Parents, caregivers, and caring adults

Children of Incarcerated Parents: Presentations

Safeguarding Children of Arrested Parents: Implementing the Model Arrest Policy

On May 15, 2019, the Federal Interagency Working Group on Youth Programs, the International Association of Chiefs of Police and the American Institutes for Research hosted the webinar, Safeguarding Children of Arrested Parents: Implementing the Model Arrest Policy. This 90-minute live webinar highlighted the Model Arrest Policy implementation and is recommended for law enforcement staff, probation officers, social services staff, youth serving organizations, and researchers. The purpose of this webinar was:

  1. To highlight how a locality has instituted the International Association of Chiefs of Police (IACP) model arrest policy through collaborations (e.g., between non-profit organizations and government agencies) to protect children of arrested parents.
  2. To share the experiences of a youth who has witnessed the arrest of her parent.
  3. To highlight research on the impact a parent’s arrest has on children, especially those who have witnessed the arrest.

Watch the webinar recording:

Listen to a follow-up interview with the youth presenter:

 

Educators are Critical Partners in Making A Difference in the Lives of Children of Incarcerated Parents

On September 24, 2015, the Federal Interagency Reentry Council (FIRC) Subcommittee on Children of Incarcerated Parents and the American Institutes for Research hosted the webinar, Educators are Critical Partners in Making A Difference in the Lives of Children of Incarcerated Parents. This presentation and Q&A session provided the audience with statistics on the prevalence of children with incarcerated parents, practical tips for addressing the needs of these children and youth, and how to use collaboration, focused assistance, and advocacy to contribute to positive outcomes for children who have an incarcerated parent. Presenters included nationally-recognized experts, educators who are currently addressing the needs of children of incarcerate parents, and a youth whose parent is incarcerated:

  • Ann Adalist-Estrin — Director, National Resource Center on Children and Families of the Incarcerated
  • David Osher — Vice President and Institute Fellow, American Institutes for Research
  • Dwight Davis — Assistant Principal, Turnaround for Children Partner School
  • Kendall T. — U.S. Dream Academy Graduate
  • Download the speaker biographies (PDF, 5 pages).

Watch the webinar recording:

  • Download the presentation slides (PDF, 60 pages).
  • Download the transcript (PDF, 20 pages).

 

» Learn more about Children of Incarcerated Parents at youth.gov/COIP.

» Join the Children of Incarcerated Parents listserv.

Family Engagement

Meaningful Family Engagement

Family engagement is essential in promoting healthy physical, cognitive and social-emotional development and academic achievement of children and youth from pre-K to high school. Research shows that when families are meaningfully and continuously engaged in their children’s learning and development, they can positively impact their child’s health, development, academic, and well-being outcomes into adulthood.1,2

Description of Family Engagement

Strong family engagement happens when families have a primary and meaningful role in all decision-making that impacts every young person and their families. Meaningful family engagement is about improving outcomes for all youth and families and happens at the system level and at the service level.

At the system level, family engagement is evident when families routinely engage as equal partners with state and local leaders in planning, designing, and evaluating services, programs and policies that impact the lives of children, youth and families served.

Family engagement also happens at the individual service level where agency partners and a single family collaborate in making decisions that address their child’s unique strengths and needs and considers the family’s ideas of success. Meaningful family engagement requires that state and local leaders model and champion family partnership anchored by mutual respect, shared authority, two-way communication, and a commitment to a common vision and shared goals to improve outcomes for every young person and their family.3,4

Definition of “Family” in Family Engagement

Child and youth serving systems broadly define “family” in family engagement as including parents and other adult caregivers, acknowledging today’s varied family units and their needs for extended supports. For example, early childhood education and juvenile justice programming describe family engagement as including biological, adoptive, and foster parents; grandparents; legal and informal guardians; and adult siblings.5,6

Some agencies have broadened this definition of family to include related and non-related members. As an example, transition-aged and foster youth work with their providers to identify and name their personal family system that includes peers, mentors, and service providers who they trust and can count on for support. Key service sectors that are implementing family engagement plans and strategies to increase and improve the engagement of families in their systems and services include education, child welfare, juvenile justice, mental health, and primary health care providers.

References

1 Weiss, Lopez, & Caspe, 2016
2 Henderson & Mapp, 2002
3 U.S. Departments of Health and Human Services and Education, 2016
4 Child Welfare Information Gateway, 2016
5 U.S. Departments of Health and Human Services and Education, 2016
6 Development Services Group, Inc., 2018

New Developments in School Safety

Schools around the nation are implementing protocols and safety measures in order to keep our students and educators safe. With congress allocating over a hundred million dollars towards school safety, the education systems is taking great steps towards learning institutions that are protecting private student information and the students themselves.

