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Inspire: The Vital Health Community
Inspire is the vital community of more than two million patients and caregivers —a carefully designed environment where everyone feels comfortable and safe to open up about personal health experiences and share sensitive health information. These genuine connections instill hope and drive greater understanding. Patients and caregivers from around the world discover advice and information they can’t find elsewhere, and by understanding patients’ rich and varied health journeys on Inspire, researchers and health practitioners around the world are advancing treatments and making breakthrough discoveries.
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Create A personal Journal
Your journal belongs to you; you may choose to have your journal entries show up in some, all, or none of your communities. Journal entries are generally longer and can be on any topic.
Join Community Discussions
Discussions belong to the community and are generally shorter than journal entries and are meant to encourage conversations between members. For example, if you wanted to ask for other members’ experiences with a particular treatment, you would post a discussion in the appropriate community. If you wanted to talk about your day, something more personal or off-topic, you would post a journal entry.
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Friends are other members whom you may grow to trust and want to share more information with, or with whom you want to exchange private messages. You will be able to post journal entries that only your “friends” can read, and you will be able to send messages to your friends through our site without giving out your email address.
Use Inspire A.I. for quick answers
Inspire AI is a new feature on inspire that uses artificial intelligence to provide quick responses to member questions. The responses are automatically generated. The tool leverages a large language model (LLM), similar to what is used for popular tools such as ChatGPT. When you post on Inspire, you can choose whether you want to receive a response from InspireAI in addition to receiving replies from Inspire members. InspireAI is currently available in select cancer communities.
INSPIRE online community forum
About this Online Tool
Our Inspire communities provide a place for people with similar interests to support and encourage each other 24/7 online. Inspire is the largest provider of health-specific communities. MHA (Mental Health America) staff moderate the online support groups and communities.
Link to INSPIRE.com:
Link to Mental Health America groups on INSPIRE.com:
https://www.inspire.com/groups/mental-health-america/
Browse All Groups on INSPIRE.com:
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Apps are available to download as well.
About Mental Health America
Mental Health America (MHA) – founded in 1909 – is the nation’s leading community-based nonprofit dedicated to addressing the needs of those living with mental illness and to promoting the overall mental health of all Americans. Our work is driven by our commitment to promote mental health as a critical part of overall wellness, including prevention services for all; early identification and intervention for those at risk; integrated care, services, and supports for those who need it; with recovery as the goal.
https://screening.mhanational.org/content/mental-health-america-inspire
HeyPeers Is a Peer Support Community that. That offers peer support groups, one-to-one coaching, and private chat rooms where you can find meetings and conversations that can help you on your journey.
HeyPeers hosts hundreds of support groups meetings, including offerings from PeerGalaxy:
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Due to recent tragic events across the country
Racial Stress and Self-care:
Parent Tip Tool
How race-related stress affects you and your relationship with your child
What effect does racism have on your health and well-being?
Not only does racism impact you as a parent, it can also impact how you interact with your children. Experiences of racism build on each other and can chip away at your emotional, physical and spiritual resources as a parent, contributing to race-related stress. Race-related stress can make it hard to have the space needed to take care of yourself as a parent, which reduces the emotional space you need to adequately take care of your children.
Racism can impact parents emotionally, physically and spiritually
Physical Effects
Physical Effects can include increased hypertension, illness and risky behaviors such as substance use.
Emotional Effects
Emotional effects can include depression, anxiety, anger, irritability and aggression.
Spiritual Effects
Spiritual effects can include a decreased sense of purpose, lack of connection with the larger community, isolation from larger social groups and reduced involvement in communal activities that you enjoy.
Potential reactions to racial stress or trauma
Insecure Feelings
Feelings of shame and lack of confidence due to feeling that a situation cannot be changed.
Lack of Trust
Feeling detached or a lack of trust for others due to experiencing multiple losses or letdowns. This can make it very difficult to seek out help and to identify potential safe sources of support.
Triggers
Reminders of the event, such as particular people or situations, can also trigger strong emotional or physical responses (e.g., crying or rapid heartbeat).
Difficulty Controlling Emotions
Difficulty controlling emotional responses (going from “zero to one hundred”) can occur as the body helps you adapt to potentially unsafe situations, making you feel constantly on “alert.”
The body’s response to the experience of racism can make accessing resources to cope with the situation difficult. Race-related stress is unique in that it threatens psychological resources that are needed to cope and fulfill basic needs such as financial support, housing, access to jobs, etc.
When your body is in stress mode, it is geared up to help you and your child survive, which sometimes leads to impulsive decisions. If you live in a chronic state of stress related to racism, you can start to engage in survival coping. Survival coping can help you to deal with very hard or potentially life-threatening situations. However, if you continue to exist in this mode long-term, it can make it difficult to enjoy being in the moment with your child and can reduce your ability to feel safe and in control.
What impact can racial stress have on your parenting?
Experiencing race-related stress can also impact the quality of parenting relationships in the following ways:
Impostor syndrome
When you are exposed to racism repeatedly, you often start doubting yourself and can feel like you are an imposter in dominant culture settings or in settings where you feel as though you do not belong. Your inner thoughts might sound something like: “Am I being judged?” “Am I worthy?” “I got lucky.” “I only got this because I am Black.”
Being overly alert (hypervigilance)
Experiencing racial stress can make you more aware of potential dangers and negative experiences that can occur. This, in turn, can make the experience of parenting even more stressful. When you interact with your children, you can sometimes be reminded of negative race-related experiences that you had when you were a child. This reminder can amp up emotional responses, or hyperarousal, making it hard for you to “keep your cool” and be open to flexible problem solving.
“Helicopter parenting” (monitoring in fear)
These experiences of racism and unwarranted blame or lack of acceptance can make you want to protect your children so much, that you don’t allow them to explore in the way that they need to. You may shelter them from failures, which everyone needs to experience in order to learn how to manage everyday life. You may tend to be overly cautious or suspicious. Examples can include not allowing your children to have sleepovers or go to the park, even with your supervision.
Difficulty regulating emotions
- When your past influences your emotional state, it can affect your emotional responses to both big and minor stressors with children, such as when they misbehave. This, in turn, can lead to being overprotective or overuse of physical discipline, as a means of survival.
- For children, having parents who can keep perspective (stay cool) when children are upset, or misbehaving is very important. Likewise, it is important to stay calm when disciplining a child, otherwise discipline may go overboard. Both of these things can be hard if you are having difficulty controlling your emotions.
Avoidance
- Avoiding situations that are related to racism can be a needed strategy to survive; such as instances that may involve violence or threat to yourself or your family. Sometimes you may avoid reminders of past experiences due to the pain or discomfort they cause.
- If you find yourself avoiding strong feelings or situations with your child that bring up painful memories, it may make it hard to show affection and support for your child. It may even make it difficult to know how to provide emotional support for your child during times of stress. For instance, if your child brings up their own experience of oppression or an event in their life reminds you of something from your own childhood.
Mistrusting others
- Racism can lead to distrust or mistrust of other communities. Internalized racism is when you begin to accept negative messages about your own abilities and inherent worth by the dominant group in society.
- When you use society’s norms to judge yourself, you can feel depressed, unworthy and just not good enough. You are taught in many ways to take these feelings and paint them onto another group.
- Intra and interracial violence, contention among disenfranchised communities or color, and the way the media conveys information about people of color, contribute to this.
- This kind of coping can make you more vulnerable to racism, because on some level you may believe in racial hierarchy and difference when you belittle other groups. And when you show your children that it is right to discriminate against certain other groups, you make them more vulnerable to discrimination that they face.
Minimizing racism
- Racism is overwhelming, as is the history of violence. You are sometimes taught that accepting this and minimizing racism is the only thing you can do. But when you ignore racism, and accept powerlessness, you encourage your kids to internalize racism. This can lead to increased levels of depression, anxiety and externalizing behaviors (e.g., engaging in risky behaviors, such as alcohol or substance use).
- When you believe that you should be able to handle and manage it all without a break or without asking for help, you are at increased risk for health problems and can miss important cues about your well-being and safety.
Self-blame
Experiencing chronically unfair and dangerous discriminatory practices due to race can lead to feelings of low worth. For parents, this can also lead to a questioning of your parenting choices and abilities.
Unbalanced Racial and Ethnic Socialization (RES)
Unbalanced messaging or communication about race and ethnicity occurs when you only promote messages of mistrust, preparation for bias, or only give racial pride messages to your children.
So, what can you do to mitigate racial stress?
As parents, it is important to develop positive identities and share your cultural identities with your children. Positive cultural identity and advocacy are protective factors against racism, which can help to reduce and prevent racial stress.
There are many other ways to cope with stress and everyone has different preferences. Reducing stress can also allow you to model healthy coping strategies for your child. Here are some suggestions with links you can try.
- Build or access a support network
- Incorporate traditions at home
- Get some exercise
- Deep breathing
- Journal
- Limit your media intake
- Counseling/therapy Spirituality
- Podcast
What do we tell our children? How do we reassure them of their own safety?
At The Dougy Center in Portland, Oregon, we’ve provided grief support groups for children, teens, young adults and their parents or adult caregivers since 1982.
Based on our experience, here are some things for adults to keep in mind as you struggle with how to talk with children following tragic events, such as natural disasters, plane crashes, or school shootings.
1. Don’t project your fears onto your children. They take their cues from the adults around them.
You can’t hear the news about children being murdered or communities devastated by natural disasters without thinking about how you’d feel if it happened to your family, friends, or hometown. The outpouring of care and empathy for the families who lost loved ones will be powerful, and…we all know it could have been our friends, our child, our family and community members who died or were injured.
Identifying with the senselessness and randomness makes us all feel more vulnerable. But we should remember that children don’t always see things the same way that adults do, and it won’t be helpful to them for us to fall apart. They need to see that we care, that we feel terrible about this tragedy, and that we will do everything we can to keep them safe. They will take their cues from our behavior.
It’s okay to show emotion. We can model for children that feeling sad, scared, and upset is normal after tragedies. But we don’t want to overwhelm them with our emotions, or put them in the position of having to ‘parent,’ or take care of, the adults around them. Make sure you also model taking care of yourself, by sharing with trusted and supportive adult friends, eating (and drinking) healthfully.
2. Try to limit their access to the recurring news and exposure to the tragedy over and over.
Over-exposure to the graphic and emotional news can be overwhelming for children and can cause unnecessary anxiety and fear. Some children who repeatedly watched the footage of planes crashing into the towers on 9/11 thought it was happening again and again. Some children (and some adults) may have difficulty getting graphic scenes and images out of their minds. Too much exposure can fuel their fear, so don’t let them sit and watch the news over and over. Better yet, set the example of not doing so yourself as well.
3. Understand that you can’t completely shield them from what happened.
It would be next to impossible to hide these events from children, as much as we wish we could. You might be able to shield your own child in your home, for example, by not turning on (or owning) a television, but you can’t protect your children from hearing about it from other kids. The fact is, they will hear about it, so although they don’t “need” to know about it, pretending we can shield them is magical thinking.
That said, you don’t need to give them more information than they can handle, or more than they’re asking for. A simple, “Did they talk about what happened in _____ today at school?” would be a good starter. They need to know that you’re not trying to hide the truth from them, that you’re open to talking about it, but that you’re also not forcing them to do so.
4. Model truth-telling and build trust with your children by letting them hear things, even hard things, from you directly.
Eight days after the 9/11 attacks, I was meeting in small groups with pre-school workers in New York City, talking about how to respond to the young children in their care about the events. A man asked to speak to me privately after one of the trainings, and asked for my advice around his 7-year-old daughter. For the last week, since September 12th, she had been having stomach aches and difficulty sleeping. He said it was not tied to the events of 9/11 because, “We don’t have a television.” As his story unfolded it was evident that he did not want to have to explain to his child why people would do such horrible things, a normal dilemma that we face as parents and adults. This child was experiencing physical reactions, as it turned out, not primarily because of her reaction to the events of 9/11, but because she was unable to share her fears and concerns and questions in her own home, faced with her parents’ denial.
Here are some principles to keep in mind as you talk with children:
1. There is no one typical reaction one can or should expect from children.
Their responses will vary all over the ‘emotional’ map, from seeming disinterest to nightmares, eating issues, and anxiety. How any specific child will respond will depend on their age, previous experience with death and loss, and their personality style. Fearful children will tend to worry; quiet children may keep their feelings to themselves; those who want to appear unfazed may exhibit a sense of bravado or lack of caring. Of course, children directly affected – those who had a family member die; those who witnessed the tragedy; those who had friends die – will tend to have longer-term reactions and needs. Watch for changes in behavior, or concerning trends. While it would be normal to have heightened anxiety and sleeplessness, any concerning behavior or troubling symptoms should be taken seriously, and if warranted, professional help sought.
2. Many children will have an increased sense of fear about their safety.
Understandably. So will many adults. After a shooting at an Oregon mall in December 2012, the news outlets were filled with people who said they’d never take their children there again. Others said they’d return as soon as it opened in order to support the stores and employees who had experienced the traumatic events, and whose livelihoods were going to suffer as a result of the several day closure. Some runners in the Boston Marathon vowed to return; others said they would never do so again.
While we can’t guarantee to our children that nothing bad will ever happen to them, we can provide assurance that these events are relatively rare, and that we will do everything we can to keep them safe. Children may have many questions about the events, particularly about natural disasters. Answer their questions with language that fits their developmental stage. It’s okay if you don’t know the answer to a question. If it’s a question that might have an answer, offer to look up more information. You can also ask children what they think the answer is as they often have thoughts and ideas they want to share with you. In the case of natural disasters, if your child is fearful of something like that happening in your community, talk with them about the safety plan that you have in place for your family and home. You can also look into what community safety measures are in place and whatever elements are relevant with your children. Many children will be reassured knowing that there are specific, tangible things they and your family can do if something occurs. Some examples include, picking a meeting place, keeping flashlights in every bedroom, talking about where you will keep emergency water and food.
3. Children want, need, and deserve the truth.
In over 30 years of providing grief support to thousands of children and teens at The Dougy Center for Grieving Children & Families, we have never heard a child say, “I’m glad I was lied to.” Many, however, struggle with anger and lack of trust toward parents or other adults who lied to them. When we don’t tell the truth, they learn that we cannot be trusted. As difficult as it can be at times, and as horrendous as the truth may be, children want, need, and deserve the truth. Being able to talk openly and honestly with your children about tragic events and other losses, creates a foundation of trust, enabling them to come to you in the future with their questions, fears, and concerns.
Helping Children with Tragic Events in the News
In times of community or world-wide crisis, it’s easy to assume that young children don’t know what’s going on. But one thing’s for sure — children are very sensitive to how their parents feel. They’re keenly aware of the expressions on their parents’ faces and the tone of their voices. Children can sense when their parents are really worried, whether they’re watching the news or talking about it with others. No matter what children know about a “crisis,” it’s especially scary for children to realize that their parents are scared.
Some Scary, Confusing Images
The way that news is presented on television can be quite confusing for a young child. The same video segment may be shown over and over again through the day, as if each showing was a different event. Someone who has died turns up alive and then dies again and again. Children often become very anxious since they don’t understand much about videotape replays, closeups, and camera angles. Any televised danger seems close to home to them because the tragic scenes are taking place on the TV set in their own living room. Children can’t tell the difference between what’s close and what’s far away, what’s real and what’s pretend, or what’s new and what’s re-run.
The younger the children are, the more likely they are to be interested in scenes of close-up faces, particularly if the people are expressing some strong feelings. When there’s tragic news, the images on TV are most often much too graphic and disturbing for young children.
“Who will take care of me?”
In times of crisis, children want to know, “Who will take care of me?” They’re dependent on adults for their survival and security. They’re naturally self-centered. They need to hear very clearly that their parents are doing all they can to take care of them and to keep them safe. They also need to hear that people in the government and other grown-ups they don’t even know are working hard to keep them safe, too.
Helping Children Feel More Secure
Play is one of the important ways young children have of dealing with their concerns. Of course, playing about violent news can be scary and sometimes unsafe, so adults need to be nearby to help redirect that kind of play into nurturing themes, such as a hospital for the wounded or a pretend meal for emergency workers.
When children are scared and anxious, they might become more dependent, clingy, and afraid to go to bed at night. Whining, aggressive behavior, or toilet “accidents” may be their way of asking for more comfort from the important adults in their lives. Little by little, as the adults around them become more confident, hopeful and secure, our children probably will, too.
Turn Off the TV
When there’s something tragic in the news, many parents get concerned about what and how to tell their children. It’s even harder than usual if we’re struggling with our own powerful feelings about what has happened. Adults are sometimes surprised that their own reactions to a televised crisis are so strong, but great loss and devastation in the news often reawaken our own earlier losses and fears – even some we think we might have “forgotten”
It’s easy to allow ourselves to get drawn into watching televised news of a crisis for hours and hours; however, exposing ourselves to so many tragedies can make us feel hopeless, insecure, and even depressed. We help our children and ourselves if we’re able to limit our own television viewing. Our children need us to spend time with them – away from the frightening images on the screen.
Talking and Listening
Even if we wanted to, it would be impossible to give our children all the reasons for such things as war, terrorists, abuse, murders, major fires, hurricanes, and earthquakes. If they ask questions, our best answer may be to ask them, “What do you think happened?” If the answer is “I don’t know,” then the simplest reply might be something like, “I’m sad about the news, and I’m worried. But I love you, and I’m here to care for you.”
If we don’t let children know it’s okay to feel sad and scared, they may think something is wrong with them when they do feel that way. They certainly don’t need to hear all the details of what’s making us sad or scared, but if we can help them accept their own feelings as natural and normal, their feelings will be much more manageable for them.
Angry feelings are part of being human, especially when we feel powerless. One of the most important messages we can give our children is, “It’s okay to be angry, but it’s not okay to hurt ourselves or others.” Besides giving children the right to their anger, we can help them find constructive things to do with their feelings. This way, we’ll be giving them useful tools that will serve them all their life, and help them to become the worlds’ future peacemakers — the world’s future “helpers.”
Helpful Hints
- Do your best to keep the television off, or at least limit how much your child sees of any news event.
- Try to keep yourself calm. Your presence can help your child feel more secure.
- Give your child extra comfort and physical affection, like hugs or snuggling up together with a favorite book. Physical comfort goes a long way towards providing inner security. That closeness can nourish you, too.
- Try to keep regular routines as normal as possible. Children and adults count on their familiar pattern of everyday life.
- Plan something that you and your child enjoy doing together, like taking a walk, going on a picnic, having some quiet time, or doing something silly. It can help to know there are simple things in life that can help us feel better, in good times and in bad.
- Even if children don’t mention what they’ve seen or heard in the news, it can help to ask what they think has happened. If parents don’t bring up the subject, children can be left with their misinterpretations. You may be really surprised at how much your child has heard from others.
- Focus attention on the helpers, like the police, firemen, doctors, nurses, paramedics, and volunteers. It’s reassuring to know there are many caring people who are doing all they can to help others in this world.
- Let your child know if you’re making a donation, going to a town meeting, writing a letter or e-mail of support, or taking some other action. It can help children to know that adults take many different active roles and that we don’t give in to helplessness in times of worldwide crisis.
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NW Instituto Latino
We are hiring! We are seeking Bilingual Recovery Center Support Staff in Washington County! Please send a cover letter & resume to dmichael@nwilpdx.com
¡Estamos contratando! ¡Estamos buscando un Personal de Apoyo Bilingüe para El Centro de Recuperación en el condado de Washington! Envíe una carta de presentación y un currículum a dmichael@nwilpdx.com
We are hiring! We are seeking Bilingual Recovery Center Support Staff in Washington County! Please send a cover letter & resume to dmichael@nwilpdx.com
Position Description Recovery Center Support Staff
Position Description Mentor Job Description
MHAAO – Mental Health and Addiction Association of Oregon is recruiting for several positions. For more details visit the link below:
Oregon Peer Warmline / CCS – Community Counseling Solutions
Folktime
Multnomah County Crisis Assessment & Treatment Center (CATC)
Lines for Life:
JOB BOARDS
MHACCBO – Mental Health and Addictions Certification Credentialing Board of Oregon
State of Oregon
Partners in Diversity
Indeed.com
* Job Board for Peer Support Specialist positions
* Job Board for Certified Recovery Mentor positions
MAC’S LIST features many nonprofit opportunities
What is Autism?
What you should know
Autism is a severe developmental disorder that affects the way a child sees and interacts with the rest of the world. It limits their ability to interact with others socially, in fact many autism suffers avoid human contact.
Autism is part of a larger group of disorders called pervasive developmental disorders (PDD). More information about autism: Click on each of these links
- Definition of Autism Disorder
- Autism Symptoms
- What Autism is Not!
- What Causes Autism
- Autism Research Information
- Spectrum of Autism Disorders
Autism-Definition
Autism is a developmental disability that comes from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. Males are affected four times as often as females. Children may appear normal until around the age of 30 months.
Click each of these following titles learn more….
Autism Symptoms vary widely in severity, include impairment in social interaction, fixation on inanimate objects, inability to communicate normally, and resistance to changes in daily routine. Characteristic traits include lack of eye contact, repetition of words or phrases, unmotivated tantrums, inability to express needs verbally, and insensitivity to pain.
Behaviors may change over time. Autistic children often have other disorders of brain function; about two thirds are mentally retarded; over one quarter develop seizures.
Autism can be confused with several other disorders which may have similar behaviors. Here is a list of autism like disorders that you should look at.
It remains unclear, but a psychological one has been ruled out. Neurological studies seem to indicate a primary brain dysfunction, and a genetic component is suggested by a pattern of autism in some families. It is largely believed that autism is a genetic disorder that involves several genes related to gene function. However it is unclear to researchers what causes these genes to turn on. Learn more about other causes of autism.
There are many exciting developments in autism research going on at the top universities. They are focusing on inherited autism and autism gene research.
Other Autism Spectrum Disorders
Asperger’s Syndrome – A child with asperger’s disorder has the same common problems as children with autism however they don’t have language development problems of a autistic child.
