Tips and Resources for Teachers to recognize:

• Anxiety in children • Anxiety in teens • Elementary classroom challenges • Teenage classroom challenges • Depression in children • Depression in teens • Understanding depression for teens • Physically Distance/Social Connect • Substance use • Online learning tips for elementary students

C&A’s clinical staff created the content for each �lyer. Contributors include Prevention Program Manager Sarah Hough and Prevention Specialist Marissa Cooney, Early and Middle School Childhood Program Manager Larissa Haring, Trauma Program Manager Mary Kreitz, Gemini Program Manager Dr. Karita Nussbaum and Chief Clinical Of�icer Georgene Voros. Understanding Anxiety in Children WHAT IS ANXIETY? ANXIETY CAN BE Anxiety happens because your brain thinks it has detected GOOD FOR YOU! danger. The important word there is thinks – it doesn’t Anxiety’s main job is protection. matter whether there actually is any danger, just that your It can stop children from running brain thinks there is. Brains are smart but sometimes they up to and running off with get things wrong. Brains are also protective. So when they strangers. It can make a child think we are in danger our brains automatically start doing think twice about trying things that are meant to help keep us safe and alive, like something that is too dangerous. making our hearts beat faster and making us breathe As they get older, anxiety can harder. The thing about anxiety is that it always happens help to motivate children to study in anticipation of something bad happening, meaning the harder before a test or put extra bad thing hasn’t happened yet (maybe it never will), our effort into learning brains just think it will or could happen. These thoughts a skill so that they often come in the form of worrying about “what if . . . ?” can impress adults and keep up with their peers. SYMPTOMS OF ANXIETY :  Worrying – a lot “When we talk about our  Clinginess – staying close to trusted adults.  Irritability – becoming easily upset over small things feelings they become  Dread – as though something awful is about to happen less overwhelming, less  Regression – acting babyish or immature for their age upsetting and less  Inability to relax or feelings of restlessness scary.”  Racing thoughts or thoughts that just won’t turn off - Fred Rogers  Sleep problems including difficulty falling asleep, difficulty staying asleep, or waking up during the night and having difficulty getting back to sleep CRISIS HELP  Nightmares or dreams that are disturbing or distressing Sometimes anxiety can be so  Avoidance of feared situations intense and overwhelming that it  Difficulty concentrating and making decisions feels like life is no longer worth  Physical complaints such as headaches, stomachaches, living. If you or someone you racing heart, sweating, shaking, nausea, diarrhea, know is considering suicide, help shortness of breath or dizziness is available. It can get better. Call the National Suicide  Low tolerance for frustration Prevention Lifeline 1-800-273-  Triggering of fight (arguing, physical fighting), flight TALK (8255), the Crisis Center (wanting to run away, hide or disappear) or freeze 330-452-6000 or send a text to (mind going blank, difficulty speaking) impulses 741 741. Understanding Understanding Anxiety in Children Children in Anxiety WHAT IS ANXIETY? ANXIETY CAN BE BE CAN ANXIETY ETY? ANXI IS WHAT Anxiety happens because your brain thinks it has detected GOOD FOR YOU! YOU! FOR GOOD detected has it thinks brain your because happens Anxiety danger. The important word there is thinks – it doesn’t Anxiety’s main job is protection. protection. is job main Anxiety’s doesn’t it – thinks is there word important The danger. matter whether there actually is any danger, just that your It can stop children from running running from children stop can It your that just danger, any is actually there whether matter brain thinks there is. Brains are smart but sometimes they up to and running off with with off running and to up they sometimes but smart are Brains is. there thinks brain get things wrong. Brains are also protective. So when they strangers. It can make a child child a make can It strangers. they when So protective. also are Brains wrong. things get think we are in danger our brains automatically start doing think twice about trying trying about twice think ing do start y utomaticall a brains r ou nger da n i re a e w think things that are meant to help keep us safe and alive, like something that is too dangerous. dangerous. too is that something like live, a nd a safe us eep k lp he to ant me are at th ings th making our hearts beat faster and making us breathe As they get older, anxiety can can anxiety older, get they As eathe br us king ma and ster fa at be hearts r ou making harder. The thing about anxiety is that it always happens help to motivate children to study study to children motivate to help ppens ha always t i at th is y nxiet a about ing th The harder. in anticipation of something bad happening, meaning the harder before a test or put extra extra put or test a before r harde the aning me ening, happ bad something of nticipation a in bad thing hasn’t happened yet (maybe it never will), our effort into learning learning into effort our will), r neve t i ybe (ma et y happened hasn’t hing t bad brains just think it will or could happen. These thoughts a skill so that they they that so skill a oughts th These . en happ ould c or ill w it think st ju brains often come in the form of worrying about “what if . . . ?” can impress adults adults impress can ?” . . . f i what “ about worrying of orm f the n i ome c often and keep up with with up keep and their peers. peers. their SYMPTOMS OF ANXIETY : : ANXIETY OF SYMPTOMS  Worrying – a lot lot a – Worrying  “When we talk about our our about talk we When “  Clinginess – staying close to trusted adults. adults. trusted to close staying – Clinginess   Irritability – becoming easily upset over small things feelings they become become they feelings things small over upset easily becoming – Irritability   Dread – as though something awful is about to happen less overwhelming, less less overwhelming, less happen to about is awful something though as – Dread   Regression – acting babyish or immature for their age upsetting and less less and upsetting age their for immature or babyish acting – Regression   Inability to relax or feelings of restlessness scary.” .” scary restlessness of feelings or relax to Inability   Racing thoughts or thoughts that just won’t turn off - Fred Rogers Rogers Fred - off turn won’t just that thoughts or thoughts Racing   Sleep problems including difficulty falling asleep, asleep, falling difficulty including problems Sleep  difficulty staying asleep, or waking up during the night night the during up waking or asleep, staying difficulty and having difficulty getting back to sleep CRISIS HELP HELP CRISIS sleep to back getting difficulty having and  Nightmares or dreams that are disturbing or distressing Sometimes anxiety can be so o s be can y nxiet a Sometimes distressing or disturbing are that dreams or Nightmares   Avoidance of feared situations intense and overwhelming that it t i that erwhelming ov nd a intense situations feared of Avoidance   Difficulty concentrating and making decisions feels like life is no longer worth worth longer no is life like feels decisions making and concentrating Difficulty   Physical complaints such as headaches, stomachaches, living. If you or someone you you someone or you If living. stomachaches, headaches, as such complaints Physical  racing heart, sweating, shaking, nausea, diarrhea, know is considering suicide, help help suicide, considering is know diarrhea, nausea, shaking, sweating, heart, racing shortness of breath or dizziness is available. It can get better. better. get can It available. is dizziness or breath of shortness Call the National Suicide cide Sui tional Na e th Call  Low tolerance for frustration frustration for tolerance Low  Prevention Lifeline 1-800-273- - 273 - 800 1- ifeline L Prevention  Triggering of fight (arguing, physical fighting), flight flight fighting), physical (arguing, fight of Triggering  TALK (8255), the Crisis Center Center Crisis the (8255), TALK (wanting to run away, hide or disappear) or freeze freeze or disappear) or hide away, run to (wanting 330-452-6000 or send a text to to text a send or -6000 52 -4 330 (mind going blank, difficulty speaking) impulses impulses speaking) difficulty blank, going (mind 741 741. 741. 741 HOW TO HELP YOUR ANXIOUS CHILD: COMMON TYPES OF ANXIETY IN CHILDREN: Understanding The goal is not to eliminate anxiety but to manage it. We want children to be Generalized Anxiety – worrying more all the time and/or more able to do what they need to do without than appropriate about a lot of Depression in Children losing any of the benefits anxiety can things provide. Separation Anxiety – excessive WHAT IS DEPRESSION? MISUNDERSTOOD Breathe – Taking slow deep breaths helps to clear fear about being away from Everyone feels sad sometimes. Sadness is a part of life. It SIGNS OF DEPRESSION the mind and settle the body. parents or other primary is the appropriate response to the sad things that happen caregivers, usually the fear is in life. “Normal” sadness lasts for a short time, and then IN CHILDREN that something bad will happen Patience – Be supportive, understanding, and goes away without leaving long-lasting effects. Depression Although depression is typically while they are separated or that patient. Allow time to warm up to new situations is a change in mood that persists over time. It doesn’t go associated with sadness, in the parents will not return. and people. Don’t try to rush things. away on its own. It interferes with a person’s ability to children it is more likely to be Selective Mutism – refusal to enjoy life, even when good things are happening. It drains expressed as irritability (easily Listen – You don’t have to have all the answers or speak in social situations even all your energy and stops you from taking part in activities upset over small things), anger, know how to fix every problem. Just listen and though they may be very talkative you used to do easily. It makes everything seem pointless. annoyance, or boredom rather empathize with the struggle. at home or in situations where Depression causes lasting changes in thinking, than through overt signs of they feel comfortable. relationships, and way of life. sadness like crying. This is often mistaken for a behavior problem Encourage – Don’t let your teen avoid doing the Performance Anxiety – fear of rather than recognized as an things that need to be done. The longer they try doing something in front of other SYMPTOMS OF DEPRESSION: emotional problem. to avoid it, the bigger the fear becomes and the people.  Irritable, agitated, easily annoyed or upset harder it will be to overcome that fear. Social Anxiety – intense fear of  Sad, crying easily and difficult to soothe “It makes such a being watched and judged by  Constantly bored and unable to find anything difference,” said Pooh, others in social situations. Distraction – Drawing, coloring pictures, watching  enjoyable to do. “to have someone who a movie or TV show, listening to music, playing a Phobias – intense fear or dread  Low energy and difficulty getting motivated game, doing a craft. Repetitive, rhythmic experienced in response to a  Overly sensitive to criticism, rejection or failure believes in you.” movement can have a calming effect. specific object or situation.  Saying negative things about themselves - A.A. Milne, Winnie the Pooh  Sulking, withdrawing from social situations, not Obsessive Compulsive Perspective – Help to clarify what can be wanting to spend time with friends CRISIS HELP Disorder (OCD) - Obsessions are controlled and what cannot and what is a realistic  Whining and complaining - focusing on what’s wrong It is a myth that young children unwanted, intrusive thoughts, threat and what is not. and inability to see what’s right in situations can’t be suicidal. If a child talks images, or urges that trigger about wanting to be dead or intensely distressing feelings.  Sleep problems including difficulty falling asleep or wanting to take their own life, Mindfulness – By teaching your brain to come Compulsions are behaviors or staying asleep, waking up during the night and having take it seriously. Even if it is a back to the present you increase your ability to rituals done to get rid of the difficulty getting back to sleep, or sleeping all the time dramatic way of expressing take control over your brain and stop it from obsessions and/or decrease the  Nightmares or dreams that are disturbing or distressing distress and not genuine suicidal worrying when it doesn’t need to. distress.  Difficulty concentrating and making decisions intention, support is urgently  Physical complaints such as headaches or stomachaches needed. For help on how to  Changes in eating habits – eating too much or not at all Accept – It’s never helpful to tell someone who is respond, call the National Suicide  anxious “stop worrying.” It never helps to say Being very difficult to please Prevention Lifeline 1-800-273- they’re just overreacting. Let them know you  Getting into fights or trouble at school TALK (8255), the Crisis Center understand how real the fear is to them.  Not wanting to go to school and/or not wanting to 330-452-6000 or send a text to participate in other activities 741 741. HOW TO HELP YOUR ANXIOUS CHILD: COMMON TYPES OF ANXIETY IN CHILDREN: Understanding Understanding The goal is not to eliminate anxiety but to manage it. We want children to be Generalized Anxiety – worrying more all the time and/or more able to do what they need to do without than appropriate about a lot of Depression in Children Children in Depression losing any of the benefits anxiety can things provide. Separation Anxiety – excessive WHAT IS DEPRESSION? MISUNDERSTOOD MISUNDERSTOOD DEPRESSION? IS WHAT Breathe – Taking slow deep breaths helps to clear fear about being away from Everyone feels sad sometimes. Sadness is a part of life. It SIGNS OF DEPRESSION DEPRESSION OF SIGNS It life. of part a is Sadness sometimes. sad feels Everyone the mind and settle the body. parents or other primary is the appropriate response to the sad things that happen appen h at th ings th ad s the to sponse re ppropriate a e th is caregivers, usually the fear is in life. “Normal” sadness lasts for a short time, and then IN CHILDREN CHILDREN IN then and time, short a for lasts sadness “Normal” life. in that something bad will happen Patience – Be supportive, understanding, and goes away without leaving long-lasting effects. Depression Although depression is typically typically is depression Although Depression effects. long-lasting leaving without away goes while they are separated or that patient. Allow time to warm up to new situations is a change in mood that persists over time. It doesn’t go associated with sadness, in in , sadness with associated go doesn’t It time. over persists that mood in change a is the parents will not return. and people. Don’t try to rush things. away on its own. It interferes with a person’s ability to children it is more likely to be be to likely more is it children to ability person’s a with interferes It own. its on away Selective Mutism – refusal to enjoy life, even when good things are happening. It drains expressed as irritability (easily (easily irritability as expressed drains It happening. are things good when even life, enjoy Listen – You don’t have to have all the answers or speak in social situations even all your energy and stops you from taking part in activities upset over small things), anger, anger, things), small over upset activities in part taking from you stops and energy your all know how to fix every problem. Just listen and though they may be very talkative you used to do easily. It makes everything seem pointless. annoyance, or boredom rather rather boredom or annoyance, pointless. seem everything makes It easily. do to used you empathize with the struggle. at home or in situations where Depression causes lasting changes in thinking, than through overt signs of of signs overt through than inking, th n i changes asting l causes Depression they feel comfortable. relationships, and way of life. sadness like crying. This is often often is This crying. like sadness life. of ay w and relationships, mistaken for a behavior problem problem behavior a for mistaken Encourage – Don’t let your teen avoid doing the Performance Anxiety – fear of rather than recognized as an n a as recognized than rather things that need to be done. The longer they try doing something in front of other SYMPTOMS OF DEPRESSION: emotional problem. problem. emotional : DEPRESSION OF SYMPTOMS to avoid it, the bigger the fear becomes and the people.  Irritable, agitated, easily annoyed or upset upset or annoyed easily agitated, Irritable,  harder it will be to overcome that fear. Social Anxiety – intense fear of  Sad, crying easily and difficult to soothe “It makes such a a such makes “It soothe to difficult and easily crying Sad,  being watched and judged by  Constantly bored and unable to find anything difference,” said Pooh, Pooh, said difference,” anything find to unable and bored Constantly  others in social situations. Distraction – Drawing, coloring pictures, watching  enjoyable to do. “to have someone who who someone have “to do. to enjoyable  a movie or TV show, listening to music, playing a Phobias – intense fear or dread  Low energy and difficulty getting motivated motivated getting difficulty and energy Low  game, doing a craft. Repetitive, rhythmic experienced in response to a  Overly sensitive to criticism, rejection or failure believes in you.” you.” in believes failure or rejection criticism, to sensitive Overly  movement can have a calming effect. specific object or situation.  Saying negative things about themselves - A.A. Milne, Winnie the Pooh Pooh the Winnie , Milne A.A. - themselves about things negative Saying   Sulking, withdrawing from social situations, not not situations, social from ing ithdraw w Sulking,  Obsessive Compulsive Perspective – Help to clarify what can be wanting to spend time with friends CRISIS HELP HELP CRISIS friends with time spend to wanting Disorder (OCD) - Obsessions are controlled and what cannot and what is a realistic  Whining and complaining - focusing on what’s wrong It is a myth that young children hildren c oung y hat t th my a s i It wrong what’s on focusing - complaining and Whining  unwanted, intrusive thoughts, threat and what is not. and inability to see what’s right in situations can’t be suicidal. If a child talks alks t child a If . uicidal s e b can’t situations in right what’s see to inability and images, or urges that trigger about wanting to be dead or r o ead d be to anting w about intensely distressing feelings.  Sleep problems including difficulty falling asleep or or p aslee falling ifficulty d including problems Sleep  wanting to take their own life, ife, l own r ei th ake t to g wantin Mindfulness – By teaching your brain to come Compulsions are behaviors or staying asleep, waking up during the night and having having and ght ni the during up waking , asleep staying take it seriously. Even if it is a a s i it f i Even eriously. s t i take back to the present you increase your ability to rituals done to get rid of the difficulty getting back to sleep, or sleeping all the time time the all ing sleep or , sleep to back getting difficulty dramatic way of expressing expressing of y a w dramatic take control over your brain and stop it from obsessions and/or decrease the  Nightmares or dreams that are disturbing or distressing distressing or disturbing are that dreams or Nightmares  distress and not genuine suicidal uicidal s enuine g ot n nd a distress worrying when it doesn’t need to. distress.  Difficulty concentrating and making decisions decisions making and concentrating Difficulty  intention, support is urgently rgently u s i support intention,  Physical complaints such as headaches or stomachaches stomachaches or headaches as such complaints Physical  needed. For help on how to to how on help For needed.  Changes in eating habits – eating too much or not at all all at not or much too eating – habits eating in Changes  Accept – It’s never helpful to tell someone who is respond, call the National Suicide cide Sui National the call respond,   anxious “stop worrying.” It never helps to say Being very difficult to please Prevention Lifeline 1-800-273- - 273 - 800 1- ifeline L Prevention please to difficult very Being they’re just overreacting. Let them know you  Getting into fights or trouble at school TALK (8255), the Crisis Center Center Crisis the (8255), TALK school at trouble or fights into Getting  understand how real the fear is to them.  Not wanting to go to school and/or not wanting to 330-452-6000 or send a text to to text a send or -6000 52 -4 330 to wanting not and/or school to go to wanting Not  participate in other activities 741 741. 741. 741 activities other in participate HOW TO HELP A CHILD WHO IS 3 TYPES OF STRUGGLING WITH DEPRESSION: THOUGHTS THAT Classroom Challenges

