Winter Break

Source: Aspen Center for Environmental Studies

The Learning in Afterschool & Summer Blog will be taking a winter break and returning in February 2026. We wish you all a peaceful and restful holiday. 

Happy Holidays

As we reflect upon the end of the year, we can't ignore that there are far too many families that are experiencing high levels of poverty and the fear of deportation. With that in mind, all of us at Temescal Associates and the How Kids Learn Foundation wish you a peaceful and restful holiday! 

Declining Youth Mental Health: What to Look For

Source: www.pexels.com

By Sam Piha 

GROUPS MOST AFFECTED

Some groups are more affected by mental health issues. They include: 

• “Girls: Adolescent girls report nearly twice the rate of persistent sadness as boys (57% vs 29%).
• LGBTQ+ youth: 69% reported persistent sadness and 45% considered suicide (CDC, 2023).
• Youth of color: Suicide rates among Black youth have risen more than any other racial group in the U.S. over the past 20 years.” [i]

Adolescents
“One in six people are aged 10–19 years. Adolescence is a unique and formative time. Physical, emotional and social changes, including exposure to poverty, abuse, or violence, can make adolescents vulnerable to mental health problems. Protecting adolescents from adversity, promoting socio-emotional learning and psychological well-being, and ensuring access to mental health care are critical for their health and well-being during adolescence and adulthood.” [ii]

“Adolescence is a unique and formative time. Physical, emotional and social changes, including exposure to poverty, abuse, or violence, can make adolescents vulnerable to mental health problems.” [iii]

The WHO describes adolescence as a, “crucial period for developing social and emotional habits important for mental well-include adopting healthy sleep patterns; exercising regularly; developing coping, problem-solving, and interpersonal skills; and learning to manage emotions. Protective and supportive environments in the family, at school and in the wider community are important...

Some adolescents are at greater risk of mental health conditions due to their living conditions, stigma, discrimination or exclusion, or lack of access to quality support and services. These include adolescents living in humanitarian and fragile settings; adolescents with chronic illness, autism spectrum disorder, an intellectual disability or other neurological condition; pregnant adolescents, adolescent parents, or those in early or forced marriages; orphans; and adolescents from minority ethnic or sexual backgrounds or other discriminated groups...

Multiple factors affect mental health. The more risk factors adolescents are exposed to, the greater the potential impact on their mental health. Factors that can contribute to stress during adolescence include exposure to adversity, pressure to conform with peers and exploration of identity. Media influence and gender norms can exacerbate the disparity between an adolescent’s lived reality and their perceptions or aspirations for the future. Other important determinants include the quality of their home life and relationships with peers. Violence (especially sexual violence and bullying), harsh parenting and severe and socioeconomic problems are recognized risks to mental health.” [iv]

“Adolescents with mental health conditions are particularly vulnerable to social exclusion, discrimination, stigma (affecting readiness to seek help), educational difficulties, risk-taking behaviours, physical ill-health and human rights violations.” [v]

To learn more about mental health determinants for adolescence see Mental Health of Adolescents by the World Health Organization.

PROMOTION AND PREVENTION

“Mental health promotion and prevention interventions aim to strengthen an individual's capacity to regulate emotions, enhance alternatives to risk-taking behaviors, build resilience for managing difficult situations and adversity, and promote supportive social environments and social networks. 

These programs require a multi-level approach with varied delivery platforms – for example, digital media, health or social care settings, schools or the community – and varied strategies to reach adolescents, particularly the most vulnerable.

Early detection and treatment
It is crucial to address the needs of adolescents with mental health conditions. Avoiding institutionalization and over-medicalization, prioritizing non-pharmacological approaches, and respecting the rights of children in line with the United Nations Convention on the Rights of the Child and other human rights instruments are key for adolescents’ mental health.” [vi]

Source: www.pexels.com

SIGNS OF YOUTH MENTAL HEALTH ISSUES

According to ChatGPT, these are some common signs of declining youth mental health:

• “Emotional and Behavioral Signs:
• Frequent sadness, crying, or irritability
• Sudden mood swings or emotional outbursts
• Withdrawal from friends, family, or activities once enjoyed
• Increased sensitivity to rejection or criticism
• Expressions of hopelessness (‘nothing matters,’ ‘I can’t do anything right’) 

• Social and School-Related Changes
• Declining grades or loss of interest in school
• Trouble concentrating, remembering, or making decisions
• Skipping class or avoiding group activities
• Increased conflict with peers or authority figures

• Physical or Routine Changes
• Noticeable changes in sleep (too little or too much)
• Appetite changes or sudden weight loss/gain
• Frequent headaches, stomachaches, or vague physical complaints
• Neglecting personal appearance or hygiene

• Serious Warning Signs
• Talking or writing about death or suicide
• Self-harming behaviors (cutting, burning, hitting self)
• Extreme anger, agitation, or risk-taking
• Use of alcohol or drugs to cope
• Sudden calmness after a period of distress (can indicate suicidal planning).” [vii] 

To learn more, check out 10 Mental Health Warning Signs with Teens. If you are concerned about a young person’s safety, do not wait — contact a counselor, trusted adult, or call or text 988 (Suicide and Crisis Lifeline). 

To learn more about this topic, we developed a briefing paper entitled, How Afterschool Programs Can Address the Youth Mental Health Crisis. You can also join an upcoming webinar on this topic for free, by checking out our Eventbrite Page.

END NOTES:
[i]: Chat GPT, Which youth groups are most affected by mental health issues?
[ii]: IBID.
[iii]: World Health Organization, Mental Health of Adolescents
[iv]: IBID.
[v]: IBID. 
[vi]: IBID.
[vii]: Chat GPT, What are signs of declining youth mental health?