Pervasive Developmental Disorder and not otherwise specified (PDD-NOS) – This child has autism but doesn’t meet the criteria for high functioning autism.
High-Functioning Autism – This child has autism but has normal learning and cognitive and learning skills. Language development is difficult initially but they become proficient eventually.
FAQ about Autism Special Education and IEP
This is an important list of questions and answers to help you deal with special education issues at your school.
Autism Tips for working with Teachers
This is a great check list of items to be aware of when you work with your child’s teacher and your child’s Individual Education Plan.
Tip: Go to our Autism education discussion boards and post a question with other parents.
ADDITIONAL LINKS TO RESOURCES AND EXPERTISE
National Institutes of Mental Health
Combined Health Information Database
Searchable Directory of Autism Resources
CLICK HERE TO VISIT THE DIRECTORY PAGE
Or Click on the Topic area directly below
Autism NOW Center’s fact sheets on topics of importance to people with autism spectrum disorders and other developmental disabilities are a resource you and your family members, as well as educators, employers, physicians and others, can use to get information in an easy-to-read and understand format. The fact sheets are available in several languages in PDF form which can be printed out for your convenience. See the full list of topics and language choices below.
English:
- Employment
- Future Planning
- Inclusion
- Individualized Education Programs (IEPs)
- Relationships and Sexuality
- Self-Advocacy
- Social Security
Spanish:
- Empleo
- Planear el Futuro
- Inclusión
- Programas Educativos Individualizados (IEP)
- Relaciones y Sexualidad
- Autovaloración
- Seguro Social
Find the resources you need 1-885-828-847
Article Links
Follow this page link for listings of over 800 articles and resources
https://autismnow.org/resources/
Interagency Autism Coordination Committee
About Autism
Autism spectrum disorder (ASD) is a developmental disability that is estimated to affect about 1 in 36 children and approximately 2.21% of adults. Autism affects the way a person experiences the world and can result in significant challenges in social communication and interaction, as well as repetitive behaviors and unusual or intense interests.
People on the autism spectrum often have a strong preference for routines and predictability, and some are challenged in adapting to change. Many people on the autism spectrum experience sensory differences, including high or low sensitivity to sounds, light, textures, tastes, and physical touch. Some have accompanying language and/or intellectual disabilities, and some may be intellectually gifted or possess other unique abilities, talents, or strengths.
ASD can be diagnosed at any age, but differences generally appear in the first two years of life. ASD is known as a “spectrum” condition because it encompasses a wide variation in the type, combination, and severity of disabilities, as a well as a range of unique abilities and strengths, many of which can change over the course of a person’s lifespan. The type and intensity of supports and services that a child or adult on the autism spectrum may require, ranging from minimal to intensive, will vary depending on their unique needs.
With appropriate supports and an environment that promotes inclusion, acceptance, and empowerment, people on the autism spectrum can fully participate in community life and achieve their full potential.
This page includes resources that provide general information about autism.
Websites and Programs
- National Institute of Mental Health (NIMH)
- Autism Spectrum Disorder NIMH supports research and clinical trials investigating the underlying basis of autism, new approaches to screening, effective interventions, and other topics related to ASD. This NIMH page describes signs of autism, underlying biology, diagnosis, and interventions.
- Autistic Self Advocacy Network
The Autistic Self Advocacy Network was created by autistic people and for autistic people. This page provides an overview of typical characteristics of autism.
Toolkits and Guides
- Centers for Disease Control and Prevention (CDC)’s National Center on Birth Defects and Developmental Disabilities (NCBDDD)
- Learn the Signs. Act Early This course teaches parents about developmental milestones and what to do if they are concerned about their child’s development.
- Autism Speaks
This tool kit provides families of children ages four and under with guidance on how to access services the first 100 days after an autism diagnosis.
Reports
March 2020
This report from provides an overview of 2016 data collected by the Autism and Developmental Disabilities Monitoring (ADDM) Network and Early ADDM. ADDM provides estimates of the prevalence of ASD among 8-year-old children. Early ADDM estimates ASD prevalence and monitors early identification of 4-year-old children. Full findings of the data on 8-year-old and 4-year-old children are available.
March 2020
The CDC released their first estimate of the prevalence of autism in adults based on 2017 data. They estimated that 2.21 percent of adults in the United States have ASD.
Videos
April 24, 2019
NIMH Director Joshua Gordon, M.D., Ph.D. interviews Ann Wagner, Ph.D., National Autism Coordinator, and Lisa Gilotty, Ph.D., program chief of NIMH’s chief of NIMH’s Research Program on Autism Spectrum Disorders, to discuss advances on the study of autism in adulthood.
Federal Departments and Agencies
This list includes federal departments and agencies that provide funding, programs, and support for issues related to autism and other developmental disabilities.
- U.S. Department of Defense (DOD)
- Congressionally Directed Medical Research Programs (CDMRP) The CDMRP provides funding for high impact, high risk, and high gains projects. These projects include the Autism Research Program.
- TRICARE TRICARE is the military’s health benefits program that provides coverage for healthcare and services for service member family members, including those with disabilities. TRICARE covers a variety of services for beneficiaries with ASD, such as occupational and physical therapy. TRICARE also covers Applied Behavioral Analysis (ABA) through the TRICARE Comprehensive Autism Care Demonstration (Autism Care Demo).
- U.S. Department of Education (ED)
- Office of Special Education and Rehabilitative Services (OSERS) OSERS supports programs that serve millions of children, youth and adults with disabilities. These programs include school-based services and pre-employment services. The IDEA website provides resources and information on the Individuals with Disabilities Education Act, which guarantees every child the right to a free appropriate public education (FAPE).
- The Institute of Education Sciences (IES) IES is the statistics, research, and evaluation arm of the U.S. Department of Education. Their mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public. IES supports research on education for children with disabilities.
- The Rehabilitation Services Administration (RSA) RSA provides leadership and resources to assist state and other agencies in providing vocational rehabilitation and other services to individuals with disabilities to maximize their employment, independence, and integration into the community and the competitive labor market.
- U.S. Department of Health and Human Services (HHS)
- Autism Information HHS’ mission is to enhance the health and well-being of all Americans by providing essential health and human services and fostering advances in science, medicine, and social services. This page provides a general overview of autism, including signs, screening and diagnosis, and more.
- Administration for Children and Families (ACF)
- Autism Awareness and Acceptance in Early Childhood Education ACF promotes the economic and social well-being of children, families, individuals, and communities. This page highlights the role of early care and education providers and the services that are available to children with ASD under the Individuals with Disabilities Education Act (IDEA).
- Birth to 5: Watch Me Thrive! Birth to 5: Watch Me Thrive! is a coordinated federal effort to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them. This page includes guides tailored towards early care and education providers, service providers, families, and more.
- Administration for Community Living (ACL)
- National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) The National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) at ACL strives to support people with disabilities in their chosen community by investing in research related to inclusion and accommodations.
- Agency for Healthcare Research and Quality (AHRQ)
- Center for Evidence and Practice Improvement (CEPI) AHRQ is charged with improving the safety and quality of America’s healthcare system through research, tools and training, and data. This center’s mission is to conduct and support research that can improve the quality of health care patients receive and ultimately help patients and clinicians make health care decisions based on evidence about what works best. They operate the National Center for Excellence in Primary Care Research.
- Office of Extramural Research, Education, and Priority Populations (OEREP) OEREP directs the scientific review process for grants and contracts, manages Agency research training programs, evaluates the scientific contribution of proposed and ongoing research and demonstrations, and supports and conducts health services research on priority populations.
- Centers for Disease Control and Prevention (CDC)
- Autism Spectrum Disorder The CDC is responsible for tracking the prevalence rate of autism and strives to identify autism as early as possible. This page highlights this work and their Learn The Signs. Act Early. program, which helps parents track their child’s developmental milestones.
- Centers for Medicare and Medicaid Services (CMS)
- Autism Services CMS administers the Medicare program and works with state governors to administer Medicaid, the Children’s Health Insurance Program (CHIP), and health insurance policy standards. Autism services and supports are available through Medicaid.
- Home and Community-Based Services (HCBS) HCBS waivers allow participating states to deliver services to people in their community rather than in an institutionalized setting. This page includes information about the programs that are covered by HSBS waivers.
- Health Resources and Services Administration (HRSA)
- Autism The Maternal and Child Health Bureau at HRSA works to improve the well-being of mothers, children, and families. They address autism through education, early detection, and intervention. Their efforts include training for professionals, improving access to services, and promoting interdisciplinary research on effective interventions.
- Indian Health Service (IHS)
- Autism IHS provides federal health services to American Indians and Alaska Natives (AI/AN). This page highlights their autism initiatives.
- National Institutes of Health (NIH)
- The National Institutes of Health (NIH) is the nation’s medical research agency — making important discoveries that improve health and save lives.
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Autism Spectrum Disorder NICHD researches what causes autism, how to recognize the signs, and intervention approaches. This page gives an overview of ASD.
- National Human Genome Research Institute (NHGRI)
- About Autism NHGRI focuses on advances in genomics research. This page describes the role of genetics in autism.
- National Institute of Dental and Craniofacial Research (NICDR)
- Developmental Disabilities and Oral Health NICDR strives to improve dental, oral, and craniofacial health by supporting research. This page provides an overview of challenges to oral hygiene that people with autism and other developmental disabilities may experience and provides tips for caregivers and dental professionals.
- National Institute of Environmental Health Sciences (NIEHS)
- Autism NIEHS studies environmental factors thought to contribute to the development of autism. This page provides an overview of these factors and describes large-scale studies.
- National Institute of Mental Health (NIMH)
- Autism Spectrum Disorder NIMH strives to understand the underlying basis of autism and conducts clinical trials for new screening approaches and interventions. This page describes signs and characteristics of autism, underlying causes, diagnosis, and interventions.
- NDA The National Data Archive (NDA) is an NIMH-funded data repository that aims to accelerate progress on mental health disorder research through data sharing, data harmonization, and the reporting of research results. The NDA contains a large set of de-identified human subjects data from studies on autism, as well as other resources, that are available to qualified researchers for the purpose of advancing autism research.
- National Institute of Neurological Disorders and Stroke (NINDS)
- Autism Spectrum Disorder NINDS conducts research to better understand the neurological basis of autism and to improve early identification and interventions. This page provides an overview of autism.
- National Institute on Deafness and Other Communication Disorders (NIDCD)
- Communication Problems in Children with Autism Spectrum Disorder NIDCD conducts research on the basic science of autism and tests behavioral therapies. This page explains how ASD can affect communication and describes interventions that help improve communication skills.
- U.S. National Library of Medicine (NLM) MedlinePlus
- Autism Spectrum Disorder The NLM provides an overview of autism as well as resources such as health tools, statistics and research, and information on clinical trials.
- Substance Abuse and Mental Health Services (SAMHSA)
- About SAMHSA SAMHSA leads public health efforts to advance the behavioral health of the nation through reducing the impact of substance abuse and mental illness.
- U.S. Food and Drug Administration (FDA)
- About FDA The FDA is responsible for ensuring the safety, efficacy, and security of drugs, biological products, and medical devices; and for ensuring the safety of our nation’s food supply, cosmetics, and products that emit radiation.
- U.S. Department of Housing and Urban Development (HUD)
- Office of Fair Housing/Equal Opportunity (FHEO) FHEO works to eliminate housing discrimination, promote economic opportunity, and achieve diverse, inclusive communities. FHEO enforces and develops federal fair housing policies and laws.
- Office of Housing The Office of Housing operates the Federal Housing Administration (FHA) to provide mortgage insurance, manages HUD’s rental assistance programs for low and very low income households, and supports programs that provide housing for the elderly (Section 202) and people with disabilities (Section 811).
- Office of Public and Indian Housing (PIH) PIH’s mission is to ensure safe, decent and affordable housing; create opportunities for residents’ self-sufficiency and economic independence; and to assure the fiscal integrity of program participants. Individuals can check out their local Public Housing Agency (PHA) to find affordable housing near them.
- U.S. Department of the Interior (DOI)
- U.S. Environmental Protection Agency (EPA) The EPA works to ensure that Americans have clean air, land, and water; they also work to reduce environmental risks and enforce laws and policies that protect health and the environment. This page highlights how people can keep themselves and their families safe from environmental hazards.
- U.S. Department of Justice (DOJ)
- Bureau of Justice Assistance (BJA) BJA provides grants, training and technical assistance, and policy development services to state, local, and tribal governments in order to build safer communities. BJA administers programs related to safety for people with disability.
- U.S. Department of Labor (DOL)
- Office of Disability Employment Policy (ODEP) ODEP’s mission is to develop and influence policies and practices that increase the number and quality of employment opportunities for people with disabilities. Their Autism page includes a listing of programs that support employers, job seekers on the autism spectrum, service providers, and policy makers.
- U.S. Department of State
- U.S. Agency for International Development (USAID)
- Disability Programming USAID promotes the inclusion of people with disabilities across all USAID-funded work. USAID’s Disability Program Fund has supported more than 150 programs and activities in 65 countries. Program areas include democracy, human rights, and governance; economic growth and trade; and education; among others.
- Disability Rights, Physical Rehabilitation, and Assistive Technologies USAID’s Bureau for Development, Democracy, and Innovation (DDI) supports efforts to include marginalized people, such as those with disabilities, in every aspect of society. This includes their commitment to supporting disability rights in other nations. USAID is also committed to improving access to physical rehabilitation services and assistive technology. This page describes their programs that support these efforts.
- U.S. Agency for International Development (USAID)
- U.S. Department of Transportation (DOT)
- Federal Transit Administration (FTA) The FTA provides financial and technical assistance to local public transit systems, such as buses and subways. Their Office of Civil Rights works to ensure public transit providers comply with all nondiscrimination requirements. The FTA also supports the National Center for Mobility Management.
- U.S. Department of Veterans Affairs (VA)
- Office of Research and Development (ORD) The VA supports a variety of research to enhance the well-being of Veterans and the nation. ORD invests in basic science, rehabilitation, clinical, and health services research. Past research has included the neurobiology of autism.
Independent Agencies
- National Council on Disability (NCD)
- Meetings and Events The NCD is an independent federal agency that advises the President, Congress, and other federal agencies on policies, programs, practices, and procedures that affect people with disabilities. Their meetings are open to the public.
- Resources This page includes information on disability rights and links to resources and services on education, employment, financial assistance and incentives, health care, housing, and more.
- National Science Foundation (NSF)
- About NSF The NSF is an independent federal agency that supports fundamental research and education in all non-medical fields of science and engineering.
- Social Security Administration (SSA)
- Disability Benefits The Social Security and Supplemental Security Income (SSI) disability programs provide assistance to people with disabilities. This page explains these benefits and the application process.
- Spotlight on Achieving a Better Life Experience (ABLE) Accounts Achieving a Better Life Experience Act (ABLE) allows individuals with disabilities to make tax-free saving accounts to cover qualified disability expenses. Individuals can save up to $100,000 without counting against their Supplemental Security Income (SSI) eligibility.
Transition from youth to adulthood
Websites and Programs
- U.S. Department of Education
- National Technical Assistance Center on Transition NTACT assists education agencies and vocational rehabilitation services in implementing evidence-based practices to ensure students with disabilities are prepared for postsecondary education and employment. Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA).
- Association of University Centers on Disabilities
- UCEDD/LEND Interdisciplinary & Interagency Transition Activities, Programs, or Projects The Association of University Centers on Disabilities (AUCD) is a membership organization that supports and promotes a national network of university-based interdisciplinary programs on disabilities. They offer some resources related to transition on their website and refer to information about transition at member organizations.
Toolkits and Guides
- U.S. Department of Education’s Office of Special Education and Rehabilitation Services
- A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities This guide addresses transition planning, transition services and requirements, postsecondary education and employment options, and the importance of supporting decisions made by students and youth with disabilities.
- Autistic Self Advocacy Network
ASAN partnered with the Family Network on Disabilities to produce this guide, which prepares transition age youth for adulthood. The first half provides information on preparing for transition and the second half gives in-depth information on post-secondary education, employment, housing and independent living, and healthcare.
Reports
March 22, 2018
This report examines guardianship and makes recommendations for its use. Recommendations are based on disability law and policy, how people with disabilities are treated in the legal system, alternatives to guardianship, and the Americans with Disabilities Act (ADA).
March 13, 2019
This report describes the demographics, disability, education, and health characteristics of teens and young adults ages 12-23 on the autism spectrum.
Research Articles
- Roux AM, Rast JE, Garfield T, Anderson KA, Shattuck PT. Prevalence and Correlates of Work Experiences Among High School Students on the Autism Spectrum. Intellect Dev Disabil. 2020 Aug 1;58(4):273-287. doi: 10.1352/1934-9556-58.4.273. PMID: 32750712.
- Schall C, Sima AP, Avellone L, Wehman P, McDonough J, Brown A. The Effect of Business Internships Model and Employment on Enhancing the Independence of Young Adults With Significant Impact From Autism. Intellect Dev Disabil. 2020 Aug 1;58(4):301-313. doi: 10.1352/1934-9556-58.4.301. PMID: 32750714.
Videos
March 23, 2020
This webinar provided information about supports and resources to improve access to competitive, integrated employment for youth and young adults on the autism spectrum and enhance their career pathways.
Employment
National data has shown that many autistic adults are unemployed or underemployed, even when compared to people with other disabilities and in spite of having needed skills and abilities for the workplace. Researchers and policy makers have worked to develop programs that can increase opportunities for employment and improve employment outcomes. This includes job training and recruitment programs, as well as supports for employees and employers to increase retention and success in the workplace. This page provides information related to employment for people with autism and other disabilities.
Websites and Programs
- U.S. Department of Labor’s Office of Disability Employment Policy
- Job Accommodation Network (JAN) The Job Accommodation Network provides free, expert, and confidential guidance on workplace accommodations and employment issues. This resource includes information for employers, individuals seeking employment, and others.
- The Arc
This program helps public and private sectors recruit, hire, train, and retain job seekers with intellectual and developmental disabilities.
Toolkits and Guides
- U.S. Department of Education’s Office of Special Education and Rehabilitation Services
- A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities This guide is part of OSERS’s efforts to ensure that all students and youth with disabilities are able to succeed in the workforce. This guide addresses transition planning, transition services and requirements, postsecondary education and employment options, and the importance of supporting decisions made by students and youth with disabilities.
This plain language toolkit explains the existing policies that help people with disabilities people find and keep good jobs, and solve employment problems.
Reports
October 9, 2018
Of the 74 state vocational rehabilitation (VR) agencies that responded to GAO’s survey, most reported expanding services to help students with disabilities transition from school to work as required under the Workforce Innovation and Opportunity Act (WIOA), enacted in July 2014. Most state agencies reported serving more students and providing work-based learning experiences and other activities.
May 12, 2020
Researchers analyzed Rehabilitation Services Administration data to determine the association of vocational rehabilitation services with employment outcomes for students ages 16-21. Students with autism were less likely to receive job-related services less than comparison groups.
Research Articles
- Anderson C, Butt C, Sarsony C. Young Adults on the Autism Spectrum and Early Employment-Related Experiences: Aspirations and Obstacles. J Autism Dev Disord. 2020 Apr 30. doi: 10.1007/s10803-020-04513-4. Online ahead of print. PMID: 32356082
- Rast JE, Roux AM, Shattuck PT. Use of Vocational Rehabilitation Supports for Postsecondary Education Among Transition-Age Youth on the Autism Spectrum. J Autism Dev Disord. 2020 Jun;50(6):2164-2173. doi: 10.1007/s10803-019-03972-8. PMID: 30848406
Videos
March 23, 2020
In this webinar, Scott Michael Robertson Ph.D. provides information about government supports and resources that help youth and young adults with autism access competitive, integrated employment and enhance their careers. Full Transition Aged Youth Webinar Series.
Housing
Housing plays an important role in ensuring the well being of people on the autism spectrum and helping them integrate into the community. Some people can live independently with minimal or no supports, while others require high levels of support. There is a variety of federal and private resources that can enable people to live in settings that best fit their needs. This page provides information about models of housing for people with disabilities and resources and programs related to disability housing.
Websites and Programs
- Medicaid.Gov
- Home & Community Based Services This page provides information on Home and Community-Based Services (HCBS) regulations. The page includes a training series for stakeholders, transition plans for individual states, technical assistance, and more. The Final Regulation page provides an overview of rules and regulations states must follow when providing HCBS under Medicaid.
- The Arc
- Housing Overview This page provides an overview of housing issues that people with intellectual and developmental disabilities (I/DD) encounter as well the Arc’s advocacy efforts. The page also describes key federal housing initiatives that enable people with I/DD to live in the community and links to additional resources.
Toolkits and Guides
- U.S. Department of Housing and Urban Development (HUD)
- Guidance on Treatment of ABLE Accounts in HUD-Assisted Programs This document provides guidance on how housing providers should treat ABLE accounts.
This handbook is designed to help people with disabilities find and use resources that promote independent living. It includes information on support services and waivers, housing, employment, and community resources. This handbook was created in partnership with Autism NOW Center.
Reports
May 24, 2019
This report that examines occurrences of institutionalization of people with disabilities, as well as thwarted threats of institutionalization, during hurricanes and the California wildfires in 2017 and 2018. The NCD found that people with disabilities are frequently institutionalized during and after disasters due to conflicting federal guidance; a lack of equal access to emergency and disaster-related programs and services; and a lack of compliance with federal law.
June 2018
The Residential Information Systems Project (RISP) studies trends in residential service settings, funding, and expenditures for people with intellectual and developmental disabilities in the United States. The most recent report uses data through Fiscal Year 2016.
Research Articles
- Crompton CJ, Michael C, Dawson M, Sue Fletcher-Watson S. Residential Care for Older Autistic Adults: Insights from Three Multiexpert Summits. Autism in Adulthood. 2020 Jun 10. 121-127. doi:10.1089/aut.2019.0080
- Oliver S, Gosden-Kaye EZ, Winkler D, Douglas JM. The outcomes of individualized housing for people with disability and complex needs: a scoping review. Disability and Rehabilitation. 2020 Jul 09. doi: 10.1080/09638288.2020.1785023
Videos
July 23, 2019
This workshop focused on the housing needs of people on the autism spectrum and included examples of various housing models. Meeting details.
