link.description
Get a quick snapshot of your district's current approach to SEL and identify which key activities to focus on. Start Questionnaire Engage in a full review of your current level of implementation and your district's needs and resources. Use your responses to this rubric to inform your goals and implementation plan.

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This resource, developed by a workgroup across the MHTTC Network, is designed to help schools better support students and families in the aftermath of violence and trauma. It provides strategies to assist schools with readiness, response, and recovery to help a school community support resilience in the event of a tragedy. It offers places to turn for more resources and discusses terminology and concepts related to suicide and grief. Finally, it highlights the importance of providing culturally responsive services, with example cultural considerations for schools to help Hispanic/Latino students struggling with grief and trauma.

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After a School Tragedy...Readiness, Response, Recovery, & Resources | Mental Health Technology Transfer Center (MHTTC) Network

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This resource, developed by a workgroup across the MHTTC Network, is designed to help schools better support students and families in the aftermath of violence and trauma. It provides strategies to assist schools with readiness, response, and recovery to help a school community support resilience in the event of a tragedy.

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March 18,  2021 Mental Wellness PLC Agenda and Slides: 

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