Talk with the child about what they’re feeling. SUSTAIN DEPRESSION Let them know it is safe to express their feelings  Negative view of self – I’m Inside and out to you, even the ones that are not so comfortable not good enough, I am a bad for you to hear. person, I never get anything right, nobody likes me. CHALLENGES TO THE NEW YEAR FIDGETING IS act of Express – If the child has a hard time expressing  Negative view of the School is back in session! This year will look a bit different than years moving about restlessly in a their feelings through words, help them find world and others – The we are used to. For teachers and parents, we want to acknowledge way that is not socially recognized as essential to another form of expression, such as drawing. world is a cold, cruel place and some of the challenges that you may find with your children both inside and outside of the classroom this year. We want to you to feel prepared ongoing tasks or events. people are awful and uncaring. to help your kids manager the changes that they too are experiencing FIDGETING IS making Build Emotional Vocabulary – Help the child  Negative expectations for this year. Below are a few helpful tips and resources for you to read learn to recognize and name a wide variety of and share with your children throughout this year. small movements with your body, the future – My life is usually your hands and feet. It's emotions. Things are less overwhelming when we miserable and it’s not going to EFFECTS - STAYING IN ONE ROOM ALL DAY: associated with not paying know that they have a name. get any better. attention. Guardians - an increase in stress and Listen – You don’t have to have all the answers or anxiety is normal. Changes leads to Depression is a disorder, Mental stress, both in positive and difficult know how to fix every problem. Just listen and not a choice. You don’t ways. It is not your job to eliminate empathize with the struggle.  Complete daily or weekly mental health check-ins in get over it just by deciding this stress, but help your child the classroom. manage it in healthy, appropriate ways. to be positive or cheer up. Counter the child’s negative views of self by  Check-ins may be a simple conversation or utilizing visuals. For Guardians telling what you like or admire most about them. COMMUNICATION  Students need to feel heard and have their feelings  Before school starts, remind your child Try to focus on internal character traits (e.g. that school is exciting. kindness or creativity) rather than surface BARRIERS validated. - School is full of opportunties to learn features such as appearance (e.g. pretty). and make new friends Children often find it difficult Physical - Focus on parts of school your child likes - lunch, art, reading, etc. And stay to explain how they’re feeling. Help the child look for and recognize examples  For younger children, seeing everyone in a mask might be positive They may not be able to tell  Complete daily or weekly mental health of what is good in the world and in humanity. scary at first. To overcome this fear, have each parent send you that they’re depressed. a picture to place on their desk. check-ins at home. Start a conversation or you use visuals to represent feelings. Instead they are likely to talk  A picture will help kids feel more comfortable around new Validate your child's feelings. – Plan something enjoyable for every day. Plan and complain about what they friends and a new teacher. Pictures will help the classroom  If your child is transitioning to a new Plan something to look forward to in the near can understand – pain, aches seem more comfortable and inviting school, they be experiencing a higher future and in the longer turn. Display these plans and other bodily discomforts.  If staying in the same classroom all day, here are some tools: level of worry or anxiety not knowing what to expect - new school, teacher on a calendar so the child has a visual reminder. - Have fidgets available for each kid The author C.S. Lewis and friends. - Have large stretch rubber bands over the feet of each explained it well, “It is easier - It is helpful to to talk to your children chair for kids to move legs throughout the day to say ‘my tooth is aching’ before school starts about the changes Get active – Exercise, dance, do a craft, go for a - Incorporate movement in classroom when possible they can expect and positive stories that walk, actively engage with life. than to say ‘my heart is  - Lead students in yoga and propgressive muscle you remember from school. broken.’” - Pick out a new outfit, write a positive relaxation note; and exciting things the next day Accept – It’s never helpful make light of a child’s with bring. depression by saying they’re feeling sorry for  Keep consistent communication with themselves. Depression doesn’t feel good. If they your child's teachers - This will help successes and could cheer up, they would. challenges your child is experiencing - It also provides conversation topics HOW TO HELP A CHILD WHO IS 3 TYPES OF STRUGGLING WITH DEPRESSION: THOUGHTS THAT ClassroomClassroomClassroom ChallengesChallengesChallenges Challenges Classroom