July 26, 2017
JaLynn Prince, Adrienne McBride, and Desiree Kameka present Madison House Autism Foundation’s Autism After 21 initiative. Madison House aims to raise awareness of the abilities of and issues facing adults with autism. They also promote housing options for adults with autism and other I/DD through the Autism Housing Network. Meeting details.
For Service Providers and Public Services
Unlocking Potential: Innovative Library Programs Enhancing the Lives of Autistic Individuals
http://librarysciencedegreesonline.org/libraries-and-autism/
Making Entertainment and Public Spaces More Autistim-Friendly
https://happiful.com/making-entertainment-and-public-spaces-more-autistic-friendly
USE THIS LINK TO OPEN THE VA WELCOME KIT
Print out your VA Welcome Kit
Whether you’re just getting out of the service or you’ve been a civilian for years now, the VA Welcome Kit can help guide you to the benefits and services you’ve earned.
Based on where you are in life, your VA benefits and services can support you in different ways. Keep your welcome kit handy, so you can turn to it throughout your life—like when it’s time to go to school, get a job, buy a house, get health care, retire, or make plans for your care as you age.
Explore VA.gov to learn about your benefits
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Disability
File a claim for disability compensation for conditions related to your military service, and manage your benefits over time.
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Health care
Apply for VA health care, find out how to access services, and manage your health and benefits online.
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Education and training
Apply for and manage your GI Bill and other education benefits to help pay for college and training programs.
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Housing assistance
Find out if you’re eligible for VA home loan programs to help you buy, build, repair, or keep a home. If you have a service-connected disability, see if you qualify for a housing grant to help you live more independently.
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Careers and employment
Apply for vocational rehabilitation services, get support for your Veteran-owned small business, and access other career resources.
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Life insurance
Explore VA life insurance options for Veterans, service members, and families. Manage your policy online, file claims for benefits, and access helpful resources.
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Pension
Apply for monthly payments for wartime Veterans and survivors with limited or no income who meet certain age and disability requirements.
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Burials and memorials
Get help planning a burial in a VA national cemetery, order a headstone or other memorial item to honor a Veteran’s service, and apply for survivor and dependent benefits.
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Records
Apply for a printed Veteran ID card, get your VA benefit letters and medical records, and learn how to apply for a discharge upgrade.
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Benefits for spouses, dependents, survivors, and family caregivers
Learn about benefits for spouses and dependents of a Veteran or service member, including added support if you’re caring for a Veteran with a service-connected disability.
LOCATE SERVICES IN OREGON
Veteran Resource Navigator
The Oregon Department of Veterans Affairs (ODVA) has a comprehensive online resource guide (VETERAN RESOURCE NAVIGATOR) available to assist veterans in finding the benefits that are most useful to their unique circumstances at this time.
Use the link below for the Veteran Resource Navigator
https://www.oregon.gov/
Veteran Services by County
Click on the link blow for interactive map access resources in your county in Oregon.
COVID-19 ALERT – Due to COVID-19 many County Offices are limiting in-person services and are providing services by phone. Please call your County Veteran Service Office before going in to confirm how they can best serve you during this time.
Other Resources Available to Veterans and Military Service Members
DD214 & Military Records Request:
https://www.archives.gov/veterans/military-service-records
Veteran Resource Navigator site by ODVA:
https://www.oregon.gov/
(Oregon)Military Help Line:
Call 888-457-4838
VA Crisis Line 1-800-273-8255:
Press 1.VA Confidential crisis chat at net or text to 838255
U.S. Department of Veterans Affairs, National Center for PTSD:
Defining Discharge Status:
How to apply for a discharge status upgrade:
https://www.va.gov/discharge-
Oregon Supportive Services for Vets & Families (Housing):
https://caporegon.org/what-we-
Clackamas County VSO’s (Veteran Service Officers):
https://www.clackamas.us/
Portland VA Clinic that can help with homelessness & medical care:
https://www.portland.va.gov/
Portland VA Mental Health Clinic:
https://www.portland.va.gov/
Veterans Crisis Line/ Suicide Prevention:
https://www.
If you are a veteran or family member with specific questions not addressed here, or if you need other direct assistance,
please contact an ODVA Resource Navigator by calling (503) 373-2085 or toll-free at 1-800-692-9666.
Contact ODVA Headquarters
Oregon Department of Veterans' Affairs
700 Summer St NE
Salem, OR 97301
Web: https://www.oregon.gov/odva/Pages/default.aspx
Phone: (800) 692-9666 or (503) 373-2085
Fax: (503) 373-2392
Email:orvetsbenefits@odva.state.or.us
Web Resources
Oregon Health Plan – Enrollment Page
https://www.oregon.gov/oha/
SAMHSA Treatment Locator
VA National Center on PTSD
VA Healthcare – Community Care network
https://www.va.gov/
VA’s Center for Women Veterans (CWV)
Minority Veterans of America
Vet Centers:
Community Based Outpatient Clinics:
Morrow County VA Telehealth Clinic (Boardman OR)
Wallowa County VA Telehealth Clinic (Enterprise OR)
Eugene VA Downtown Clinic
Community Resource and Referral Center (CRRC)
Additional Resources By Phone:
Veterans Crisis Line: 800-273-8255, Press 1
Women Veterans Hotline: 855-829-663
Vet Center Call Center: 877-WAR-VETS (927-8387)
U.S. Department of Veterans Affairs (VA) Caregiver Support Line: 855-260-3274
Lines for Life Military Help Line: Call 1-888-457-4838
Senior Loneliness Line: Call 503-200-1633
The Trevor Project: 866-488-7386
PEER SUPPORT AND PEER TRAINING
This self-screen can help you find out if your feelings and behaviors may be related to PTSD.
Only a trained provider can diagnose PTSD. Your responses here are private and secure—they are not collected or shared. You may take a screenshot or print this screen to share with a provider.
Do not take the self-screen for someone else. If you are concerned that someone you care about might have PTSD, please share this screen with them instead.
PTSD Information Voice Mail: (802) 296-6300
Email: ncptsd@va.gov
Also see: VA Mental Health
GAMBLERS ANONYMOUS is a fellowship of men and women who share their experience, strength and hope with each other that they may solve their common problem and help others to recover from a gambling problem.
The only requirement for membership is a desire to stop gambling.
There are no dues or fees for Gamblers Anonymous membership; we are self-supporting through our own contributions. Gamblers Anonymous is not allied with any sect, denomination, politics, organization or institution; does not wish to engage in any controversy; neither endorses nor opposes any cause. Our primary purpose is to stop gambling and to help other compulsive gamblers do the same.”
From the Gamblers Anonymous Website:
Types of Meetings
Closed Meeting:
Only those with a gambling problem, or those who think they may have a gambling problem, and have a desire to stop gambling, may attend and participate.
Modified Closed Meeting:
Same as a “Closed Meeting” but the members would vote to include certain groups such as health professionals, guests attending with first time members, and persons with other addictions in need of a meeting
Open Meeting:
Spouses, family, and friends of the gambler are welcome
to attend and observe the meeting.
Chat:
https://m2.icarol.com/ConsumerRegistration.aspx?org=66046&pid=454&cc=en-US
Gamblers Anonymous:
http://www.gamblersanonymous.org/ga/locations/zip/table/0/na/na/na/21401/50?#gmap-nodemap-gmap0
National GA Telephone Meetings
Day and Time
Call-in Number and Meeting Code
Contact Email
Sunday 6pm PT
1-712-770-5338 code 836083 #
Sunday9pmHelp@gmail.com
Monday 6pm PT
1-712-770-4925 code 554671 #
Monday9pmHelp@gmail.com
Tuesday 6pm PT
1-712-770-4943 code 253824 #
Tuesday9pmHelp@gmail.com
Wednesday 6pm PT
1-712-770-4160 code 611704 #
Wednesday9pmHelp@gmail.com
Thursday 6pm PT
1-712-770-4981 code 872853 #
Thursday9pmHelp@gmail.com
Friday Noon PT
1-712-770-4979 code 703758 #
Friday3pmHelp@gmail.com (TBD)
Friday 6pm PT
1-712-770-4996 code 595094 #
Friday9pmHelp@gmail.com
Saturday 6pm PT
1-712-770-5335 code 491301 #
Saturday9pmHelp@gmail.com
Gamblers Anonymous 12-Steps Virtual Online Support Groups in California:
https://gasteps.org/virtual-meeting-directory
Gamblers Anonymous Support Groups in Oregon:
http://www.gamblersanonymous.org/ga/locations/state/table/OR/na/na/na/na/10?#gmap-nodemap-gmap0
Gamblers Anonymous Hotlines Website:
http://www.gamblersanonymous.org/ga/hotlines
Oregon Toll-Free Hotline Number:
1-855-2CALLGA (855-222-5542)
Gam-Anon for Family and Friends Website:
http://www.gam-anon.org/
http://www.gamblersanonymous.org/ga/content/gam-anon-help-family-friends
Find an AA Meeting In Oregon
Meetings in Spanish – Hearing Impaired Meetings – Online & In-Person – Hot Lines – Phone Apps
Looking for a local AA meeting?
Meeting lists are provided by local Districts, Intergroups and Central Offices.
You can use the district map page to find the District you’re interested in and then visit the meeting list and/or website for that district. If a District has no website, the nearest Intergroup or Central Office may be listed.
Hotline phone numbers listed below may also help.
If interested, you can download the meeting guide app from following the links below.
District Websites With Meeting Lists
Link:
https://www.aa-oregon.org/find-meetings/#districtlinks
Click the link above for the List of Oregon AA Districts with AA Meetings and Hotlines plus Phone Apps.
AA Portland Districts map page.
For a detailed view of Districts in the Portland area, visit the map page.
Link:
https://www.aa-oregon.org/portland-districts/
NOTE: Districts, Intergroups and Central Offices are independent service entities; Oregon Area 58 is not responsible for the content of their web sites.
Higher resolution maps of the District boundaries in Portland and in Oregon are also available for download.
District Websites
Hotlines
Tel: (971) 601-9220 Astoria / Seaside
Tel: (503) 739-4856 Tillamook
Link: Website & meeting list
~~~
District 2
Depoe Bay, Lincoln City, Newport, Siletz, South Beach, Toledo and Waldport
24-Hour Hotline
Tel: (541) 265-1953
Para Preguntas Llamar:
Tel: (541) 574-7842
Link: Website & meeting list
~~~
District 3
Arlington, Boardman, Condon, Fossil, Hepper, Hermiston, Ione, Mission, Pendleton and Pilot Rock
Hotline
Tel: (800) 410-5953
Link: Website & meeting list
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Districts 4 & 28
Salem, Dallas
Hotline
Tel: (503) 399-0599
Link: Website & meeting list
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District 5
Bend, Burns, Chemult, Culver, John Day, La Pine, Madras, Metolius, Mt. Vernon, Prineville, Redmond, Sisters, Sunriver, Terrabonne, Tumalo, and Warm Springs
24-Hour Hotline:
Tel: (541) 548-0440
Link: Website & meetings list
~~~
District 6
Emerald Valley Intergroup:
Eugene, Alvadore, Cottage Grove, Creswell, Junction City, Lowell, Springfield, Veneta
24-Hour Hotline:
Tel: (541) 342-4113
Link: Website & meetings list
~~~
District 7
Josephine County Intergroup & Central Office
24-Hour Hotline:
Tel: (541) 474-0782
Link: Website & meeting list
District 8
Coos Bay, Florence, Gardiner, Lakeside, Mapleton, North Bend, Reedsport
24-Hour Hotline:
Tel: (541) 269-3265
Link: Website & meeting list
District 9
Northwest/Downtown Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 10
Beaverton, Portland, Tigard
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 11
Gresham & East County
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 12
Eastside Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Meeting schedule (on Portland Intergroup web site)
District 13
Roseburg, Canyonville, Drain, Glendale, Riddle
24-Hour Hotline:
Tel: (541) 673-7552
Link: Website & meeting list
District 14
Bingen/White Salmon WA, Carson WA, Goldendale WA, Hood River, Maupin, Moro, Odell, Parkdale, Stevenson WA, The Dalles, Tygh Valley
24-Hour Hotline:
Tel: (833) 423-3683 = (833-HAD-ENUF)
Link: Website & meeting list
District 15
Clackamas, Milwaukie, West Linn
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 16
Applegate, Ashland, Butte Falls, Central Point,
Eagle Point, Gold Hill, Jacksonville, Medford,
Phoenix, Prospect, Rogue River, Ruch, Talent,
& White City
24-Hour Hotline:
Tel: (541) 773-4848
Link: Website & meeting list
District 17
Klamath & Lake Counties
24-Hour Hotline:
Tel: (541) 883-4970
Link: Website & meeting list
District 18
Clatskanie, Ranier, St. Helens, Scappoose, Vernonia
24-hour Hotline:
Tel: (503) 366-0667 Columbia County
Link: Website & meeting list
District 19
Southwest of Eugene
24 Hour Hotline:
Tel: (541) 342-4113
Link: Website (Emerald Valley Intergroup) & meeting list
District 20
Springfield
24 Hour Hotline:
Tel: (541) 342-4113
Link: Web site (Emerald Valley Intergroup) & meeting list
District 21
Albany, Corvallis, Lebanon, Willamette Valley
24-Hour Hotline:
Tel: (541) 967-4252
Link: Web site & meeting list
District 22
McMinnville, Newberg
24-Hour Hotlines:
Tel: (503) 472-1172 (McMinnville)
Tel: (888) 472-1172 (Newberg)
Link: Website & meeting list
District 23
Tualatin
24-Hour Hotline:
Tel: (503) 684-0415
Link: Website (Westside Central Office) & meeting list
District 24
Eastside Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
District 25
Estacada, Gresham
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
District 26
North Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
District 27
Southeast Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
Districts 28 (and 4)
Salem, Dallas
Hotline:
Tel: (503) 399-0599
Link: Website & meeting list
District 29
Baker, Union & Wallowa Counties
24-Hour Hotline:
Tel: (541) 624-5117
Link: Website & meeting list
District 30
Oregon South Coast – Bandon, Brookings, Coquille, Gold Beach, Langlois, Myrtle Point, Port Oxford
24-Hour Hotlines:
Tel: (541) 347-1720 Bandon
Tel: (541) 469-2440 Brookings
Link: Website & meeting list
District 31
Hillsboro
24-Hour Hotline:
Tel: 503-684-0415
Link: Website (Westside Central Office) & meeting list
District 32
Canyon City, John Day, Mount Vernon
24-Hour Hotline:
Tel: (541) 548-0440
Link: Website & meeting list (Central Oregon Intergroup)
Districts 34 & 35
Spanish Language districts for the entire state.
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Meeting list (en Español)
District 36
Southwest Portland and parts of Lake Oswego
Link: Website and meeting list
District 37
Wilsonville, Sherwood, and West Linn
Link: Website (Westside Central Office) & meeting list
Download District maps of Portland and Oregon in higher resolution formats:
1 file(s) 670.00 KB
1 file(s) 1.06 MB
1 file(s) 755.71 KB
~~~
Meetings en Español
Directorio de Grupos Hispaños:
Directory of Spanish-speaking Groups
1 file(s) 105.75 KB
~~~
Oficina Intergrupal Hispaña De Salem Oregon
2495 Lancaster Dr. NE | Salem, OR 97303
(503) 899-2652
Distrito 28
Salem
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Meeting schedule
Distrito 34
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Meeting list (en Español)
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Website
Link: Meeting list (en Español)
~~~
Meetings for the Hearing Impaired
AA Meeting Schedule for the Hearing Impaired
Hotline Phone Numbers by City
Albany/Corvallis: 541-967-4252
Astoria-Gearhart: 971-601-9220
Baker City: 541-624-5117
Bandon, Coquille: 541-347-1720
Boardman 800-410-5953
Clatskanie, Rainier, 503-366-0667
Scappoose, St Helens,
Vernonia
Coos Bay, North Bend, (541) 469-2440
Lakeside, Reedsport,
Florence, Gardiner,
Mapleton
Bend: 541-548-0440
Brookings: 541-469-2440
Burns: 541-548-0440
Cannon Beach: 503-861-5526
Condon 800-410-5953
The Dalles/Hood River: 800-999-9210
Echo 800-410-5953
Enterprise 541-624-5117
Eugene: 541-342-4113
Grants Pass: 541-474-0782
Heppner 800-410-5953
Hermiston: 800-410-5953
Klamath: 541-883-4970
La Grande: 541-624-5117
Lincoln City: 541-265-1953
Medford (District): 541-773-4848
McMinnville: 503-472-1172
Newberg: 888-472-1172
Newport: 541-265-1953
Ontario (includes Boise): 208-344-6611
Pendleton: 800-410-5953
Pilot Rock 800-410-5953
Portland: 503-223-8569
Westside Central Office: 503-684-0415
Roseburg: 541-673-7552
Salem: 503-399-0599
Seaside: 971-601-9220
Siletz: 541-265-1953
Umatilla 800-410-5953
Yachats, Waldport, Toledo: 541-265-1953
AA Meeting Finder Applications
NATIONAL MINORITY MENTAL HEALTH AWARENESS MONTH
OMH – Office of Minority Health, US Department of Health and Human Services
Resource’s and Publications
LGBTQIA+
- LGBTQ+ Communities and Mental Health | Mental Health America (mhanational.org)
- LGBTQI | NAMI: National Alliance on Mental Illness
- NAMI LGBTQI Mental Health
- SAMHSA Behavioral Health Equity: Lesbian, Gay, Bisexual, and Transgender
Mental Health Disorders and Treatment
- Behavioral Health Equity | SAMHSA
- Mentalhealth.gov
- Mental Health America (MHA) Mental Health Treatments
- NAMI Mental Health by the Numbers
- NAMI Mental Health Treatments
- SAMHSA Treatment Locator
Substance Use
- CDC COVID-19 Resource: Alcohol and Substance Abuse
- National Institute on Drug Abuse (NIDA) Clinical Trial Locator
- Search SAMHSA Publications and Digital Products | SAMHSA Publications and Digital Products
- The Opioid Crisis and the Hispanic/Latino Population: An Urgent Issue | SAMHSA Publications and Digital Products
Trauma and Violence
- Abuse, trauma, and mental health | Office on Women’s Health (womenshealth.gov)
- Domestic Violence Support | The National Domestic Violence Hotline (thehotline.org)
- National Center on Substance Abuse and Child Welfare (NCSACW) Trauma Resource Center Websites
- NIMH » Coping with Traumatic Events (nih.gov)
- NIMH » Helping Children and Adolescents Cope with Disasters and Other Traumatic Events: What Parents, Rescue Workers, and the Community Can Do (nih.gov)
- NIMH » Publications in English (nih.gov)
- RAINN | The nation’s largest anti-sexual violence organization
- Trauma and Violence | SAMHSA
- Violence Related Trauma Resources – HHS Office of Minority Health (OMH)
COVID-19
- American Hospital Association (AHA) COVID-19: Stress and Coping Resources
- Centers for Disease Control and Prevention (CDC) COVID-19 Resource: Coping with Stress
- Communities during COVID-19
- National Alliance on Mental Illness (NAMI) COVID-19 Resource and Information Guide
- National Institute of Mental Health (NIMH) Supporting Mental Health During COVID-19
- Substance Abuse and Mental Health Services Administration (SAMHSA) Report on Behavioral Health Disparities in Black and Latino
The Ultimate List of Support Groups for Black Moms
Brown Mamas – Pittsburgh & U.S. – Brown Mamas, Inc. has been around for seven years in the Pittsburgh region. Brown Mamas began in the living room of Muffy Mendoza. What started as 5 moms has grown to over 4000 Our mamas love our Pittsburgh chapter so much that we are expanding. If you are mom who is ready to not just find her tribe, but to inspire other mothers and be the change she wants to see in her community, click here to learn more about starting your own Brown Mamas chapter.
Black Moms Connect – Canada & U.S.
Mommin’ Society – North Carolina & Online
Moms of Black Boys United – Atlanta & Online
Moms Make It Work – NYC
Mocha Moms, Inc. – U.S. (seriously, everywhere)
Whine & Cheese – 27 Chapters in U.S. (including D.C., PA, South Carolina, New York, etc.)
Motherwork by Mater Mea – NYC
Beautiful Brown Girls Brunch Club – New Jersey
District Motherhued’s DMV MomTribe – D.C. Metro Area
Soul Food for Your Baby – Hawthorne, Calif.
Black Moms Blog Events – Atlanta, GA
Birthing Beautiful Communities – Cleveland, OH
Tessera Collective – Online, Self-Care Support
Melanin Mommies – Pittsburgh, PA
Pittsburgh Black Breastfeeding Circle –
Not-So Melinated Support Groups for Black Moms
Facebook Support Groups for Black Moms
Black Stay-At-Home Mom Village
Black Moms in College & Beyond
Who We Are
All family and friends of compulsive gamers welcome
Join Zoom Meeting
https://us02web.zoom.us/j/83671786251
Meeting ID: 836 7178 6251
One tap mobile
+13017158592,,83671786251# US (Washington DC)
+13126266799,,83671786251# US (Chicago)
Dial by your location
+1 301 715 8592 US (Washington DC)
+1 312 626 6799 US (Chicago)
+1 646 558 8656 US (New York)
+1 253 215 8782 US (Tacoma)
+1 346 248 7799 US (Houston)
+1 669 900 9128 US (San Jose)
Meeting ID: 826 013 5782
Find your local number: https://us02web.zoom.us/u/k0jt3FGFs
All family and friends of compulsive gamers welcome
Join Zoom Meeting
https://us02web.zoom.us/j/83671786251
Meeting ID: 836 7178 6251
One tap mobile
+13017158592,,83671786251# US (Washington DC)
+13126266799,,83671786251# US (Chicago)
Dial by your location
+1 301 715 8592 US (Washington DC)
+1 312 626 6799 US (Chicago)
+1 646 558 8656 US (New York)
+1 253 215 8782 US (Tacoma)
+1 346 248 7799 US (Houston)
+1 669 900 9128 US (San Jose)
Meeting ID: 826 013 5782
Find your local number: https://us02web.zoom.us/u/k0jt3FGFs
Gamers Find A Local Support Group
Use the link below to get more information about local groups and a notification when a local meeting is started. Due to the COVID pandemic, most meetings are currently held in an outdoor setting or online.