The State of Mental Health for Young People

Source: World Health Organization

By Sam Piha

Childhood and adolescence are critical stages of life for mental health. This is a time when rapid growth and development take place in the brain. Children and adolescents acquire cognitive and social-emotional skills that shape their future mental health and are important for assuming adult roles in society.

The quality of the environment where children and adolescents grow up shapes their well-being and development. Early negative experiences in homes, schools, or digital spaces, such as exposure to violence, the mental illness of a parent or other caregiver, bullying and poverty, increase the risk of mental illness.

According to the World Health Organization (WHO), “Mental health conditions, such as childhood epilepsy, developmental disabilities, depression, anxiety and behavioral disorders, are major causes of illness and disability among young people. Worldwide, 8% of children and 15% of adolescents experience a mental disorder, but the majority of them do not seek help or receive care. Suicide is the third leading cause of death in 15-29 year-olds. The consequences of not addressing mental health and psychosocial development for children and adolescents extend to adulthood and limit opportunities for leading fulfilling lives.” [i] 

Most indicators show that youth mental health has worsened over the past decade, especially since the COVID-19 pandemic. According to the CDC (2024) 42% of high-school students reported persistent sadness or hopelessness — up from 28% in 2011. Also, 22% seriously considered suicide, nearly double the rate from a decade earlier.

“Key facts:

• Globally, one in seven 10-19 year-olds experiences a mental disorder, accounting for 15% of the global burden of disease in this age group.
• Depression, anxiety and behavioral disorders are among the leading causes of illness and disability among adolescents.
• Suicide is the third leading cause of death among those aged 15–29 years old.
• The consequences of failing to address adolescent mental health conditions extend to adulthood, impairing both physical and mental health and limiting opportunities to lead fulfilling lives as adults.” [ii]



WHY YOUTH MENTAL HEALTH IS GETTING WORSE

There are multiple, overlapping factors that help explain why youth mental health is getting worse. Below are some of the factors, as listed by Chat GPT. 

• “Social media and digital pressure: constant comparison, cyberbullying, and reduced real-life connection.
• Pandemic disruption: isolation, academic loss, and family stressors intensified symptoms.
• Academic and economic pressure — fear of failure, high competition, and financial insecurity.
• Access barriers: long wait times, provider shortages, and stigma prevent treatment.
• Global instability: climate anxiety, violence, and polarization add chronic stress.” [iii]

To learn more about this topic, we developed a briefing paper entitled, How Afterschool Programs Can Address the Youth Mental Health Crisis. You can also join an upcoming webinar on this topic for free, by checking out our Eventbrite Page. 

END NOTES:
[i] World Health Organization, Improving the mental and brain health of children and adolescents
[ii] World Health Organization, Mental Health of Adolescents
[iii] Chat GPT, What factors help explain why youth mental health is getting worse?

Showing Gratitude

We know that the holidays are a time to remind us to be thankful for what we have. From all of us at Temescal Associates and the How Kids Learn Foundation, we wish you a peaceful and restful holiday! We are most grateful to all of you who work hard to support our youth in out of school time. 

How Rituals And Routines Foster A Supportive Environment

Source: WINGS for Kids

By Guest Blogger Wings for Kids. To view this original publication, click here.

Many of us follow an established morning routine: wake up, shower, eat breakfast, and get ready for the day. It’s routines like these that serve our mental, physical, and psychological well-being. In the same way, adults benefit from a daily routine, children feel more secure and confident when their day-to-day activities are familiar and predictable.

In fact, they are essential to their development and health. Research suggests that parents with preschool-aged children who regularly practice family routines like singing, reading, playing, and eating together have greater social-emotional health. Children depend on rituals and routines to provide structure throughout their day. These repeated events provide a foundation for daily life and can help establish an understanding of rules, expectations, and accountability. 

What’s The Difference Between a Routine and a Ritual?
Although sometimes used interchangeably, rituals and routines have their own specific attributes.

Routine
A routine, according to the National Association for the Education of Young Children (NAEYC) is defined as:

• Predictable;
• Repeated and;
• Provides a foundation for daily tasks

As an example, at WINGS the Program Director establishes a routine for each day, week, and program year. This predictable schedule of events remains consistent, providing a basic framework around all program activities. Specifically, kids start each day with group time called Community Unity. There is a weekly routine of giving each other Positive Feedback or Heys & Praise on Mondays, and every year our programs routinely host a WINGS Graduation for students. This familiarity helps kids know what to expect and when to expect it.

Ritual
A ritual, on the other hand, is defined by the NAEYC as “a special action that helps…enhance aspects of our daily routines to deepen our connections and relationships.” As adults, we typically think of rituals similar to traditions like making certain snacks or food for the SuperBowl party. In this case, having the SuperBowl party is the routine and making the “family recipe” chili is the ritual. They provide ways to acknowledge the importance of such events and are usually comforting.

To illustrate, one daily WINGS routine is to say Words To Live By—seven kid-friendly verses that teach SEL skills—as a group. During this time, WINGS leaders can implement a ritual like a group chant, making up distinct hand motions to use during the Words, or ending the Words a certain way like making a unique face or hand gesture.

Why Are Rituals and Routines Important at School?
Like home, children thrive in a school environment that creates consistent rituals and routines throughout the day. A day with interspersed rituals and routines help children:

• Know what is happening now and what comes next
• Engage in learning
• Feel in control of their environment
• Reduce confusion or anxiety

Imagine this: you walk into your office at work in the morning and no one looks up to greet you. No “Hello!” or even a “Hey.” How does that make you feel? Uncomfortable? Maybe bitter or confused? Now imagine someone looked up, made eye contact, greeted you with a genuine smile, said your name, and maybe even gave you a fist bump. How much more welcomed would you feel?