Qualifications and Attributes Critical to Employers

What are the key competencies and foundational skills for successful workers?

Many skills are necessary for individuals to be successful workers, including academic knowledge, technical expertise, and general, cross-cutting abilities (often called employability skills, soft skills, workforce readiness skills, or career readiness skills) that are necessary for success in all employment levels and sectors.

  1. Applied Knowledge—thoughtful integration of academic knowledge and technical skills, put to practical use in the workplace.
  2. Effective Relationships—interpersonal skills and personal qualities that enable individuals to interact effectively with clients, coworkers, and supervisors.
  3. Workplace Skills—analytical and organizational skills and understandings that employees need to successfully perform work tasks.

Two major research studies involving surveys and feedback from large numbers of employers have established that “employability skills” outrank technical skills—or those skills needed for specific occupations based on industry standards—as the most important requirement for success in the workplace.1 Despite this, a 2007 report found that many young people lack the soft skills needed to excel in the workplace.2

Soft skills are generally defined as personal qualities, not technical, that translate into good job performance such as time-management and interpersonal skills. The Secretary’s Commission on Achieving Necessary Skills (SCANS) identified five competencies and three foundational skills and personal qualities needed for successful job performance.

The five competencies follow:

  • Managing resources: The ability to allocate time, money, materials, space, and staff
  • Working with others: The ability to work well with other people; teamwork skills are associated with communication skills, understanding of group culture, and sensitivity to the feelings and opinions of others
  • Managing information: The ability to acquire and evaluate data, organize and maintain files, interpret and communicate ideas and messages, and use technology to process information
  • Understanding systems: The ability to understand social, organizational, and technological systems; monitor and correct performance; and design or improve systems
  • Utilizing technology: The ability to select equipment and tools, apply technology to specific tasks, and maintain and troubleshoot technologies

Three foundational skills are believed to support the competencies above:

  • Basic skills: Reading, writing, arithmetic, and computational skills are essential to effectiveness on the job. Listening and speaking skills that enable accurate interpretations of informational exchanges and mathematics skills that enable workers to solve problems on the job are highly valued and are dependent on having fundamental language and mathematics capability. The “three Rs” are building blocks to higher-level functioning on the job.
  • Thinking skills: Most studies list critical thinking, creative thinking, reasoning, and knowing how to learn new tasks as essential soft skills. “Problem solving” is another term that expresses the ability to analyze information and arrive at logical conclusions that add value to a worker’s efforts.
  • Personal qualities: “Personal qualities” is a catch-all phrase that reflects values and behaviors that are aligned with the culture of the workplace. A strong work ethic, professionalism, self-management, integrity, individual responsibility, networking skills, adaptability, and sociability are soft skills that fall under this heading.3

In 2007, the Office of Disability Employment Policy (ODEP) asked representatives from businesses that were recognized for their innovative and proactive efforts to recruit, hire, and promote people with disabilities to develop a list of essential skills for young workers. The skills the group identified were similar to those identified as key competencies for successful young workers in the SCANS report. They included networking, enthusiasm, professionalism, communication skills, teamwork, and problem solving.4

How can these skills be developed?

Soft skills can be developed through on-the-job coaching, in the classroom, through youth-serving organizations, and through service-learning and volunteering.

On-the-Job Coaching

Employers can encourage both technical and soft skill development through on-the-job coaching. Examples of on-the-job coaching are internships, apprenticeships, work-study programs, and training experiences where soft skills are learned through experiences. Although learning soft and technical skills on the job provides employees with an authentic learning experience, it can be challenging for employers to identify qualified coaches and allocate the appropriate staff time to ensure a focus on learning and skill development.5

Schools

Schools can prepare youth for the workplace by teaching soft skills or creating classroom environments that mimic work environments.6 These activities can make typical high school courses more relevant to students because almost everyone will work someday. Here are some essential workplace skills that can be taught in schools:

  • Effective oral and written communications: This includes “active” listening (i.e., listening and speaking for clarity), writing business letters and resumes, and understanding email and cell phone etiquette in the workplace.
  • Teamwork: For students who do not learn teamwork through sports, classroom projects assigned to teams of students provide good practice.
  • Diversity training: Schools frequently offer diversity training to students, but not in the context of the workplace. This minor adjustment can prepare youth for work in diverse workforce settings.
  • Professionalism: Classroom teachers can teach nearly any course in a workplace simulation that also prepares students for the culture and nuances of a work environment and the expectations of their employers. This approach could include simulating how to deal with a boss, manage time, and work within a system of incentives.7

