NOV. 15, 2024

ISSUE 7

QUARTERLY NEWSLETTER

GROWTH, HARVESTING, AND REAPING THE BENEFITS OF NCVA

Reaping the Benefits of Quarter 1 NCVA Trainings

What Impact do NC Voices Amplified trainings have?

Family Training Coordinator

December 9, 2024
9 AM – 4 PM

Click here to register

What does NC Voices Amplified technical assistance look like in real life?

Communication & Outreach Coordinator

How NC Voices Amplified gets the word out

Collaboration Coordinator

January 29, 2025
12 PM

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An Example of NC Youth and Family Voices Amplified Collaboration on a Systems level

With that acceptance comes buy-in from the families and youth voice at all levels of the service they are providing to the families and youth we serve. With that being said, I was invited to be a part of a team from the Department of Juvenile Justice that was applying to The Center for Juvenile Justice Reform at Georgetown University’s McCourt School of Public Policy Capstone Project. To be a part of the CJJR Fellows Network and to continue to use this opportunity to help change the lives of our youth and families involved in Juvenile Justice and infuse the family and youth voice from the beginning of involvement until they exit the system. Changing lives and policies one step at a time.

Youth Training Coordinator

December 6, 2024
3:30 PM – 5PM

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December 13, 2024
3:30 PM – 5PM

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North Carolina’s Youth & Professionals Have A Passion To Learn

Or take Chloe, who took our Youth Peer Support 101 training in October, and although she is not currently in a role that provides direct peer support, she took the training with the desire to eventually provide peer support, and is excited to learn about her organization can offer leadership opportunities to the youth they serve. Having the opportunity to meet the young people who are passionate about making a difference in their communities, as well as assist them in their efforts by providing training and ongoing technical assistance is truly the highlight of our work!

Program Manager

January 21, 2025
12 PM – 4 PM

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What’s Next for NCVA?

NCVA Quarterly Newsletter Issue 6

Understanding Trauma’s Effects On Youth in Schools

Frederick Douglas

Family Training Coordinator

For this reason, the need to address trauma is increasingly seen as an essential part of effective behavioral health care and an integral part of the healing and recovery process. Families define trauma as an event or experience in which someone felt like their life or the lives of others were in danger, witnessed people being injured or dying, was in a situation in which they did not feel safe or secure, was without necessities-food, shelter transportation clothing, or had no control over what was happening in a traumatic event. It is not the event determining whether something is traumatic but the individual’s experience. The event or experience usually contains three common elements: it was unexpected, the person was unprepared, and there was nothing the person could do to prevent it from happening. trauma results from an event, series of events, or set of circumstances that is experienced by the child as physically or emotionally harmful or threatening.

These are some of the traumatic events youth face:

Being bullied

Parents going through a divorce

Dealing with the death of a loved one

Involvement in a car accident

Coping with a physical health problem

Growing up in a war-torn country, leaving the country you came from, or adjusting to a new country (which often means dealing with immigration and resettlement experiences)

Coping with racism or other forms of prejudice (because of sexual orientation, age, religion, culture, class, etc.)

Having a low income or being homeless

Not having equal access to education, work, and healthcare

Having a history of mental health problems in the family

Being a victim of violence, abuse, or other trauma

These are some behaviors seen in children/youth who are traumatized:

Experiencing a sense of panic that something terrible is about to happen

Having trouble keeping their mind on one thing

Having a hard time relating to and getting along with others

Feeling upset by things that remind you of what happened

Having difficulty sleeping or having nightmares, vivid memories, or flashbacks of the event that make

You feel like it’s happening all over again

Feeling emotionally cut off from others

Feeling numb or losing interest in things they used to care about

Becoming depressed

Thinking that they are always in danger

Feeling anxious, jittery, or irritated

Best practices suggest that agencies and schools need to have a basic understanding of trauma and how It affects families.

These are some of those realizations:

Trauma plays a role in mental and substance use disorders and should be addressed in treatment and recovery settings.

Trauma is not confined to behavioral health but also in other systems (e.g., child welfare, criminal justice, primary health care, peer-run, and community organizations) and is often a barrier to practical outcomes in those systems as well.

It is understanding the importance of using trauma screening and assessment procedures that assist in recognizing trauma.

Recognize how organizational practices may trigger painful memories and retraumatize children and, many times, their parents with trauma histories. For example, they recognize that using restraints on a person who has been sexually abused or placing a child who has been neglected and abandoned in a seclusion room may be retraumatizing and interfere with healing and recovery.

Create an environment where the school, staff, and the people they serve feel physically and psychologically safe; the physical setting is safe, and interpersonal interactions promote a sense of safety.