A morning ritual like being greeted each day in this way helps to communicate simple messages:

• You are valued and included.
• We’re glad you’re in our community.
• Greeting others by name and using good manners helps everyone feel more comfortable.

Even the simplest rituals and routines can have a remarkable impact. They help children feel supported, secure, and ready to learn.

“The impact of creating rituals and traditions is long-lasting. They build connections and provide an opportunity for everyone—children, families, and staff—to learn about themselves and others. They create a safe, warm, and secure environment where children are able to learn and grow. They offer learning experiences for children, staff, and families alike. They positively enhance both program and classroom environments.” - Jacky Howell & Kimberly Reinhard, Rituals and Traditions: Fostering a Sense of Community in Preschool, 2015

Make It Fun and Engaging

When teachers and staff develop creative routines and procedures, it’s a win-win. Adults provide kids with the necessary support structure to be successful and kids enjoy a fun and unique ritual or routine that helps them reduce stress or anxiety. These engaging environments provide excellent opportunities for positive interactions between children and adults, which are necessary for social emotional learning to be effective.

In addition, simple, repetitive activities can relieve stress on teachers and staff by taking the guesswork out of transitions between classrooms or gaps between lessons. Instead of making transitions feel like a chore, shake things up.

Make it fun! Here are a few ideas to make everyday tasks feel more like a game:

• To get students’ attention, say “One, two, three. Eyes on me!” and the group replies “One, two. Eyes on you!”
• Use a unique handshake for your group or even for each student to greet them each day
• At the start of academic time, use a breathing technique or calming ritual to regain focus

Source: Ever Forward Club

Things To Consider
By approaching rituals and routines intentionally, you can find new ways to not only help support your kids, but also help them know what to expect, stay engaged, and feel a sense of community with you and their peers. Consider these tips as you dive in:

Include kids in decision-making: As you develop a thoughtful plan of routine activities in all learning areas, be sure to include children in discussions and planning. Don’t be afraid to have your kids help you put rituals in place and switch them up throughout the year. You’ll be surprised how quickly the kids will catch on and appreciate the consistency. Children are more motivated to work hard and learn more during daily academic time if they feel that they’ve made a contribution to plans and are emotionally engaged.

Understand expectations: When approaching established or new routines, it’s important that students understand the expectations, which will save time managing any behavior challenges later. It’s important for adults to address both inappropriate AND appropriate behavior with kids. Both actions serve as models for what’s acceptable behavior, so focus on developing a plan that reinforces positive behavior for optimal success. 

Build a sense of community: Rituals and routines can also be helpful in building a sense of community. Kids and adults alike crave a sense of belonging in and outside the classroom, and forming these bonds is the product of positive interactions over the course of time. Have a vision for what you want your community to stand for, what values it should have, and then authentically engage with your kids to build the foundation for your vision.

Be flexible: As with all activities, we know sometimes things don’t go according to plans. Life’s full of surprises, and when these surprises occur it’s important to be flexible. As significant as rituals and routines are, don’t exclude the opportunity to have a spontaneous experience once in a while or create a new ritual to keep things fresh and fun.

Ensure equity: Make sure your routines and rituals are equitable for all. An intentional design of routines and rituals—that value a range of student voices—will help to promote equitable and inclusive participation of students.

Flexibility and ingenuity are key when it comes to finding ways to support our kids and their social emotional health. Experiment with what you imagine might work for your students, observe the results, and make adjustments as needed. Continue to embrace the things that work, and gently let go of the things that don’t. 

Next Steps
Take a moment to reflect on the different routines and rituals you may already be using. Ask yourself a few questions to assess how you could improve or add other routines and rituals to your day:

• Do you already use any rituals in your classroom? If so, what are they and when/why do you use them? How might you adjust them for various age groups and different purposes?
• How could you take a routine and insert fun and engaging rituals into it? What, if any, benefit might there be to ritualizing certain practices in your classroom or program?
• What preferred routines do you use in your classroom or program already? Why do you use them? (Be more specific than simply justifying your practices by saying you do them “to operate efficiently”).

To read previous LIAS Blogs on routines and rituals, click here.

Rebranding Social Emotional Learning

Source: CASEL - The Missing Piece (video)

By Sam Piha

We live in a political climate where differences are not explored, they are weaponized. In recent months schools and educators have been attacked under the guise of critical race theory, parent rights and the call to ban certain books. And now political pushback against social-emotional learning (SEL) is growing.

According to the Collaborative for Academic, Social and Emotional Learning (CASEL) website, they define social and emotional learning (SEL) “as an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” [i]

“The politics of social-emotional learning have shifted drastically in the past few years— especially in some conservative states—with critics claiming that SEL is a form of liberal indoctrination or a means for unqualified teachers to practice therapy. This shift has left many teachers and SEL practitioners in a tricky situation, trying to address parents’ concerns while continuing to teach SEL programs that may be required by the district and state.” - Arianna Prothero, Education Week

Source: CASEL - The Missing Piece (video) 

“The term social-emotional learning can be confusing and inaccessible. Even before social-emotional learning became politicized, there were criticisms that the practice or concept was too wonky and inaccessible for parents and other community members.” [ii]

“The first question they [parents] had was, ‘What the hell are you talking about?’ he said. I get math. I get reading. What the hell is social-emotional learning?’ When commissioners explained they wanted schools to nurture qualities such as discipline, self-management, and relationship skills, ‘they’d [parents] say, ‘Oh yeah, we’re for that.’” - John Bridgeland, CEO of Civic Enterprises

“Some school districts and afterschool programs are looking to reduce controversy and confusion by calling SEL something else. In the Ed Week Research Center survey, 27% of respondents said their schools use other terms to refer to SEL, but not specifically to limit controversy. The most popular alternative terms for SEL are ‘character education,’ followed by ‘life skills’ and ‘communication skills.’” [iii]

To learn more about this important topic, we recommend that you review the resources below. 