Oregon | Contact |
Bend, OR | bend@cgaa.info |
Eugene, OR | eugene@cgaa.info |
Medford, OR | medford@cgaa.info |
Portland, OR | portland@cgaa.info |
Salem, OR | salem@cgaa.info |
SUPPORT FOR FAMILY AND FRIENDS
What Can I Do?
Video gaming is a common pastime. To many people, it is surprising that it can become a serious addiction, that is, an activity that is engaged in compulsively, without control or concern for consequences.
Video gaming addiction is a very serious problem that is harmful to everyone it touches. Since everyone involved suffers from it, everyone involved needs some help. Here are some important things to know.
First, no one is responsible for someone else’s compulsive gaming. As the Al-Anon slogan goes, “I didn’t cause it, I can’t control it, and I can’t cure it.”
You didn’t cause it.
Some people partly blame themselves for the dysfunctional behavior of their family members, particularly with addicts who are very quick to shift responsibility off themselves and blame others. Perhaps you played games with your loved one, purchased games, or encouraged it, thinking it was a harmless leisure activity. Maybe you’ve been involved in some conflict and wonder if that has driven him or her to hide away in gaming. But no one is responsible for another person’s behavior or mental disorders.
You can’t control it.
You may have already tried to talk to your friend or family member. Perhaps you have bargained with them, or given ultimatums. You have tried to help them see what damage they are doing to themselves and others. And none of it has worked. This is baffling to you. Why don’t they seem to understand or care? Why can’t they see what is obvious to you? This is actually a symptom of the disease of addiction, one that destines efforts for control to failure.
You can’t cure it.
We all would like to believe that we have the ability to help those we love. We often think that if we can just get the right information, figure out the right thing to say or do, perhaps change something about ourselves, we can fix the problem. People should be able to solve their own problems. Why can’t we do that with this one? There is a simple reason. There is no cure for addiction. It requires treatment. The recovery process is long and difficult. And there is only one person who can start that process, the one who is gaming compulsively. There are things you can do. Here are some suggestions that you may want to consider, that other family members and friends have found helpful.
Get information.
The literature of recovery fellowships for family and friends of addicts (such as Al-Anon) has much helpful guidance, some of which is available online as well. There are people who have been in situations very similar to yours, who have learned much from them, and who are willing to share the lessons learned, their experience, strength and hope. We hope you avail yourself of such resources.
Detach with love.
Putting energy into arguing with someone who is playing compulsively will not help either of you. Your loved one has a serious problem that you are powerless to control or cure, and that they will not get help until they want it. As much as you love someone, you cannot force this process on another person.
Stop enabling.
Paradoxically, at the same time people are arguing with, bargaining with or shaming a compulsive gamer, they are often (perhaps without realizing it) supporting the addiction in many ways. Anything that shields an addict from the consequences of his or her behavior is enabling, and can include such basic things as providing food, shelter, money, companionship, housekeeping, and covering for employment and legal difficulties. Helping a compulsive gamer keep up an appearance of normalcy is helping him or her continue in the destructive behavior. While you cannot change him or her, you can make changes for yourself. You can shift your energy away from enabling behaviors and toward meeting your own needs.
Take care of yourself.
Whether or not your loved one ever stops gaming, you deserve to have a healthy and happy life. Once you have accepted that you are powerless over their gaming behavior, you can begin to focus on what you can do for yourself, to accomplish your own goals. With the help of others who have been where you are, you can learn to set healthy boundaries and stick to them.
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One of the things we were trying to do with our gaming was meet some basic needs. If we do not meet those needs in normal healthy ways, we will suffer much stronger urges to game again. Some basic needs to cover are social needs, self expression, creativity, a sense of challenge and accomplishment, stress relief, a sense of purpose and meaning, and a sense of safety through control and predictability.
Here are some ideas for activities that will help meet these needs, reduce cravings, help with recovery from addiction, and fill some of the hours freed from compulsive gaming.
Please don’t let the length of this list overwhelm you. The idea is not to start ten new things and try to change everything all at once. We seek small bits of progress, not perfection. A good place to start is to put first things first. What need is currently most important? What’s right in front of me? What opportunity has come my way recently? If we take steps of small improvement with one or two areas each day, we are moving in the right direction.
Stress Relief
- Talking with a sponsor or recovery buddy, CGAA meetings, or step work
- Getting outside for fresh air and sunlight by taking a walk or doing some outdoor work
- Meditation, coloring, craft work, journaling, or reading
Sense of safety through freedom, control, and predictability
- Goal setting
- Counseling or psychotherapy
- Home organization, renovation, or spring cleaning
Sense of purpose, meaning, and self-respect
- Supporting and growing the larger CGAA fellowship through service work like helping run a meeting, starting a local meeting, doing outreach to professionals, or attending CGAA business meetings
- Attending a spiritual group like meditation, yoga, spiritual retreat, or religious gathering
- Doing volunteer work like teaching, helping others, animal care, or building community places
- Caring for a pet, house plants, or garden
Social needs
- Attending CGAA meetings, connecting outside of meetings, reaching out to newcomers, or calling someone
- Joining a hobby group like theater, a hiking group, art workshop, book club, public speaking, board games or card game group
- Hosting a fun event like board games night or karaoke
- Playing team sports, taking up martial arts, or playing one-on-one sports
- Going to fun events like concerts, dances, or events on meetup.com
- Calling up, video conferencing, or visiting with friends, family, neighbors, or other communities
Self expression and creativity
- Journaling, opening up to a CGAA sponsor, or sharing openly in a meeting
- Art work like drawing, photography, sculpting, or creative writing
- Performance art like theater, singing, playing music, or writing music
Sense of challenge and accomplishment
- Working the steps with a sponsor
- Crafts like woodworking, origami, knitting
- Outdoor activities like gardening, geocaching, bird watching, star gazing, tracking, plant identification, survival skills, or boating
- Learning something like a foreign language, dancing, magic tricks, mechanical repair, cooking, a musical instrument, or computer programming
- Career goals like getting a new job, starting a business, enrolling in school, or taking classes
Reconnection to one’s body and whole self
- Meditating on breath, sounds, or bodily sensations
- Exercise like walking, hiking, swimming, cycling, yoga, jogging, going to a gym, or playing a sport
If you are in your first week or two off of games, it’s likely that few of these ideas will appeal to you. That’s normal. Until our minds and bodies have some time to heal, we have low interest, energy, and motivation. This list will probably not give you something that you can plug in place of video games and immediately throw yourself into with the same zeal. This list is meant to help us explore new ways of spending our time, meeting our needs, and connecting with people. Find a few that hold some appeal and try taking some small steps in their direction. If you can’t seem to think of anything fun to do except game, you can come back to this list, find the most appealing thing, and just take a couple of little steps in its direction.
Consider setting reminders for yourself or keeping a schedule of your time and new activities. It is important to appreciate the small victories of exercising willpower, regaining motivation, and socializing. It helps to discuss our progress and the challenges we experience with a CGAA sponsor, recovery buddy, personal counselor, or therapist.
Rediscovering What is Fun
It is normal to think that nothing but gaming sounds fun. For most of us, our years of compulsive gaming warped and narrowed our idea of fun. As small children, it meant almost anything new or interesting or social or even mildly rewarding. Years of pulling the dopamine lever with video games changed our concept of fun to require instant gratification, frequent rewards, clear and constant progress, excitement, intense visuals, control, and/or predictability.
Part of recovery is letting our concept of fun expand back outward to a wide world of possible new challenges and experiences, many of which are calm and subtle compared to video games. It takes time to overcome withdrawals and heal from the damage, but the change does happen if we abstain from all gaming long term and focus on new pursuits and improving our lives. This list has many activities that do not meet the old, narrow, warped idea of “fun,” but those of us who persist at exploring them do find many to be gratifying and enjoyable.
Take, for example, a hike up a mountain. To a group of hikers excited to venture into the wilderness with friends and see wildlife and panoramic views from on high, all while getting a great workout, it’s a ton of fun. To someone who is uninterested in hiking, out of shape, and focused on every little unpleasant aspect of it, it’s a torturous death march. It is exactly the same hike in either case. The difference is in the attitude and conditioning.
The same is true with every item of these lists. Whether or not an activity sounds fun or torturous depends entirely upon attitude and conditioning. Every one of them has the potential to be gratifying and enjoyable if we adopt a positive attitude, try to have fun, and persist at it, especially when we involve friends and like-minded people.
Helpful fellowships and resources
While CGAA does not endorse and is not officially connected with the following groups, we believe that friends and family may be able to connect with others and find helpful resources. They can provide guidance on dealing with addiction in general, on healing from its effects, and on how to go about building a recovery fellowship. Meetings are available in many places. Al-Anon, Nar-Anon and CoDA each has its own recovery literature.
The Gamer-Anon fellowship is for parents, spouses, and other family to support each other in dealing with compulsive video gaming within the family.
The Al-Anon fellowship has existed since 1951 for the family and friends of alcoholics. As the oldest and most well attended of the fellowships for family and friends, its members have a wide breadth and depth of experience to share on living with addicts and healing from the ill effects and dysfunctional patterns.
The Nar-Anon fellowship has existed since 1968 for the family and friends of those suffering from addiction.
Co-Dependents Anonymous has existed since 1986 and is a fellowship of men and women whose common purpose is to develop healthy relationships.
Veteran Resource Navigator
The Oregon Department of Veterans’ Affairs (ODVA) has a comprehensive online resource guide (VETERAN RESOURCE NAVIGATOR) available to assist veterans in finding the benefits that are most useful to their unique circumstances at this time.
Use the link below for the Veteran Resource Navigator
https://www.oregon.gov/
USE THIS LINK TO OPEN THE VA WELCOME KIT
Print out your VA Welcome Kit
Whether you’re just getting out of the service or you’ve been a civilian for years now, the VA Welcome Kit can help guide you to the benefits and services you’ve earned.
Based on where you are in life, your VA benefits and services can support you in different ways. Keep your welcome kit handy, so you can turn to it throughout your life—like when it’s time to go to school, get a job, buy a house, get health care, retire, or make plans for your care as you age.
Download your VA Welcome Kit
You are welcome to share this guide with friends or family members who need help with their benefits too. You can print out copies for yourself and others:
Download our guides to VA benefits and services
For Veterans
For family members
Explore VA.gov to learn about your benefits
-
Disability
File a claim for disability compensation for conditions related to your military service, and manage your benefits over time.
-
Health care
Apply for VA health care, find out how to access services, and manage your health and benefits online.
-
Education and training
Apply for and manage your GI Bill and other education benefits to help pay for college and training programs.
-
Housing assistance
Find out if you’re eligible for VA home loan programs to help you buy, build, repair, or keep a home. If you have a service-connected disability, see if you qualify for a housing grant to help you live more independently.
-
Careers and employment
Apply for vocational rehabilitation services, get support for your Veteran-owned small business, and access other career resources.
-
Life insurance
Explore VA life insurance options for Veterans, service members, and families. Manage your policy online, file claims for benefits, and access helpful resources.
-
Pension
Apply for monthly payments for wartime Veterans and survivors with limited or no income who meet certain age and disability requirements.
-
Burials and memorials
Get help planning a burial in a VA national cemetery, order a headstone or other memorial item to honor a Veteran’s service, and apply for survivor and dependent benefits.
-
Records
Apply for a printed Veteran ID card, get your VA benefit letters and medical records, and learn how to apply for a discharge upgrade.
-
Benefits for spouses, dependents, survivors, and family caregivers
Learn about benefits for spouses and dependents of a Veteran or service member, including added support if you’re caring for a Veteran with a service-connected disability.
Other Resources Available to Veterans and Military Service Members
DD214 & Military Records Request:
https://www.archives.gov/veterans/military-service-records
Veteran Resource Navigator site by ODVA:
https://www.oregon.gov/
(Oregon)Military Help Line:
Call 888-457-4838
VA Crisis Line 1-800-273-8255:
Press 1.VA Confidential crisis chat at net or text to 838255
U.S. Department of Veterans Affairs, National Center for PTSD:
Defining Discharge Status:
How to apply for a discharge status upgrade:
https://www.va.gov/discharge-
Oregon Supportive Services for Vets & Families (Housing):
https://caporegon.org/what-we-
Clackamas County VSO’s (Veteran Service Officers):
https://www.clackamas.us/
Portland VA Clinic that can help with homelessness & medical care:
https://www.portland.va.gov/
Portland VA Mental Health Clinic:
https://www.portland.va.gov/
Veterans Crisis Line/ Suicide Prevention:
https://www.
If you are a veteran or family member with specific questions not addressed here, or if you need other direct assistance,
please contact an ODVA Resource Navigator by calling (503) 373-2085 or toll-free at 1-800-692-9666.
Contact ODVA Headquarters
Oregon Department of Veterans' Affairs
700 Summer St NE
Salem, OR 97301
Web: https://www.oregon.gov/odva/Pages/default.aspx
Phone: (800) 692-9666 or (503) 373-2085
Fax: (503) 373-2392
Email:orvetsbenefits@odva.state.or.us
VA now allows veterans in suicidal crisis to go to any VA or non-VA healthcare facility for free emergency healthcare
Veterans in acute suicidal crisis can now go to any VA or non-VA healthcare facility for emergency health care at no cost — including inpatient or crisis residential care for up to 30 days and outpatient care for up to 90 days.
Veterans do not need to be enrolled in VA health care to use this benefit. This expansion will increase access to acute suicide care for up to 9 million veterans who are not currently enrolled in the VA system.
The final policy, which took effect on Jan. 17, allows the VA to:
- Provide, pay for, or reimburse for treatment of eligible individuals’ emergency suicide care, transportation costs, and follow-up care at a VA or non-VA facility for up to 30 days of inpatient care and 90 days of outpatient care.
- Make appropriate referrals for care following the period of emergency suicide care.
- Determine eligibility for other VA services and benefits.
- Refer eligible individuals for appropriate VA programs and benefits following the period of emergency suicide care.
Eligible individuals, regardless of VA enrollment status, are:
- Veterans who were discharged or released from active duty after more than 24 months of active service under conditions other than dishonorable.
- Former members of the armed forces, including reserve service members, who served more than 100 days under a combat exclusion or in support of a contingency operation either directly or by operating an unmanned aerial vehicle from another location who were discharged under conditions other than dishonorable.
- Former members of the armed forces who were the victim of a physical assault of a sexual nature, a battery of a sexual nature, or sexual harassment while serving in the armed forces.
If you or someone you know is struggling: Don’t wait. Reach out. Visit www.va.gov/REACH for resources and information, or call 988 (then press 1) to quickly connect with caring, qualified crisis support 24/7.
Veteran Resource Navigator
The Oregon Department of Veterans’ Affairs (ODVA) has a comprehensive online resource guide (VETERAN RESOURCE NAVIGATOR) available to assist veterans in finding the benefits that are most useful to their unique circumstances at this time.
Use the link below for the Veteran Resource Navigator
https://www.oregon.gov/
USE THIS LINK TO OPEN THE VA WELCOME KIT
Print out your VA Welcome Kit
Whether you’re just getting out of the service or you’ve been a civilian for years now, the VA Welcome Kit can help guide you to the benefits and services you’ve earned.
Based on where you are in life, your VA benefits and services can support you in different ways. Keep your welcome kit handy, so you can turn to it throughout your life—like when it’s time to go to school, get a job, buy a house, get health care, retire, or make plans for your care as you age.
Download your VA Welcome Kit
You are welcome to share this guide with friends or family members who need help with their benefits too. You can print out copies for yourself and others:
Download our guides to VA benefits and services
For Veterans
For family members
Explore VA.gov to learn about your benefits
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Disability
File a claim for disability compensation for conditions related to your military service, and manage your benefits over time.
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Health care
Apply for VA health care, find out how to access services, and manage your health and benefits online.
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Education and training
Apply for and manage your GI Bill and other education benefits to help pay for college and training programs.
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Housing assistance
Find out if you’re eligible for VA home loan programs to help you buy, build, repair, or keep a home. If you have a service-connected disability, see if you qualify for a housing grant to help you live more independently.
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Careers and employment
Apply for vocational rehabilitation services, get support for your Veteran-owned small business, and access other career resources.
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Life insurance
Explore VA life insurance options for Veterans, service members, and families. Manage your policy online, file claims for benefits, and access helpful resources.
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Pension
Apply for monthly payments for wartime Veterans and survivors with limited or no income who meet certain age and disability requirements.
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Burials and memorials
Get help planning a burial in a VA national cemetery, order a headstone or other memorial item to honor a Veteran’s service, and apply for survivor and dependent benefits.
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Records
Apply for a printed Veteran ID card, get your VA benefit letters and medical records, and learn how to apply for a discharge upgrade.
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Benefits for spouses, dependents, survivors, and family caregivers
Learn about benefits for spouses and dependents of a Veteran or service member, including added support if you’re caring for a Veteran with a service-connected disability.
Other Resources Available to Veterans and Military Service Members
DD214 & Military Records Request:
https://www.archives.gov/veterans/military-service-records
Veteran Resource Navigator site by ODVA:
https://www.oregon.gov/
(Oregon)Military Help Line:
Call 888-457-4838
VA Crisis Line 1-800-273-8255:
Press 1.VA Confidential crisis chat at net or text to 838255
U.S. Department of Veterans Affairs, National Center for PTSD:
Defining Discharge Status:
How to apply for a discharge status upgrade:
https://www.va.gov/discharge-
Oregon Supportive Services for Vets & Families (Housing):
https://caporegon.org/what-we-
Clackamas County VSO’s (Veteran Service Officers):
https://www.clackamas.us/
Portland VA Clinic that can help with homelessness & medical care:
https://www.portland.va.gov/
Portland VA Mental Health Clinic:
https://www.portland.va.gov/
Veterans Crisis Line/ Suicide Prevention:
https://www.
If you are a veteran or family member with specific questions not addressed here, or if you need other direct assistance,
please contact an ODVA Resource Navigator by calling (503) 373-2085 or toll-free at 1-800-692-9666.
Contact ODVA Headquarters
Oregon Department of Veterans' Affairs
700 Summer St NE
Salem, OR 97301
Web: https://www.oregon.gov/odva/Pages/default.aspx
Phone: (800) 692-9666 or (503) 373-2085
Fax: (503) 373-2392
Email:orvetsbenefits@odva.state.or.us
Refuge Recovery is a practice, a process, a set of tools, a treatment, and a path to healing addiction and the suffering caused by addiction. The main inspiration and guiding philosophy for the Refuge Recovery program are the teachings of Siddhartha (Sid) Gautama, a man who lived in India twenty-five hundred years ago. Sid was a radical psychologist and a spiritual revolutionary. Through his own efforts and practices he came to understand why human beings experience and cause so much suffering. He referred to the root cause of suffering as “uncontrollable thirst or repetitive craving.” This “thirst” tends to arise in relation to pleasure, but it may also arise as a craving for unpleasant experiences to go away, or as an addiction to people, places, things, or experiences. This is the same thirst of the alcoholic, the same craving as the addict, and the same attachment as the codependent.
Eventually, Sid came to understand and experience a way of living that ended all forms of suffering. He did this through a practice and process that includes meditation, wise actions, and compassion. After freeing himself from the suffering caused by craving, he spent the rest of his life teaching others how to live a life of well-being and freedom, a life free from suffering.
Sid became known as the Buddha, and his teachings became known as Buddhism. The Refuge Recovery program has adapted the core teachings of the Buddha as a treatment of addiction.
CLICK HERE FOR MORE ABOUT REFUGE RECOVERY
List of Recovery Meetings Available 7 days a week
Online Via ZOOM Select the Meeting link for ZOOM Address and Passwords
Inspire Support Communities
A place that’s safe for sharing and always free for members
To Open an Inspire Account, Use this link:https://www.inspire.com/
Inspire: The Vital Health Community
Inspire is the vital community of more than two million patients and caregivers —a carefully designed environment where everyone feels comfortable and safe to open up about personal health experiences and share sensitive health information. These genuine connections instill hope and drive greater understanding. Patients and caregivers from around the world discover advice and information they can’t find elsewhere, and by understanding patients’ rich and varied health journeys on Inspire, researchers and health practitioners around the world are advancing treatments and making breakthrough discoveries.
FIND A COMMUNITY OF SUPPORT
Click Here To See Our Support Communities
About the Inspire Community Platform
Create A personal Journal
Your journal belongs to you; you may choose to have your journal entries show up in some, all, or none of your communities. Journal entries are generally longer and can be on any topic.
Join Community Discussions
Discussions belong to the community and are generally shorter than journal entries and are meant to encourage conversations between members. For example, if you wanted to ask for other members’ experiences with a particular treatment, you would post a discussion in the appropriate community. If you wanted to talk about your day, something more personal or off-topic, you would post a journal entry.
Create and Manage A Friends List
Friends are other members whom you may grow to trust and want to share more information with, or with whom you want to exchange private messages. You will be able to post journal entries that only your “friends” can read, and you will be able to send messages to your friends through our site without giving out your email address.
Use Inspire A.I. for quick answers
Inspire AI is a new feature on inspire that uses artificial intelligence to provide quick responses to member questions. The responses are automatically generated. The tool leverages a large language model (LLM), similar to what is used for popular tools such as ChatGPT. When you post on Inspire, you can choose whether you want to receive a response from InspireAI in addition to receiving replies from Inspire members. InspireAI is currently available in select cancer communities.
