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

 UPCOMING WEBINAR

To learn more and register, click here.

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?

 UPCOMING WEBINAR

To learn more and register, click here.

Creating a Staff Development/ Training Plan for the Year

Source: www.pexels.com

By Sam Piha 

Training plans and subsequent training sessions can enhance employee skills and promote program improvement. Investing in training plans that emphasize teamwork and communication skills can also contribute to better collaboration among employees. Offering training and development opportunities can enhance employee loyalty and reduce turnover rates by showing a commitment to employee growth.

However, this work can take significant time, effort, and financial resources to develop. It may also disrupt work as the individual may need time away from their regular tasks to focus on the development work. Coursera adds, “Asking people to participate in training that doesn’t interest or engage them can also backfire. If the content is ineffective, the individual could be investing the time but not gaining the required skills from the effort. Finally, training plans only make a difference if employees and managers prioritize individualized development plans. Underlying organizational issues, or a plan that takes a one-size-fits-all approach, can also undermine training plan effectiveness.” [i] 

“The benefits of youth worker training are often lost when times get tough. Training is often the first thing to go when budget cuts are needed. This is true even in industries that have greater financial capital to work with than youth-serving programs. But youth work leaders are faced with a no-win situation when budgets are tight... It’s not easy to solve the problem of tight budgets. But the need for well-trained and motivated staff is so important. As a result, youth work leaders must find exceptional training with a minimal cost. And that helps programs achieve their mission.” [ii]

WHAT IS A STAFF DEVELOPMENT PLAN?

According to Sam Cook, “A staff development plan, also referred to as professional development and career development plans, is a strategic tool used by organizations to support and enhance the skills, knowledge, and abilities of their employees. When done right, an employee development plan not only helps people grow and excel further in their roles, but also builds a more skilled, adaptable, and engaged workforce. That is, both employees and employers benefit, as these plans bridge current capabilities to future needs.” [iii]

FIRST, THE BENEFITS OF YOUTH WORKER TRAINING

According to The Professional Youth Worker, “The benefits of youth worker training are often lost when times get tough. Training is often the first thing to go when budget cuts are needed. This is true even in industries that have greater financial capital to work with than youth-serving programs. But youth work leaders are faced with a no-win situation when budgets are tight. They must make the choice between offering less youth worker training or serving fewer young people. No one is blaming them!

It’s difficult to run a program and balance so many competing needs. Every day, youth work leaders struggle with the fact that funding for youth-serving programs is woefully inadequate. But abandoning training for youth workers is harmful. It has long-lasting negative impacts for every aspect of a youth program. And that costs all of us.

Video: The Benefits of Training Employees

Professional development for youth workers impacts your organization’s culture. Funding training for youth workers is a challenge. But it is always the best investment. Because youth worker training has so many positive outcomes.

Youth worker training promotes a positive organizational culture by:

• Promoting the value of learning
• Encouraging personal and professional growth
• Giving team members the confidence that they are well-trained
• Creating a sense of commitment
• Instilling pride in your mission

In fact, youth worker training is at the core of every successful program.

• Individually and as a team, youth workers are prepared to change lives;
• Young people supported by highly trained and motivated team members will experience measurable positive outcomes;
• A strong team and more positive outcomes help programs secure funding to support more young people.

Also:

• Youth Worker Training Reduces Expenses: As most youth work leaders know, turnover is expensive. Most research shows the average cost to replace a youth worker is about 30% to 50% of their annual salary. It is even more expensive for directors or program leads. Those costs are estimated at 150% of annual salary. Training is a proven tool for team member retention.
• Affordable Training for Working with Youth Is Vital: Outstanding leaders in youth work want to recruit and retain the best team members possible. They see professional development as an organizational priority. It’s not a perk or an afterthought to them. It’s not easy to solve the problem of tight budgets. But the need for well-trained and motivated staff is so important. As a result, youth work leaders must find exceptional training with a minimal cost. And that helps programs achieve their mission.” [iv]

Source: www.pexels.com

BENEFITS OF USING A STAFF DEVELOPMENT PLAN

According to Coursera, “Training and development can differentiate your program and keep employees engaged. Specifically, it’s useful to personalize employee development with an effective training plan. 

Organizations must equip their workforce with the tools and knowledge needed to thrive in today's rapidly evolving landscape. This is where well-crafted employee training plans come into play. Employee training plans provide a roadmap for skill development, career growth, and organizational success. 