ODEP developed a curriculum for youth-serving professionals to assist them in working with in-school and out-of-school youth between the ages of 14 and 21, both with and without disabilities, in the development of employability skills. Soft Skills to Pay the Bills: Mastering Soft Skills for Workplace Success is a curriculum focused on teaching soft or workforce readiness skills to youth, including youth with disabilities. The basic structure of the program comprises hands-on, engaging activities that focus on six key skill areas: communication, enthusiasm and attitude, teamwork, networking, problem solving and critical thinking, and professionalism. The series also includes a soft skills video series with an accompanying discussion guide (PDF, 8 pages).

Youth Programs, Service-Learning, and Volunteering

Just like schools, service-learning projects, youth-serving organizations, and volunteering opportunities can also help foster soft skill development. For example, students who participate in service-learning have been found to develop increased tolerance of diversity and appreciation of other cultures, greater self-knowledge, personal efficacy, teamwork, leadership skills, compassion, selflessness, and intrinsic rewards.8

Resources

Employability Skills Framework
Resources on employability skills for employers, educators, and policymakers from the Office of Career, Technical, and Adult Education at the U.S. Department of Education.

Soft Skills to Pay the Bills—Mastering Soft Skills for Workplace Success
The Office of Disability Employment Policy developed this curriculum focused on teaching soft or workforce readiness skills to youth, including youth with disabilities. The curriculum was created for youth development professionals as an introduction to workplace interpersonal and professional skills. The curriculum targets youth ages 14 to 21 in both in-school and out-of-school environments. The basic structure of the program consists of modular, hands-on, engaging activities that focus on six key skill areas: communication, enthusiasm and attitude, teamwork, networking, problem solving and critical thinking, and professionalism.

The Secretary’s Commission on Achieving Necessary Skills (SCANS) (PDF, 48 pages)
In 1990, the Secretary of Labor appointed a commission to determine the skills that our young people need to succeed in the world of work. The commission’s fundamental purpose was to encourage a high-performance economy characterized by high-skill, high-wage employment. Although the commission completed its work in 1992, its findings and recommendations continue to be a valuable source of information for individuals and organizations involved in education and workforce development.

Teaching the SCANS Competencies (PDF, 120 pages)
This report compiles six articles that give education and training practitioners practical suggestions for applying SCANS in classrooms and the workplace.

Teaching Soft Skills (PDF, 9 pages)
The U.S. Department of Labor’s Office of Disability Employment Policy provides a resource focused on how schools and employment opportunities can teach soft skills, specifically for students with disabilities.

1 Secretary’s Commission on Achieving Necessary Skills, 1992; The Conference Board Corporate, Voices for Working Families, Partnership for 21st Century Skills, & Society for Human Resource Management, 2006
2 America’s Promise Alliance, 2007
3 SCANS, 1992
4 U.S. Department of Labor, Office of Disability Employment Policy, 2011
5 U.S. Department of Labor, Office of Disability Employment Policy, 2010
6 U.S. Department of Labor, Office of Disability Employment Policy, 2010
7 U.S. Department of Labor, Office of Disability Employment Policy, 2010
8 Joseph, Spake, Grantham, & Stone, 2008; Milne, Gabb, & Leihy, 2008

History of MADD

Developed in honor of the 35th anniversary of Mothers Against Drunk Driving (MADD), this infographic shows the organization's history and includes important reminders on the dangers of drunk driving.

College Scholarships

This site includes scholarship information and other resources for students, including an instant GPA calculator, contact information for colleges in the United States, a list of colleges that offer comprehensive programs for students with learning disabilities, lists of Christian, Catholic, and woman's colleges, a list of HBCU's, and links to more than 2,500 career schools, online degree programs, and colleges.

Online Master’s Programs

Like any advanced degree, an online master's degree requires a great deal of forethought and drive. Here you'll find what you need to identify a reputable master's program, succeed in the program, and land a career that makes the most of your education.

The Debt Free College Degree

Attending college is the dream of many, but the thought of graduating with a ton of debt can make any prospective college student think twice about a college degree. Fortunately, there are a number of financial resources available to make one’s college dream come true without the crushing debt. 