Talk with the child about what they’re feeling. SUSTAIN DEPRESSION Classroom Challenges Let them know it is safe to express their feelings  Negative view of self – I’m InsideInsideInside andandand outoutout out and Inside to you, even the ones that are not so comfortable not good enough, I am a bad Inside and out for you to hear. person, I never get anything right, nobody likes me. CHALLENGES TO THE NEW YEAR FIDGETINGFIDGETINGFIDGETING IS ISIS act actact ofof of of act IS FIDGETING CHALLENGESCHALLENGES TO TO THE THE NEW NEW YEAR YEAR FIDGETINGmoving about IS restlessly act of in a YEAR NEW THE TO CHALLENGES Express – If the child has a hard time expressing  Negative view of the SchoolSchoolCHALLENGES is is back back in in session! session! This ThisTO year yearTHE will willwill NEWlook looklook a a abit bitYEARbit different differentdifferent than thanthan years yearsyears movingmoving about about restlessly restlessly in in a a a in restlessly about moving years than different bit a look will year This session! in back is School movingway about that isrestlessly not socially in a wewe are Schoolare used used is to. back to. For Forin teacherssession! teachers This and and year parents, parents,parents, will look we wewe a want bit wantwant different to toto acknowledg acknowledgacknowledg than yearsee e wayway that that is is not not socially socially socially not is that way e acknowledg to want we parents, and teachers For to. used are we their feelings through words, help them find world and others – The wayrecognized that is not sociallyas essential to somesomewe of of arethe the used challenges challenges to. For teachersthat that you youyou and may maymay parents, find findfind with withwithwe wantyour youryour tochildren childrenchildren acknowledg bot botbotheh h inside insideinside recognizedrecognized as as essential essential to to to essential as recognized inside h bot children your with find may you that challenges the of some another form of expression, such as drawing. world is a cold, cruel place and some of the challenges that you may find with your children both inside recognized as essential to andand outside outside of of the the classroom classroom this this year. year.year. We WeWe want wantwant to toto you youyou to toto feel feelfeel prepared preparedprepared ongoingongoingongoing tasks taskstasks or oror events. events.events. events. or tasks ongoing prepared feel to you to want We year. this classroom the of outside and people are awful and uncaring. and outside of the classroom this year. We want to you to feel prepared ongoing tasks or events. toto help help your your kids kids manager manager the thethe changes changeschanges that thatthat they theythey too tootoo are areare experie experieexperiencingncingncing ncing experie are too they that changes the manager kids your help to thisto year. help Belowyour kids are manager a few helpful the changes tips andthat resourcesthey too are for experie you toncing read FIDGETING IS making Build Emotional Vocabulary – Help the child thisthis year. year. Below Below are are a afew few helpful helpful tips tips and and resources resources for for you you t ot oread read FIDGETINGFIDGETINGFIDGETING IS makingIS IS making making making IS FIDGETING read o t you for resources and tips helpful few a are Below year. this  Negative expectations for andthis share year. with Below your are children a few helpful throughout tips and this resources year. for you to read small movements with your body, learn to recognize and name a wide variety of andand shareand share share with with with your your your children children children throughout throughout throughout this thisthis year. year. year. smallsmallsmall movements movements movements with withyour with body,your your body, body, body, your with movements small year. this throughout children your with share and the future – My life is usuallyusuallyusually your youryour hands handshands and and and feet. feet. feet. It'sIt's It's It's feet. and hands your usually emotions. Things are less overwhelming when we usually your hands and feet. It's miserable and it’s not going to EFFECTS - STAYING IN ONE ROOM ALL DAY: associatedassociatedassociatedassociated with with withnotwith payingnot notnot paying paying paying paying not with associated EFFECTSEFFECTSEFFECTS - -STAYING -STAYING STAYING IN ININ ONE ONE ROOM ROOMROOM ALLALL ALL DAY DAY DAY: :: attention. : DAY ALL ROOM ONE IN STAYING - EFFECTS know that they have a name. get any better. attention.attention.attention. attention. GuardiansGuardiansGuardiansGuardians - an - -increase-an anan increase increaseincrease in stress in in in stress stress andstress andand and and stress in increase an - Guardians anxietyanxietyanxietyanxiety is normal. is isis normal. normal.normal. Changes Changes Changes Changes leads leads toleads leads toto to to leads Changes normal. is anxiety Listen – You don’t have to have all the answers or Mental stress, both in positive and difficult Depression is a disorder, Mental Mental stress,stress,stress, both bothboth in inin positive positivepositive and and and difficult difficult difficult difficult and positive in both stress, Mental ways. It is not your job to eliminate know how to fix every problem. Just listen and ways.ways.ways. It ItIt is isis not notnot your youryour job job job to to to eliminate eliminate eliminate eliminate to job your not is It ways. not a choice. You don’t  CompleteComplete daily daily or or weekly weekly mental healthhealth check-ins check-ins in in this stress, but help your child empathize with the struggle.  CompleteComplete daily daily or or weekly weekly mental mental health health check-ins check-ins in in thisthisthis stress, stress,stress, but butbut help helphelp your your your child child child child your help but stress, this in check-ins health mental weekly or daily Complete  get over it just by deciding thethe classroom. classroom. manage it in healthy, appropriate ways. thethe classroom. classroom. managemanagemanage it itit in inin healthy, healthy,healthy, appropriate appropriate appropriate waysways ways... . ways appropriate healthy, in it manage classroom. the to be positive or cheer up.  Check-insCheck-ins may may be be a a simple simple conversation or or utilizing utilizing  Check-insCheck-insvisuals .may may be be a asimple simple conversation conversation or or utilizing utilizing For Guardians utilizing or conversation simple a be may Check-ins  Counter the child’s negative views of self by visuals. For Guardians visualsvisuals. .  BeforeForFor school Guardians Guardians starts, remind your child Guardians For . visuals telling what you like or admire most about them.  Students need to feel heard and have their feelings  Before school starts, remind your child  Students need to feel heard and have their feelings that Before Beforeschool school is school exciting. starts, starts, remind remind your your child child child your remind starts, school Before  COMMUNICATION  StudentsStudentsvalidated. need need to to feel feel heard heard and and have have their their feelings feelings that school is exciting. feelings their have and heard feel to need Students  Try to focus on internal character traits (e.g. - Schoolthatthat school isschool full isof is exciting.opportunties exciting. to learn exciting. is school that validated. - School is full of opportunties to learn validated.validated. and make- School- School new is friends isfull full of of opportunties opportunties to to learn learn learn to opportunties of full is School - validated. kindness or creativity) rather than surface BARRIERS - Focusand makeon parts new of schoolfriends your child Physical andand make make new new friends friends friends new make and features such as appearance (e.g. pretty). likes -- lunch,Focus art,on partsreading, of schooletc. And your stay child Physical - Focus- Focus on on parts parts of of school school your your child child child your school of parts on Focus - Children often find it difficult  FPhysicalorPhysical younger children, seeing everyone in a mask might be positivelikes - lunch, art, reading, etc. And stay Physical likeslikes - lunch,- lunch, art, art, reading, reading, etc. etc. And And stay stay stay And etc. reading, art, lunch, - likes scary at first. To overcome this fear, have each parent send  Completepositive daily or weekly mental health to explain how they’re feeling.  For younger children, seeing everyone in a mask might be positivepositive positive Help the child look for and recognize examples  ForFor youngera youngerpicture children,to children, place on seeing theirseeing desk. everyone everyone in in a amask mask might might be be check-ins Complete at home. daily Start or weekly a conversation mental health be might mask a in everyone seeing children, younger or F  They may not be able to tell scary at first. To overcome this fear, have each parent send or youCompleteComplete use visuals daily daily to orrepresent or weekly weekly feelings.mental mental health health health mental weekly or daily Complete  scaryscary at at first. first. To To overcome overcome this this fear, fear, have have each each parent parent send send check-ins at home. Start a conversation send parent each have fear, this overcome To first. at scary of what is good in the world and in humanity. a pictureA picture to will place help on kids their feel desk. more comfortable around new Validatecheck-inscheck-ins your child'sat at home. home. feelings. Start Start a aconversation conversation conversation a Start home. at check-ins you that they’re depressed. a apicture picture to to place place on on their their desk. desk. or you use visuals to represent feelings. desk. their on place to picture a friends and a new teacher. Pictures will help the classroom  If youroror you childyou use useis transitioningvisuals visuals to to represent representto a new feelings. feelings. feelings. represent to visuals use you or  A picture will help kids feel more comfortable around new Validate your child's feelings. Instead they are likely to talk  A Apicture pictureseem morewill will helpcomfortable help kids kids feel feel and more moreinviting comfortable comfortable around around new new school,ValidateValidate they beyour your experiencing child's child's feelings. feelings. a higher feelings. child's your Validate new around comfortable more feel kids help will picture A  – Plan something enjoyable for every day. friends and a new teacher. Pictures will help the classroom  If your child is transitioning to a new Plan and complain about what they friendsfriendsIf staying and and a in anew newthe teachersame teacher classroom. .Pictures Pictures all willday, will helphere help arethe the someclassroom classroom tools: level If If yourof your worry child child or isanxiety istransitioning transitioning not knowing to to a anew new new a to transitioning is child your If  classroom the help will Pictures . teacher new a and friends seem more comfortable and inviting whatschool, to expect they - new be experiencingschool, teacher a higher Plan something to look forward to in the near seemseem more- more Have comfortable fidgetscomfortable available and and forinviting inviting each kid school,school, they they be be experiencing experiencing a ahigher higher higher a experiencing be they school, inviting and comfortable more seem can understand – pain, aches and levelfriends. of worry or anxiety not knowing  If staying in the same classroom all day, here are some tools: levellevel of of worry worry or or anxiety anxiety not not knowing knowing knowing not anxiety or worry of level future and in the longer turn. Display these plans and other bodily discomforts.  IfIf staying staying- Have in in thelarge the same samestretch classroom classroom rubber bands all all day, day,over here thehere feetare are someof some each tools: tools: - Itwhat is helpful to expect to to talk - new to yourschool, children teacher tools: some are here day, all classroom same the in staying If  chair- Have for fidgets kids to availablemove legs forthroughout each kid the day beforewhatwhat school to to expect expectstarts about- new- new theschool, school, changes teacher teacher teacher school, new - expect to what on a calendar so the child has a visual reminder. The author C.S. Lewis -- Have Have fidgets fidgets available available for for each each kid kid and friends. kid each for available fidgets Have - - Have- Incorporate large stretch movement rubber in classroombands over when the possible feet of each theyand andcan- Itfriends. expectfriends.is helpful and topositive to talk stories to your that children friends. and -- Have Have large large stretch stretch rubber rubber bands bands over over the the feet feet of of each each - It- Itis ishelpful helpful to to to to talk talk to to your your children children children your to talk to to helpful is It - each of feet the over bands rubber stretch large Have - explained it well, “It is easier chair -for Lead kids students to move in yogalegs andthroughout propgressive the muscleday you beforeremember school from starts school. about the changes chairchair for for kids kids to to move move legs legs throughout throughout the the day day - Pick out a new outfit, write a positive day the throughout legs move to kids for chair - Incorporate movement in classroom when possible beforetheybefore can school school expect starts starts and about positiveabout the the storieschanges changes that changes the about starts school before Get active – Exercise, dance, do a craft, go for a to say ‘my tooth is aching’ relaxation note; and exciting things the next day - -IncorporateIncorporate movement movement in in classroom classroom when when possible possible theyyouthey canremember can expect expect from and and positiveschool. positive stories stories that that that stories positive and expect can they possible when classroom in movement Incorporate - walk, actively engage with life. than to say ‘my heart is  - Lead students in yoga and propgressive muscle with bring.  - -Lead Lead students students in in yoga yoga and and propgressive propgressive muscle muscle youyou- Pickremember remember out a new from from outfit, school. school. write a positive school. from remember you muscle propgressive and yoga in students Lead -  broken.’” relaxation  Keep- consistentPick- Pick out out acommunication anew new outfit, outfit, write withwrite a apositive positive positive a write outfit, new a out Pick - relaxationrelaxation yournote; child's and teachers exciting things the next day relaxation note;withnote; bring.and and exciting exciting things things the the next next day day day next the things exciting and note; Accept – It’s never helpful make light of a child’s - withThiswith willbring. bring. help successes and bring. with challenges Keep consistent your child iscommunication experiencing with depression by saying they’re feeling sorry for  -Keep ItyourKeep also consistent child'sprovides consistent teachers conversation communication communication topics with with with communication consistent Keep  themselves. Depression doesn’t feel good. If they youryour- Thischild's child's will teachers helpteachers successes and teachers child's your - This- This will will help help successes successes and and and successes help will This - could cheer up, they would. challenges your child is experiencing challengeschallenges- It also yourprovides your child child conversation is isexperiencing experiencing topics experiencing is child your challenges - It- Italso also provides provides conversation conversation topics topics topics conversation provides also It - Time Management Tips for Online Learning

| Time Management Time Management: | Time management is a life skill and one that can be practiced and is the ability to use one's time taught. Some simple tips for teaching time management to younger | efficiently or productively, especially children are listed below. | to accomplish work or school goals.

Tips for elementary aged students:

• Predictable routine - Establishing a daily routine will help ease everyone's stress level by knowing what to expect. Keep it simple. Write it down and display it where everyone can see. Pictures are helpful for younger students so they can read the routine too. This does take practice and does not happen overnight. It will take approximately two weeks of following the routine before everyone becomes more relaxed in it.

• Break up the day - When developing the routine, consider building in frequent "brain breaks." Walk around the block, get a snack, eat lunch, call a friend, dance or sing a song. Children are unable to sit for long periods of time. Every 30 minutes allow for a stretch break. Create a list of acceptable break time activities that take less than 3-to 5-minutes for your child to choose from.

• Make a checklist - create a "to do list" of daily assignments that must be completed. Checking off the items completed is a reward for most and teaches organizational skills. For younger students, make a "bingo sticker chart," listing Monday through Friday across the top, with all subject names down the side. List assignments if needed in the chart, then allow themto put a sticker or smiley face in the box when completed. When the daily column is bingo, then the school day is complete. When they reach a "full bingo card," the school week is over. Celebrate!

• First/then and When/then statements - Not all subjects are our favorite. When there is a challeging subject or task, place that task before a desirable activity. This helps keep them motivated. If you make it right before the lunch break you can say, "First you work on math, then it will be lunch time" or "when math is finished, then we will eat lunch."

• Remove distractions - Creating a space where your child is not distracted can be challenging. Do your best. Screens are very distracting, especially one's that aren't displaying school work. Limit the extra noise around your student like the television, phones or other conversations.

• Be flexible - This is a challenging time for many of us, children included. When children become overwhelmed, just like grown-ups, empathy and understanding are needed. You can adjust your routine to fit you and your children's needs.

• Model asking for help - If the work becomes challenging or you are unsure what is expected, please ask for help. Teachers are available to support your child. Time Management Tips Tips Management Time for Online Learning earning L nline O for

| Time Management Management Time | Time Management: | | Management: Time Time management is a life skill and one that can be practiced and is the ability to use one's time time one's use to ability the is nd a practiced be can that one and skill life a is management Time taught. Some simple tips for teaching time management to younger | efficiently or productively, especially especially productively, or efficiently | r younge to management time teaching for tips simple Some taught. children are listed below. | to accomplish work or school goals. goals. school or work accomplish to | below. listed are children

Tips for elementary aged students: : students aged elementary for Tips

• Predictable routine - Establishing a daily routine will help ease everyone's stress level by knowing what to to what knowing by level stress everyone's se ea help will routine daily a Establishing - routine Predictable • expect. Keep it simple. Write it down and display it where everyone can see. Pictures are helpful for younger younger for helpful are Pictures see. can everyone where it display and down it Write simple. it Keep expect. students so they can read the routine too. This does take practice and does not happen overnight. It will take take will It overnight. happen not does and ice pract take does This too. routine the read can they so students approximately two weeks of following the routine before everyone becomes more relaxed in it. it. in relaxed more s e becom e everyon before routine the following of weeks two approximately

• Break up the day - When developing the routine, consider building in frequent "brain breaks." Walk around the the around Walk breaks." n "brai frequent in building consider routine, the developing hen W - day the up Break • block, get a snack, eat lunch, call a friend, dance or sing a song. Children are unable to sit for long periods of of periods long for sit to unable are Children ong. s a sing or dance friend, a call lunch, eat snack, a get block, time. Every 30 minutes allow for a stretch break. Create a list of acceptable break time activities that take take that activities time break acceptable of list a Create break. stretch a for allow minutes 30 Every time. less than 3-to 5-minutes for your child to choose from. from. choose to child your for 5-minutes 3-to than less

• Make a checklist - create a "to do list" of daily assignments that must be completed. Checking off the items items the off Checking completed. be must that assignments daily of " list do "to a create - checklist a Make • completed is a reward for most and teaches organizational skills. For younger students, make a "bingo sticker sticker "bingo a make students, younger For s. skill organizational teaches and most for reward a is completed chart," listing Monday through Friday across the top, with all subject names down the side. List assignments if if assignments List side. the down names subject all with top, the across Friday through Monday listing chart," needed in the chart, then allow themto put a sticker or smiley face in the box when completed. When the the When completed. when box the in face smiley or sticker a put to em th allow then chart, the in needed daily column is bingo, then the school day is complete. When they reach a "full bingo card," the school week is is week school the card," bingo "full a ch rea they When complete. is day school the then bingo, is column daily over. Celebrate! Celebrate! over.