• Learning in Afterschool & Summer (LIAS) Blogs on SEL
• (Ed Week) SEL by Another Name? Political Pushback Prompts Rebranding 
• VIDEO: CASEL- The Missing Piece

END NOTES
[i] CASEL, Fundamentals of SEL
[ii] Arianna Prothero, SEL by Another Name? Political Pushback Prompts Rebranding
[iii] IBID.

How California Schools Can Support Students, Families Fearing ICE Raids

Source: Ian Kapsalis/The Express

Guest Blog by Laura E. Enriquez, Ed Source. This story was originally published by EdSource. Sign up for their daily newsletter.

Back-to-school season should be a time of hope and excitement. This year in Southern California, however, it was shadowed by fear as immigration threats spilled into schools.

All summer, federal immigration agents besieged the streets of Southern California. In response, schools in impacted areas set up safety zones, coordinated school personnel and volunteers to monitor nearby areas for ICE activity. Still, violent raids and violated rights are ratcheting up fear across entire communities. Just this week, the U.S. Supreme Court ruled that one’s race and related factors can be used to detain individuals, paving the way for immigration enforcement officers to make more frequent stops. 

As I got my kids ready for school — picking out new shoes and stuffing supplies into backpacks — I was struck by the privilege that these are our biggest worries. For many other Latino families in Southern California, the first day back was overshadowed by anxiety: Will Immigration and Customs Enforcement (ICE) be waiting outside? Will a parent not come home tonight?  

As a professor who studies the impacts of exclusionary immigration policy on undocumented and mixed-status families, I anticipate the long-term effects of this moment. Detention and deportation of a family member destabilizes households and harms children’s mental health and academic success. Even for those who manage to avoid the deportation of loved ones, these raids will be core memories that shape how a whole generation understands legal vulnerability.

In my past research, I often listened to undocumented and U.S. citizen young adults recall a key moment: being in the car when a parent was pulled over, hearing late-night knocks on the door, or encountering police checkpoints. Those memories have shaped lifelong understandings of when and how deportation may threaten their families. 

Because the students I studied grew up in California, these incidents were once occasional and isolated. Now, the threat is coordinated and constant. Students tell me their parents say it’s never been like this before. From now on, when their mom doesn’t answer the phone, the worst-case scenarios that flash through their heads will be the ones they see in the news: brutal detentions, disappearances into ICE custody, and possibly deadly outcomes. 

Such fears compromise students’ educational engagement and mental health, weakening their academic performance. In our research on undocumented students and U.S. citizens with undocumented parents at the University of California, my colleagues and I found that immigration-related threats created clear disparities between these students and their peers with lawfully present parents. These fears fueled high rates of anxiety, depression and academic disengagement. The overall pattern is clear: Immigration policies harm whole families and communities, not just undocumented immigrants. 

California legislators have passed two bills that seek to restrict immigration enforcement on school campuses and inform students and families of the presence of immigration officers on campuses. Signing these bills into law and implementing them will provide a critical sense of safety that can enhance student well-being. 

Source: Mindsite News/ Linda Perales

Administrators and educators — from elementary school through college — can further step in to help families navigate threats. Existing school mass notification systems can be used to inform families when ICE is active nearby. Just as schools prepare for earthquakes, they can support families in creating emergency reunification plans so that younger children are cared for and older students know what to do. 

Teachers and staff at all levels must be prepared to talk with students in culturally competent and compassionate ways. This means staying current on immigration-related issues, sharing resources, and making clear that anti-immigrant language will not be tolerated. For high school and college students, recognizing immigration stress as a valid reason to request extensions can prevent them from falling further behind. 

These measures may seem small in the face of the severe threat and fear that students are facing. However, they can offer a beacon of hope, letting families know they are not alone and bolstering their ability to cope with and navigate these threats.

The families in recent news stories could have easily been mine. My oldest child was born into a mixed-status family. Her father, my husband, was undocumented until he gained permanent residency when she was 2 months old. That change was the result of complex immigration policies that worked in our favor. Ten years later, my daughter’s biggest concern is which backpack fits with her style — not whether her dad will be there to meet her at the bus stop. 

Outdated federal immigration policies block many undocumented and mixed-status families from achieving the security my family enjoys. To protect the next generation, we need immigration policies that do not disappear undocumented immigrants and traumatize U.S. citizens. State, local and institutional policies can help combat ongoing threats, but ultimately, we need federal action to create a humane and accessible pathway to legal status.

The next generation shouldn’t grow up fearing a knock on the door. It’s time for policies that keep families together and children safe. 

MORE ABOUT...

Laura E. Enriquez

Laura E. Enriquez is an associate professor of Chicano/Latino studies at the University of California, Irvine. She is the author of the forthcoming book “Family Legal Vulnerability: How Immigration Policy Shapes the Lives of Latino College Students.” 

EdSource is California’s largest journalism organization focused on education. EdSource believes that an informed, involved public is necessary to strengthen California’s education institutions, improve student success and build a better workforce.