INSPIRE online community forum
About this Online Tool
Our Inspire communities provide a place for people with similar interests to support and encourage each other 24/7 online. Inspire is the largest provider of health-specific communities. MHA (Mental Health America) staff moderate the online support groups and communities.
Link to INSPIRE.com:
Link to Mental Health America groups on INSPIRE.com:
https://www.inspire.com/groups/mental-health-america/
Browse All Groups on INSPIRE.com:
https://www.inspire.com/groups/
Apps are available to download as well.
About Mental Health America
Mental Health America (MHA) – founded in 1909 – is the nation’s leading community-based nonprofit dedicated to addressing the needs of those living with mental illness and to promoting the overall mental health of all Americans. Our work is driven by our commitment to promote mental health as a critical part of overall wellness, including prevention services for all; early identification and intervention for those at risk; integrated care, services, and supports for those who need it; with recovery as the goal.
https://screening.mhanational.org/content/mental-health-america-inspire
HeyPeers Is a Peer Support Community that. That offers peer support groups, one-to-one coaching, and private chat rooms where you can find meetings and conversations that can help you on your journey.
HeyPeers hosts hundreds of support groups meetings, including offerings from PeerGalaxy:
Some Resources for Families and Communities:
Due to recent tragic events across the country
Racial Stress and Self-care:
Parent Tip Tool
How race-related stress affects you and your relationship with your child
What effect does racism have on your health and well-being?
Not only does racism impact you as a parent, it can also impact how you interact with your children. Experiences of racism build on each other and can chip away at your emotional, physical and spiritual resources as a parent, contributing to race-related stress. Race-related stress can make it hard to have the space needed to take care of yourself as a parent, which reduces the emotional space you need to adequately take care of your children.
Racism can impact parents emotionally, physically and spiritually
Physical Effects
Physical Effects can include increased hypertension, illness and risky behaviors such as substance use.
Emotional Effects
Emotional effects can include depression, anxiety, anger, irritability and aggression.
Spiritual Effects
Spiritual effects can include a decreased sense of purpose, lack of connection with the larger community, isolation from larger social groups and reduced involvement in communal activities that you enjoy.
Potential reactions to racial stress or trauma
Insecure Feelings
Feelings of shame and lack of confidence due to feeling that a situation cannot be changed.
Lack of Trust
Feeling detached or a lack of trust for others due to experiencing multiple losses or letdowns. This can make it very difficult to seek out help and to identify potential safe sources of support.
Triggers
Reminders of the event, such as particular people or situations, can also trigger strong emotional or physical responses (e.g., crying or rapid heartbeat).
Difficulty Controlling Emotions
Difficulty controlling emotional responses (going from “zero to one hundred”) can occur as the body helps you adapt to potentially unsafe situations, making you feel constantly on “alert.”
The body’s response to the experience of racism can make accessing resources to cope with the situation difficult. Race-related stress is unique in that it threatens psychological resources that are needed to cope and fulfill basic needs such as financial support, housing, access to jobs, etc.
When your body is in stress mode, it is geared up to help you and your child survive, which sometimes leads to impulsive decisions. If you live in a chronic state of stress related to racism, you can start to engage in survival coping. Survival coping can help you to deal with very hard or potentially life-threatening situations. However, if you continue to exist in this mode long-term, it can make it difficult to enjoy being in the moment with your child and can reduce your ability to feel safe and in control.
What impact can racial stress have on your parenting?
Experiencing race-related stress can also impact the quality of parenting relationships in the following ways:
Impostor syndrome
When you are exposed to racism repeatedly, you often start doubting yourself and can feel like you are an imposter in dominant culture settings or in settings where you feel as though you do not belong. Your inner thoughts might sound something like: “Am I being judged?” “Am I worthy?” “I got lucky.” “I only got this because I am Black.”
Being overly alert (hypervigilance)
Experiencing racial stress can make you more aware of potential dangers and negative experiences that can occur. This, in turn, can make the experience of parenting even more stressful. When you interact with your children, you can sometimes be reminded of negative race-related experiences that you had when you were a child. This reminder can amp up emotional responses, or hyperarousal, making it hard for you to “keep your cool” and be open to flexible problem solving.
“Helicopter parenting” (monitoring in fear)
These experiences of racism and unwarranted blame or lack of acceptance can make you want to protect your children so much, that you don’t allow them to explore in the way that they need to. You may shelter them from failures, which everyone needs to experience in order to learn how to manage everyday life. You may tend to be overly cautious or suspicious. Examples can include not allowing your children to have sleepovers or go to the park, even with your supervision.
Difficulty regulating emotions
- When your past influences your emotional state, it can affect your emotional responses to both big and minor stressors with children, such as when they misbehave. This, in turn, can lead to being overprotective or overuse of physical discipline, as a means of survival.
- For children, having parents who can keep perspective (stay cool) when children are upset, or misbehaving is very important. Likewise, it is important to stay calm when disciplining a child, otherwise discipline may go overboard. Both of these things can be hard if you are having difficulty controlling your emotions.
Avoidance
- Avoiding situations that are related to racism can be a needed strategy to survive; such as instances that may involve violence or threat to yourself or your family. Sometimes you may avoid reminders of past experiences due to the pain or discomfort they cause.
- If you find yourself avoiding strong feelings or situations with your child that bring up painful memories, it may make it hard to show affection and support for your child. It may even make it difficult to know how to provide emotional support for your child during times of stress. For instance, if your child brings up their own experience of oppression or an event in their life reminds you of something from your own childhood.
Mistrusting others
- Racism can lead to distrust or mistrust of other communities. Internalized racism is when you begin to accept negative messages about your own abilities and inherent worth by the dominant group in society.
- When you use society’s norms to judge yourself, you can feel depressed, unworthy and just not good enough. You are taught in many ways to take these feelings and paint them onto another group.
- Intra and interracial violence, contention among disenfranchised communities or color, and the way the media conveys information about people of color, contribute to this.
- This kind of coping can make you more vulnerable to racism, because on some level you may believe in racial hierarchy and difference when you belittle other groups. And when you show your children that it is right to discriminate against certain other groups, you make them more vulnerable to discrimination that they face.
Minimizing racism
- Racism is overwhelming, as is the history of violence. You are sometimes taught that accepting this and minimizing racism is the only thing you can do. But when you ignore racism, and accept powerlessness, you encourage your kids to internalize racism. This can lead to increased levels of depression, anxiety and externalizing behaviors (e.g., engaging in risky behaviors, such as alcohol or substance use).
- When you believe that you should be able to handle and manage it all without a break or without asking for help, you are at increased risk for health problems and can miss important cues about your well-being and safety.
Self-blame
Experiencing chronically unfair and dangerous discriminatory practices due to race can lead to feelings of low worth. For parents, this can also lead to a questioning of your parenting choices and abilities.
Unbalanced Racial and Ethnic Socialization (RES)
Unbalanced messaging or communication about race and ethnicity occurs when you only promote messages of mistrust, preparation for bias, or only give racial pride messages to your children.
So, what can you do to mitigate racial stress?
As parents, it is important to develop positive identities and share your cultural identities with your children. Positive cultural identity and advocacy are protective factors against racism, which can help to reduce and prevent racial stress.
There are many other ways to cope with stress and everyone has different preferences. Reducing stress can also allow you to model healthy coping strategies for your child. Here are some suggestions with links you can try.
- Build or access a support network
- Incorporate traditions at home
- Get some exercise
- Deep breathing
- Journal
- Limit your media intake
- Counseling/therapy Spirituality
- Podcast
What do we tell our children? How do we reassure them of their own safety?
At The Dougy Center in Portland, Oregon, we’ve provided grief support groups for children, teens, young adults and their parents or adult caregivers since 1982.
Based on our experience, here are some things for adults to keep in mind as you struggle with how to talk with children following tragic events, such as natural disasters, plane crashes, or school shootings.
1. Don’t project your fears onto your children. They take their cues from the adults around them.
You can’t hear the news about children being murdered or communities devastated by natural disasters without thinking about how you’d feel if it happened to your family, friends, or hometown. The outpouring of care and empathy for the families who lost loved ones will be powerful, and…we all know it could have been our friends, our child, our family and community members who died or were injured.
Identifying with the senselessness and randomness makes us all feel more vulnerable. But we should remember that children don’t always see things the same way that adults do, and it won’t be helpful to them for us to fall apart. They need to see that we care, that we feel terrible about this tragedy, and that we will do everything we can to keep them safe. They will take their cues from our behavior.
It’s okay to show emotion. We can model for children that feeling sad, scared, and upset is normal after tragedies. But we don’t want to overwhelm them with our emotions, or put them in the position of having to ‘parent,’ or take care of, the adults around them. Make sure you also model taking care of yourself, by sharing with trusted and supportive adult friends, eating (and drinking) healthfully.
2. Try to limit their access to the recurring news and exposure to the tragedy over and over.
Over-exposure to the graphic and emotional news can be overwhelming for children and can cause unnecessary anxiety and fear. Some children who repeatedly watched the footage of planes crashing into the towers on 9/11 thought it was happening again and again. Some children (and some adults) may have difficulty getting graphic scenes and images out of their minds. Too much exposure can fuel their fear, so don’t let them sit and watch the news over and over. Better yet, set the example of not doing so yourself as well.
3. Understand that you can’t completely shield them from what happened.
It would be next to impossible to hide these events from children, as much as we wish we could. You might be able to shield your own child in your home, for example, by not turning on (or owning) a television, but you can’t protect your children from hearing about it from other kids. The fact is, they will hear about it, so although they don’t “need” to know about it, pretending we can shield them is magical thinking.
That said, you don’t need to give them more information than they can handle, or more than they’re asking for. A simple, “Did they talk about what happened in _____ today at school?” would be a good starter. They need to know that you’re not trying to hide the truth from them, that you’re open to talking about it, but that you’re also not forcing them to do so.
4. Model truth-telling and build trust with your children by letting them hear things, even hard things, from you directly.
Eight days after the 9/11 attacks, I was meeting in small groups with pre-school workers in New York City, talking about how to respond to the young children in their care about the events. A man asked to speak to me privately after one of the trainings, and asked for my advice around his 7-year-old daughter. For the last week, since September 12th, she had been having stomach aches and difficulty sleeping. He said it was not tied to the events of 9/11 because, “We don’t have a television.” As his story unfolded it was evident that he did not want to have to explain to his child why people would do such horrible things, a normal dilemma that we face as parents and adults. This child was experiencing physical reactions, as it turned out, not primarily because of her reaction to the events of 9/11, but because she was unable to share her fears and concerns and questions in her own home, faced with her parents’ denial.
Here are some principles to keep in mind as you talk with children:
1. There is no one typical reaction one can or should expect from children.
Their responses will vary all over the ‘emotional’ map, from seeming disinterest to nightmares, eating issues, and anxiety. How any specific child will respond will depend on their age, previous experience with death and loss, and their personality style. Fearful children will tend to worry; quiet children may keep their feelings to themselves; those who want to appear unfazed may exhibit a sense of bravado or lack of caring. Of course, children directly affected – those who had a family member die; those who witnessed the tragedy; those who had friends die – will tend to have longer-term reactions and needs. Watch for changes in behavior, or concerning trends. While it would be normal to have heightened anxiety and sleeplessness, any concerning behavior or troubling symptoms should be taken seriously, and if warranted, professional help sought.
2. Many children will have an increased sense of fear about their safety.
Understandably. So will many adults. After a shooting at an Oregon mall in December 2012, the news outlets were filled with people who said they’d never take their children there again. Others said they’d return as soon as it opened in order to support the stores and employees who had experienced the traumatic events, and whose livelihoods were going to suffer as a result of the several day closure. Some runners in the Boston Marathon vowed to return; others said they would never do so again.
While we can’t guarantee to our children that nothing bad will ever happen to them, we can provide assurance that these events are relatively rare, and that we will do everything we can to keep them safe. Children may have many questions about the events, particularly about natural disasters. Answer their questions with language that fits their developmental stage. It’s okay if you don’t know the answer to a question. If it’s a question that might have an answer, offer to look up more information. You can also ask children what they think the answer is as they often have thoughts and ideas they want to share with you. In the case of natural disasters, if your child is fearful of something like that happening in your community, talk with them about the safety plan that you have in place for your family and home. You can also look into what community safety measures are in place and whatever elements are relevant with your children. Many children will be reassured knowing that there are specific, tangible things they and your family can do if something occurs. Some examples include, picking a meeting place, keeping flashlights in every bedroom, talking about where you will keep emergency water and food.
3. Children want, need, and deserve the truth.
In over 30 years of providing grief support to thousands of children and teens at The Dougy Center for Grieving Children & Families, we have never heard a child say, “I’m glad I was lied to.” Many, however, struggle with anger and lack of trust toward parents or other adults who lied to them. When we don’t tell the truth, they learn that we cannot be trusted. As difficult as it can be at times, and as horrendous as the truth may be, children want, need, and deserve the truth. Being able to talk openly and honestly with your children about tragic events and other losses, creates a foundation of trust, enabling them to come to you in the future with their questions, fears, and concerns.
Helping Children with Tragic Events in the News
In times of community or world-wide crisis, it’s easy to assume that young children don’t know what’s going on. But one thing’s for sure — children are very sensitive to how their parents feel. They’re keenly aware of the expressions on their parents’ faces and the tone of their voices. Children can sense when their parents are really worried, whether they’re watching the news or talking about it with others. No matter what children know about a “crisis,” it’s especially scary for children to realize that their parents are scared.
Some Scary, Confusing Images
The way that news is presented on television can be quite confusing for a young child. The same video segment may be shown over and over again through the day, as if each showing was a different event. Someone who has died turns up alive and then dies again and again. Children often become very anxious since they don’t understand much about videotape replays, closeups, and camera angles. Any televised danger seems close to home to them because the tragic scenes are taking place on the TV set in their own living room. Children can’t tell the difference between what’s close and what’s far away, what’s real and what’s pretend, or what’s new and what’s re-run.
The younger the children are, the more likely they are to be interested in scenes of close-up faces, particularly if the people are expressing some strong feelings. When there’s tragic news, the images on TV are most often much too graphic and disturbing for young children.
“Who will take care of me?”
In times of crisis, children want to know, “Who will take care of me?” They’re dependent on adults for their survival and security. They’re naturally self-centered. They need to hear very clearly that their parents are doing all they can to take care of them and to keep them safe. They also need to hear that people in the government and other grown-ups they don’t even know are working hard to keep them safe, too.
Helping Children Feel More Secure
Play is one of the important ways young children have of dealing with their concerns. Of course, playing about violent news can be scary and sometimes unsafe, so adults need to be nearby to help redirect that kind of play into nurturing themes, such as a hospital for the wounded or a pretend meal for emergency workers.
When children are scared and anxious, they might become more dependent, clingy, and afraid to go to bed at night. Whining, aggressive behavior, or toilet “accidents” may be their way of asking for more comfort from the important adults in their lives. Little by little, as the adults around them become more confident, hopeful and secure, our children probably will, too.
Turn Off the TV
When there’s something tragic in the news, many parents get concerned about what and how to tell their children. It’s even harder than usual if we’re struggling with our own powerful feelings about what has happened. Adults are sometimes surprised that their own reactions to a televised crisis are so strong, but great loss and devastation in the news often reawaken our own earlier losses and fears – even some we think we might have “forgotten”
It’s easy to allow ourselves to get drawn into watching televised news of a crisis for hours and hours; however, exposing ourselves to so many tragedies can make us feel hopeless, insecure, and even depressed. We help our children and ourselves if we’re able to limit our own television viewing. Our children need us to spend time with them – away from the frightening images on the screen.
Talking and Listening
Even if we wanted to, it would be impossible to give our children all the reasons for such things as war, terrorists, abuse, murders, major fires, hurricanes, and earthquakes. If they ask questions, our best answer may be to ask them, “What do you think happened?” If the answer is “I don’t know,” then the simplest reply might be something like, “I’m sad about the news, and I’m worried. But I love you, and I’m here to care for you.”
If we don’t let children know it’s okay to feel sad and scared, they may think something is wrong with them when they do feel that way. They certainly don’t need to hear all the details of what’s making us sad or scared, but if we can help them accept their own feelings as natural and normal, their feelings will be much more manageable for them.
Angry feelings are part of being human, especially when we feel powerless. One of the most important messages we can give our children is, “It’s okay to be angry, but it’s not okay to hurt ourselves or others.” Besides giving children the right to their anger, we can help them find constructive things to do with their feelings. This way, we’ll be giving them useful tools that will serve them all their life, and help them to become the worlds’ future peacemakers — the world’s future “helpers.”
Helpful Hints
- Do your best to keep the television off, or at least limit how much your child sees of any news event.
- Try to keep yourself calm. Your presence can help your child feel more secure.
- Give your child extra comfort and physical affection, like hugs or snuggling up together with a favorite book. Physical comfort goes a long way towards providing inner security. That closeness can nourish you, too.
- Try to keep regular routines as normal as possible. Children and adults count on their familiar pattern of everyday life.
- Plan something that you and your child enjoy doing together, like taking a walk, going on a picnic, having some quiet time, or doing something silly. It can help to know there are simple things in life that can help us feel better, in good times and in bad.
- Even if children don’t mention what they’ve seen or heard in the news, it can help to ask what they think has happened. If parents don’t bring up the subject, children can be left with their misinterpretations. You may be really surprised at how much your child has heard from others.
- Focus attention on the helpers, like the police, firemen, doctors, nurses, paramedics, and volunteers. It’s reassuring to know there are many caring people who are doing all they can to help others in this world.
- Let your child know if you’re making a donation, going to a town meeting, writing a letter or e-mail of support, or taking some other action. It can help children to know that adults take many different active roles and that we don’t give in to helplessness in times of worldwide crisis.
JOB / CAREER FAIRS, EVENTS, OPENINGS, AND INTERNSHIPS 2024
Peer Support, Recovery & Wellness
NOTE: Information here is provided solely as a courtesy without any guarantees or warranties or liability of any kind whatsoever. Use at your own risk and expense.
If you learn of any opportunities not listed here, please share via social media or email: webmail@peergalaxy.com.
NW Instituto Latino
We are hiring! We are seeking Bilingual Recovery Center Support Staff in Washington County! Please send a cover letter & resume to dmichael@nwilpdx.com
¡Estamos contratando! ¡Estamos buscando un Personal de Apoyo Bilingüe para El Centro de Recuperación en el condado de Washington! Envíe una carta de presentación y un currículum a dmichael@nwilpdx.com
We are hiring! We are seeking Bilingual Recovery Center Support Staff in Washington County! Please send a cover letter & resume to dmichael@nwilpdx.com
Position Description Recovery Center Support Staff
Position Description Mentor Job Description
MHAAO – Mental Health and Addiction Association of Oregon is recruiting for several positions. For more details visit the link below:
Oregon Peer Warmline / CCS – Community Counseling Solutions
Folktime
Multnomah County Crisis Assessment & Treatment Center (CATC)
Lines for Life:
JOB BOARDS
MHACCBO – Mental Health and Addictions Certification Credentialing Board of Oregon
State of Oregon
Partners in Diversity
Indeed.com
* Job Board for Peer Support Specialist positions
* Job Board for Certified Recovery Mentor positions
MAC’S LIST features many nonprofit opportunities
What is Autism?
What you should know
Autism is a severe developmental disorder that affects the way a child sees and interacts with the rest of the world. It limits their ability to interact with others socially, in fact many autism suffers avoid human contact.
Autism is part of a larger group of disorders called pervasive developmental disorders (PDD). More information about autism: Click on each of these links
- Definition of Autism Disorder
- Autism Symptoms
- What Autism is Not!
- What Causes Autism
- Autism Research Information
- Spectrum of Autism Disorders
Autism-Definition
Autism is a developmental disability that comes from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. Males are affected four times as often as females. Children may appear normal until around the age of 30 months.
Click each of these following titles learn more….
Autism Symptoms vary widely in severity, include impairment in social interaction, fixation on inanimate objects, inability to communicate normally, and resistance to changes in daily routine. Characteristic traits include lack of eye contact, repetition of words or phrases, unmotivated tantrums, inability to express needs verbally, and insensitivity to pain.
Behaviors may change over time. Autistic children often have other disorders of brain function; about two thirds are mentally retarded; over one quarter develop seizures.
Autism can be confused with several other disorders which may have similar behaviors. Here is a list of autism like disorders that you should look at.
It remains unclear, but a psychological one has been ruled out. Neurological studies seem to indicate a primary brain dysfunction, and a genetic component is suggested by a pattern of autism in some families. It is largely believed that autism is a genetic disorder that involves several genes related to gene function. However it is unclear to researchers what causes these genes to turn on. Learn more about other causes of autism.
There are many exciting developments in autism research going on at the top universities. They are focusing on inherited autism and autism gene research.
Other Autism Spectrum Disorders
Asperger’s Syndrome – A child with asperger’s disorder has the same common problems as children with autism however they don’t have language development problems of a autistic child.
Pervasive Developmental Disorder and not otherwise specified (PDD-NOS) – This child has autism but doesn’t meet the criteria for high functioning autism.
High-Functioning Autism – This child has autism but has normal learning and cognitive and learning skills. Language development is difficult initially but they become proficient eventually.
FAQ about Autism Special Education and IEP
This is an important list of questions and answers to help you deal with special education issues at your school.
Autism Tips for working with Teachers
This is a great check list of items to be aware of when you work with your child’s teacher and your child’s Individual Education Plan.
Tip: Go to our Autism education discussion boards and post a question with other parents.
ADDITIONAL LINKS TO RESOURCES AND EXPERTISE
National Institutes of Mental Health
Combined Health Information Database
Searchable Directory of Autism Resources
CLICK HERE TO VISIT THE DIRECTORY PAGE
Or Click on the Topic area directly below
Autism NOW Center’s fact sheets on topics of importance to people with autism spectrum disorders and other developmental disabilities are a resource you and your family members, as well as educators, employers, physicians and others, can use to get information in an easy-to-read and understand format. The fact sheets are available in several languages in PDF form which can be printed out for your convenience. See the full list of topics and language choices below.