• First/then and When/then statements - Not all subjects are our favorite. When there is a challeging subject or or subject challeging a is there When favorite. our are subjects all Not - statements When/then and First/then • task, place that task before a desirable activity. This helps keep them motivated. If you make it right before before right it make you If motivated. them eep k helps This activity. desirable a before task that place task, the lunch break you can say, "First you work on math, then it will be lunch time" or "when math is finished, finished, is math when " or time" lunch be will it then math, on work you First " say, can you break lunch the then we will eat lunch." lunch." eat will we then

• Remove distractions - Creating a space where your child is not distracted can be challenging. Do your best. best. your Do enging. chall be can distracted not is child your where space a reating C - distractions Remove • Screens are very distracting, especially one's that aren't displaying school work. Limit the extra noise around around noise extra the Limit work. school laying disp aren't that one's especially distracting, very are Screens your student like the television, phones or other conversations. . conversations other or phones television, the like student your

• Be flexible - This is a challenging time for many of us, children included. When children become overwhelmed, overwhelmed, become children When included. en childr us, of many for time challenging a is This - flexible Be • just like grown-ups, empathy and understanding are needed. You can adjust your routine to fit you and your your and you fit to routine your adjust can You needed. are understanding and empathy grown-ups, like just children's needs. needs. children's

• Model asking for help - If the work becomes challenging or you are unsure what is expected, please ask for for ask please ed, expect is what unsure are you or challenging becomes work the f I - help for asking Model • help. Teachers are available to support your child. child. your support to available are Teachers help. Understanding Anxiety in Teens WHAT IS ANXIETY? ANXIETY CAN BE Anxiety happens because your brain thinks it has detected GOOD FOR YOU! danger. The important word there is thinks – it doesn’t In moderate amounts, anxiety can matter whether there actually is any danger, just that your help us to be more alert, more brain thinks there is. Brains are smart but sometimes they aware of our surroundings, and get things wrong. Brains are also protective. So when they more careful – so that we can think we are in danger our brains automatically start doing stay safe and avoid real dangers. things that are meant to help keep us safe and alive, like It can motivate us to prepare. making our hearts beat faster and making us breathe For example, you might have felt harder. The thing about anxiety is that it always happens some anxiety before a big test. If in anticipation of something bad happening, meaning the that anxiety motivated you to bad thing hasn’t happened yet (maybe it never will), our study more, it might brains just think it will or could happen. These thoughts have helped you often come in the form of worrying about “what if . . . ?” to prepare better and get a better grade. SYMPTOMS OF ANXIETY  Worrying – a lot “Living with anxiety is like being  Thoughts that others a re judging followed by a voice. It knows all  Dread – as though something awful is about to happen your insecurities and uses them  Panic – sudden intense fear that comes out of nowhere against you. It gets to the point when it’s the loudest voice in the  Inability to relax or feelings of restlessness room, no matter how much you try  Racing thoughts or thoughts that just won’t turn off to get rid of it, it’s just there.”  Sleep problems including difficulty falling asleep, - Hayley Greenwood difficulty staying asleep or waking up during the night What It Feels Like to Have Anxiety, Because It Isn’t Us ‘Being Crazy’ and having difficulty getting back to sleep  Nightmares or dreams that are disturbing or distressing CRISIS HELP  Avoidance of feared situations Sometimes anxiety can be so  Difficulty concentrating and making decisions intense and overwhelming that it  Physical complaints such as headaches, stomachaches, feels like life is no longer worth racing heart, sweating, shaking, nausea, diarrhea, living. If you or someone you shortness of breath or dizziness know is considering suicide, help  Low tolerance for frustration is available. It can get better.  Irritability – becoming easily upset over small things Call the National Suicide  Triggering of fight (arguing, physical fighting), flight Prevention Lifeline 1-800-273- (wanting to run away, hide or disappear) or freeze TALK (8255), the Crisis Center (mind going blank, difficulty speaking) impulses 330-452-6000, or send a text to 741 741. Understanding Understanding Anxiety in Teens Teens in Anxiety WHAT IS ANXIETY? ANXIETY CAN BE BE CAN ANXIETY ETY? ANXI IS WHAT Anxiety happens because your brain thinks it has detected GOOD FOR YOU! YOU! FOR GOOD detected has it thinks brain your because happens Anxiety danger. The important word there is thinks – it doesn’t In moderate amounts, anxiety can can anxiety amounts, moderate In doesn’t it – thinks is there word important The danger. matter whether there actually is any danger, just that your help us to be more alert, more more alert, more be to us help your that just danger, any is actually there whether matter brain thinks there is. Brains are smart but sometimes they aware of our surroundings, and and surroundings, our of aware they sometimes but smart are Brains is. there thinks brain get things wrong. Brains are also protective. So when they more careful – so that we can can we that so – careful more they when So protective. also are Brains wrong. things get think we are in danger our brains automatically start doing stay safe and avoid real dangers. . s danger real avoid and safe stay ing do start y utomaticall a brains r ou nger da n i re a e w think things that are meant to help keep us safe and alive, like It can motivate us to prepare. prepare. to us motivate can It like live, a nd a safe us eep k lp he to ant me are at th things making our hearts beat faster and making us breathe For example, you might have felt felt have might you example, For breathe us making and faster beat hearts our making harder. The thing about anxiety is that it always happens some anxiety before a big test. If If test. big a before anxiety some happens always it that is anxiety about thing The harder. in anticipation of something bad happening, meaning the that anxiety motivated you to to you motivated anxiety that the aning me ening, happ bad something of nticipation a in bad thing hasn’t happened yet (maybe it never will), our study more, it might might it more, study our will), r neve t i (maybe et y happened hasn’t hing t bad brains just think it will or could happen. These thoughts have helped you you helped have oughts th These . en happ ould c or ill w it think st ju brains often come in the form of worrying about “what if . . . ?” to prepare better better prepare to ?” . . . f i what “ about worrying of orm f the n i ome c often and get a better better a get and grade. grade. SYMPTOMS OF ANXIETY ANXIETY OF SYMPTOMS  Worrying – a lot “Living with anxiety is like being being like is anxiety with Living “ lot a – Worrying   Thoughts that others a re judging followed by a voice. It knows all all knows It voice. a by followed judging re a others that Thoughts   Dread – as though something awful is about to happen your insecurities and uses them them uses and insecurities your happen to about is awful something though as – Dread   Panic – sudden intense fear that comes out of nowhere against you. It gets to the point point the to gets It you. against nowhere of out comes that fear intense sudden – Panic  when it’s the loudest voice in the the in voice loudest the it’s when  Inability to relax or feelings of restlessness restlessness of feelings or relax to Inability  room, no matter how much you try try you much how matter no , room  Racing thoughts or thoughts that just won’t turn off to get rid of it, it’s just there.” ” . there just it’s it, of rid get to off turn t won’ just that thoughts or thoughts Racing   Sleep problems including difficulty falling asleep, - Hayley Greenwood Greenwood Hayley - asleep, falling difficulty including problems Sleep  difficulty staying asleep or waking up during the night What It Feels Like to Have Anxiety, , Anxiety Have to Like Feels It What night the during up waking or asleep staying difficulty Because It Isn’t Us ‘Being Crazy’ Crazy’ ‘Being Us Isn’t It Because and having difficulty getting back to sleep sleep to back getting difficulty having and  Nightmares or dreams that are disturbing or distressing CRISIS HELP HELP CRISIS distressing or disturbing are that dreams or Nightmares   Avoidance of feared situations Sometimes anxiety can be so o s be can y nxiet a Sometimes situations feared of Avoidance   Difficulty concentrating and making decisions intense and overwhelming that it t i that erwhelming ov nd a intense decisions making and concentrating Difficulty   Physical complaints such as headaches, stomachaches, feels like life is no longer worth worth onger l no s i ife l ike l feels stomachaches, headaches, as such complaints Physical  racing heart, sweating, shaking, nausea, diarrhea, living. If you or someone you ou y omeone s or you If living. diarrhea, nausea, shaking, sweating, heart, racing shortness of breath or dizziness know is considering suicide, help help suicide, considering is know dizziness or breath of shortness  Low tolerance for frustration is available. It can get better. better. get can It available. is frustration for tolerance Low   Irritability – becoming easily upset over small things Call the National Suicide cide Sui tional Na e th Call things small over upset easily becoming – Irritability   Triggering of fight (arguing, physical fighting), flight Prevention Lifeline 1-800-273- - 273 - 800 1- ifeline L Prevention flight fighting), physical (arguing, fight of Triggering  (wanting to run away, hide or disappear) or freeze TALK (8255), the Crisis Center nter Ce sis Cri e th 55), (82 TALK freeze or disappear) or hide away, run to (wanting (mind going blank, difficulty speaking) impulses 330-452-6000, or send a text to to xt te a send or -6000, 452 - 330 impulses speaking) difficulty blank, going (mind 741 741. 741. 741 HOW TO HELP YOUR ANXIOUS TEEN: COMMON TYPES OF

The goal is not to eliminate anxiety but ANXEITY IN TEENS: Understanding to manage it. You want your child to Generalized Anxiety – worrying learn how to safely and confidently deal more all the time and/or more with life’s challenges. than appropriate about a lot of Depression in Teens things WHAT IS DEPRESSION? Panic Attack – experiencing Breathe – Taking slow deep breaths helps to clear intense fear when the fight/ Everyone feels sad sometimes. Sadness is a part of life. It the mind and settle the body. flight/freeze response kicks in is the appropriate response to the sad things that happen even though there is no real in life. “Normal” sadness lasts for a short time, and then “People think depression Patience – Be supportive, understanding, and danger or apparent cause. goes away without leaving long-lasting effects. Depression is sadness. People think patient. Chances are your teen is already being is a change in mood that persists over time. It doesn’t go Test Anxiety – extreme distress depression is crying. tough enough on him- or herself. away on its own. It interferes with a person’s ability to or fear experienced before or enjoy life, even when good things are happening. It drains People think depression is during tests; the anxiety is so all your energy and stops you from taking part in activities dressing in black. But Mindfulness – By teaching your brain to come intense that it causes the mind to back to the present you increase your ability to go blank and interferes with you used to do easily. It makes everything seem pointless. people are wrong. take control over your brain and stop it from ability to perform well on the Depression causes lasting changes in thinking, Depression is the constant worrying when it doesn’t need to. test. relationships, and way of life. feeling of being numb. Performance Anxiety – fear of Being numb to emotions, Listen – You don’t have to have all the answers or doing something in front of other WHAT DEPRESSION IS LIKE : being numb to life. You know how to fix every problem. Just listen and people.  Irritable, agitated, easily annoyed or numb wake up in the morning empathize with the struggle.  Sad, crying easily and difficult to soothe Social Anxiety – intense fear of just to go to bed again.”  Overly self-critical being watched and judged by - Larry Walthour Distraction – Drawing, coloring pictures, watching others in social situations.  Constantly bored and unable to find anything Suffering in Silence a movie or TV show, listening to music, playing a enjoyable to do. Phobias – intense fear or dread game, doing a craft. Repetitive, rhythmic  Low energy and difficulty getting motivated experienced in response to a movement can have a calming effect.  Overly sensitive to criticism, rejection or failure CRISIS HELP specific object or situation.  Sulking, withdrawing from social situations, not Never ignore comments about Obsessive Compulsive wanting to spend time with friends suicide. It’s a myth that talking Perspective – Help to clarify what can be about suicide could plant the Disorder (OCD) - Obsessions are  Whining and complaining - focusing on what’s wrong controlled and what cannot, and what is a idea in someone’s mind. If unwanted, intrusive thoughts, and inability to see what’s right in situations realistic threat and what is not. they’re talking about it, or images, or urges that trigger  Sleep problems including difficulty falling asleep or hinting about it, chances are intensely distressing feelings. staying asleep, waking up during the night and having Encourage – Don’t let your teen avoid doing the Compulsions are behaviors or they’re already thinking about it. difficulty getting back to sleep, or sleeping all the time things that need to be done. The longer they try rituals done to get rid of the You can make a difference by  Nightmares or dreams that are disturbing or distressing to avoid it, the bigger the fear becomes and the obsessions and/or decrease the listening and by helping to  Difficulty concentrating and making decisions harder it will be to overcome that fear. distress. connect that person with  Physical complaints such as headaches or stomachaches professional care. For help on  Changes in eating habits – eating too much or not at all how to respond, call the National Accept – It’s never helpful to tell someone who is  Being very difficult to please Suicide Prevention Lifeline 1-800- anxious “stop worrying.” It never helps to say  Getting into fights or trouble at school 273-TALK (8255), the Crisis Center they’re just overreacting. Let them know you  Not wanting to go to school and/or not wanting to 330-452-6000 or send a text to understand how real the fear is to them. participate in other activities 741 741. HOW TO HELP YOUR ANXIOUS TEEN: COMMON TYPES OF