Components of a Staff Training Plan

Source: www.pexels.com

By Sam Piha

According to Coursera, “An employee training plan has several key components. These typically include the following:

• Goals and objectives: Clearly define what you aim to achieve through the training. Goals should be specific, measurable, achievable, relevant, and time-bound (SMART).
• Timeline: Define the duration of the training plan, including start and end dates, as well as any milestones or checkpoints along the way.
• Activities: Outline the tasks, exercises, or lessons required during the training period. Align these activities with the goals of the plan.
• Resources: Identify the materials, tools, equipment, and support needed to carry out the activities effectively.
• Progress tracking: Identify methods for tracking and measuring progress toward the goals. This could involve assessments, evaluations, tests, or other metrics.
• Accountability: Determine how to monitor progress and who will provide feedback or guidance throughout the training process. This could involve a coach, mentor, supervisor, or self-assessment.
• Reflection and evaluation: Schedule regular intervals for reviewing and evaluating progress. This helps identify what's working well and what might need to be adjusted.” [i]

These are Google AI Overview results for Key Components Of A Staff Development Plan For Youth Workers: “A comprehensive staff development plan for youth workers should include: a needs assessment, clear goals and objectives, diverse training methods, ongoing support, and evaluation strategies to ensure effectiveness and alignment with the organization's mission. It should also address the needs of individual staff members and the broader program.” [ii]

Google AI provides a more detailed look at the key components of a staff development plan for youth workers:

1. “Needs Assessment: Regarding Program/Staff, begin by evaluating the current skills, knowledge, and experience of your staff, as well as any identified gaps or areas for improvement. This can be done through surveys, performance reviews, and discussions with staff. 

2. Clear Goals and Objectives: Define specific, measurable, achievable, relevant, and time-bound (SMART) goals for staff development. These goals should align with the organization's overall mission and the needs of the youth being served.  

3. Diverse Training Methods: Offer a variety of training opportunities to cater to different learning styles and needs. This can include workshops, online courses, mentoring, coaching, shadowing, visiting other programs and on-the-job training. 

4. Ongoing Support: Provide ongoing support and resources to help staff implement their training and continue their professional development. This can include mentorship, access to resources, and opportunities for reflection and collaboration. 

Source: www.unsplash.com

5. Evaluation Strategies: Regularly evaluate the effectiveness of the staff development plan, including assessing the impact on youth outcomes, staff performance, and program effectiveness. This can be done through surveys, performance reviews, and data analysis. It helps to:

• Track progress and provide feedback: Regularly monitor the progress of youth workers towards their goals and provide constructive feedback. 
• Evaluate the effectiveness of the plan: Assess the impact of the development plan on youth workers' skills, knowledge, and performance. 
• Make adjustments as needed: Continuously refine the plan based on evaluation results and feedback.  

6. Individualized Development Plans: Recognize that staff have different career goals and learning styles. Consider offering individualized development plans that cater to each staff member's specific needs and aspirations. 

7. Alignment with Organizational Mission: Ensure that the staff development plan is aligned with the organization's mission, values, and goals for youth. This will help to ensure that staff are developing the skills and knowledge they need to effectively support the organization's mission. 

8. Ethical Considerations: Address ethical considerations related to youth work, such as confidentiality, informed consent, and power dynamics. Provide training on these topics to help staff navigate ethical dilemmas in their work with youth. 

9. Focus on Positive Youth Development (PYD): Emphasize the importance of PYD, which focuses on strengths-based approaches, building positive relationships, and fostering youth development. Training should help staff understand and implement PYD principles in their work. 

10. Support for Reflection and Self-Assessment: Encourage staff to reflect on their experiences and practice self-assessment to identify areas for growth. This can help staff to take ownership of their professional development and to make meaningful changes in their practice.” [iii]

You can learn more on staff development, by reading our briefing paper, Creating a Staff Development Plan and by viewing a recent webinar recording.

END NOTES:
[i] Coursera, The Power of an Effective Employee Training Program
[ii] Google AI, Key Components Of A Staff Development Plan For Youth Workers
[iii] IBID.

Voices From the Field: An Interview with Educator and Therapy Dog Handler, Leslie Gravino

Source: Temescal Associates

By Sam Piha

Through a partnership with Las Positas College and Dublin High School in Northern California, the Career and College Planning class was offered to students in Valley High School (a continuation school, part of Dublin High School). By invitation from the principal, educator Leslie Gravino, brought her golden doodle, Luke the dog, to serve as a therapy dog for the students in her class. To learn more about the benefits of therapy dogs, we asked Leslie a few questions about her experience and her responses are below.

Q: Describe your situation.

A: Through a partnership with Las Positas College and Dublin High School, the Career and College Planning class was offered to students in Valley High School (a continuation school, part of Dublin High). The class was large (32 students) and there were behavior issues that made teaching the class difficult. It was there I discovered the positive power of therapy dogs. 

Source: Temescal Associates

Q: Describe how Luke the dog was used.

A: Luke was brought in on the leash, which allowed students to walk him if they wanted. Otherwise, Luke was free to roam the classroom. He often chose 1 or 2 students to sit by. The kids were free to pet him or cuddle. I also brought dog treats and showed the students how to get him to perform tricks. 

Q: Did you need permission from the school?

A: Because Valley High School is a continuation school, they were able to accommodate therapy dogs on a regular basis. The Principal of Valley said they sometimes used therapy dogs to helps the students stay calm and focused. I decided to bring my dog Luke to class to see if it would help students.

Q: Did Luke receive special training?

A: Luke was trained as a puppy to follow directions and not jump on people. He was not formally trained as a service dog but remains calm and friendly with people and other dogs.

Q: Did you prepare the kids before the visit?

A: The week before I brought Luke to class, I asked the students if that would be a problem for any of them. They welcomed the idea.

Q: What were the results of his visits?


Source: Temescal Associates

A: As soon as the students came into the classroom and saw Luke, they responded with smiles, pets and comments like: “can he sit with me?” Once the lesson began and Luke settled next to a group of students, they seemed more alert, calm and smiled more.