As training plans are designed to develop competencies, they can help build employee confidence and positively impact the individual’s overall performance and success. This, in turn, benefits your organization’s success as the individual gains the skills to contribute over the long term and to add value to your business.” [v]

“Training plans can support individual and operational success by offering a clear roadmap for goal achievement. This can help individuals and organizations stay focused and on track. A well-designed training plan provides a structured approach to the larger goal, breaking it down into smaller, more manageable tasks. This helps optimize time and resource utilization by prioritizing tasks and activities. Additionally, training plans include progress tracking mechanisms to help ensure the training produces the desired results. 

Developing a training plan can also boost employee engagement. They will see that you care about both recruiting and retaining talent. Plus, through regular check-ins with the individual, those offering accountability can develop supportive relationships with the employees. 

When we provide opportunities for growth, employees can perform their roles more effectively. 

• Increased Employee Engagement: When employees see that their career goals are supported by the organization, they are more likely to be engaged and motivated. 
• Enhanced Retention: A strong development plan can help retain employees who feel valued and have opportunities for advancement. 
• Organizational Growth/ Improvement: By investing in staff development, organizations can build a more skilled and capable workforce, leading to improved performance and innovation.” [vi]

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] The Professional Youth Worker, The Benefits of Youth Worker Training
[iii] Sam Cook, What Is an Employee Development Plan? Overview and Creation Steps
[iv] The Professional Youth Worker, The Benefits of Youth Worker Training
[v] Coursera, The Power of an Effective Employee Training Program

[vi] IBID.

How to Help Kids Understand and Manage Their Emotions

Source: Temescal Associates

By Sam Piha

According to Ariana Hoet, Ph.D, from Kids Mental Health Foundation, “The best way to teach kids to express emotions is by making the time to talk about them and normalizing all feelings.” Below Ariana suggests some activities that may be useful:

• “Check-in. Create a habit of conversation with your child. Find a time to talk every day, even if it’s just for a few minutes. This will let them know you care, you are listening, and you are there to support them. Conversations can help us understand how children are feeling and experiencing their environment. (See past Learning in Afterschool & Summer Blogs on Sharing Circles here.) 
• Praise. When a child uses emotion words or an appropriate way to express themselves, take the time to notice and compliment them. For example, saying things like “Thank you for sharing you’re feeling angry instead of slamming the door.”
• Validate. All emotions are normal and OK, even if you don’t think you would feel the same way. Say things like “I understand you’re nervous, we all feel that way sometimes” instead of dismissing how they feel (“there’s nothing here to be afraid about. It’s no big deal”). You can also share moments where you felt that emotion and how you coped with it.
• Encourage Pause. Many parents share that their child will go ‘from 0 to 100’ so quick. What is likely happening is that the child is ignoring the cues from their body that they are starting to get upset. As adults, we can encourage children to be more mindful of their thoughts and feelings and to take a pause to check-in with themselves. Kids can ask themselves things like, “How does my body feel right now? What thoughts are going through my mind?” This will help them identify their emotion and express it in a helpful way, instead of letting the emotion take control of them.
• Children learn by watching you. Express your emotions out loud so that they know it’s okay for them to do the same thing. Also, remember that children are learning to regulate, so they may still act out sometimes. When they express anger, sadness or another difficult emotion by misbehaving, responding with more negative emotion does not help. Respond with sympathy and try to coach them toward a better way to express themselves.” [i]

ACTIVITIES TO PRACTICE EXPRESSING EMOTIONS

Below are some activities suggested by Ariana Hoet. She writes,

• “Have your children draw, write, or tell a story about a character who feels a strong emotion. How do they express themselves?
• For younger children, puppets are a great way to create characters who can express different emotions and act them out in a playful way. Adults can help practice difficult events and how to identify the emotions and express them appropriately. 

We want to validate and normalize all emotions so that children feel comfortable talking about what they’re experiencing on the inside. Find those moments to check-in and always praise when you catch them using emotion words. Learn how you can teach children how to cope with those strong emotions.” [ii] 

INTRODUCE FEELINGS USING MY PAL, LUKE

Temescal Associates and The How Kids Learn Foundation developed a number of “talking therapy dog” videos to help kids build a feeling vocabulary and that focuses on the question of ‘How are you feeling?’ and explains how to use a feelings chart. These videos can help introduce the subject of feelings. To view the My Pal, Luke videos, click here.

 

MORE ABOUT...

Ariana Hoet Ph.D

Ariana Hoet, Ph.D, executive clinical director of The Kids Mental Health Foundation, is the driving force behind our mission of providing educational resources that make sure mental health is a vital part of every child’s upbringing. 

Dr. Hoet believes all children and families should have a fair opportunity to be as healthy as possible. That enthusiasm extends into her desire for making sure that people of all backgrounds are accepted and celebrated – a passion born from her own experience as an immigrant to the U.S. from Venezuela.