For more information see source: https://www.nasmhpd.org/sites/default/files/TraumaTIACurriculumTrainersManual_6-2-21.pdf

Smoothing the Transition Back to School

Willow Burgess-Johnson

Program Manager

Start the schedule shift a few weeks early. This proactive step, especially if bedtimes and wake times shifted over the summer, will allow your child’s body to adjust to the school schedule well before the start of school, giving you a sense of control over the transition.

Ensure that all medical and medication administration forms are filled out before the start of school. (It often takes a few days to complete paperwork at the doctor’s office, so get started before school starts to get sports physicals and medication administration forms completed).

Schedule a time to review your child’s IEP/504 plan at the beginning of the year to ensure it is accurate and provides adequate support. (don’t try to schedule this meeting in the first week of school, as this is a time when school personnel are busy with other things and are less likely to be available)

Have a list of the accommodations to share with each teacher. (If appropriate, share with your child how to advocate with the teacher to get accommodation needs met.) My child has a picture of her accommodations on her phone so she can remember what she can access and help remind her teachers or share it with a substitute.

Allow your child to express any worries or anxieties about starting school and help them find solutions.

Help your child know how you expect them to behave in school. (For example, if they experience peer pressure, bullying, or make a mistake, how do you want them to handle that?)

Meet the new teachers and learn as much information as possible before the first day of school so that everyone knows what to expect.

Remember that the first week (sometimes a month) of school is an adjustment for everyone so that everyone may need extra grace.

Remember, you are not alone in your joy, your pain, or your fear around the transition back to school. There are resources out there to support your family’s needs. If you have questions about how to access educational resources for your child with special needs, know that help is just a click away. Follow this link https://www.ecac-parentcenter.org/all-resource-materials for more information.

Thriving After the Final School Bell:

Ensuring High-Needs Youth Have Access to Afterschool Activities

Kyle Reece & Chandrika Brown

Youth Training Coordinator & Collaboration Coordinator

Recognizing the benefits of these activities, especially for those with mental or behavioral health challenges, it is crucial to advocate for their inclusion and make participation accessible.

For youth like Jhase Jeffries, involvement in Vocational Rehab (VR) was transformative, providing him with vocational tools that helped him complete high school and prepare for college. Programs like VR offer real-life work skills and paid opportunities, which are invaluable for youth facing similar challenges. However, balancing school and these programs can be challenging, especially for those with additional support needs. Jhase benefited from peer mentoring and support programs like RENEW and Youth MOVE, which helped him manage work-life balance and provided support from individuals with similar experiences.

I spent ten months in a therapeutic foster home 50 miles from my original home, adjusting to a new school environment while managing high levels of anxiety and high-functioning autism. Participating in the National Honor Society, Quiz Bowl club, and tutoring provided me daily respite from a troubled home situation. Despite the toll on my mental health, support from Special Ed teachers was crucial. Their encouragement and assistance with accommodations helped me succeed in these programs and navigate the challenges of being a high-needs youth.

We have made progress in reducing the stigma surrounding high-needs youth and their participation in programs, but continued support is essential to ensure they feel welcomed and supported.

For youth like Jhase and me, involvement in these programs can be intimidating without assurance that our needs will be met. Having supportive advocates like Chandrika Brown is crucial. As the Collaboration Coordinator for NC Voices Amplified, Chandrika helped Jhase get accommodations and feel supported in his afterschool activities. Her efforts ensured that Jhase felt included and received the necessary support in the classroom and after school.

Youth Peer Support Partners can provide similar accommodations and support. It is vital to keep accommodation plans up-to-date and ensure youth can manage schoolwork, afterschool life, and their mental and behavioral health needs. Ensuring access to these programs is essential for youth in out-of-home care and residential placements. Creative solutions and collaboration with schools can help overcome transportation and access challenges.

As the school year approaches, it’s the perfect time to discuss potential activities with our youth. In North Carolina, there are numerous afterschool opportunities. Chandrika Brown highlights several options, including Parks and Recreation programs, Salvation Army Boys & Girls Clubs, private childcare centers, local school district programs, YMCA/YWCA, North Carolina 4-H programs, and church programs. Many accept Childcare Vouchers, offer scholarships, or have income-based fees. Here are some helpful resources:

The online resource for searching for afterschool programs is www.ncafterschool.org (NC Center for Afterschool Programs).

raleighnc.gov(Community After School Program (CAPS) free recreation program)

orangecountyfirst.com(Orange County Schools Afterschool Program)

https://www.trilliumhealthresources.org/members-recipients/intellectualdevelopmental-disabilities-idd/after-school-programs (Afterschool programs for high-needs youth in the Trillium catchment area)

fun4raleighkids.com (Find things to do with kids on this site! Activities for kids and families, youth sports, seasonal events, ongoing programs, and summer camps.)

ncchildcare.ncdhhs.gov (A parent resource to finding licensed childcare programs that offer afterschool programs)

care.com(After school programs in Davidson, NC)

cmsk12.org(Charlotte-Mecklenburg Schools)

burlingtonnc.gov(Afterschool & Rec Day Programs)

harnett.org(Afterschool programs offered in the area)

charlotteparent.com(provide information on programs in the area)

greensboro-nc.gov(Affordable Afterschool programs)

jacksonvillenc.gov(Before & Afterschool Programs)

For youth 14 and older with identified disabilities, Vocational Rehabilitation can be a valuable resource for educational and job resources. Reach out to the VR office in your area.