The goal is not to eliminate anxiety but ANXEITY IN TEENS: Understanding Understanding to manage it. You want your child to Generalized Anxiety – worrying learn how to safely and confidently deal more all the time and/or more with life’s challenges. than appropriate about a lot of Depression in Teens Teens in Depression things WHAT IS DEPRESSION? DEPRESSION? IS WHAT Panic Attack – experiencing Breathe – Taking slow deep breaths helps to clear intense fear when the fight/ Everyone feels sad sometimes. Sadness is a part of life. It It life. of part a is Sadness sometimes. sad feels Everyone the mind and settle the body. flight/freeze response kicks in is the appropriate response to the sad things that happen appen h at th ings th ad s the to sponse re ppropriate a e th is even though there is no real in life. “Normal” sadness lasts for a short time, and then “People think depression n n o o i i s s s s e e r r p p e e d d k k n n i i h h t t e e l l p p o o e e P P “ “ then and time, short a for lasts sadness “Normal” life. in Patience – Be supportive, understanding, and danger or apparent cause. goes away without leaving long-lasting effects. Depression is sadness. People think k k n n i i h h t t e e l l p p o o e e P P . . s s s s e e n n d d a a s s s s i i Depression effects. long-lasting leaving without away goes patient. Chances are your teen is already being is a change in mood that persists over time. It doesn’t go go doesn’t It time. over persists that mood in change a is Test Anxiety – extreme distress depression is crying. . . g g n n i i y y r r c c s s i i n n o o i i s s s s e e r r p p e e d d tough enough on him- or herself. away on its own. It interferes with a person’s ability to to ability person’s a with interferes It own. its on away or fear experienced before or enjoy life, even when good things are happening. It drains People think depression is s s i i n n o o i i s s s s e e r r p p e e d d k k n n i i h h t t e e l l p p o o e e P P drains It happening. are things good when even life, enjoy during tests; the anxiety is so all your energy and stops you from taking part in activities dressing in black. But t t u u B B . . k k c c a a l l b b n n i i g g n n i i s s s s e e r r d d activities in part taking from you stops and energy your all Mindfulness – By teaching your brain to come intense that it causes the mind to back to the present you increase your ability to go blank and interferes with you used to do easily. It makes everything seem pointless. people are wrong. . . g g n n o o r r w w e e r r a a e e l l p p o o e e p p pointless. seem everything makes It easily. do to used you take control over your brain and stop it from ability to perform well on the Depression causes lasting changes in thinking, Depression is the constant t t n n a a t t s s n n o o c c e e h h t t s s i i n n o o i i s s s s e e r r p p e e D D inking, th n i changes asting l causes Depression worrying when it doesn’t need to. test. relationships, and way of life. feeling of being numb. . . b b m m u u n n g g n n i i e e b b f f o o g g n n i i l l e e e e f f life. of ay w and relationships, Performance Anxiety – fear of Being numb to emotions, , , s s n n o o i i t t o o m m e e o o t t b b m m u u n n g g n n i i e e B B Listen – You don’t have to have all the answers or doing something in front of other WHAT DEPRESSION IS LIKE : being numb to life. You u u o o Y Y . . e e f f i i l l o o t t b b m m u u n n g g n n i i e e b b : LIKE IS DEPRESSION WHAT know how to fix every problem. Just listen and people.  Irritable, agitated, easily annoyed or numb wake up in the morning g g n n i i n n r r o o m m e e h h t t n n i i p p u u e e k k a a w w numb or annoyed easily agitated, Irritable,  empathize with the struggle.  Sad, crying easily and difficult to soothe soothe to difficult and easily crying Sad,  Social Anxiety – intense fear of just to go to bed again.” ” ” . . n n i i a a g g a a d d e e b b o o t t o o g g o o t t t t s s u u j j  Overly self-critical critical - self Overly  being watched and judged by - Larry Walthour Walthour Larry - Distraction – Drawing, coloring pictures, watching others in social situations.  Constantly bored and unable to find anything anything find to unable and bored Constantly  Suffering in Silence Silence in Suffering a movie or TV show, listening to music, playing a enjoyable to do. do. to enjoyable Phobias – intense fear or dread game, doing a craft. Repetitive, rhythmic  Low energy and difficulty getting motivated motivated getting difficulty and energy Low  experienced in response to a movement can have a calming effect.  Overly sensitive to criticism, rejection or failure CRISIS HELP HELP CRISIS failure or rejection criticism, to sensitive Overly  specific object or situation.  Sulking, withdrawing from social situations, not Never ignore comments about about omments c ignore Never not situations, social from ing ithdraw w Sulking,  Obsessive Compulsive wanting to spend time with friends suicide. It’s a myth that talking alking t hat t myth a It’s suicide. friends with time spend to wanting Perspective – Help to clarify what can be about suicide could plant the he t ant pl ould c uicide s about Disorder (OCD) - Obsessions are  Whining and complaining - focusing on what’s wrong wrong what’s on focusing - complaining and Whining  controlled and what cannot, and what is a idea in someone’s mind. If If mind. omeone’s s n i idea unwanted, intrusive thoughts, and inability to see what’s right in situations situations in right what’s see to inability and realistic threat and what is not. they’re talking about it, or or t, i about lking ta they’re images, or urges that trigger  Sleep problems including difficulty falling asleep or r o p aslee falling ifficulty d including problems Sleep  hinting about it, chances are re a chances t, i about g hintin intensely distressing feelings. staying asleep, waking up during the night and having having and night the during up waking , asleep staying Encourage – Don’t let your teen avoid doing the Compulsions are behaviors or they’re already thinking about it. t. i about thinking y lread a they’re difficulty getting back to sleep, or sleeping all the time time the all ing sleep or , sleep to back getting difficulty things that need to be done. The longer they try rituals done to get rid of the You can make a difference by by difference a ke ma an c You  Nightmares or dreams that are disturbing or distressing distressing or disturbing are that dreams or Nightmares  to avoid it, the bigger the fear becomes and the obsessions and/or decrease the listening and by helping to to helping by and listening  Difficulty concentrating and making decisions decisions making and concentrating Difficulty  harder it will be to overcome that fear. distress. connect that person with ith w person at th connect  Physical complaints such as headaches or stomachaches stomachaches or headaches as such complaints Physical  professional care. For help on on help r Fo . are c professional  Changes in eating habits – eating too much or not at all how to respond, call the National tional Na the call , spond re to how all at not or much too eating – habits eating in Changes  Accept – It’s never helpful to tell someone who is  Being very difficult to please Suicide Prevention Lifeline 1-800- - 800 1- Lifeline Prevention Suicide please to difficult very Being  anxious “stop worrying.” It never helps to say  Getting into fights or trouble at school 273-TALK (8255), the Crisis Center Center Crisis the (8255), -TALK 273 school at trouble or fights into Getting  they’re just overreacting. Let them know you  Not wanting to go to school and/or not wanting to 330-452-6000 or send a text to to text a send or 330-452-6000 to wanting not and/or school to go to wanting Not  understand how real the fear is to them. participate in other activities 741 741. 741. 741 activities other in participate HOW TO HELP A TEEN WHO IS 3 TYPES OF STRUGGLING WITH DEPRESSION: THOUGHTS THAT Understanding Talk about what they’re experiencing. Let them SUSTAIN DEPRESSION know it is safe to express their thoughts and  Negative view of self – I’m feelings, even the ones that are not so not good enough, I am a bad Depression for Teens comfortable for you to hear. person, I never get anything WHAT IS DEPRESSION? right, nobody likes me. Everyone feels sad sometimes. Sadness is a part of life. It Express – It can be hard to put feelings into  Negative view of the is the appropriate response to the sad things that happen words. There are lots of ways to express yourself – world and others – The in life. “Normal” sadness lasts for a short time, and then art, music, dance, photography, etc. world is a cold, cruel place and goes away without leaving long-lasting effects. Depression people are awful and uncaring. is a change in mood that persists over time. It doesn’t go Listen – You don’t have to have all the answers or away on its own. It interferes with a person’s ability to know how to fix every problem. Just listen  Negative expectations for enjoy life, even when good things are happening. It drains “People think depression without judging and empathize with the struggle. the future – My life is all your energy and stops you from taking part in activities is sadness. People think miserable and it’s not going to you used to do easily. It makes everything seem pointless. get any better. Depression causes lasting changes in thinking, depression is crying. Gratitude – Every day identify 3 things to be relationships, and way of life. People think depression is grateful for, 3 things that were achieved or 3 dressing in black. But good things that happened. This helps to remind Depression is a disorder, the teen that not everything in life is bad. people are wrong. not a choice. You don’t WHAT DEPRESSION IS LIKE : Depression is the constant get over it just by deciding  Irritable, agitated, easily annoyed or numb Counter negative views of self by saying how to be positive or cheer up.  Sad, crying easily and difficult to stop feeling of being numb. proud you are of them. Notice the positive things  Overly self-critical Being numb to emotions, they do and let them know they are doing a good IS IT DEPRESSION  Constantly bored and unable to find anything being numb to life. You job. Describe what you like about them. OR JUST BEING A enjoyable to do. wake up in the morning  Low energy and no motivation to do anything just to go to bed again.” Help to look for and recognize examples of what TEEN? If you aren’t sure  Overly sensitive to criticism, rejection or failure - Larry Walthour is good in the world and in humanity.  Sulking, withdrawing from social situations, not whether the behavior you’re Suffering in Silence seeing is depression or just wanting to spend time with friends  Whining and complaining - focusing on what’s wrong Plan – Plan something enjoyable for every day. normal teenage moodiness, and inability to see what’s right in situations Plan something to look forward to in the near look into how long it has been CRISIS HELP  Sleep problems including difficulty falling asleep or future and in the longer turn. Display these plans going on, and how different Sometimes depression can be so staying asleep, waking up during the night and having on a calendar to create a visual reminder. the teen is acting compared to strong and overwhelming that it difficulty getting back to sleep, or sleeping all the time their usual self. Hormones and feels like it will never get better stress can explain the  Nightmares or dreams that are disturbing or distressing and life is no longer worth living. Routine – Make sure they get out of bed and get occasional bout of teenage  Difficulty concentrating and making decisions If you or someone you know is dressed every day. Set regular bed and wake angst – but not continuous and  Physical complaints such as headaches or stomachaches considering suicide, help is times. Eat regular meals. Plan tasks to do. unrelenting unhappiness,  Changes in eating habits – eating too much or not at all available. It can get better. Call lethargy or irritability.  Being very difficult to please the National Suicide Prevention Accept – It’s never helpful make light of a teen’s  Getting into fights or trouble at school Lifeline 1-800-273-TALK (8255), depression by saying they’re being dramatic or  Not wanting to go to school and/or not wanting to the Crisis Center 330-452-6000 feeling sorry for themselves. Depression doesn’t participate in other activities or send a text to 741 741. feel good. If they could cheer up, they would. HOW TO HELP A TEEN WHO IS 3 TYPES OF STRUGGLING WITH DEPRESSION: THOUGHTS THAT Understanding Understanding Talk about what they’re experiencing. Let them SUSTAIN DEPRESSION know it is safe to express their thoughts and  Negative view of self – I’m feelings, even the ones that are not so not good enough, I am a bad Depression for Teens Teens for Depression comfortable for you to hear. person, I never get anything WHAT IS DEPRESSION? DEPRESSION? IS WHAT right, nobody likes me. Everyone feels sad sometimes. Sadness is a part of life. It It life. of part a is Sadness sometimes. sad feels Everyone Express – It can be hard to put feelings into  Negative view of the is the appropriate response to the sad things that happen happen that things sad the to response appropriate the is words. There are lots of ways to express yourself – world and others – The in life. “Normal” sadness lasts for a short time, and then then and time, short a for lasts sadness “Normal” life. in art, music, dance, photography, etc. world is a cold, cruel place and goes away without leaving long-lasting effects. Depression Depression effects. long-lasting leaving without away goes people are awful and uncaring. is a change in mood that persists over time. It doesn’t go go doesn’t It time. over persists that mood in change a is Listen – You don’t have to have all the answers or away on its own. It interferes with a person’s ability to to ability person’s a with interferes It own. its on away know how to fix every problem. Just listen  Negative expectations for enjoy life, even when good things are happening. It drains “People think depression n n o o i i s s s s e e r r p p e e d d k k n n i i h h t t e e l l p p o o e e P P “ “ drains It happening. are things good when even life, enjoy without judging and empathize with the struggle. the future – My life is all your energy and stops you from taking part in activities is sadness. People think k k n n i i h h t t e e l l p p o o e e P P . . s s s s e e n n d d a a s s s s i i activities in part taking from you stops and energy your all miserable and it’s not going to you used to do easily. It makes everything seem pointless. pointless. seem everything makes It easily. do to used you get any better. Depression causes lasting changes in thinking, depression is crying. . . g g n n i i y y r r c c s s i i n n o o i i s s s s e e r r p p e e d d inking, th n i changes asting l causes Depression Gratitude – Every day identify 3 things to be relationships, and way of life. People think depression is s s i i n n o o i i s s s s e e r r p p e e d d k k n n i i h h t t e e l l p p o o e e P P life. of ay w and relationships, grateful for, 3 things that were achieved or 3 dressing in black. But t t u u B B . . k k c c a a l l b b n n i i g g n n i i s s s s e e r r d d good things that happened. This helps to remind Depression is a disorder, the teen that not everything in life is bad. people are wrong. . . g g n n o o r r w w e e r r a a e e l l p p o o e e p p not a choice. You don’t WHAT DEPRESSION IS LIKE : : LIKE IS DEPRESSION WHAT Depression is the constant t t n n a a t t s s n n o o c c e e h h t t s s i i n n o o i i s s s s e e r r p p e e D D get over it just by deciding  Irritable, agitated, easily annoyed or numb numb or annoyed easily agitated, Irritable,  Counter negative views of self by saying how to be positive or cheer up.  Sad, crying easily and difficult to stop feeling of being numb. . . b b m m u u n n g g n n i i e e b b f f o o g g n n i i l l e e e e f f stop to difficult and easily crying Sad,  proud you are of them. Notice the positive things  Overly self-critical Being numb to emotions, , , s s n n o o i i t t o o m m e e o o t t b b m m u u n n g g n n i i e e B B critical - self Overly  they do and let them know they are doing a good IS IT DEPRESSION  Constantly bored and unable to find anything being numb to life. You u u o o Y Y . . e e f f i i l l o o t t b b m m u u n n g g n n i i e e b b anything find to unable and bored Constantly  job. Describe what you like about them. OR JUST BEING A enjoyable to do. wake up in the morning g g n n i i n n r r o o m m e e h h t t n n i i p p u u e e k k a a w w do. to enjoyable  Low energy and no motivation to do anything just to go to bed again.” ” ” . . n n i i a a g g a a d d e e b b o o t t o o g g o o t t t t s s u u j j anything do to ion motivat no and energy Low  Help to look for and recognize examples of what TEEN? If you aren’t sure  Overly sensitive to criticism, rejection or failure - Larry Walthour Walthour Larry - failure or rejection criticism, to sensitive Overly  is good in the world and in humanity.  Sulking, withdrawing from social situations, not not situations, social from ing ithdraw w Sulking,  whether the behavior you’re Suffering in Silence Silence in Suffering seeing is depression or just wanting to spend time with friends friends with time spend to wanting  Whining and complaining - focusing on what’s wrong wrong what’s on focusing - complaining and Whining  Plan – Plan something enjoyable for every day. normal teenage moodiness, and inability to see what’s right in situations situations in right what’s see to inability and Plan something to look forward to in the near look into how long it has been CRISIS HELP HELP CRISIS  Sleep problems including difficulty falling asleep or or p aslee falling ifficulty d including problems Sleep  future and in the longer turn. Display these plans going on, and how different Sometimes depression can be so o s e b can pression de Sometimes staying asleep, waking up during the night and having having and night the during up waking , asleep staying on a calendar to create a visual reminder. the teen is acting compared to strong and overwhelming that it t i that overwhelming and strong difficulty getting back to sleep, or sleeping all the time time the all ing sleep or , sleep to back getting difficulty their usual self. Hormones and feels like it will never get better tter be get r ve ne ill w t i ike l feels stress can explain the  Nightmares or dreams that are disturbing or distressing and life is no longer worth living. iving. l worth onger l no is ife l and distressing or disturbing are that dreams or Nightmares  Routine – Make sure they get out of bed and get occasional bout of teenage  Difficulty concentrating and making decisions If you or someone you know is s i know ou y omeone s or you If decisions making and concentrating Difficulty  dressed every day. Set regular bed and wake angst – but not continuous and  Physical complaints such as headaches or stomachaches considering suicide, help is is help suicide, considering stomachaches or headaches as such complaints Physical  times. Eat regular meals. Plan tasks to do. unrelenting unhappiness,  Changes in eating habits – eating too much or not at all available. It can get better. Call Call better. get can t I available. all at not or much too eating – habits eating in Changes  lethargy or irritability.  Being very difficult to please the National Suicide Prevention Prevention cide Sui ational N the please to difficult very Being  Accept – It’s never helpful make light of a teen’s  Getting into fights or trouble at school Lifeline 1-800-273-TALK (8255), (8255), -273-TALK 00 1-8 Lifeline school at trouble or fights into Getting  depression by saying they’re being dramatic or  Not wanting to go to school and/or not wanting to the Crisis Center 330-452-6000 -6000 52 330-4 Center Crisis the to wanting not and/or school to go to wanting Not  feeling sorry for themselves. Depression doesn’t participate in other activities or send a text to 741 741. 41. 7 41 7 o t ext t a send or activities other in participate feel good. If they could cheer up, they would. WHAT HELPS WITH DEPRESSION: 3 TYPES OF Tips to Spot You are not alone. Lots of people, including THOUGHTS THAT people your age, struggle with depression. SUSTAIN DEPRESSION  Negative view of self – I’m Substance Use Talk – Tell someone you trust about your not good enough, I am a bad depression and how it is affecting you. person, I never get anything right, nobody likes me. Kids are cautious in using drugs at Obvious signs: • Bloodshot eyes, pinpricks on the arms Express – It can be hard to put feelings into  Negative view of the school or possessing drug paraphernalia words. There are lots of ways to express yourself – world and others – The Kids can be pretty stealthy when it comes to bringing drugs to school, • Bloodshot eyes are sign of marijuana art, music, dance, photography, etc. using drugs in school or being under the influence at school. Here are use world is a cold, cruel place and some signs and symptoms of possible adolescent use. • Pin-point pupils could indicate heroin people are awful and uncaring. use Gratitude – Start a gratitude journal. Every day • Dilated pupils may indicate use of  Negative expectations for identify 3 things to be grateful for, 3 things that cocaine, hallucinogens or the future – My life is amphetamines were achieved or 3 good things that happened. Early signs predicting substance use: • Students that suddenly possess money On days when it is hard to think of anything good miserable and it’s not going to might be selling items to earn money look back through past entries. get any better. for drugs or are selling drugs. • Watch for things missing or reports of Behaviors stolen items Self-compassion – We are often our own worst “There is hope even bullies. Remember you don’t have to be perfect. when your brain says  The earliest signs predicting substance use are a change in Hiding substances at school behaviors and mannerisms. What would you say to a friend who is thinking  Kids have been found with homemade bongs there isn’t.” - John Green First sign is a change in friends. The change may be gradual or from soda cans and apples and feeling the way you do?   sudden. Be on the lookout for pop cans with small pinpricks that might be used as a bong  Watch for display of typical items such as Teens may withdraw from social bonding opportunities and Patience – Be supportive, understanding, ABOUT PARENTS . . .  foil wrappers, square folded envelopes, activities. balloons, ziplock bags or mirrors that seem