One student in particular, who often looked serious and slightly “lost” in the classroom, came over to Luke every class; he’d pet him, walked him to a fire drill and Luke began to sit under the desk by his feet. It was evident that Luke brought out emotions and affected this student. 

Q: Why do you think the therapy dog visits were successful?

A: Most people respond positively to dogs, especially ones that are calm and friendly. Luke is very calm and somehow made the students calmer. Perhaps animals bring out the softer, more vulnerable feelings of teenagers. Therapy dogs may not just comfort others but enable others to comfort them. 

Q: Were there any downsides or problems?

A: There was no downside to bringing Luke to class. He just made all of us happier. 

Q: Would you recommend the use of therapy dogs for youth programs?

A: Definitely. I highly recommend therapy dogs in any situation where you want to see people smile, be calm, show their caring side and feel part of a community. Dogs have a way of bringing people together, and usually bring out the best in all of us.

MORE ABOUT...

Leslie Gravino

Leslie Gravino holds a Master’s in Art Therapy. She has worked with adolescent girls in a residential setting, and later in the San Francisco Mental Health System for 18 years, where she started businesses that trained people who were homeless and psychiatrically disabled to gain job skills. She then served as the Coordinator of Vocational Services at Las Positas College, Livermore, CA. There she started a computer repair business on campus that served the community. She also was a Psychology Counseling Instructor teaching the following courses: Diversity Issues in America, Career and College Planning and Success Strategies for College.

Luke was featured in several videos that Temescal Associates created to help kids better understand the COVID-19 pandemic. To watch these videos and learn more about My Pal Luke, click here.

Therapy Dogs: An Interview with Pet Partners

Source: The Campanile

By Sam Piha

There is a growing concern regarding the mental health of young people as we are seeing an increase in anxiety and depression. Some say this is due to a number of factors, including the COVID pandemic, regional wars, climate change and the latest threat of deportation. One solution is the introduction of therapy dogs to afterschool programs. Below are responses to an interview we did with Mary Margaret Callahan, the Chief Mission Officer for Pet Partners, an organization that has registered and supported thousands of volunteer therapy animal teams who have made millions of meaningful visits around the world that help improve the physical, social, and emotional lives of both the people and animals involved.

Q: How would you define "therapy dog"? And how are they different from service dogs?

A: A therapy dog is an animal that can provide physical, psychological, and emotional benefits to those they interact with, typically in facility settings such as healthcare, assisted living and schools. These pets are evaluated on their ability to safely interact with a wide range of populations, and their handlers are trained in best practices to ensure effective interactions that support animal welfare. Therapy animal handlers may volunteer their time to visit with their animals in the community, or they may be practitioners who utilize the power of the human-animal bond in professional settings.

The best way to contrast therapy dogs and service dogs is to think about their relationship with others. Therapy dogs have a one-to-many relationship with people – a single therapy dog may interact with, support or benefit a number of people. For example, a therapy dog in a school setting may interact with dozens of children, faculty and staff over the course of a day. A service dog, on the other hand, has a one-to-one relationship with the individual they support. For example, a seeing eye dog helps a single individual with visual impairment.  And unlike service dogs, a therapy animal has no special rights of access, except in those facilities where they are welcomed. 

Q: How are therapy dogs in the classroom effective? How are they utilized?

A: Therapy dogs have a wide variety of benefits in the classroom. They have been very popular in read aloud programs for years where there is no judgement for mispronunciation or words stumbled over. Additionally, therapy animals provide emotional support by reducing stress and anxiety, such as during midterms and finals weeks on high school and college campuses. They also can broadly enhance mood and well-being with visits from a therapy dog being a highlight of the week for students and even help improve school attendance.

The presence of therapy animals can also promote social development, fostering positive interactions between students and promoting empathy and compassion.  Academically, the presence of therapy animals can be motivational and there are studies which suggest improved focus and attention by students in classrooms where therapy dogs are present.

Therapy animals can be incorporated into school settings both formally and informally, depending on the goals of the teacher or staff person. Informal activities like meet and greets may be ideal for stress relief sessions, whereas creating lesson plans that involve the therapy dog would be a formalized way to enhance learning outcomes.  

Q: While it is possible to contact organizations to visit with their dogs, we believe that many afterschool workers who have dogs that may qualify, may want to bring them to their program. Can you comment on this? 

A: If you have an affiliative dog with good basic obedience skills with whom you have a strong bond or relationship yourself, you may be a candidate to become a therapy animal team. It’s important to realize that handling your own dog in a work setting means you’re responsible for both the students in your program and the wellbeing of your dog, so it does take training and preparation for you as the handler too, not just your dog.

Q: What would be the requirements that future therapy dogs should have?

A: Future therapy dogs should:

• Be physically and socially mature, typically at least 1 year of age for dogs,
• Be in good physical health with no acute or chronic health conditions and be vaccinated against rabies,
• Have a strong bond with their handler and be responsive to their handler’s direction and support,
• Have basic obedience skills, and
• Most importantly - welcome, not merely tolerate, interactions with strangers.

It’s important to recognize we’re asking our pets to participate in this activity. A good therapy dog loves what they do. If you have to cajole, bribe, or force your animal to be a therapy dog, not only are you damaging the relationship you have with your pet, but you’re also putting yourself, your animal and your program at risk for an incident or injury.

Future handlers must be able to:

• Read your pet’s body language, recognizing approaching and avoidant behaviors,
• Anticipate your pet’s response in different situations and set them up for success at all times,
• Guide interactions, always advocating for the safety and well-being of your pet,
• Interact with your pet positively, supporting them as needed, and
• Cue or redirect your pet gently and effectively, without force or coercion.