Please let us know how we can assist you and the youth you serve in accessing afterschool opportunities and getting the support they need to thrive in these programs!

Head Back with Hope

An Open to College Students with Mental Health Challenges

Kara Lynch

Communication and Outreach Coordinator

As a college graduate who navigated the complex journey of higher education while managing mental health challenges, I want to first commend your strength and courage. I’ve been where you are. Like many of you, I faced my own set of obstacles throughout my college years. I understand that the path you are walking can be incredibly challenging, and I hope my experiences and reflections can offer comfort and guidance.

Secondly, I want to acknowledge that what you are going through is valid. College can be a time of tremendous pressure, both academically and personally. Oftentimes it can feel as though no one understands. For those of us who have experienced mental health struggles, this pressure can often feel overwhelming. Please know that you are not alone in this, and your feelings are completely valid.

During my time in college, I learned the importance of reaching out for help. It’s okay to ask for support, whether it’s from friends, family, or campus resources. My only regret in seeking help was that I didn’t do it sooner. Don’t hesitate to utilize the counseling services and mental health resources available to you. Seeking help is a sign of strength, not weakness. These resources are there for a reason: to support you in your journey.

Later in my college career, I discovered the importance of incorporating self-care into my daily routine which made a significant difference in managing my mental health. Whether it was journaling, practicing gratitude, or simply ensuring I got enough sleep, these small acts of self-care helped me stay grounded and focused. Find what works for you and make it a priority. Remember, self-care is not a luxury but a necessity.

Balancing academic demands with personal well-being is challenging, but it’s crucial to remember that your health comes first. Don’t be afraid to communicate with your professors about your needs and explore academic accommodations if necessary. Prioritizing your mental health can make a big difference in your overall academic performance and college success.

Just like you your mental health journey is unique. Learn to embrace it with all its ups and downs. Looking back, I can see how much my college career changed when I began to embrace my mental health journey. I went from hiding to providing hope for others, as I worked as a youth peer support while finishing my final semester. Don’t compare your progress to others and be gentle with yourself. We are all on different journeys and we only see glimpses of the paths of those around us. Growth and healing take time, and every step forward is a cause for celebration!

As you continue your academic journey, I want to encourage you to persevere and believe in your own strength. There will be difficult days, but there will also be moments of triumph and joy. Embrace both and remember that you have the resilience to push through.

I’m rooting for each and every one of you. You are capable, valued, and deserving of all the support and care you need. Head back to school knowing what you face is difficult, but doable. Head back with a fierce determination to succeed in the classroom and care for yourself like never before. Head back with your head held high. Head back with hope!

Sincerely,

Kara Lynch

Upcoming Training Opportunities

ncvoicesamplified.org

NCVA Quarterly Newsletter Issue 5

Using Social Justice As a Framework

Kyle Reece

Youth Training Coordinator

A huge part of using social justice as a framework is to ensure youth have opportunities to share their authentic voice in non-judgmental environments. This includes state and local collaboratives, child and family team meetings, and community meetings. As supports, we must pave the way for youth to advocate for themselves and their communities, and this should be done in partnership with the youth. Youth forums are a great way to share their needs and strengths with the community. Also, getting involved with youth advocacy groups such as Youth MOVE is an excellent way for youth to grow as young adults and advocates.

Finally, to best use social justice as a framework when working with youth, we must ensure the services they receive are equitable and strength-based. If young people are expected to go to meetings, therapists or health providers, or even Youth leadership activities, ensuring they have reliable transportation and that these services are accessible is paramount. Is the literature and signs at these services in multiple languages, or use trauma-informed language are things to keep in mind. In order for youth to best receive the services they need to grow and flourish, we must strive to ensure that it is approachable to youth and that they are receiving the best care possible.

As we adapt to the needs of youth and families using social justice as a framework, we must remember that youth have been required to make many changes in their lives. Whether it be with their challenges or adapting to an ever-changing world, we shouldn’t hesitate to strive to ensure the services we provide to them are accessible, focus on the youth’s intrinsic skills and value, and are in alignment with their culture and identities. When we put those necessities at the forefront of our work, the youth will have an easier time being the great people they are.