English:
- Employment
- Future Planning
- Inclusion
- Individualized Education Programs (IEPs)
- Relationships and Sexuality
- Self-Advocacy
- Social Security
Spanish:
- Empleo
- Planear el Futuro
- Inclusión
- Programas Educativos Individualizados (IEP)
- Relaciones y Sexualidad
- Autovaloración
- Seguro Social
Find the resources you need 1-885-828-847
Article Links
Follow this page link for listings of over 800 articles and resources
https://autismnow.org/resources/
Interagency Autism Coordination Committee
About Autism
Autism spectrum disorder (ASD) is a developmental disability that is estimated to affect about 1 in 36 children and approximately 2.21% of adults. Autism affects the way a person experiences the world and can result in significant challenges in social communication and interaction, as well as repetitive behaviors and unusual or intense interests.
People on the autism spectrum often have a strong preference for routines and predictability, and some are challenged in adapting to change. Many people on the autism spectrum experience sensory differences, including high or low sensitivity to sounds, light, textures, tastes, and physical touch. Some have accompanying language and/or intellectual disabilities, and some may be intellectually gifted or possess other unique abilities, talents, or strengths.
ASD can be diagnosed at any age, but differences generally appear in the first two years of life. ASD is known as a “spectrum” condition because it encompasses a wide variation in the type, combination, and severity of disabilities, as a well as a range of unique abilities and strengths, many of which can change over the course of a person’s lifespan. The type and intensity of supports and services that a child or adult on the autism spectrum may require, ranging from minimal to intensive, will vary depending on their unique needs.
With appropriate supports and an environment that promotes inclusion, acceptance, and empowerment, people on the autism spectrum can fully participate in community life and achieve their full potential.
This page includes resources that provide general information about autism.
Websites and Programs
- National Institute of Mental Health (NIMH)
- Autism Spectrum Disorder NIMH supports research and clinical trials investigating the underlying basis of autism, new approaches to screening, effective interventions, and other topics related to ASD. This NIMH page describes signs of autism, underlying biology, diagnosis, and interventions.
- Autistic Self Advocacy Network
The Autistic Self Advocacy Network was created by autistic people and for autistic people. This page provides an overview of typical characteristics of autism.
Toolkits and Guides
- Centers for Disease Control and Prevention (CDC)’s National Center on Birth Defects and Developmental Disabilities (NCBDDD)
- Learn the Signs. Act Early This course teaches parents about developmental milestones and what to do if they are concerned about their child’s development.
- Autism Speaks
This tool kit provides families of children ages four and under with guidance on how to access services the first 100 days after an autism diagnosis.
Reports
March 2020
This report from provides an overview of 2016 data collected by the Autism and Developmental Disabilities Monitoring (ADDM) Network and Early ADDM. ADDM provides estimates of the prevalence of ASD among 8-year-old children. Early ADDM estimates ASD prevalence and monitors early identification of 4-year-old children. Full findings of the data on 8-year-old and 4-year-old children are available.
March 2020
The CDC released their first estimate of the prevalence of autism in adults based on 2017 data. They estimated that 2.21 percent of adults in the United States have ASD.
Videos
April 24, 2019
NIMH Director Joshua Gordon, M.D., Ph.D. interviews Ann Wagner, Ph.D., National Autism Coordinator, and Lisa Gilotty, Ph.D., program chief of NIMH’s chief of NIMH’s Research Program on Autism Spectrum Disorders, to discuss advances on the study of autism in adulthood.
Federal Departments and Agencies
This list includes federal departments and agencies that provide funding, programs, and support for issues related to autism and other developmental disabilities.
- U.S. Department of Defense (DOD)
- Congressionally Directed Medical Research Programs (CDMRP) The CDMRP provides funding for high impact, high risk, and high gains projects. These projects include the Autism Research Program.
- TRICARE TRICARE is the military’s health benefits program that provides coverage for healthcare and services for service member family members, including those with disabilities. TRICARE covers a variety of services for beneficiaries with ASD, such as occupational and physical therapy. TRICARE also covers Applied Behavioral Analysis (ABA) through the TRICARE Comprehensive Autism Care Demonstration (Autism Care Demo).
- U.S. Department of Education (ED)
- Office of Special Education and Rehabilitative Services (OSERS) OSERS supports programs that serve millions of children, youth and adults with disabilities. These programs include school-based services and pre-employment services. The IDEA website provides resources and information on the Individuals with Disabilities Education Act, which guarantees every child the right to a free appropriate public education (FAPE).
- The Institute of Education Sciences (IES) IES is the statistics, research, and evaluation arm of the U.S. Department of Education. Their mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public. IES supports research on education for children with disabilities.
- The Rehabilitation Services Administration (RSA) RSA provides leadership and resources to assist state and other agencies in providing vocational rehabilitation and other services to individuals with disabilities to maximize their employment, independence, and integration into the community and the competitive labor market.
- U.S. Department of Health and Human Services (HHS)
- Autism Information HHS’ mission is to enhance the health and well-being of all Americans by providing essential health and human services and fostering advances in science, medicine, and social services. This page provides a general overview of autism, including signs, screening and diagnosis, and more.
- Administration for Children and Families (ACF)
- Autism Awareness and Acceptance in Early Childhood Education ACF promotes the economic and social well-being of children, families, individuals, and communities. This page highlights the role of early care and education providers and the services that are available to children with ASD under the Individuals with Disabilities Education Act (IDEA).
- Birth to 5: Watch Me Thrive! Birth to 5: Watch Me Thrive! is a coordinated federal effort to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them. This page includes guides tailored towards early care and education providers, service providers, families, and more.
- Administration for Community Living (ACL)
- National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) The National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) at ACL strives to support people with disabilities in their chosen community by investing in research related to inclusion and accommodations.
- Agency for Healthcare Research and Quality (AHRQ)
- Center for Evidence and Practice Improvement (CEPI) AHRQ is charged with improving the safety and quality of America’s healthcare system through research, tools and training, and data. This center’s mission is to conduct and support research that can improve the quality of health care patients receive and ultimately help patients and clinicians make health care decisions based on evidence about what works best. They operate the National Center for Excellence in Primary Care Research.
- Office of Extramural Research, Education, and Priority Populations (OEREP) OEREP directs the scientific review process for grants and contracts, manages Agency research training programs, evaluates the scientific contribution of proposed and ongoing research and demonstrations, and supports and conducts health services research on priority populations.
- Centers for Disease Control and Prevention (CDC)
- Autism Spectrum Disorder The CDC is responsible for tracking the prevalence rate of autism and strives to identify autism as early as possible. This page highlights this work and their Learn The Signs. Act Early. program, which helps parents track their child’s developmental milestones.
- Centers for Medicare and Medicaid Services (CMS)
- Autism Services CMS administers the Medicare program and works with state governors to administer Medicaid, the Children’s Health Insurance Program (CHIP), and health insurance policy standards. Autism services and supports are available through Medicaid.
- Home and Community-Based Services (HCBS) HCBS waivers allow participating states to deliver services to people in their community rather than in an institutionalized setting. This page includes information about the programs that are covered by HSBS waivers.
- Health Resources and Services Administration (HRSA)
- Autism The Maternal and Child Health Bureau at HRSA works to improve the well-being of mothers, children, and families. They address autism through education, early detection, and intervention. Their efforts include training for professionals, improving access to services, and promoting interdisciplinary research on effective interventions.
- Indian Health Service (IHS)
- Autism IHS provides federal health services to American Indians and Alaska Natives (AI/AN). This page highlights their autism initiatives.
- National Institutes of Health (NIH)
- The National Institutes of Health (NIH) is the nation’s medical research agency — making important discoveries that improve health and save lives.
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Autism Spectrum Disorder NICHD researches what causes autism, how to recognize the signs, and intervention approaches. This page gives an overview of ASD.
- National Human Genome Research Institute (NHGRI)
- About Autism NHGRI focuses on advances in genomics research. This page describes the role of genetics in autism.
- National Institute of Dental and Craniofacial Research (NICDR)
- Developmental Disabilities and Oral Health NICDR strives to improve dental, oral, and craniofacial health by supporting research. This page provides an overview of challenges to oral hygiene that people with autism and other developmental disabilities may experience and provides tips for caregivers and dental professionals.
- National Institute of Environmental Health Sciences (NIEHS)
- Autism NIEHS studies environmental factors thought to contribute to the development of autism. This page provides an overview of these factors and describes large-scale studies.
- National Institute of Mental Health (NIMH)
- Autism Spectrum Disorder NIMH strives to understand the underlying basis of autism and conducts clinical trials for new screening approaches and interventions. This page describes signs and characteristics of autism, underlying causes, diagnosis, and interventions.
- NDA The National Data Archive (NDA) is an NIMH-funded data repository that aims to accelerate progress on mental health disorder research through data sharing, data harmonization, and the reporting of research results. The NDA contains a large set of de-identified human subjects data from studies on autism, as well as other resources, that are available to qualified researchers for the purpose of advancing autism research.
- National Institute of Neurological Disorders and Stroke (NINDS)
- Autism Spectrum Disorder NINDS conducts research to better understand the neurological basis of autism and to improve early identification and interventions. This page provides an overview of autism.
- National Institute on Deafness and Other Communication Disorders (NIDCD)
- Communication Problems in Children with Autism Spectrum Disorder NIDCD conducts research on the basic science of autism and tests behavioral therapies. This page explains how ASD can affect communication and describes interventions that help improve communication skills.
- U.S. National Library of Medicine (NLM) MedlinePlus
- Autism Spectrum Disorder The NLM provides an overview of autism as well as resources such as health tools, statistics and research, and information on clinical trials.
- Substance Abuse and Mental Health Services (SAMHSA)
- About SAMHSA SAMHSA leads public health efforts to advance the behavioral health of the nation through reducing the impact of substance abuse and mental illness.
- U.S. Food and Drug Administration (FDA)
- About FDA The FDA is responsible for ensuring the safety, efficacy, and security of drugs, biological products, and medical devices; and for ensuring the safety of our nation’s food supply, cosmetics, and products that emit radiation.
- U.S. Department of Housing and Urban Development (HUD)
- Office of Fair Housing/Equal Opportunity (FHEO) FHEO works to eliminate housing discrimination, promote economic opportunity, and achieve diverse, inclusive communities. FHEO enforces and develops federal fair housing policies and laws.
- Office of Housing The Office of Housing operates the Federal Housing Administration (FHA) to provide mortgage insurance, manages HUD’s rental assistance programs for low and very low income households, and supports programs that provide housing for the elderly (Section 202) and people with disabilities (Section 811).
- Office of Public and Indian Housing (PIH) PIH’s mission is to ensure safe, decent and affordable housing; create opportunities for residents’ self-sufficiency and economic independence; and to assure the fiscal integrity of program participants. Individuals can check out their local Public Housing Agency (PHA) to find affordable housing near them.
- U.S. Department of the Interior (DOI)
- U.S. Environmental Protection Agency (EPA) The EPA works to ensure that Americans have clean air, land, and water; they also work to reduce environmental risks and enforce laws and policies that protect health and the environment. This page highlights how people can keep themselves and their families safe from environmental hazards.
- U.S. Department of Justice (DOJ)
- Bureau of Justice Assistance (BJA) BJA provides grants, training and technical assistance, and policy development services to state, local, and tribal governments in order to build safer communities. BJA administers programs related to safety for people with disability.
- U.S. Department of Labor (DOL)
- Office of Disability Employment Policy (ODEP) ODEP’s mission is to develop and influence policies and practices that increase the number and quality of employment opportunities for people with disabilities. Their Autism page includes a listing of programs that support employers, job seekers on the autism spectrum, service providers, and policy makers.
- U.S. Department of State
- U.S. Agency for International Development (USAID)
- Disability Programming USAID promotes the inclusion of people with disabilities across all USAID-funded work. USAID’s Disability Program Fund has supported more than 150 programs and activities in 65 countries. Program areas include democracy, human rights, and governance; economic growth and trade; and education; among others.
- Disability Rights, Physical Rehabilitation, and Assistive Technologies USAID’s Bureau for Development, Democracy, and Innovation (DDI) supports efforts to include marginalized people, such as those with disabilities, in every aspect of society. This includes their commitment to supporting disability rights in other nations. USAID is also committed to improving access to physical rehabilitation services and assistive technology. This page describes their programs that support these efforts.
- U.S. Agency for International Development (USAID)
- U.S. Department of Transportation (DOT)
- Federal Transit Administration (FTA) The FTA provides financial and technical assistance to local public transit systems, such as buses and subways. Their Office of Civil Rights works to ensure public transit providers comply with all nondiscrimination requirements. The FTA also supports the National Center for Mobility Management.
- U.S. Department of Veterans Affairs (VA)
- Office of Research and Development (ORD) The VA supports a variety of research to enhance the well-being of Veterans and the nation. ORD invests in basic science, rehabilitation, clinical, and health services research. Past research has included the neurobiology of autism.
Independent Agencies
- National Council on Disability (NCD)
- Meetings and Events The NCD is an independent federal agency that advises the President, Congress, and other federal agencies on policies, programs, practices, and procedures that affect people with disabilities. Their meetings are open to the public.
- Resources This page includes information on disability rights and links to resources and services on education, employment, financial assistance and incentives, health care, housing, and more.
- National Science Foundation (NSF)
- About NSF The NSF is an independent federal agency that supports fundamental research and education in all non-medical fields of science and engineering.
- Social Security Administration (SSA)
- Disability Benefits The Social Security and Supplemental Security Income (SSI) disability programs provide assistance to people with disabilities. This page explains these benefits and the application process.
- Spotlight on Achieving a Better Life Experience (ABLE) Accounts Achieving a Better Life Experience Act (ABLE) allows individuals with disabilities to make tax-free saving accounts to cover qualified disability expenses. Individuals can save up to $100,000 without counting against their Supplemental Security Income (SSI) eligibility.
Transition from youth to adulthood
Websites and Programs
- U.S. Department of Education
- National Technical Assistance Center on Transition NTACT assists education agencies and vocational rehabilitation services in implementing evidence-based practices to ensure students with disabilities are prepared for postsecondary education and employment. Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA).
- Association of University Centers on Disabilities
- UCEDD/LEND Interdisciplinary & Interagency Transition Activities, Programs, or Projects The Association of University Centers on Disabilities (AUCD) is a membership organization that supports and promotes a national network of university-based interdisciplinary programs on disabilities. They offer some resources related to transition on their website and refer to information about transition at member organizations.
Toolkits and Guides
- U.S. Department of Education’s Office of Special Education and Rehabilitation Services
- A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities This guide addresses transition planning, transition services and requirements, postsecondary education and employment options, and the importance of supporting decisions made by students and youth with disabilities.
- Autistic Self Advocacy Network
ASAN partnered with the Family Network on Disabilities to produce this guide, which prepares transition age youth for adulthood. The first half provides information on preparing for transition and the second half gives in-depth information on post-secondary education, employment, housing and independent living, and healthcare.
Reports
March 22, 2018
This report examines guardianship and makes recommendations for its use. Recommendations are based on disability law and policy, how people with disabilities are treated in the legal system, alternatives to guardianship, and the Americans with Disabilities Act (ADA).
March 13, 2019
This report describes the demographics, disability, education, and health characteristics of teens and young adults ages 12-23 on the autism spectrum.
Research Articles
- Roux AM, Rast JE, Garfield T, Anderson KA, Shattuck PT. Prevalence and Correlates of Work Experiences Among High School Students on the Autism Spectrum. Intellect Dev Disabil. 2020 Aug 1;58(4):273-287. doi: 10.1352/1934-9556-58.4.273. PMID: 32750712.
- Schall C, Sima AP, Avellone L, Wehman P, McDonough J, Brown A. The Effect of Business Internships Model and Employment on Enhancing the Independence of Young Adults With Significant Impact From Autism. Intellect Dev Disabil. 2020 Aug 1;58(4):301-313. doi: 10.1352/1934-9556-58.4.301. PMID: 32750714.
Videos
March 23, 2020
This webinar provided information about supports and resources to improve access to competitive, integrated employment for youth and young adults on the autism spectrum and enhance their career pathways.
Employment
National data has shown that many autistic adults are unemployed or underemployed, even when compared to people with other disabilities and in spite of having needed skills and abilities for the workplace. Researchers and policy makers have worked to develop programs that can increase opportunities for employment and improve employment outcomes. This includes job training and recruitment programs, as well as supports for employees and employers to increase retention and success in the workplace. This page provides information related to employment for people with autism and other disabilities.
Websites and Programs
- U.S. Department of Labor’s Office of Disability Employment Policy
- Job Accommodation Network (JAN) The Job Accommodation Network provides free, expert, and confidential guidance on workplace accommodations and employment issues. This resource includes information for employers, individuals seeking employment, and others.
- The Arc
This program helps public and private sectors recruit, hire, train, and retain job seekers with intellectual and developmental disabilities.
Toolkits and Guides
- U.S. Department of Education’s Office of Special Education and Rehabilitation Services
- A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities This guide is part of OSERS’s efforts to ensure that all students and youth with disabilities are able to succeed in the workforce. This guide addresses transition planning, transition services and requirements, postsecondary education and employment options, and the importance of supporting decisions made by students and youth with disabilities.
This plain language toolkit explains the existing policies that help people with disabilities people find and keep good jobs, and solve employment problems.
Reports
October 9, 2018
Of the 74 state vocational rehabilitation (VR) agencies that responded to GAO’s survey, most reported expanding services to help students with disabilities transition from school to work as required under the Workforce Innovation and Opportunity Act (WIOA), enacted in July 2014. Most state agencies reported serving more students and providing work-based learning experiences and other activities.
May 12, 2020
Researchers analyzed Rehabilitation Services Administration data to determine the association of vocational rehabilitation services with employment outcomes for students ages 16-21. Students with autism were less likely to receive job-related services less than comparison groups.
Research Articles
- Anderson C, Butt C, Sarsony C. Young Adults on the Autism Spectrum and Early Employment-Related Experiences: Aspirations and Obstacles. J Autism Dev Disord. 2020 Apr 30. doi: 10.1007/s10803-020-04513-4. Online ahead of print. PMID: 32356082
- Rast JE, Roux AM, Shattuck PT. Use of Vocational Rehabilitation Supports for Postsecondary Education Among Transition-Age Youth on the Autism Spectrum. J Autism Dev Disord. 2020 Jun;50(6):2164-2173. doi: 10.1007/s10803-019-03972-8. PMID: 30848406
Videos
March 23, 2020
In this webinar, Scott Michael Robertson Ph.D. provides information about government supports and resources that help youth and young adults with autism access competitive, integrated employment and enhance their careers. Full Transition Aged Youth Webinar Series.
Housing
Housing plays an important role in ensuring the well being of people on the autism spectrum and helping them integrate into the community. Some people can live independently with minimal or no supports, while others require high levels of support. There is a variety of federal and private resources that can enable people to live in settings that best fit their needs. This page provides information about models of housing for people with disabilities and resources and programs related to disability housing.
Websites and Programs
- Medicaid.Gov
- Home & Community Based Services This page provides information on Home and Community-Based Services (HCBS) regulations. The page includes a training series for stakeholders, transition plans for individual states, technical assistance, and more. The Final Regulation page provides an overview of rules and regulations states must follow when providing HCBS under Medicaid.
- The Arc
- Housing Overview This page provides an overview of housing issues that people with intellectual and developmental disabilities (I/DD) encounter as well the Arc’s advocacy efforts. The page also describes key federal housing initiatives that enable people with I/DD to live in the community and links to additional resources.
Toolkits and Guides
- U.S. Department of Housing and Urban Development (HUD)
- Guidance on Treatment of ABLE Accounts in HUD-Assisted Programs This document provides guidance on how housing providers should treat ABLE accounts.
This handbook is designed to help people with disabilities find and use resources that promote independent living. It includes information on support services and waivers, housing, employment, and community resources. This handbook was created in partnership with Autism NOW Center.
Reports
May 24, 2019
This report that examines occurrences of institutionalization of people with disabilities, as well as thwarted threats of institutionalization, during hurricanes and the California wildfires in 2017 and 2018. The NCD found that people with disabilities are frequently institutionalized during and after disasters due to conflicting federal guidance; a lack of equal access to emergency and disaster-related programs and services; and a lack of compliance with federal law.
June 2018
The Residential Information Systems Project (RISP) studies trends in residential service settings, funding, and expenditures for people with intellectual and developmental disabilities in the United States. The most recent report uses data through Fiscal Year 2016.
Research Articles
- Crompton CJ, Michael C, Dawson M, Sue Fletcher-Watson S. Residential Care for Older Autistic Adults: Insights from Three Multiexpert Summits. Autism in Adulthood. 2020 Jun 10. 121-127. doi:10.1089/aut.2019.0080
- Oliver S, Gosden-Kaye EZ, Winkler D, Douglas JM. The outcomes of individualized housing for people with disability and complex needs: a scoping review. Disability and Rehabilitation. 2020 Jul 09. doi: 10.1080/09638288.2020.1785023
Videos
July 23, 2019
This workshop focused on the housing needs of people on the autism spectrum and included examples of various housing models. Meeting details.
July 26, 2017
JaLynn Prince, Adrienne McBride, and Desiree Kameka present Madison House Autism Foundation’s Autism After 21 initiative. Madison House aims to raise awareness of the abilities of and issues facing adults with autism. They also promote housing options for adults with autism and other I/DD through the Autism Housing Network. Meeting details.
For Service Providers and Public Services
Unlocking Potential: Innovative Library Programs Enhancing the Lives of Autistic Individuals
http://librarysciencedegreesonline.org/libraries-and-autism/
Making Entertainment and Public Spaces More Autistim-Friendly
https://happiful.com/making-entertainment-and-public-spaces-more-autistic-friendly
USE THIS LINK TO OPEN THE VA WELCOME KIT
Print out your VA Welcome Kit
Whether you’re just getting out of the service or you’ve been a civilian for years now, the VA Welcome Kit can help guide you to the benefits and services you’ve earned.