encouraging and patient with yourself. It may seem like there is no way your parents will understand or be able to  They prefer to be left alone and may stop doing what they innocent enough for multiple purposes  Drugs can be hidden in Crayola markers, help, especially if they’re always are passionate about. tampon cases, travel-sized lotion bottles,

Plan – Plan something enjoyable for every day. nagging you about your behavior.  Watch for teens who may choose to be alienated, especially hairbrushes, electronic battery The truth is, parents hate to see if social; listen to how they talk about realtionships with compartments, under shoe pads in tennis Plan something to look forward to in the near shoes and even tennis balls. their kids hurting. They may feel future and in the longer term. Put reminders in family and friends and if they refer to deteriorating  Virtual students have a bit more freedom to frustrated because they don’t your phone or post them where you’ll see them. relationships. move off camera and hit a vape. The more understand what is going on with you interactive the teacher is with student, the Additional signs less the student can use. or know how to help. Many parents • Decline of academic performance Routine – Get out of bed and get dressed every don’t know enough about depression • Chronically late to school, skip class, fall asleep in class or day. Set regular bed and wake times. Eat regular to recognize it in their own kids, so appear distracted Helpful Resources for educators that want to it may be up to you to help educate • Marijuana tends to affect GPA more than alcohol. address substance use in classroom: meals. Plan tasks to do to fill your day. - https://www.operationprevention.com/ them. Letting your parents know Marijuana may be consumed during the week where classroom that you are feeling depressed will alcohol is consumed on weekends - https://teens.drugabuse.gov/teachers Get active – Exercise, dance, do a craft, go for a probably motivate them to get you • Teens make up unsatisfactory excuses or are angry when confronted walk, actively engage with life. the help you need. Advice: If you come into contact with a teen • Teens using substances often interpret correction as that is using a substance talk with them disrespectful and violation of rights openly. Avoid accusation, judgment and Live Your Life - Do not avoid doing the things you • Opposing authority is a purpose to keep using ridicule. Many can be convinced to stop when they feel the support of a caring adult. need to do. The longer you avoid them, the • Some teens are savvy enough to invent situations to harder it will be get started. effectively mask their problems • Mood swings are common with adolescent use. Some may become moody either becoming angry and argumentative or burst into tears. WHAT HELPS WITH DEPRESSION: 3 TYPES OF Tips to Spot pot S to Tips You are not alone. Lots of people, including THOUGHTS THAT people your age, struggle with depression. SUSTAIN DEPRESSION  Negative view of self – I’m Substance Use Use Substance Talk – Tell someone you trust about your not good enough, I am a bad depression and how it is affecting you. person, I never get anything right, nobody likes me. Kids are cautious in using drugs at Obvious signs: signs: Obvious at drugs using in cautious are Kids • Bloodshot eyes, pinpricks on the arms arms the on pinpricks eyes, Bloodshot • Express – It can be hard to put feelings into  Negative view of the school or possessing drug paraphernalia paraphernalia drug possessing or school words. There are lots of ways to express yourself – world and others – The Kids can be pretty stealthy when it comes to bringing drugs to school, • Bloodshot eyes are sign of marijuana marijuana of sign are eyes Bloodshot • school, to drugs bringing to comes it when stealthy pretty be can Kids art, music, dance, photography, etc. using drugs in school or being under the influence at school. Here are use use are ere H school. at influence the under being or school in drugs using world is a cold, cruel place and some signs and symptoms of possible adolescent use. • Pin-point pupils could indicate heroin heroin indicate could pupils Pin-point • use. adolescent possible of symptoms and signs some people are awful and uncaring. use use Gratitude – Start a gratitude journal. Every day • Dilated pupils may indicate use of of use indicate may pupils Dilated •  Negative expectations for identify 3 things to be grateful for, 3 things that cocaine, hallucinogens or or hallucinogens cocaine, the future – My life is amphetamines amphetamines were achieved or 3 good things that happened. Early signs predicting substance use: • Students that suddenly possess money money possess suddenly that Students • : use substance predicting signs Early On days when it is hard to think of anything good miserable and it’s not going to might be selling items to earn money money earn to items selling be might look back through past entries. get any better. for drugs or are selling drugs. drugs. selling are or drugs for • Watch for things missing or reports of of reports or missing things for Watch • Behaviors stolen items items stolen Behaviors Self-compassion – We are often our own worst “There is hope even bullies. Remember you don’t have to be perfect. when your brain says  The earliest signs predicting substance use are a change in Hiding substances at school school at substances Hiding in change a are use substance predicting signs earliest The  behaviors and mannerisms. . s mannerism and behaviors What would you say to a friend who is thinking  Kids have been found with homemade bongs bongs homemade with found been have Kids  there isn’t.” - John Green First sign is a change in friends. The change may be gradual or from soda cans and apples apples and cans soda from or gradual be may change The friends. in change a is sign First and feeling the way you do?     sudden. Be on the lookout for pop cans with small small with cans pop for lookout the on Be sudden. pinpricks that might be used as a bong bong a as used be might that pinpricks  Watch for display of typical items such as as such items typical of display for Watch  Teens may withdraw from social bonding opportunities and and opportunities bonding social from withdraw may Teens Patience – Be supportive, understanding, ABOUT PARENTS . . .  foil wrappers, square folded envelopes, envelopes, folded square wrappers, foil 

activities. balloons, ziplock bags or mirrors that seem seem that mirrors or bags ziplock balloons, . activities

encouraging and patient with yourself. It may seem like there is no way your  parents will understand or be able to  They prefer to be left alone and may stop doing what they innocent enough for multiple purposes purposes multiple for enough innocent they what doing stop may and alone left be to prefer They  Drugs can be hidden in Crayola markers, markers, Crayola in hidden be can Drugs 

help, especially if they’re always are passionate about. tampon cases, travel-sized lotion bottles, bottles, lotion travel-sized cases, tampon . about passionate are 