Behind every great therapy dog is a handler who is vigilant about ensuring their animal’s welfare and enjoyment of therapy animal work. These handlers have a strong trust-based relationship with their animal. When your dog trusts that you always have their best interests at heart because you actively ‘listen’ to their body language and support them, they will be confident in interacting with others, even if something unusual or unexpected happens.

Q: Should dog handlers get insurance?

A: Absolutely. In today’s litigious society, you should be sure you are protected in the event of real or perceived errors or accidents. It’s worthwhile noting that even if nothing really did go wrong and you or your animal were not at fault, someone can still sue you and you’ll still need insurance to pay for your defense. Volunteer therapy animal programs should offer insurance coverage (always ask), but if you are incorporating your dog into your paid work, you’ll need separate insurance coverage. 

Q: In your experience, how should the afterschool program work in coordination with the school when introducing a therapy dog and communicating with parents?

A: Starting a therapy animal program involves a lot of pre-work. You’ll want to talk through risk assessment, assuring your school administration that the handler and therapy animal are well prepared and can safely interact with students. You’ll likely need to develop plans for parental permission as well as how to manage students with allergies or fears. You may also be interested in creating behavior contracts with students so they understand the expectations of how they’ll interact respectfully with and near a therapy dog. It’s also important to set expectations with administration, parents and students that the therapy dog has agency and some days visits may be cut short or cancelled because that’s what is in the best interest of the animal. Good preparation and creating buy- in with the administration and parents will go a long way to launching a successful therapy animal program.

MORE ABOUT...

Mary Margaret Callahan

Mary Margaret Callahan is the Chief Mission Officer for Pet Partners, where she is responsible for leading mission delivery, including the Therapy Animal Program and grassroots advocacy program. As an animal lover with a background spanning education and health care, Mary Margaret couldn’t be more delighted to find herself at the nexus of her interests and experience working to improve human health and well-being through the power of the human-animal bond.

The daughter of a veterinarian, Mary Margaret grew up surrounded by pets and has a deep appreciation for the strength of the human-animal bond. She joined Pet Partners in 2013 and has worked to establish the organization as both an influencer and a resource within the animal-assisted intervention (AAI) and human-animal bond (HAB) community. In 2018 she was named one of PetAge Magazine’s Women of Influence. Mary Margaret lives on a small farm outside Seattle with her husband, daughter, and menagerie of animals including dogs, cats, guinea pigs, chickens, goats, and miniature donkeys.

Since 1977, Pet Partners has registered and supported thousands of volunteer therapy animal teams who have made millions of meaningful visits around the world that help improve the physical, social, and emotional lives of both the people and animals involved. Their therapy animal for workplace program is available nationwide with the help of their dedicated therapy animal volunteers!

To learn more about therapy dogs and how to introduce them to your afterschool program, check out our briefing paper, Bringing Therapy Dogs into Youth Afterschool Programs. To read and download, click here.

Therapy Dogs in Afterschool: Getting Started

Top Left: Pets in the Classroom, Center: PSI Solutions, Top Right: Dog Time,
Bottom Left: Valley Humane Society, Bottom Right: Temescal Associates.

By Sam Piha 

Before introducing a therapy dog into your program, there are several steps that come first:

• Discuss with staff: It is important to discuss the topic of a therapy dog with the program staff. Are they in favor and what questions do they have? There may be a staff member who has a dog that would meet all the requirements for a comfort dog.
• Permission: If the program is school- based, it is important to talk to the principal and learn what are the requirements by the school district (certification, insurance, etc.). It is also important to review with the afterschool provider organization and if appropriate, your landlord. 
• Trial Run: You can search for local organizations that allow you to request a therapy dog visit to your program.

How Do I Find a Local Therapy Dog Organizations to Request and Schedule Visits? 
You can do an internet search to identify local organizations that feature therapy dogs. These organizations offer additional materials and often provide site visits with their dogs. Organizations should be vetted to some degree. For example, do they meet the Standards of Practice in AAI which stipulates things like insurance coverages and recurring evaluations.

Can Any Dog Be a Therapy Dog?
According to Rainbow Animal Assisted Therapy, “The key to any dog’s ability to be a successful therapy dog is its temperament. In general, a good therapy dog is responsive to its owner as well as other people, has good manners, is willing to learn new things, and doesn’t become overly stressed in new situations. Therapy dogs must be friendly and gentle, enjoy human contact, and feel content being petted and handled.

Dogs should be 12 months or older, have lived in a permanent home for at least 6 months, should respond to basic obedience commands (sit, down, stay, etc.), and be able to walk on a loose lead. Dogs must also be healthy and up-to-date on all vaccinations. ” [i] Potential therapy dogs should genuinely enjoy, not just tolerate, interactions with others. If your dog has these qualities, then he or she is a good candidate for animal assisted therapy. 

Making Your Dog A Therapy Dog
“Therapy dogs are everyday pets. They do not need extensive training, although obedience training, whether in a class or at home, is very good for reinforcing the bond and communication between you and your pet. Therapy dogs must be well-mannered. No jumping or barking here! Most importantly, you and your dog need to have a bond that demonstrates not owner and pet, but partners. For all the requirements to become certified with The Alliance of Therapy Dogs, go to www.therapydogs.com.” [ii]

“There is a surge in demand among schools and universities to use therapy dogs to develop better student engagement.” [iii] 

Basic Dog Requirements:
Dogs must be well-tempered, outgoing and friendly, and adaptable to a variety of settings. It is also important that the animal is reliably house trained, healthy and free of internal and external parasites, has no history of aggression towards people or other pets, be well bonded and responsive to their handler.