Dr. Hoet works in Pediatric Primary Care where she serves primarily immigrant children. She is also a clinical assistant professor of Pediatrics in the Department of Pediatric Psychology and Neuropsychology at Nationwide Children’s Hospital and The Ohio State University, with a role in training the next generation of behavioral health professionals who will tackle the emerging mental health crisis in children.

RESOURCES:

• Feeling Charts
• Morning Check-In Meetings
• Learning in Afterschool & Summer Blogs on ‘Inside Out’ 1 & 2 
• Big Feels and How to Talk About Them
• Keeping the Conversation Going 

END NOTES:
[i] Ariana Hoet, Helping Kids Express Emotions Appropriately
[ii] IBID

Identifying and Understanding Feelings

Source: www.pixarpost.com

By Sam Piha

There are so many aspects to young people’s mental health. One thing we know is that kids need to be able identify their feelings. Helping kids identify their feelings is a crucial part of social and emotional development and is core to dealing with trauma and being able to self- regulate. This involves helping them recognize different emotions, understand their causes, and learn healthy ways to express them. 

“All emotions are a normal part of life and it's good to express them. Children need to learn how to communicate their emotions, even those often seen as negative, like anger or sadness. Regular conversations help kids feel supported and understood, it also will encourage them to express their feelings. Encourage children to pause and reflect on their feelings.” [i]

HERE'S WHY IT'S IMPORTANT

It is critical that we help young people develop a language related to feelings and use this language to help identify their own feelings and those of others. This is core to developing empathy for others. Why is this important? Google AI states:

• “Emotional Regulation: Learning to identify feelings is the first step in emotional regulation, which is the ability to manage and control one's emotions. 
• Improved Mental Health: Understanding emotions can help reduce anxiety, depression, and other mental health challenges. 
• Stronger Relationships: When children can identify and understand their own emotions, they can also better understand and empathize with the emotions of others, leading to stronger relationships. 
• Enhanced Self-Esteem: Being able to understand and express feelings helps children feel more in control of their emotions and reactions, leading to increased self-esteem and confidence. 
• Increased Resilience: Children who can identify and manage their emotions are better equipped to cope with difficult situations and bounce back from setbacks. 
• Better Social Skills: Understanding emotions helps children navigate social situations more effectively, leading to improved social skills and interactions. 
• Academic Success: Emotional regulation skills are linked to school success and academic achievement.” [ii]  

TEACHING KIDS HOW TO COPE WITH THEIR EMOTIONS

Teaching kids how to cope with their emotions ids how to cope with their emotions is one of the best life skills you can give them. This is what we call emotion regulation, and you can start the moment they’re born! Our experts recommend reading in this order:

• Naming emotions

“Once children learn emotion words and start noticing as they feel them in the moment, it’s important they learn how to communicate what they are feeling. This can be hard because children sometimes mistakenly learn we should avoid certain emotions, like anger, sadness or loneliness.” [iii] 

• Noticing how the emotions feel in their body
• Expressing their emotions
• Coping with their emotions

EMOTION VOCABULARY

If we want young people to be able to identify their feelings, they need to first develop an emotion vocabulary. To do this, Google AI suggests:

• “Name the feelings: Help children learn to label their emotions using words like happy, sad, angry, scared, surprised, frustrated, etc. 
• Use visual aids: Employing picture cards or charts with faces showing different emotions can be helpful.  

Source: My Pal, Luke

“A feelings chart is a visual tool that can help you identify and verbalize your feelings. Feelings charts can be helpful for both kids and adults and can take on a variety of forms. And while they’re helpful in healthcare settings, you can also use a feelings chart on your own or with your family at home.” [iv] - Ariana Hoet (To download a free Feelings Chart, click here.) 

• Talk about feelings regularly: Create a safe space for open conversations about feelings in everyday situations. 
• Use books and stories: Discuss the emotions of characters in books and how they might be feeling in different situations. 
• Model emotional expression: Parents and caregivers can model healthy ways of expressing their own emotions. 
• Use play: Role-playing, puppets, and dolls can be great tools for exploring emotions. 
• Connect feelings to events: Help children understand what might cause them to feel a certain way. For example, ‘You seem sad because you didn't get to play outside today’. 
• Notice body language: Pay attention to how emotions show up in their bodies (e.g., butterflies in the stomach for nervousness, a tight chest for anger).” [v] 

END NOTES:
[i] Ariana Hoet, Helping Kids Express Emotions Appropriately
[ii] Google AI, Why is it Important for Young People to Develop Language for Their Feelings
[iii] Ariana Hoet, Helping Kids Express Emotions Appropriately
[iv] Liz Talago MEd, How to Use an Emotions Chart to Track Your Feelings
[v] Google AI, Best Ways to Identify Feelings and Develop Emotional Vocabulary with Young People