Plan – Plan something enjoyable for every day. nagging you about your behavior.  Watch for teens who may choose to be alienated, especially hairbrushes, electronic battery battery electronic hairbrushes, especially alienated, be to choose may who teens for Watch The truth is, parents hate to see if social; listen to how they talk about realtionships with compartments, under shoe pads in tennis tennis in pads shoe under compartments, with realtionships about talk they how to listen social; if Plan something to look forward to in the near shoes and even tennis balls. balls. tennis even and shoes their kids hurting. They may feel future and in the longer term. Put reminders in family and friends and if they refer to deteriorating  Virtual students have a bit more freedom to to freedom more bit a have students Virtual  deteriorating to refer they if and friends and family frustrated because they don’t your phone or post them where you’ll see them. relationships. move off camera and hit a vape. The more more The vape. a hit and camera off move relationships. understand what is going on with you interactive the teacher is with student, the the student, with is teacher the interactive Additional signs less the student can use. use. can student the less signs Additional or know how to help. Many parents • Decline of academic performance performance academic of Decline • Routine – Get out of bed and get dressed every don’t know enough about depression • Chronically late to school, skip class, fall asleep in class or or class in asleep fall class, skip school, to late Chronically • day. Set regular bed and wake times. Eat regular to recognize it in their own kids, so appear distracted Helpful Resources for educators that want to to want that educators for Resources Helpful distracted appear it may be up to you to help educate • Marijuana tends to affect GPA more than alcohol. address substance use in classroom: classroom: in use substance address alcohol. than more GPA affect to tends Marijuana • meals. Plan tasks to do to fill your day. - https://www.operationprevention.com/ https://www.operationprevention.com/ - them. Letting your parents know Marijuana may be consumed during the week where where week the during consumed be may Marijuana classroom classroom that you are feeling depressed will alcohol is consumed on weekends - https://teens.drugabuse.gov/teachers https://teens.drugabuse.gov/teachers - weekends on consumed is alcohol Get active – Exercise, dance, do a craft, go for a probably motivate them to get you • Teens make up unsatisfactory excuses or are angry angry are or excuses unsatisfactory up make Teens • when confronted confronted when walk, actively engage with life. the help you need. Advice: If you come into contact with a teen teen a with contact into come you If Advice: • Teens using substances often interpret correction as that is using a substance talk with them them with talk substance a using is that as correction interpret often substances using Teens • disrespectful and violation of rights openly. Avoid accusation, judgment and and judgment accusation, Avoid openly. rights of violation and pectful s disre Live Your Life - Do not avoid doing the things you • Opposing authority is a purpose to keep using ridicule. Many can be convinced to stop stop to convinced be can Many ridicule. using keep to purpose a is authority Opposing • when they feel the support of a caring adult. adult. caring a of support the feel they when need to do. The longer you avoid them, the • Some teens are savvy enough to invent situations to to situations invent to enough savvy are teens Some • harder it will be get started. effectively mask their problems problems their mask effectively • Mood swings are common with adolescent use. Some Some use. adolescent with common are swings Mood • may become moody either becoming angry and and angry becoming either moody become may argumentative or burst into tears. . tears into burst or argumentative Classroom Challenges Inside and out

CHALLENGES TO THE NEW YEAR CHALLENGES invoke School is back in session! This year will look a bit different than years feelings. Realize it is okay to we are used to. For teachers and parents, we want to acknowledge feel pain, let yourself be sad, some of the challenges that you may find with your teenager both angry or other emotion. inside and outside of the classroom this year. We want to you to feel prepared to help your teens manager the changes that they too are experiencing this year. Below are a few helpful tips and resources FIDGETING IS making for you to read and share with your children throughout this year. small movements with your body, usually your hands and feet. It's EFFECTS - STAYING IN ONE ROOM ALL DAY: associated with not paying attention. Guardians - an increase in stress and anxiety is normal. Changes leads to Mental stress, both in positive and difficult ways. It is not your job to eliminate  Complete daily or weekly mental health check-ins in the this stress, but help your child classroom. manage it in healthy, appropriate ways.  With a teen, this can be a simple conversation, check-in questions. This helps the teen feel validated and heard. For Guardians  Do your best to stay positive. Teens are influenced by the things you as guardians say and do. If are positive, your teen will Physical likely approach this year positively  Complete a daily or weekly check-in at home. A simple conversation on the way to  Movement options for kids staying in one classroom all day school or dinner can help a teen feel - Have a fidget available for each child validated and heard. - A large stretch rubber band over the feet of each chair for  Teens transitioning from one school to a students to move their legs during the day new school may experience higher levels of - Walk around the room, stretch breaks, leading yoga or worry or anxiety as they are unaware of what to expect at the new buildings with progressive muscle relaxation new expectations. - This prevents everyone from being overwhelmed  Talk to your teen before the school year  Create an open environment for students to share what is starts regarding changes they can expect working and what is not and share positive stories you remember from school. - This will motivate students to be active in recognizing their  Ask you teen what they need to feel needs as well as provide ideas for increased motivation, comfortable and confident at school this participation and discussion year.  Create a suggestion box can promote similar feedback  Keep consistent communication with your teens teachers. This will keep you update  Remind students that you have final say in classroom changes on successes and challenges your teen is experiencing. It also provides a topic of conversation check-in after school.  Just be present and positive. Let your teen know they can reach out to you with any success or challenge they experience this year. Classroom Challenges Challenges Classroom Inside and out out and Inside

CHALLENGES TO THE NEW YEAR CHALLENGES invoke invoke CHALLENGES YEAR NEW THE TO CHALLENGES School is back in session! This year will look a bit different than years feelings. Realize it is okay to to okay is it Realize feelings. years than different bit a look will year This session! in back is School we are used to. For teachers and parents, we want to acknowledge feel pain, let yourself be sad, sad, be yourself let pain, feel e acknowledg to want we parents, and teachers For to. used are we some of the challenges that you may find with your teenager both angry or other emotion. emotion. other or angry both teenager your with find may you that challenges the of some inside and outside of the classroom this year. We want to you to feel feel o t you to want We year. this classroom the of outside and inside prepared to help your teens manager the changes that they too are are too they that changes the manager teens your help to prepared experiencing this year. Below are a few helpful tips and resources FIDGETING IS making making IS FIDGETING ces resour and tips helpful few a are Below year. this experiencing for you to read and share with your children throughout this year. small movements with your body, body, your with movements small ar. ye this throughout children your with share and read to you for usually your hands and feet. It's It's feet. and hands your usually EFFECTS - STAYING IN ONE ROOM ALL DAY: associated with not paying paying not with associated : DAY ALL ROOM ONE IN STAYING - EFFECTS attention. attention. Guardians - an increase in stress and and stress in increase an - Guardians anxiety is normal. Changes leads to to leads Changes normal. is anxiety Mental stress, both in positive and difficult difficult and positive in both stress, Mental ways. It is not your job to eliminate eliminate to job your not is It ways.  Complete daily or weekly mental health check-ins in the this stress, but help your child child your help but stress, this the in check-ins health mental weekly or daily Complete  classroom. manage it in healthy, appropriate ways. . ways appropriate healthy, in it manage classroom.  With a teen, this can be a simple conversation, check-in check-in conversation, simple a be can this teen, a With  questions. This helps the teen feel validated and heard. For Guardians Guardians For heard. and validated feel teen the helps This questions.  Do your best to stay positive. Teens are are Teens positive. stay to best your Do  influenced by the things you as guardians guardians as you things the by influenced say and do. If are positive, your teen will will teen your positive, are If do. and say Physical likely approach this year positively positively year this approach likely Physical  Complete a daily or weekly check-in at at check-in weekly or daily a Complete  home. A simple conversation on the way to to way the on conversation simple A home.  Movement options for kids staying in one classroom all day school or dinner can help a teen feel feel teen a help can dinner or school day all classroom one in staying kids for options Movement  - Have a fidget available for each child validated and heard. heard. and validated child each for available fidget a Have - - A large stretch rubber band over the feet of each chair for  Teens transitioning from one school to a a to school one from transitioning Teens  for chair each of feet the over band rubber stretch large A - students to move their legs during the day new school may experience higher levels of of levels higher experience may school new day the during legs their move to students - Walk around the room, stretch breaks, leading yoga or worry or anxiety as they are unaware of of unaware are they as anxiety or worry or yoga leading breaks, stretch room, the around Walk - what to expect at the new buildings with with buildings new the at expect to what progressive muscle relaxation new expectations. expectations. new relaxation muscle progressive - This prevents everyone from being overwhelmed  Talk to your teen before the school year year school the before teen your to Talk  overwhelmed being from everyone prevents This -  Create an open environment for students to share what is starts regarding changes they can expect expect can they changes regarding starts is what share to students for environment open an Create  working and what is not and share positive stories you remember remember you stories positive share and not is what and working from school. school. from - This will motivate students to be active in recognizing their ir the recognizing in active be to students motivate will This -  Ask you teen what they need to feel feel to need they what teen you Ask  needs as well as provide ideas for increased motivation, comfortable and confident at school this this school at confident and comfortable motivation, increased for ideas provide as well as needs participation and discussion year. year. discussion and participation  Create a suggestion box can promote similar feedback  Keep consistent communication with your your with communication consistent Keep  feedback similar promote can box suggestion a Create  teens teachers. This will keep you update update you keep will This teachers. teens  Remind students that you have final say in classroom changes on successes and challenges your teen is is teen your challenges and successes on changes classroom in say final have you that students Remind  experiencing. It also provides a topic of of topic a provides also It experiencing. conversation check-in after school. school. after check-in conversation  Just be present and positive. Let your teen teen your Let positive. and present be Just  know they can reach out to you with any any with you to out reach can they know success or challenge they experience this this experience they challenge or success year. year. Time Management Tips for Online Learning

| Time Management Time Management: | Time management is a life skill that can be taught and practiced. is the ability to use one's time These skills are needed as individuals enter the workforce or | efficiently or productively, attend college. These skills are also important when attending | especially to accomplish work school online. | or school goals.

Tips for Intermediate, junior and high school age students:

•

• Organize your space - keeping your space clean and clutter free will help reduce anxiety and lessen distractions. Have everything you might need for school work in one space; pencils, paper, computer, charger, etc. • Schedule - keep a schedule or a calendar listing after school activities, exams or when reports or projects are due.

• To-do lists - daily and/or weekly lists are helpful to keep you on track. Prioritize items that need your attention sooner rather than later.

• Avoid procrastination - break larger tasks into smaller ones on your daily lists to prevent becoming overwhelmed and allow for your best work.

• Focus on one task at a time - multitasking can make your tasks take longer, this includes multitasking with your phone. Put the phone away or on "do not disturb" while working on tasks that require your attention.

• Avoid distraction -Again, the phone is one. Music is a personal choice; some find it helpful while others find it more distracting. Instrumental music or a fan can help drown out other noise distractions in your space but not interfere with your focus.

• Take breaks - when you find yourself struggling to focus, take a break. You can also reward yourself for completing a task with a break. These are small five minute breaks; walk around the block, stretch, get a snack, drink some water and if you have to - check your phone. Helpful hint - set a timer on your phone for five minutes, before you magically get sucked into an hour of TikTok's.

• Self care - remember to get an adequate amount of sleep, exercise and nutrition. These things impact your brain power and ability to focus.

• Ask for help - remember that if you are struggling with your school work, your teachers are available and want to help you. Time Management Tips Tips Management Time for Online Learning earning L nline O for

| Time Management Management Time | Time Management: | | Management: Time Time management is a life skill that can be taught and practiced. is the ability to use one's time time one's use to ability the is . practiced and taught be can that skill life a is management Time These skills are needed as individuals enter the workforce or | efficiently or productively, productively, or efficiently | or workforce the enter individuals as needed are skills These attend college. These skills are also important when attending | especially to accomplish work work accomplish to especially | attending when important also are skills These college. attend school online. | or school goals. goals. school or | online. school

Tips for Intermediate, junior and high school age students: : students age school high and junior Intermediate, for Tips

• •

• Organize your space - keeping your space clean and clutter free will help reduce anxiety and lessen lessen and anxiety reduce help will free clutter and clean space your ing keep - space your Organize • distractions. Have everything you might need for school work in one space; pencils, paper, computer, computer, paper, ncils, pe space; one in work school for need might you everything Have distractions. charger, etc. etc. charger, • Schedule - keep a schedule or a calendar listing after school activities, exams or when reports or projects are are projects or reports when or exams , activities school after listing calendar a or schedule a keep - Schedule • due. due.