Tools, Guides, & Resources

This page provides a continually-updated list of tools, guides, and resources to assist teachers, school staff, youth, parents, and youth-serving organizations in caring for and supporting children who have an incarcerated parent. Stay tuned to this page for additional new resources as they become available.

NEW! See Us, Support Us Youth Poster (PDF, 1 page)
This poster features a youth, Maison’s, winning See Us, Support Us art contest entry and is meant to be displayed where youth can see it to respond to the text, "If you or a friend has a family member who has been in prison or jail, please let us know so we may share supportive resources." There is a space at the bottom for organizations to add their own personalized information on where youth can go to get help.

NEW! Guide for Families Experiencing the Criminal Justice System: Guide for Arrest, Jail Time/Detention, Trial/Hearing, and Sentencing Stages (Guide 1 of 3) (PDF, 9 pages)
Families have unique needs and challenges when a parent is arrested. When this happens, family members—including the children—are affected. This guide covers the first four stages in the typical criminal justice process: arrest (entry into the system), jail time/detention (prosecution and pretrial services), hearing/trial (adjudication), and sentencing (before incarceration).

NEW! Guide for Families Experiencing the Criminal Justice System: Guide for Incarceration Stage (Guide 2 of 3) (PDF, 11 pages)
Families and children have unique needs when a parent is incarcerated. When this happens, a family gets involved with the criminal justice system in stages. The tips and tools in this guide aim to help families care for the children of incarcerated parents by maintaining and strengthening communication, managing and strengthening relationships, and managing stress and emotions and promoting self-care and care for the children during the incarceration stage.

NEW! Guide for Families Experiencing the Criminal Justice System: Guide for Reentry Stage (Guide 3 of 3) (PDF, 6 pages)
Families and children have unique needs when a parent is incarcerated. When this happens, a family gets involved with the justice system in stages. These questions and tips about reentry will promote a family’s ability to keep and strengthen communication and relationships, manage stress and emotions, and prioritize the caregiver’s self-care and care for the children.

For Parents, Caregivers, and Families

Guide for Incarcerated Parents Who Have Children in the Child Welfare System (PDF, 34 pages)
The purpose of this guide is to help parents involved in the criminal justice system work with the child welfare system to stay in touch with their children and stay involved in decisions about their children’s well-being. The guide also includes important information on steps required by the child welfare system for reunification, or having children return home to their family after foster care. Child welfare and social work professionals may also benefit from this guide to inform work with incarcerated parents, their children, and the caregivers.

Tip Sheet for Incarcerated Parents: Planning for a Visit from Your Child/Children
Visitation can be an important and meaningful experience for incarcerated parents and their children, but it can also be a source of stress and anxiety when parents’ or children’s expectations do not align with what ends up happening. Many aspects of visitation are outside of the control of an incarcerated parent, but there are things you can do to anticipate problems and reduce stress to make visitation a positive and beneficial experience for everyone involved. Included in the tip sheet are things to consider when planning for a visit from your child.

Sesame Street Resources
Sesame Workshop's initiative — Little Children, Big Challenges: Incarceration — provides much-needed bilingual (English/Spanish) multimedia tools for families with young children (ages 3-8) who have an incarcerated parent. These FREE resources include a resource kit with A Guide for Parents and Caregivers, a Children's Storybook, and a new Sesame Street video; an Incarcerated Parent Tip Sheet; and the Sesame Street: Incarceration mobile app for smart phones and tablets.

For Law Enforcement and Corrections Personnel

Safeguarding Children of Arrested Parents Roll Call Training Video
The Bureau of Justice Assistance (BJA) and the International Association of Chiefs of Police (IACP) collaborated on the creation of the Safeguarding Children of Arrested Parents Roll Call Training Video based on the IACP/BJA Model Policy.

Safeguarding Children at the Time of Parental Arrest Law Enforcement Pre-Arrest/Arrest Checklist (PDF, 2 pages)
The Department of Justice’s Office of Justice Programs, in partnership with the International Association of Chiefs of Police, created a checklist that provides strategies to lessen the potential harmful effects of parental arrest on children and youth.

Safeguarding Children of Arrested Parents: Trauma Prevention Policy (PDF, 38 pages)
The Department of Justice’s Office of Justice Programs, in partnership with the International Association of Chiefs of Police, created a policy that reflects input from subject-matter experts and stakeholders, providing strategies for law enforcement to improve their procedures for interactions with children when a parent is arrested.