Based on where you are in life, your VA benefits and services can support you in different ways. Keep your welcome kit handy, so you can turn to it throughout your life—like when it’s time to go to school, get a job, buy a house, get health care, retire, or make plans for your care as you age.
Explore VA.gov to learn about your benefits
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Disability
File a claim for disability compensation for conditions related to your military service, and manage your benefits over time.
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Health care
Apply for VA health care, find out how to access services, and manage your health and benefits online.
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Education and training
Apply for and manage your GI Bill and other education benefits to help pay for college and training programs.
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Housing assistance
Find out if you’re eligible for VA home loan programs to help you buy, build, repair, or keep a home. If you have a service-connected disability, see if you qualify for a housing grant to help you live more independently.
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Careers and employment
Apply for vocational rehabilitation services, get support for your Veteran-owned small business, and access other career resources.
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Life insurance
Explore VA life insurance options for Veterans, service members, and families. Manage your policy online, file claims for benefits, and access helpful resources.
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Pension
Apply for monthly payments for wartime Veterans and survivors with limited or no income who meet certain age and disability requirements.
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Burials and memorials
Get help planning a burial in a VA national cemetery, order a headstone or other memorial item to honor a Veteran’s service, and apply for survivor and dependent benefits.
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Records
Apply for a printed Veteran ID card, get your VA benefit letters and medical records, and learn how to apply for a discharge upgrade.
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Benefits for spouses, dependents, survivors, and family caregivers
Learn about benefits for spouses and dependents of a Veteran or service member, including added support if you’re caring for a Veteran with a service-connected disability.
LOCATE SERVICES IN OREGON
Veteran Resource Navigator
The Oregon Department of Veterans Affairs (ODVA) has a comprehensive online resource guide (VETERAN RESOURCE NAVIGATOR) available to assist veterans in finding the benefits that are most useful to their unique circumstances at this time.
Use the link below for the Veteran Resource Navigator
https://www.oregon.gov/
Veteran Services by County
Click on the link blow for interactive map access resources in your county in Oregon.
COVID-19 ALERT – Due to COVID-19 many County Offices are limiting in-person services and are providing services by phone. Please call your County Veteran Service Office before going in to confirm how they can best serve you during this time.
Other Resources Available to Veterans and Military Service Members
DD214 & Military Records Request:
https://www.archives.gov/veterans/military-service-records
Veteran Resource Navigator site by ODVA:
https://www.oregon.gov/
(Oregon)Military Help Line:
Call 888-457-4838
VA Crisis Line 1-800-273-8255:
Press 1.VA Confidential crisis chat at net or text to 838255
U.S. Department of Veterans Affairs, National Center for PTSD:
Defining Discharge Status:
How to apply for a discharge status upgrade:
https://www.va.gov/discharge-
Oregon Supportive Services for Vets & Families (Housing):
https://caporegon.org/what-we-
Clackamas County VSO’s (Veteran Service Officers):
https://www.clackamas.us/
Portland VA Clinic that can help with homelessness & medical care:
https://www.portland.va.gov/
Portland VA Mental Health Clinic:
https://www.portland.va.gov/
Veterans Crisis Line/ Suicide Prevention:
https://www.
If you are a veteran or family member with specific questions not addressed here, or if you need other direct assistance,
please contact an ODVA Resource Navigator by calling (503) 373-2085 or toll-free at 1-800-692-9666.
Contact ODVA Headquarters
Oregon Department of Veterans' Affairs
700 Summer St NE
Salem, OR 97301
Web: https://www.oregon.gov/odva/Pages/default.aspx
Phone: (800) 692-9666 or (503) 373-2085
Fax: (503) 373-2392
Email:orvetsbenefits@odva.state.or.us
Web Resources
Oregon Health Plan – Enrollment Page
https://www.oregon.gov/oha/
SAMHSA Treatment Locator
VA National Center on PTSD
VA Healthcare – Community Care network
https://www.va.gov/
VA’s Center for Women Veterans (CWV)
Minority Veterans of America
Vet Centers:
Community Based Outpatient Clinics:
Morrow County VA Telehealth Clinic (Boardman OR)
Wallowa County VA Telehealth Clinic (Enterprise OR)
Eugene VA Downtown Clinic
Community Resource and Referral Center (CRRC)
Additional Resources By Phone:
Veterans Crisis Line: 800-273-8255, Press 1
Women Veterans Hotline: 855-829-663
Vet Center Call Center: 877-WAR-VETS (927-8387)
U.S. Department of Veterans Affairs (VA) Caregiver Support Line: 855-260-3274
Lines for Life Military Help Line: Call 1-888-457-4838
Senior Loneliness Line: Call 503-200-1633
The Trevor Project: 866-488-7386
PEER SUPPORT AND PEER TRAINING
This self-screen can help you find out if your feelings and behaviors may be related to PTSD.
Only a trained provider can diagnose PTSD. Your responses here are private and secure—they are not collected or shared. You may take a screenshot or print this screen to share with a provider.
Do not take the self-screen for someone else. If you are concerned that someone you care about might have PTSD, please share this screen with them instead.
PTSD Information Voice Mail: (802) 296-6300
Email: ncptsd@va.gov
Also see: VA Mental Health
GAMBLERS ANONYMOUS is a fellowship of men and women who share their experience, strength and hope with each other that they may solve their common problem and help others to recover from a gambling problem.
The only requirement for membership is a desire to stop gambling.
There are no dues or fees for Gamblers Anonymous membership; we are self-supporting through our own contributions. Gamblers Anonymous is not allied with any sect, denomination, politics, organization or institution; does not wish to engage in any controversy; neither endorses nor opposes any cause. Our primary purpose is to stop gambling and to help other compulsive gamblers do the same.”
From the Gamblers Anonymous Website:
Types of Meetings
Closed Meeting:
Only those with a gambling problem, or those who think they may have a gambling problem, and have a desire to stop gambling, may attend and participate.
Modified Closed Meeting:
Same as a “Closed Meeting” but the members would vote to include certain groups such as health professionals, guests attending with first time members, and persons with other addictions in need of a meeting
Open Meeting:
Spouses, family, and friends of the gambler are welcome
to attend and observe the meeting.
Chat:
https://m2.icarol.com/ConsumerRegistration.aspx?org=66046&pid=454&cc=en-US
Gamblers Anonymous:
http://www.gamblersanonymous.org/ga/locations/zip/table/0/na/na/na/21401/50?#gmap-nodemap-gmap0
National GA Telephone Meetings
Day and Time
Call-in Number and Meeting Code
Contact Email
Sunday 6pm PT
1-712-770-5338 code 836083 #
Sunday9pmHelp@gmail.com
Monday 6pm PT
1-712-770-4925 code 554671 #
Monday9pmHelp@gmail.com
Tuesday 6pm PT
1-712-770-4943 code 253824 #
Tuesday9pmHelp@gmail.com
Wednesday 6pm PT
1-712-770-4160 code 611704 #
Wednesday9pmHelp@gmail.com
Thursday 6pm PT
1-712-770-4981 code 872853 #
Thursday9pmHelp@gmail.com
Friday Noon PT
1-712-770-4979 code 703758 #
Friday3pmHelp@gmail.com (TBD)
Friday 6pm PT
1-712-770-4996 code 595094 #
Friday9pmHelp@gmail.com
Saturday 6pm PT
1-712-770-5335 code 491301 #
Saturday9pmHelp@gmail.com
Gamblers Anonymous 12-Steps Virtual Online Support Groups in California:
https://gasteps.org/virtual-meeting-directory
Gamblers Anonymous Support Groups in Oregon:
http://www.gamblersanonymous.org/ga/locations/state/table/OR/na/na/na/na/10?#gmap-nodemap-gmap0
Gamblers Anonymous Hotlines Website:
http://www.gamblersanonymous.org/ga/hotlines
Oregon Toll-Free Hotline Number:
1-855-2CALLGA (855-222-5542)
Gam-Anon for Family and Friends Website:
http://www.gam-anon.org/
http://www.gamblersanonymous.org/ga/content/gam-anon-help-family-friends
Find an AA Meeting In Oregon
Meetings in Spanish – Hearing Impaired Meetings – Online & In-Person – Hot Lines – Phone Apps
Looking for a local AA meeting?
Meeting lists are provided by local Districts, Intergroups and Central Offices.
You can use the district map page to find the District you’re interested in and then visit the meeting list and/or website for that district. If a District has no website, the nearest Intergroup or Central Office may be listed.
Hotline phone numbers listed below may also help.
If interested, you can download the meeting guide app from following the links below.
District Websites With Meeting Lists
Link:
https://www.aa-oregon.org/find-meetings/#districtlinks
Click the link above for the List of Oregon AA Districts with AA Meetings and Hotlines plus Phone Apps.
AA Portland Districts map page.
For a detailed view of Districts in the Portland area, visit the map page.
Link:
https://www.aa-oregon.org/portland-districts/
NOTE: Districts, Intergroups and Central Offices are independent service entities; Oregon Area 58 is not responsible for the content of their web sites.
Higher resolution maps of the District boundaries in Portland and in Oregon are also available for download.
District Websites
Hotlines
Tel: (971) 601-9220 Astoria / Seaside
Tel: (503) 739-4856 Tillamook
Link: Website & meeting list
~~~
District 2
Depoe Bay, Lincoln City, Newport, Siletz, South Beach, Toledo and Waldport
24-Hour Hotline
Tel: (541) 265-1953
Para Preguntas Llamar:
Tel: (541) 574-7842
Link: Website & meeting list
~~~
District 3
Arlington, Boardman, Condon, Fossil, Hepper, Hermiston, Ione, Mission, Pendleton and Pilot Rock
Hotline
Tel: (800) 410-5953
Link: Website & meeting list
~~~
Districts 4 & 28
Salem, Dallas
Hotline
Tel: (503) 399-0599
Link: Website & meeting list
~~~
District 5
Bend, Burns, Chemult, Culver, John Day, La Pine, Madras, Metolius, Mt. Vernon, Prineville, Redmond, Sisters, Sunriver, Terrabonne, Tumalo, and Warm Springs
24-Hour Hotline:
Tel: (541) 548-0440
Link: Website & meetings list
~~~
District 6
Emerald Valley Intergroup:
Eugene, Alvadore, Cottage Grove, Creswell, Junction City, Lowell, Springfield, Veneta
24-Hour Hotline:
Tel: (541) 342-4113
Link: Website & meetings list
~~~
District 7
Josephine County Intergroup & Central Office
24-Hour Hotline:
Tel: (541) 474-0782
Link: Website & meeting list
District 8
Coos Bay, Florence, Gardiner, Lakeside, Mapleton, North Bend, Reedsport
24-Hour Hotline:
Tel: (541) 269-3265
Link: Website & meeting list
District 9
Northwest/Downtown Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 10
Beaverton, Portland, Tigard
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 11
Gresham & East County
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 12
Eastside Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Meeting schedule (on Portland Intergroup web site)
District 13
Roseburg, Canyonville, Drain, Glendale, Riddle
24-Hour Hotline:
Tel: (541) 673-7552
Link: Website & meeting list
District 14
Bingen/White Salmon WA, Carson WA, Goldendale WA, Hood River, Maupin, Moro, Odell, Parkdale, Stevenson WA, The Dalles, Tygh Valley
24-Hour Hotline:
Tel: (833) 423-3683 = (833-HAD-ENUF)
Link: Website & meeting list
District 15
Clackamas, Milwaukie, West Linn
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 16
Applegate, Ashland, Butte Falls, Central Point,
Eagle Point, Gold Hill, Jacksonville, Medford,
Phoenix, Prospect, Rogue River, Ruch, Talent,
& White City
24-Hour Hotline:
Tel: (541) 773-4848
Link: Website & meeting list
District 17
Klamath & Lake Counties
24-Hour Hotline:
Tel: (541) 883-4970
Link: Website & meeting list
District 18
Clatskanie, Ranier, St. Helens, Scappoose, Vernonia
24-hour Hotline:
Tel: (503) 366-0667 Columbia County
Link: Website & meeting list
District 19
Southwest of Eugene
24 Hour Hotline:
Tel: (541) 342-4113
Link: Website (Emerald Valley Intergroup) & meeting list
District 20
Springfield
24 Hour Hotline:
Tel: (541) 342-4113
Link: Web site (Emerald Valley Intergroup) & meeting list
District 21
Albany, Corvallis, Lebanon, Willamette Valley
24-Hour Hotline:
Tel: (541) 967-4252
Link: Web site & meeting list
District 22
McMinnville, Newberg
24-Hour Hotlines:
Tel: (503) 472-1172 (McMinnville)
Tel: (888) 472-1172 (Newberg)
Link: Website & meeting list
District 23
Tualatin
24-Hour Hotline:
Tel: (503) 684-0415
Link: Website (Westside Central Office) & meeting list
District 24
Eastside Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
District 25
Estacada, Gresham
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
District 26
North Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
District 27
Southeast Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
Districts 28 (and 4)
Salem, Dallas
Hotline:
Tel: (503) 399-0599
Link: Website & meeting list
District 29
Baker, Union & Wallowa Counties
24-Hour Hotline:
Tel: (541) 624-5117
Link: Website & meeting list
District 30
Oregon South Coast – Bandon, Brookings, Coquille, Gold Beach, Langlois, Myrtle Point, Port Oxford
24-Hour Hotlines:
Tel: (541) 347-1720 Bandon
Tel: (541) 469-2440 Brookings
Link: Website & meeting list
District 31
Hillsboro
24-Hour Hotline:
Tel: 503-684-0415
Link: Website (Westside Central Office) & meeting list
District 32
Canyon City, John Day, Mount Vernon
24-Hour Hotline:
Tel: (541) 548-0440
Link: Website & meeting list (Central Oregon Intergroup)
Districts 34 & 35
Spanish Language districts for the entire state.
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Meeting list (en Español)
District 36
Southwest Portland and parts of Lake Oswego
Link: Website and meeting list
District 37
Wilsonville, Sherwood, and West Linn
Link: Website (Westside Central Office) & meeting list
Download District maps of Portland and Oregon in higher resolution formats:
1 file(s) 670.00 KB
1 file(s) 1.06 MB
1 file(s) 755.71 KB
~~~
Meetings en Español
Directorio de Grupos Hispaños:
Directory of Spanish-speaking Groups
1 file(s) 105.75 KB
~~~
Oficina Intergrupal Hispaña De Salem Oregon
2495 Lancaster Dr. NE | Salem, OR 97303
(503) 899-2652
Distrito 28
Salem
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Meeting schedule
Distrito 34
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Meeting list (en Español)
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Website
Link: Meeting list (en Español)
~~~
Meetings for the Hearing Impaired
AA Meeting Schedule for the Hearing Impaired
Hotline Phone Numbers by City
Albany/Corvallis: 541-967-4252
Astoria-Gearhart: 971-601-9220
Baker City: 541-624-5117
Bandon, Coquille: 541-347-1720
Boardman 800-410-5953
Clatskanie, Rainier, 503-366-0667
Scappoose, St Helens,
Vernonia
Coos Bay, North Bend, (541) 469-2440
Lakeside, Reedsport,
Florence, Gardiner,
Mapleton
Bend: 541-548-0440
Brookings: 541-469-2440
Burns: 541-548-0440
Cannon Beach: 503-861-5526
Condon 800-410-5953
The Dalles/Hood River: 800-999-9210
Echo 800-410-5953
Enterprise 541-624-5117
Eugene: 541-342-4113
Grants Pass: 541-474-0782
Heppner 800-410-5953
Hermiston: 800-410-5953
Klamath: 541-883-4970
La Grande: 541-624-5117
Lincoln City: 541-265-1953
Medford (District): 541-773-4848
McMinnville: 503-472-1172
Newberg: 888-472-1172
Newport: 541-265-1953
Ontario (includes Boise): 208-344-6611
Pendleton: 800-410-5953
Pilot Rock 800-410-5953
Portland: 503-223-8569
Westside Central Office: 503-684-0415
Roseburg: 541-673-7552
Salem: 503-399-0599
Seaside: 971-601-9220
Siletz: 541-265-1953
Umatilla 800-410-5953
Yachats, Waldport, Toledo: 541-265-1953
AA Meeting Finder Applications
NATIONAL MINORITY MENTAL HEALTH AWARENESS MONTH
OMH – Office of Minority Health, US Department of Health and Human Services
Resource’s and Publications
LGBTQIA+
- LGBTQ+ Communities and Mental Health | Mental Health America (mhanational.org)
- LGBTQI | NAMI: National Alliance on Mental Illness
- NAMI LGBTQI Mental Health
- SAMHSA Behavioral Health Equity: Lesbian, Gay, Bisexual, and Transgender
Mental Health Disorders and Treatment
- Behavioral Health Equity | SAMHSA
- Mentalhealth.gov
- Mental Health America (MHA) Mental Health Treatments
- NAMI Mental Health by the Numbers
- NAMI Mental Health Treatments
- SAMHSA Treatment Locator
Substance Use
- CDC COVID-19 Resource: Alcohol and Substance Abuse
- National Institute on Drug Abuse (NIDA) Clinical Trial Locator
- Search SAMHSA Publications and Digital Products | SAMHSA Publications and Digital Products
- The Opioid Crisis and the Hispanic/Latino Population: An Urgent Issue | SAMHSA Publications and Digital Products
Trauma and Violence
- Abuse, trauma, and mental health | Office on Women’s Health (womenshealth.gov)
- Domestic Violence Support | The National Domestic Violence Hotline (thehotline.org)
- National Center on Substance Abuse and Child Welfare (NCSACW) Trauma Resource Center Websites
- NIMH » Coping with Traumatic Events (nih.gov)
- NIMH » Helping Children and Adolescents Cope with Disasters and Other Traumatic Events: What Parents, Rescue Workers, and the Community Can Do (nih.gov)
- NIMH » Publications in English (nih.gov)
- RAINN | The nation’s largest anti-sexual violence organization
- Trauma and Violence | SAMHSA
- Violence Related Trauma Resources – HHS Office of Minority Health (OMH)
COVID-19
- American Hospital Association (AHA) COVID-19: Stress and Coping Resources
- Centers for Disease Control and Prevention (CDC) COVID-19 Resource: Coping with Stress
- Communities during COVID-19
- National Alliance on Mental Illness (NAMI) COVID-19 Resource and Information Guide
- National Institute of Mental Health (NIMH) Supporting Mental Health During COVID-19
- Substance Abuse and Mental Health Services Administration (SAMHSA) Report on Behavioral Health Disparities in Black and Latino
The Ultimate List of Support Groups for Black Moms
Brown Mamas – Pittsburgh & U.S. – Brown Mamas, Inc. has been around for seven years in the Pittsburgh region. Brown Mamas began in the living room of Muffy Mendoza. What started as 5 moms has grown to over 4000 Our mamas love our Pittsburgh chapter so much that we are expanding. If you are mom who is ready to not just find her tribe, but to inspire other mothers and be the change she wants to see in her community, click here to learn more about starting your own Brown Mamas chapter.
Black Moms Connect – Canada & U.S.
Mommin’ Society – North Carolina & Online
Moms of Black Boys United – Atlanta & Online
Moms Make It Work – NYC
Mocha Moms, Inc. – U.S. (seriously, everywhere)
Whine & Cheese – 27 Chapters in U.S. (including D.C., PA, South Carolina, New York, etc.)
Motherwork by Mater Mea – NYC
Beautiful Brown Girls Brunch Club – New Jersey
District Motherhued’s DMV MomTribe – D.C. Metro Area
Soul Food for Your Baby – Hawthorne, Calif.
Black Moms Blog Events – Atlanta, GA
Birthing Beautiful Communities – Cleveland, OH
Tessera Collective – Online, Self-Care Support
Melanin Mommies – Pittsburgh, PA
Pittsburgh Black Breastfeeding Circle –
Not-So Melinated Support Groups for Black Moms
Facebook Support Groups for Black Moms
Black Stay-At-Home Mom Village
Black Moms in College & Beyond
Who We Are
All family and friends of compulsive gamers welcome
Join Zoom Meeting
https://us02web.zoom.us/j/83671786251
Meeting ID: 836 7178 6251
One tap mobile
+13017158592,,83671786251# US (Washington DC)
+13126266799,,83671786251# US (Chicago)
Dial by your location
+1 301 715 8592 US (Washington DC)
+1 312 626 6799 US (Chicago)
+1 646 558 8656 US (New York)
+1 253 215 8782 US (Tacoma)
+1 346 248 7799 US (Houston)
+1 669 900 9128 US (San Jose)
Meeting ID: 826 013 5782
Find your local number: https://us02web.zoom.us/u/k0jt3FGFs
All family and friends of compulsive gamers welcome
Join Zoom Meeting
https://us02web.zoom.us/j/83671786251
Meeting ID: 836 7178 6251
One tap mobile
+13017158592,,83671786251# US (Washington DC)
+13126266799,,83671786251# US (Chicago)
Dial by your location
+1 301 715 8592 US (Washington DC)
+1 312 626 6799 US (Chicago)
+1 646 558 8656 US (New York)
+1 253 215 8782 US (Tacoma)
+1 346 248 7799 US (Houston)
+1 669 900 9128 US (San Jose)
Meeting ID: 826 013 5782
Find your local number: https://us02web.zoom.us/u/k0jt3FGFs
Gamers Find A Local Support Group
Use the link below to get more information about local groups and a notification when a local meeting is started. Due to the COVID pandemic, most meetings are currently held in an outdoor setting or online.
Oregon | Contact |
Bend, OR | bend@cgaa.info |
Eugene, OR | eugene@cgaa.info |
Medford, OR | medford@cgaa.info |
Portland, OR | portland@cgaa.info |
Salem, OR | salem@cgaa.info |
SUPPORT FOR FAMILY AND FRIENDS
What Can I Do?
Video gaming is a common pastime. To many people, it is surprising that it can become a serious addiction, that is, an activity that is engaged in compulsively, without control or concern for consequences.
Video gaming addiction is a very serious problem that is harmful to everyone it touches. Since everyone involved suffers from it, everyone involved needs some help. Here are some important things to know.