Lighting The Path

Chandrika Brown

Family Collaboration Coordinator

Building Relationships with School Resource Officers

Frederick Douglas

Family Training Coordinator

During the 2017-18 school year, according to the ACLU, law enforcement officers and school staff referred Black students to law enforcement agencies 2.4 times as often as they referred white students. They referred students with disabilities 2.5 times as often as those without disabilities.

Still, another report suggests that NC should invest more in mental health services and support than school resource officers. The number of school resource officers on K-12 campuses is rising, especially with recent multimillion-dollar state funding increases.

We can all agree that safety is on every parent’s mind when sending their child to school. Safety is one of the most critical aspects of our children’s school day. We all believe in "Safety First”.

My question is, why should the need for a child to remain safe at school be a stumbling block to meeting the individualized needs of a child living with social, emotional, and behavioral challenges?

One school resource officer put it this way: "Being a school resource officer is about building relationships with kids, families, and employees, he said. They should know almost everyone’s name. Many support students in other ways, like providing snacks or school lunches when they don’t have lunch money. They greet kids when they enter the building or parents and guardians outside."

This viewpoint leads us to the idea that what we already have can support what we all want to see. "Seeing the change means Being the Change."

We must begin to take advantage of opportunities to utilize the skills of those who serve to establish and build unique relationships between families and school staff to create safer, more impartial, unbiased, and productive school settings. Please see a few tips below to develop or enhance the relationship with Your SRO.

developing the policies, programs, and practices of the child-serving system.

Tips for Parents

Introduce your child to the SRO at your child’s school at the beginning of the school year.

Get to Know Your SRO. Introduce yourself to your SRO and get to know them.

One thought is to build a relationship with your SRO at the beginning of the school year. Invite the school resource office to join your child’s Child and Family Team meeting. The Child and Family Team process provides a child with mental health challenges and their families a safe space and a proactive way of setting safeguards to identify strategies that the children or youth themselves can share what helps and what harms when they are having a moment of crisis. Often, all the child/youth needs is to make it through that moment. Some families and teams have found that inviting the SRO as a child and family team member fosters a healthy relationship between the SRO and the child from the beginning and prevents future negative interactions.

Share helpful information with the SRO about what helps and what will harm your child—preferably from the child himself/herself.

Invite SROs to attend school events in which your child is involved, such as sports or plays.

Utilize the expertise of the SRO: SROs are often trained in conflict resolution and can provide valuable advice on handling difficult situations. If you are facing a challenge at school or home, don’t hesitate to ask for their input. They can provide a fresh perspective and help you find a solution.

Participate in Programs: Participate and support programs that promote positive behavior, advocate against alcohol and drug misuse, and prevent bullying that the SRO at your school is involved in.

Show Appreciation. Remember to show your appreciation for your SRO. This can easily be done by simply saying thank you or giving them a small gift that lets them know that you value their involvement and support of your child/youth.

***Note: If all efforts fail and the child is referred to juvenile justice, we must support family engagement in juvenile justice. This involves establishing a collaborative relationship in which families are partakers in their children’s treatment and in developing the policies, programs, and practices of the child-serving system.

How Lived Experience Facilitates Social Justice

Kara Lynch

Communication and Outreach Coordinator

The push for inclusion of lived experience in decision-making processes
has gained momentum over the years, recognizing the invaluable
perspectives and insights that individuals with direct experience bring to
the table. The purpose of the inclusion of youth and family voice at
every level is to ensure that all members of society have physical and
psychological safety. This gives every person the opportunity to live up
to their full potential and to support others in doing the same.

The sharing of lived experience not only serves to bridge the gap
between theory and reality, but also to challenge stereotypes, raise
awareness, and advocate for meaningful change within mental health
systems. By speaking out, individuals with lived experience, not only
assert their rights and needs, but also contribute to a broader societal
dialogue on mental health which, destigmatizes issues and promotes a
culture of understanding and support.

As much as I am proud and passionate about sharing my lived
experience, I am just as dedicated and determined to continue using my
lived experience in every area of my reality. Whenever someone hears
my story or sees the work that I contributed to in even the smallest way,
I hope hope becomes more of a reality for them. Writer and professor,
Audre Lorde said, “I am not free while any woman is unfree, even if her
shackles are very different from my own.”

In essence, the integration of lived experience in discussions on mental
health and social justice is of the utmost importance for cultivating a
compassionate, inclusive and equitable society. By valuing and
centering diverse perspectives, we can work towards dismantling
barriers, promoting justice and creating communities where all voices
are valued, respected and incorporated in shaping a future where well-being and fulfillment are attainable for all.

Upcoming Training Opportunities

ncvoicesamplified.org