Tip Sheet for Prison/Jail Staff and Volunteers: Supporting Children Who Have an Incarcerated Parent
Prison and jail staff and volunteers play an important role in facilitating visits and helping make visits a positive experience for children with incarcerated parents. Visits from family members can help promote strong family ties and have been shown to decrease recidivism. For children, visits are an important way to maintain the relationship with their incarcerated parent, which can have important implications on a child’s behavior and mental health. Staff and volunteers are the first and last individuals that children see in the facility; their support of family visits can set an important tone that parent-child relationships are valued and important.

Training Key 1 — Safeguarding Children of Arrested Parents: An Overview (PDF, 6 pages)
Part I of this two-part Training Key® on children of arrested parents from the International Association of Chiefs of Police focuses on providing an overview of the topic, defining key terms used in the discussion, and outlining the legal obligations that govern the actions of officers when confronted with these situations.

Training Key 2 — Safeguarding Children of Arrested Parents: Coordination and Response (PDF, 6 pages)
Part II of this two-part Training Key® on children of arrested parents from the International Association of Chiefs of Police focuses on recommended policies and procedures.

Video Visiting in Corrections: Benefits, Limitations, and Implementing Considerations
This guide from the National Institute of Corrections can help inform administrators working in correctional settings about the benefits and challenges of using “video visiting,” in which incarcerated individuals communicate with family members via video conferencing technology or virtual software programs. The guide includes three chapters that address: (1) reasons to consider video visiting; (2) implementation considerations; and (3) evaluation of a video visiting program.

For School Administration, Teachers, and Staff

Supporting Youth with Incarcerated Parents: For School Staff
This video and discussion guide are designed for school staff who provide direct supports and services to students: teachers, administrators, and support staff (e.g., school social worker, psychologist, guidance counselor, librarian, art teacher, PE teacher, cafeteria worker, custodian, bus driver). School staff contributed to the planning and content and several are featured in the video.

Tip Sheet for Teachers (Pre-K through 12): Supporting Children Who Have an Incarcerated Parent
School staff make a difference in the lives of all children, including children of incarcerated parents. For the child with a parent in prison, a safe and supportive school can provide a caring, stable setting offering opportunities for educational, social, and emotional development. The bonds and relationships fostered at school with peers and trusted adults play a vital role in the child’s short and long term learning and maturation. This tip sheet describes five things to know about children who have an incarcerated parent and how teachers can contribute to positive outcomes for children who have an incarcerated parent.

Webinar: Educators are Critical Partners in Making A Difference in the Lives of Children of Incarcerated Parents
On September 24, 2015, the Federal Interagency Reentry Council (FIRC) Subcommittee on Children of Incarcerated Parents and the American Institutes for Research hosted the webinar, Educators are Critical Partners in Making A Difference in the Lives of Children of Incarcerated Parents. This presentation and Q&A session provided the audience with statistics on the prevalence of children with incarcerated parents, practical tips for addressing the needs of these children and youth, and how to use collaboration, focused assistance, and advocacy to contribute to positive outcomes for children who have an incarcerated parent. Presenters included nationally-recognized experts, educators who are currently addressing the needs of children of incarcerated parents, and a youth whose parent is incarcerated.

For Child Welfare/Social Work and Clinical Professionals

Supporting Youth with Incarcerated Parents: For Social Workers
This video and discussion guide are designed for social workers who may come in contact with children of incarcerated parents. They are intended for the larger world of social work, including those who work in clinical settings, community and faith based organizations, schools, child welfare, juvenile justice, adult corrections, etc. Professional social workers contributed to the planning and content and several are featured in the video.

Child Welfare Practice With Families Affected by Parental Incarceration
This Bulletin for Professionals provides an overview of the intersection of child welfare and parental incarceration; highlights practices to facilitate parent-child visits during incarceration, include parents in case planning, and work toward reunification; and points to resources to help caseworkers in their practice with these children and families. The bulletin is available in HTML and PDF on the Child Welfare Information Gateway website.

The Adoption and Safe Families Act: Barriers to Reunification between Children and Incarcerated Parents
This information packet, developed by the National Resource Center for Permanency and Family Connections and featured on the Children's Bureau website, addresses how certain provisions of the Adoption and Safe Families Act (ASFA) create barriers to reunification for incarcerated mothers. The packet also includes information about amendments that some states have made to ASFA to address these issues, best practice tips for working with children of incarcerated parents, and other related resources.

The Antisocial Behavior of the Adolescent Children of Incarcerated Parents: A Developmental Perspective
The Antisocial Behavior of the Adolescent Children of Incarcerated Parents: A Developmental Perspective, funded by the Department of Health and Human Services, discusses the link between parent incarceration and antisocial behavior in adolescents, how it develops overtime, why this issue is important to address, and how to address it.