Therapy Dog Handlers

The bigger challenge is finding therapy dog handlers who are adequately prepared. It’s rarely the dog that causes the problem. Many issues can be traced to a handler who is not capable of recognizing or appropriately responding to changes in their dog’s body language. Therapy Animal Handlers must be able to advocate for their animal at all times, which includes ending interactions when it’s necessary.

Do Therapy Dogs Need Certification?
Therapy dogs don’t need a certification – not even service dogs need to have an official certification or identifying materials on them – but a certification can make things easier when it comes to obtaining emotional support animal rights. It is important that both the handler and the animal have been adequately prepared and vetted to interact with the public.

People interested in being a therapy animal team should seek registration or certification with a reputable therapy animal organization.

If You Want to Get a Therapy Dog Certification

“To get your canine companion in the world of therapy dogs, first it needs basic behavioral training to prepare them for their work with the public. Once they have finished their basic training, therapy dogs must learn to comply with the 10 skills of the Canine Good Citizen test, provided by the American Kennel Club (AKC). Once they pass the CGC test, they must be certified as therapy dogs by one of many qualified organizations.” While the CGC is a useful tool for some teams, it’s not required generally speaking.

Is Additional Insurance Needed?

For therapy dogs, liability insurance can protect against potential financial burdens from accidents or incidents involving the dog, covering expenses like medical bills and legal fees. Consider specialized policies or endorsements for animal liability.

END NOTES:
[i] Rainbow Animal Assisted Therapy, Can Any Dog be a Therapy Dog?
[ii] Alliance of Therapy Dogs, How Therapy Dogs Help to Reduce Student Stress and Anxiety
[iii] IBID.
[iv] Matt Fleming, Therapy Dog & Comfort Dog Certification Guide

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Bringing Therapy Dogs into Youth Afterschool Programs

Source: Gabrielle Lurie/ The SF Chronicle 

By Sam Piha

We know that due to the COVID pandemic, the threat of deportation and other recent events that young people are experiencing anxiety at record rates. According to US Service Animals, “comfort or therapy dogs are increasingly used in schools and youth programs to provide emotional support, reduce stress and anxiety, and improve social skills, often with positive impacts on learning and well-being. Comfort dogs are a type of therapy dog that is typically utilized to provide comfort to individuals who have experienced a traumatic or tragic event. They are generally categorized as support animals and thus have different legal protections.” [i]

“The students love the dogs. The teenagers transform, their phones and cool personas forgotten. When a dog shows up, their innocence shows up. They’re little kids again.” [ii] - High School Teacher, Victor Kenneth

THE TASKS THERAPY DOGS COMPLETE

Source: PSI Solutions

According to US Service Animals, “Therapy dogs may complete several different tasks to help patients feel better, and they may need to understand several different commands that allow handlers to better direct their loving energy. Below is an example of the tasks you may expect a therapy dog to complete.

• Participating in animal-assisted therapy, which includes being groomed, pet, and played with
• Providing comfort and support by cuddling or simply acting as a calming presence
• Staying calm and patient in loud or noisy environments
• Listening to their handler when it comes to basic obedience tasks like sitting, staying, and waiting
• Redirecting focus from unwanted behaviors by bringing patients toys and brushes so that they interact with the dog instead
• Providing a care routine and something to look forward to with regular visits to a medical center or another treatment facility
• Cuddling with patients, guiding individuals to safety, and taking a well-deserved nap with the individuals they are comforting

Of course, all therapy dogs are different, and different tasks may be necessary for your therapy dog to learn. This isn’t a complete list, but keep in mind your therapy dog should have basic obedience skills and public manners in order to thrive both inside and outside of their work.” [iii]

Source: Association of Independent School Librarians 

BENEFITS OF THERAPY DOGS IN SCHOOL CLASSROOMS AND YOUTH PROGRAMS

There are many benefits that come with the introduction of therapy dogs in afterschool programs. According to Google AI, these include: 

• “Emotional Support and Stress Reduction: Therapy dogs can provide a calming presence, helping children and teens feel more comfortable and relaxed, especially in stressful situations like school or therapy sessions. 
• Improved Social Skills: Interactions with therapy dogs can encourage social interaction and build confidence, particularly for children who may struggle with social situations. 
• Enhanced Learning: The presence of a therapy dog can create a more positive and engaging learning environment, leading to better focus and concentration. 
• Support for Students with Special Needs: Therapy dogs can be particularly beneficial for students with disabilities, such as autism or ADHD, by providing emotional support and helping with emotional regulation. 
• Crisis Response: In the event of a school crisis or tragedy, therapy dogs can offer comfort and emotional support to students and staff. 
• Boost Confidence: Therapy dogs can help children feel more comfortable reading aloud, as they provide a non-judgmental audience, boosting confidence and reducing anxiety. 
• Promote Literacy: Programs like "Paws to Read" bring therapy dogs to libraries and schools to promote literacy and a love of animals. 
• Facilitate Therapy: Therapy dogs can be integrated into various therapies, helping clients become more receptive to treatment and build healthy relationships. 
• Foster a Sense of Belonging: Therapy dogs can build trust with students, fostering a sense of belonging and community within the school. 
• Reduce Loneliness: The affectionate nature of therapy dogs can help distract children from negative thoughts and redirect their focus to more positive feelings, reducing feelings of loneliness.” [iv]

Source: Pets in the Classroom

END NOTES:
[i] US Service Animals, What Is a Comfort Dog? Your Guide
[ii]  Jill Tucker, ‘This is the best part of my day’: Dogs in Bay Area schools bring joy to kids
[iii] US Service Animals, What Is a Comfort Dog? Your Guide
[iv] Google AI, What Are the Benefits of Comfort Dogs in School Classrooms and Youth Programs?

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