• To-do lists - daily and/or weekly lists are helpful to keep you on track. Prioritize items that need your attention attention your need that items rioritize P track. on you keep to helpful are lists weekly and/or daily - lists To-do • sooner rather than later. later. than rather sooner

• Avoid procrastination - break larger tasks into smaller ones on your daily lists to prevent becoming becoming revent p to lists daily your on ones smaller into tasks larger break - procrastination Avoid • overwhelmed and allow for your best work. work. best your for allow and overwhelmed

• Focus on one task at a time - multitasking can make your tasks take longer, this includes multitasking with your your with titasking mul includes this longer, take tasks your make can multitasking - time a at task one on Focus • phone. Put the phone away or on "do not disturb" while working on tasks that require your attention. attention. your require that tasks on working while disturb" not "do on or away phone the Put phone.

• Avoid distraction -Again, the phone is one. Music is a personal choice; some find it helpful while others find it it find others while helpful it find some choice; personal a is Music one. is phone the Again, - distraction Avoid • more distracting. Instrumental music or a fan can help drown out other noise distractions in your space but not not but space your in distractions noise other t ou drown help can fan a or music Instrumental distracting. more interfere with your focus. focus. your with interfere

• Take breaks - when you find yourself struggling to focus, take a break. You can also reward yourself for for yourself reward also can You break. a take focus, to struggling yourself find you when - breaks Take • completing a task with a break. These are small five minute breaks; walk around the block, stretch, get a snack, snack, a get stretch, block, the around walk aks; bre minute five small are These break. a with task a completing drink some water and if you have to - check your phone. Helpful hint - set a timer on your phone for five five for phone your on timer a set - hint Helpful phone. your check - to have you if and water some drink minutes, before you magically get sucked into an hour of TikTok's. 's. TikTok of hour an into sucked get magically you before minutes,

• Self care - remember to get an adequate amount of sleep, exercise and nutrition. These things impact your your impact things These rition. nut and exercise sleep, of amount adequate an get to remember - care Self • brain power and ability to focus. focus. to ability and power brain

• Ask for help - remember that if you are struggling with your school work, your teachers are available and want want and available are teachers ur yo work, school your with struggling are you if that remember - help for Ask • to help you. you. help to Physically Distanced, Socially connected

HUMAN BEINGS ARE SOCIAL CREATURES LONELINESS IS felt We need to interact with others and build relationships. When our when the social relationships need for social connection is not met, it takes a toll on us mentally you have don’t measure up to and physically. Lately a lot of people have been feeling isolated and what you want. disconnected. For children, playing with friends isn’t just about having fun. It is also a way to learn social skills, to cultivate a sense LONELINESS IS NOT of morality and to develop a sense of who you are as an individual. For adolescents, spending time with friends and feeling supported by about being alone. You can be friends are some of the strongest protective factors against anxiety surrounded by people and still and depression. Now we have to find new ways to connect so that we feel lonely. can maintain relationships, bounce ideas off each other, and gain exposure to different perspectives. It’s not the number but the QUALITY of social connections EFFECTS OF LONELINESS: you have that matters.

Mental  Higher levels of perceived stress in comparison to non- lonely people exposed to the same stressors.  Difficulty regulating emotions, which can lead to WHAT LONELINESS depression and/or anxiety. LOOKS LIKE:  Diminished concentration and difficulty processing  Sadness information, which can lead to struggles with decision  Unsure of self making and impaired memory.  Excessive talking  Seeking attention through misbehavior, silliness, Physical interrupting or constantly  Increased levels of stress hormones which lead to needing validation increased heart and blood pressure (which in turn can  Restlessness lead to increased risk of heart disease, vascular  Difficulty making decisions problems and inflammation), digestive problems  Clinginess (including heartburn and gastric reflux), weight gain,  Low self-esteem (e.g. and headaches assuming no one wants to  Diminished quality and efficiency of sleep so that you interact with you) may be spending more time in bed but feeling less  Overly emotional rested and restored.  Reclusiveness  Compromised immune functioning, making it more  Saying things like “I’m likely that you’ll get sick and making it harder for lonely,” “I don’t have any your body to recover from illness and injury. friends” or “Nobody likes me.” Physically Distanced, Distanced, hysically P Socially connected connected Socially

HUMAN BEINGS ARE SOCIAL CREATURES LONELINESS IS felt felt IS LONELINESS CREATURES SOCIAL ARE BEINGS HUMAN We need to interact with others and build relationships. When our when the social relationships relationships social the hen w our When . relationships build and others with interact to need We need for social connection is not met, it takes a toll on us mentally you have don’t measure up to to up measure don’t have you ly mental us on toll a takes it met, not is connection social for need and physically. Lately a lot of people have been feeling isolated and what you want. want. you what and isolated feeling been have people of lot a Lately . ly physical and disconnected. For children, playing with friends isn’t just about about just isn’t friends with playing children, For disconnected. having fun. It is also a way to learn social skills, to cultivate a sense LONELINESS IS NOT NOT IS LONELINESS sense a cultivate to skills, social learn to way a also s i It fun. having of morality and to develop a sense of who you are as an individual. individual. an as are you who of sense a develop to and morality of For adolescents, spending time with friends and feeling supported by about being alone. You can be be can You alone. being about by supported feeling and friends with time spending adolescents, For friends are some of the strongest protective factors against anxiety surrounded by people and still ill st and people by surrounded anxiety against factors protective strongest the of some are friends and depression. Now we have to find new ways to connect so that we feel lonely. lonely. feel we that so connect to ways new find to have we Now depression. and can maintain relationships, bounce ideas off each other, and gain gain and other, each off ideas bounce relationships, maintain can exposure to different perspectives. perspectives. different to exposure It’s not the number but the the but number the not It’s QUALITY of social connections connections social of QUALITY EFFECTS OF LONELINESS: you have that matters. matters. that ve ha you LONELINESS: OF EFFECTS

Mental Mental  Higher levels of perceived stress in comparison to non- - non to comparison in stress perceived of levels Higher  lonely people exposed to the same stressors. stressors. same the to exposed people lonely  Difficulty regulating emotions, which can lead to WHAT LONELINESS LONELINESS WHAT to lead can which emotions, regulating Difficulty  depression and/or anxiety. LOOKS LIKE: LIKE: LOOKS anxiety. and/or depression  Diminished concentration and difficulty processing  Sadness Sadness  processing difficulty and concentration Diminished  information, which can lead to struggles with decision  Unsure of self self of Unsure  decision with struggles to lead can which information, making and impaired memory.  Excessive talking talking Excessive  memory. impaired and making  Seeking attention through through attention Seeking  misbehavior, silliness, silliness, misbehavior, Physical interrupting or constantly constantly or interrupting Physical  Increased levels of stress hormones which lead to needing validation validation needing to lead which hormones stress of levels Increased  increased heart and blood pressure (which in turn can  Restlessness Restlessness  can turn in (which pressure blood and heart increased lead to increased risk of heart disease, vascular  Difficulty making decisions decisions making Difficulty  vascular disease, heart of risk increased to lead problems and inflammation), digestive problems  Clinginess Clinginess  problems digestive inflammation), and problems (including heartburn and gastric reflux), weight gain,  Low self-esteem (e.g. (e.g. esteem - self Low  gain, weight reflux), gastric and heartburn (including and headaches assuming no one wants to to wants one no assuming headaches and  Diminished quality and efficiency of sleep so that you interact with you) you) with interact you that so sleep of efficiency and quality Diminished  may be spending more time in bed but feeling less  Overly emotional emotional Overly  less feeling but bed in time more spending be may rested and restored.  Reclusiveness Reclusiveness  restored. and rested  Compromised immune functioning, making it more  Saying things like “I’m “I’m like things Saying  more it making ctioning, fun immune Compromised  likely that you’ll get sick and making it harder for lonely,” “I don’t have any any have don’t “I y,” lonel for harder it making and sick get you’ll that likely your body to recover from illness and injury. friends” or “Nobody likes likes “Nobody or friends” injury. and illness from recover to body your me.” me.” STRATEGIES FOR MAINTAINING SATISFYING CO-REGULATION SOCIAL CONNECTIONS FROM A SAFE Co-regulation refers to warm, and responsive interactions PHYSICAL DISTANCE: between adults and young people that provide the young

Watch a movie or TV show together and discuss. people with the support, coaching and modeling that Start a virtual book club. Choose a book to read and they need to be able to learn discuss together as a group. how to understand and appropriately express their Learn something new together. Watch an instructional thoughts, feelings and video, then set up video chats to discuss planning, behaviors.* Children are very progress, struggles and outcomes. observant. They notice and imitate what they see adults Build teamwork skills by working with a partner or around them doing. They also group to do a project. Use a cloud-based platform to pick up on more subtle share documents or slides. indicators of the adults’ stress levels and emotional states. Make a craft, draw a picture, or write a letter and One of the best things parents drop it off in a friend’s mailbox. can do for their children is to Create a scavenger hunt. Make a list of items to be take good care found. Challenge friends to take pictures of them- of themselves. selves with the items as they find them and send the pictures back to you. EVERYONE FEELS Create a challenge. Challenge your friends to do LONELY AT TIMES something like creating a dance to a specific song Loneliness is a normal feeling or writing a song or poem about a topic. Share the that almost everyone will results. experience at some point in their life. It is the natural Do something kind. Acts of kindness boost levels of response to many situations. oxytocin and dopamine in the body, which are People have a basic need to associated with increasing positive feelings. feel connected to and understood by others. They Increase comfort with being alone. You are your own need someone with whom constant companion. It isn’t always necessary to have they can share things and someone else with you to have fun. interests. Everyone needs someone whose attention Change unhelpful thoughts. Watch out for these matters to them, someone thought ruts: should (e.g. “I should be out playing with who would notice if they friends”), personalization (e.g. “No one wants to talk weren’t around and would to me”), or self-defeating (e.g. “I’m not very miss them. interesting”).

*Murray, D. W., Rosanbalm, K., Christopoulos, C., & Hamoudi, A. (2015). Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective (OPRE Report 2015-21). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. STRATEGIES FOR MAINTAINING SATISFYING CO-REGULATION SOCIAL CONNECTIONS FROM A SAFE Co-regulation refers to warm, and responsive interactions PHYSICAL DISTANCE: between adults and young people that provide the young

Watch a movie or TV show together and discuss. people with the support, coaching and modeling that Start a virtual book club. Choose a book to read and they need to be able to learn discuss together as a group. how to understand and appropriately express their Learn something new together. Watch an instructional thoughts, feelings and video, then set up video chats to discuss planning, behaviors.* Children are very progress, struggles and outcomes. observant. They notice and imitate what they see adults Build teamwork skills by working with a partner or around them doing. They also group to do a project. Use a cloud-based platform to pick up on more subtle share documents or slides. indicators of the adults’ stress levels and emotional states. Make a craft, draw a picture, or write a letter and One of the best things parents drop it off in a friend’s mailbox. can do for their children is to Create a scavenger hunt. Make a list of items to be take good care found. Challenge friends to take pictures of them- of themselves. selves with the items as they find them and send the pictures back to you. EVERYONE FEELS Create a challenge. Challenge your friends to do LONELY AT TIMES something like creating a dance to a specific song Loneliness is a normal feeling or writing a song or poem about a topic. Share the that almost everyone will results. experience at some point in their life. It is the natural Do something kind. Acts of kindness boost levels of response to many situations. oxytocin and dopamine in the body, which are People have a basic need to associated with increasing positive feelings. feel connected to and understood by others. They Increase comfort with being alone. You are your own need someone with whom constant companion. It isn’t always necessary to have they can share things and someone else with you to have fun. interests. Everyone needs someone whose attention Change unhelpful thoughts. Watch out for these matters to them, someone thought ruts: should (e.g. “I should be out playing with who would notice if they friends”), personalization (e.g. “No one wants to talk weren’t around and would to me”), or self-defeating (e.g. “I’m not very miss them. interesting”).

*Murray, D. W., Rosanbalm, K., Christopoulos, C., & Hamoudi, A. (2015). Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective (OPRE Report 2015-21). Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. May is National Health Mental Health Awareness Month

Stark County Schools Mental Health Awareness Week is the first week of May

Look for more information online and on social media: www.childandadolescent.org

Today is not your tomorrow.... C&A provides Health, Hope and Happiness

C&A has additional resources available for teachers Contact Melissa Coultas [email protected] 330-454-7917, ext. 117