A Toolkit for Working With Children of Incarcerated Parents
Created jointly by the Division of Behavioral Health and Recovery (DBHR) within the State of Washington Department of Social and Health Services (DSHS), Health and Recovery Services Administration and DSHS' Office of Planning, Performance and Accountability, and featured on the Children's Bureau website, this web-based training toolkit provides practitioners with the skills required to respond to the needs of children of parents who are in prison or have an incarceration history.

When a Parent is Incarcerated
Developed by the Annie E. Casey Foundation and featured on the Children's Bureau's website, this guide provides information to public child welfare agencies and caseworkers on working with incarcerated parents and their children. Goals of the primer include familiarizing child welfare professionals with the impact of incarceration and providing information to child welfare and correctional systems to help improve permanency outcomes for children.

For Multiple Audiences

Effects of Parental Incarceration on Young Children
As part of their project, From Prison to Home: The Effects of Incarceration and Reentry on Children, Families and Communities, The Department of Health and Human Services funded a comprehensive brief, Effects of Parental Incarceration on Young Children that addresses the reactions of chldren with incarcerated parents, as well as: ways of modifying those effects, programs that can help both the parent and the child, how to adopt a whole family approach and why this discussion should inform research and policy issues.

Infographic: Children of Incarcerated Parents — The Impact of Incarceration (PDF, 2 pages)
Seven percent of all children under the age of 18 – that’s more than 5 million children — have lived with a parent who went to jail or prison. Learn more about children of incarcerated parents and the financial impact of incarceration on families.

Mentoring for Children of Incarcerated Parents
This review developed by the Office of Juvenile Justice and Delinquency Prevention’s National Mentoring Resource Center examines research on mentoring for children of incarcerated parents and includes insights and recommendations for practice based on currently available knowledge.

Parental Incarceration and Child Wellbeing: An Annotated Bibliography (PDF, 17 pages)
This annotated bibliography focuses on quantitative research on the consequences of paternal and maternal incarceration for children that (1) attempts to control for selection using standard statistical techniques, (2) uses broadly representative data, and (3) differentiates consequences of paternal incarceration from consequences of maternal incarceration. Although this bibliography focuses primarily on research in the United States, a small number of studies using data from European countries are also included (and many additional studies in that vein are also included in the further readings section so that interested readers will be able to read more in this area).

Promising Practices Toolkit: Working with Drug Endangered Children and Their Families (PDF, 27 pages)
This toolkit, developed by the Department of Justice's Federal Interagency Task Force on Drug Endangered Children, aims to help professionals serving drug-endangered children by identifying promising practices in the field, as well as why these practice works and resources to assist in their implementation.

Tip Sheet for Mentors: Supporting Children Who Have an Incarcerated Parent
Mentors can play an important role in addressing the needs of children of incarcerated parents. Mentors are caring adults who work with youth as positive role models in a formal or informal way, offering consistent guidance and support. Youth connect with mentors through youth-serving organizations, including community-based organizations, faith-based organizations, businesses, and after-school programs. Mentors can help improve outcomes for the children of incarcerated parents by using research-based practices and effective supports.

Tips for Parents, Teachers, and Other Caregivers for Talking with Children Who Have Experienced Traumatic Events (PDF, 33 pages)
This presentation, developed by the Substance Abuse and Mental Health Services Administration, discusses typical responses that children and youth of specific ages may display after experiencing a traumatic event, as well as how parents, caregivers, and teachers can support recovery for young people of all ages.

Tip Sheet for Providers: Supporting Children Who Have an Incarcerated Parent
This tip sheet was written by youth who have or have had incarcerated parents for service providers who work with them or may interact with them. The purpose is to provide practical advice for how to help the 2.7 million children and youth who have at least one incarcerated parent.

For Youth

Tip Sheet for Youth: Youth Supporting Fellow Youth Who Have an Incarcerated Parent
This tip sheet was written by youth who have or have had incarcerated parents for service providers who work with them or may interact with them. The purpose is to provide practical advice for how to help the 2.7 million children and youth who have at least one incarcerated parent.

LGBTQ Friendly Colleges & Student Resources

Attending college can be difficult, but lesbian, gay, bisexual, transgender, and questioning students may have an even harder time than others. The following guide was created to help LGBTQ students understand how many campuses are helping to make the college experience more welcoming and supportive.