First, no one is responsible for someone else’s compulsive gaming. As the Al-Anon slogan goes, “I didn’t cause it, I can’t control it, and I can’t cure it.”
You didn’t cause it.
Some people partly blame themselves for the dysfunctional behavior of their family members, particularly with addicts who are very quick to shift responsibility off themselves and blame others. Perhaps you played games with your loved one, purchased games, or encouraged it, thinking it was a harmless leisure activity. Maybe you’ve been involved in some conflict and wonder if that has driven him or her to hide away in gaming. But no one is responsible for another person’s behavior or mental disorders.
You can’t control it.
You may have already tried to talk to your friend or family member. Perhaps you have bargained with them, or given ultimatums. You have tried to help them see what damage they are doing to themselves and others. And none of it has worked. This is baffling to you. Why don’t they seem to understand or care? Why can’t they see what is obvious to you? This is actually a symptom of the disease of addiction, one that destines efforts for control to failure.
You can’t cure it.
We all would like to believe that we have the ability to help those we love. We often think that if we can just get the right information, figure out the right thing to say or do, perhaps change something about ourselves, we can fix the problem. People should be able to solve their own problems. Why can’t we do that with this one? There is a simple reason. There is no cure for addiction. It requires treatment. The recovery process is long and difficult. And there is only one person who can start that process, the one who is gaming compulsively. There are things you can do. Here are some suggestions that you may want to consider, that other family members and friends have found helpful.
Get information.
The literature of recovery fellowships for family and friends of addicts (such as Al-Anon) has much helpful guidance, some of which is available online as well. There are people who have been in situations very similar to yours, who have learned much from them, and who are willing to share the lessons learned, their experience, strength and hope. We hope you avail yourself of such resources.
Detach with love.
Putting energy into arguing with someone who is playing compulsively will not help either of you. Your loved one has a serious problem that you are powerless to control or cure, and that they will not get help until they want it. As much as you love someone, you cannot force this process on another person.
Stop enabling.
Paradoxically, at the same time people are arguing with, bargaining with or shaming a compulsive gamer, they are often (perhaps without realizing it) supporting the addiction in many ways. Anything that shields an addict from the consequences of his or her behavior is enabling, and can include such basic things as providing food, shelter, money, companionship, housekeeping, and covering for employment and legal difficulties. Helping a compulsive gamer keep up an appearance of normalcy is helping him or her continue in the destructive behavior. While you cannot change him or her, you can make changes for yourself. You can shift your energy away from enabling behaviors and toward meeting your own needs.
Take care of yourself.
Whether or not your loved one ever stops gaming, you deserve to have a healthy and happy life. Once you have accepted that you are powerless over their gaming behavior, you can begin to focus on what you can do for yourself, to accomplish your own goals. With the help of others who have been where you are, you can learn to set healthy boundaries and stick to them.
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One of the things we were trying to do with our gaming was meet some basic needs. If we do not meet those needs in normal healthy ways, we will suffer much stronger urges to game again. Some basic needs to cover are social needs, self expression, creativity, a sense of challenge and accomplishment, stress relief, a sense of purpose and meaning, and a sense of safety through control and predictability.
Here are some ideas for activities that will help meet these needs, reduce cravings, help with recovery from addiction, and fill some of the hours freed from compulsive gaming.
Please don’t let the length of this list overwhelm you. The idea is not to start ten new things and try to change everything all at once. We seek small bits of progress, not perfection. A good place to start is to put first things first. What need is currently most important? What’s right in front of me? What opportunity has come my way recently? If we take steps of small improvement with one or two areas each day, we are moving in the right direction.
Stress Relief
- Talking with a sponsor or recovery buddy, CGAA meetings, or step work
- Getting outside for fresh air and sunlight by taking a walk or doing some outdoor work
- Meditation, coloring, craft work, journaling, or reading
Sense of safety through freedom, control, and predictability
- Goal setting
- Counseling or psychotherapy
- Home organization, renovation, or spring cleaning
Sense of purpose, meaning, and self-respect
- Supporting and growing the larger CGAA fellowship through service work like helping run a meeting, starting a local meeting, doing outreach to professionals, or attending CGAA business meetings
- Attending a spiritual group like meditation, yoga, spiritual retreat, or religious gathering
- Doing volunteer work like teaching, helping others, animal care, or building community places
- Caring for a pet, house plants, or garden
Social needs
- Attending CGAA meetings, connecting outside of meetings, reaching out to newcomers, or calling someone
- Joining a hobby group like theater, a hiking group, art workshop, book club, public speaking, board games or card game group
- Hosting a fun event like board games night or karaoke
- Playing team sports, taking up martial arts, or playing one-on-one sports
- Going to fun events like concerts, dances, or events on meetup.com
- Calling up, video conferencing, or visiting with friends, family, neighbors, or other communities
Self expression and creativity
- Journaling, opening up to a CGAA sponsor, or sharing openly in a meeting
- Art work like drawing, photography, sculpting, or creative writing
- Performance art like theater, singing, playing music, or writing music
Sense of challenge and accomplishment
- Working the steps with a sponsor
- Crafts like woodworking, origami, knitting
- Outdoor activities like gardening, geocaching, bird watching, star gazing, tracking, plant identification, survival skills, or boating
- Learning something like a foreign language, dancing, magic tricks, mechanical repair, cooking, a musical instrument, or computer programming
- Career goals like getting a new job, starting a business, enrolling in school, or taking classes
Reconnection to one’s body and whole self
- Meditating on breath, sounds, or bodily sensations
- Exercise like walking, hiking, swimming, cycling, yoga, jogging, going to a gym, or playing a sport
If you are in your first week or two off of games, it’s likely that few of these ideas will appeal to you. That’s normal. Until our minds and bodies have some time to heal, we have low interest, energy, and motivation. This list will probably not give you something that you can plug in place of video games and immediately throw yourself into with the same zeal. This list is meant to help us explore new ways of spending our time, meeting our needs, and connecting with people. Find a few that hold some appeal and try taking some small steps in their direction. If you can’t seem to think of anything fun to do except game, you can come back to this list, find the most appealing thing, and just take a couple of little steps in its direction.
Consider setting reminders for yourself or keeping a schedule of your time and new activities. It is important to appreciate the small victories of exercising willpower, regaining motivation, and socializing. It helps to discuss our progress and the challenges we experience with a CGAA sponsor, recovery buddy, personal counselor, or therapist.
Rediscovering What is Fun
It is normal to think that nothing but gaming sounds fun. For most of us, our years of compulsive gaming warped and narrowed our idea of fun. As small children, it meant almost anything new or interesting or social or even mildly rewarding. Years of pulling the dopamine lever with video games changed our concept of fun to require instant gratification, frequent rewards, clear and constant progress, excitement, intense visuals, control, and/or predictability.
Part of recovery is letting our concept of fun expand back outward to a wide world of possible new challenges and experiences, many of which are calm and subtle compared to video games. It takes time to overcome withdrawals and heal from the damage, but the change does happen if we abstain from all gaming long term and focus on new pursuits and improving our lives. This list has many activities that do not meet the old, narrow, warped idea of “fun,” but those of us who persist at exploring them do find many to be gratifying and enjoyable.
Take, for example, a hike up a mountain. To a group of hikers excited to venture into the wilderness with friends and see wildlife and panoramic views from on high, all while getting a great workout, it’s a ton of fun. To someone who is uninterested in hiking, out of shape, and focused on every little unpleasant aspect of it, it’s a torturous death march. It is exactly the same hike in either case. The difference is in the attitude and conditioning.
The same is true with every item of these lists. Whether or not an activity sounds fun or torturous depends entirely upon attitude and conditioning. Every one of them has the potential to be gratifying and enjoyable if we adopt a positive attitude, try to have fun, and persist at it, especially when we involve friends and like-minded people.
Helpful fellowships and resources
While CGAA does not endorse and is not officially connected with the following groups, we believe that friends and family may be able to connect with others and find helpful resources. They can provide guidance on dealing with addiction in general, on healing from its effects, and on how to go about building a recovery fellowship. Meetings are available in many places. Al-Anon, Nar-Anon and CoDA each has its own recovery literature.
The Gamer-Anon fellowship is for parents, spouses, and other family to support each other in dealing with compulsive video gaming within the family.
The Al-Anon fellowship has existed since 1951 for the family and friends of alcoholics. As the oldest and most well attended of the fellowships for family and friends, its members have a wide breadth and depth of experience to share on living with addicts and healing from the ill effects and dysfunctional patterns.
The Nar-Anon fellowship has existed since 1968 for the family and friends of those suffering from addiction.
Co-Dependents Anonymous has existed since 1986 and is a fellowship of men and women whose common purpose is to develop healthy relationships.
Veteran Resource Navigator
The Oregon Department of Veterans’ Affairs (ODVA) has a comprehensive online resource guide (VETERAN RESOURCE NAVIGATOR) available to assist veterans in finding the benefits that are most useful to their unique circumstances at this time.
Use the link below for the Veteran Resource Navigator
https://www.oregon.gov/
USE THIS LINK TO OPEN THE VA WELCOME KIT
Print out your VA Welcome Kit
Whether you’re just getting out of the service or you’ve been a civilian for years now, the VA Welcome Kit can help guide you to the benefits and services you’ve earned.
Based on where you are in life, your VA benefits and services can support you in different ways. Keep your welcome kit handy, so you can turn to it throughout your life—like when it’s time to go to school, get a job, buy a house, get health care, retire, or make plans for your care as you age.
Download your VA Welcome Kit
You are welcome to share this guide with friends or family members who need help with their benefits too. You can print out copies for yourself and others:
Download our guides to VA benefits and services
For Veterans
For family members
Explore VA.gov to learn about your benefits
-
Disability
File a claim for disability compensation for conditions related to your military service, and manage your benefits over time.
-
Health care
Apply for VA health care, find out how to access services, and manage your health and benefits online.
-
Education and training
Apply for and manage your GI Bill and other education benefits to help pay for college and training programs.
-
Housing assistance
Find out if you’re eligible for VA home loan programs to help you buy, build, repair, or keep a home. If you have a service-connected disability, see if you qualify for a housing grant to help you live more independently.
-
Careers and employment
Apply for vocational rehabilitation services, get support for your Veteran-owned small business, and access other career resources.
-
Life insurance
Explore VA life insurance options for Veterans, service members, and families. Manage your policy online, file claims for benefits, and access helpful resources.
-
Pension
Apply for monthly payments for wartime Veterans and survivors with limited or no income who meet certain age and disability requirements.
-
Burials and memorials
Get help planning a burial in a VA national cemetery, order a headstone or other memorial item to honor a Veteran’s service, and apply for survivor and dependent benefits.
-
Records
Apply for a printed Veteran ID card, get your VA benefit letters and medical records, and learn how to apply for a discharge upgrade.
-
Benefits for spouses, dependents, survivors, and family caregivers
Learn about benefits for spouses and dependents of a Veteran or service member, including added support if you’re caring for a Veteran with a service-connected disability.
Other Resources Available to Veterans and Military Service Members
DD214 & Military Records Request:
https://www.archives.gov/veterans/military-service-records
Veteran Resource Navigator site by ODVA:
https://www.oregon.gov/
(Oregon)Military Help Line:
Call 888-457-4838
VA Crisis Line 1-800-273-8255:
Press 1.VA Confidential crisis chat at net or text to 838255
U.S. Department of Veterans Affairs, National Center for PTSD:
Defining Discharge Status:
How to apply for a discharge status upgrade:
https://www.va.gov/discharge-
Oregon Supportive Services for Vets & Families (Housing):
https://caporegon.org/what-we-
Clackamas County VSO’s (Veteran Service Officers):
https://www.clackamas.us/
Portland VA Clinic that can help with homelessness & medical care:
https://www.portland.va.gov/
Portland VA Mental Health Clinic:
https://www.portland.va.gov/
Veterans Crisis Line/ Suicide Prevention:
https://www.
If you are a veteran or family member with specific questions not addressed here, or if you need other direct assistance,
please contact an ODVA Resource Navigator by calling (503) 373-2085 or toll-free at 1-800-692-9666.
Contact ODVA Headquarters
Oregon Department of Veterans' Affairs
700 Summer St NE
Salem, OR 97301
Web: https://www.oregon.gov/odva/Pages/default.aspx
Phone: (800) 692-9666 or (503) 373-2085
Fax: (503) 373-2392
Email:orvetsbenefits@odva.state.or.us
VA now allows veterans in suicidal crisis to go to any VA or non-VA healthcare facility for free emergency healthcare
Veterans in acute suicidal crisis can now go to any VA or non-VA healthcare facility for emergency health care at no cost — including inpatient or crisis residential care for up to 30 days and outpatient care for up to 90 days.
Veterans do not need to be enrolled in VA health care to use this benefit. This expansion will increase access to acute suicide care for up to 9 million veterans who are not currently enrolled in the VA system.
The final policy, which took effect on Jan. 17, allows the VA to:
- Provide, pay for, or reimburse for treatment of eligible individuals’ emergency suicide care, transportation costs, and follow-up care at a VA or non-VA facility for up to 30 days of inpatient care and 90 days of outpatient care.
- Make appropriate referrals for care following the period of emergency suicide care.
- Determine eligibility for other VA services and benefits.
- Refer eligible individuals for appropriate VA programs and benefits following the period of emergency suicide care.
Eligible individuals, regardless of VA enrollment status, are:
- Veterans who were discharged or released from active duty after more than 24 months of active service under conditions other than dishonorable.
- Former members of the armed forces, including reserve service members, who served more than 100 days under a combat exclusion or in support of a contingency operation either directly or by operating an unmanned aerial vehicle from another location who were discharged under conditions other than dishonorable.
- Former members of the armed forces who were the victim of a physical assault of a sexual nature, a battery of a sexual nature, or sexual harassment while serving in the armed forces.
If you or someone you know is struggling: Don’t wait. Reach out. Visit www.va.gov/REACH for resources and information, or call 988 (then press 1) to quickly connect with caring, qualified crisis support 24/7.
Veteran Resource Navigator
The Oregon Department of Veterans’ Affairs (ODVA) has a comprehensive online resource guide (VETERAN RESOURCE NAVIGATOR) available to assist veterans in finding the benefits that are most useful to their unique circumstances at this time.
Use the link below for the Veteran Resource Navigator
https://www.oregon.gov/
USE THIS LINK TO OPEN THE VA WELCOME KIT
Print out your VA Welcome Kit
Whether you’re just getting out of the service or you’ve been a civilian for years now, the VA Welcome Kit can help guide you to the benefits and services you’ve earned.
Based on where you are in life, your VA benefits and services can support you in different ways. Keep your welcome kit handy, so you can turn to it throughout your life—like when it’s time to go to school, get a job, buy a house, get health care, retire, or make plans for your care as you age.
Download your VA Welcome Kit
You are welcome to share this guide with friends or family members who need help with their benefits too. You can print out copies for yourself and others:
Download our guides to VA benefits and services
For Veterans
For family members
Explore VA.gov to learn about your benefits
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Disability
File a claim for disability compensation for conditions related to your military service, and manage your benefits over time.
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Health care
Apply for VA health care, find out how to access services, and manage your health and benefits online.
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Education and training
Apply for and manage your GI Bill and other education benefits to help pay for college and training programs.
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Housing assistance
Find out if you’re eligible for VA home loan programs to help you buy, build, repair, or keep a home. If you have a service-connected disability, see if you qualify for a housing grant to help you live more independently.
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Careers and employment
Apply for vocational rehabilitation services, get support for your Veteran-owned small business, and access other career resources.
-
Life insurance
Explore VA life insurance options for Veterans, service members, and families. Manage your policy online, file claims for benefits, and access helpful resources.
-
Pension
Apply for monthly payments for wartime Veterans and survivors with limited or no income who meet certain age and disability requirements.
-
Burials and memorials
Get help planning a burial in a VA national cemetery, order a headstone or other memorial item to honor a Veteran’s service, and apply for survivor and dependent benefits.
-
Records
Apply for a printed Veteran ID card, get your VA benefit letters and medical records, and learn how to apply for a discharge upgrade.
-
Benefits for spouses, dependents, survivors, and family caregivers
Learn about benefits for spouses and dependents of a Veteran or service member, including added support if you’re caring for a Veteran with a service-connected disability.
Other Resources Available to Veterans and Military Service Members
DD214 & Military Records Request:
https://www.archives.gov/veterans/military-service-records
Veteran Resource Navigator site by ODVA:
https://www.oregon.gov/
(Oregon)Military Help Line:
Call 888-457-4838
VA Crisis Line 1-800-273-8255:
Press 1.VA Confidential crisis chat at net or text to 838255
U.S. Department of Veterans Affairs, National Center for PTSD:
Defining Discharge Status:
How to apply for a discharge status upgrade:
https://www.va.gov/discharge-
Oregon Supportive Services for Vets & Families (Housing):
https://caporegon.org/what-we-
Clackamas County VSO’s (Veteran Service Officers):
https://www.clackamas.us/
Portland VA Clinic that can help with homelessness & medical care:
https://www.portland.va.gov/
Portland VA Mental Health Clinic:
https://www.portland.va.gov/
Veterans Crisis Line/ Suicide Prevention:
https://www.
If you are a veteran or family member with specific questions not addressed here, or if you need other direct assistance,
please contact an ODVA Resource Navigator by calling (503) 373-2085 or toll-free at 1-800-692-9666.
Contact ODVA Headquarters
Oregon Department of Veterans' Affairs
700 Summer St NE
Salem, OR 97301
Web: https://www.oregon.gov/odva/Pages/default.aspx
Phone: (800) 692-9666 or (503) 373-2085
Fax: (503) 373-2392
Email:orvetsbenefits@odva.state.or.us
Refuge Recovery is a practice, a process, a set of tools, a treatment, and a path to healing addiction and the suffering caused by addiction. The main inspiration and guiding philosophy for the Refuge Recovery program are the teachings of Siddhartha (Sid) Gautama, a man who lived in India twenty-five hundred years ago. Sid was a radical psychologist and a spiritual revolutionary. Through his own efforts and practices he came to understand why human beings experience and cause so much suffering. He referred to the root cause of suffering as “uncontrollable thirst or repetitive craving.” This “thirst” tends to arise in relation to pleasure, but it may also arise as a craving for unpleasant experiences to go away, or as an addiction to people, places, things, or experiences. This is the same thirst of the alcoholic, the same craving as the addict, and the same attachment as the codependent.
Eventually, Sid came to understand and experience a way of living that ended all forms of suffering. He did this through a practice and process that includes meditation, wise actions, and compassion. After freeing himself from the suffering caused by craving, he spent the rest of his life teaching others how to live a life of well-being and freedom, a life free from suffering.
Sid became known as the Buddha, and his teachings became known as Buddhism. The Refuge Recovery program has adapted the core teachings of the Buddha as a treatment of addiction.
CLICK HERE FOR MORE ABOUT REFUGE RECOVERY
List of Recovery Meetings Available 7 days a week
Online Via ZOOM Select the Meeting link for ZOOM Address and Passwords
Inspire Support Communities
A place that’s safe for sharing and always free for members
To Open an Inspire Account, Use this link:https://www.inspire.com/
Inspire: The Vital Health Community
Inspire is the vital community of more than two million patients and caregivers —a carefully designed environment where everyone feels comfortable and safe to open up about personal health experiences and share sensitive health information. These genuine connections instill hope and drive greater understanding. Patients and caregivers from around the world discover advice and information they can’t find elsewhere, and by understanding patients’ rich and varied health journeys on Inspire, researchers and health practitioners around the world are advancing treatments and making breakthrough discoveries.
FIND A COMMUNITY OF SUPPORT
Click Here To See Our Support Communities
About the Inspire Community Platform
Create A personal Journal
Your journal belongs to you; you may choose to have your journal entries show up in some, all, or none of your communities. Journal entries are generally longer and can be on any topic.
Join Community Discussions
Discussions belong to the community and are generally shorter than journal entries and are meant to encourage conversations between members. For example, if you wanted to ask for other members’ experiences with a particular treatment, you would post a discussion in the appropriate community. If you wanted to talk about your day, something more personal or off-topic, you would post a journal entry.
Create and Manage A Friends List
Friends are other members whom you may grow to trust and want to share more information with, or with whom you want to exchange private messages. You will be able to post journal entries that only your “friends” can read, and you will be able to send messages to your friends through our site without giving out your email address.
Use Inspire A.I. for quick answers
Inspire AI is a new feature on inspire that uses artificial intelligence to provide quick responses to member questions. The responses are automatically generated. The tool leverages a large language model (LLM), similar to what is used for popular tools such as ChatGPT. When you post on Inspire, you can choose whether you want to receive a response from InspireAI in addition to receiving replies from Inspire members. InspireAI is currently available in select cancer communities.
INSPIRE online community forum
About this Online Tool
Our Inspire communities provide a place for people with similar interests to support and encourage each other 24/7 online. Inspire is the largest provider of health-specific communities. MHA (Mental Health America) staff moderate the online support groups and communities.
Link to INSPIRE.com:
Link to Mental Health America groups on INSPIRE.com:
https://www.inspire.com/groups/mental-health-america/
Browse All Groups on INSPIRE.com:
https://www.inspire.com/groups/
Apps are available to download as well.
About Mental Health America
Mental Health America (MHA) – founded in 1909 – is the nation’s leading community-based nonprofit dedicated to addressing the needs of those living with mental illness and to promoting the overall mental health of all Americans. Our work is driven by our commitment to promote mental health as a critical part of overall wellness, including prevention services for all; early identification and intervention for those at risk; integrated care, services, and supports for those who need it; with recovery as the goal.
https://screening.mhanational.org/content/mental-health-america-inspire
HeyPeers Is a Peer Support Community that. That offers peer support groups, one-to-one coaching, and private chat rooms where you can find meetings and conversations that can help you on your journey.
HeyPeers hosts hundreds of support groups meetings, including offerings from PeerGalaxy:
Some Resources for Families and Communities:
Due to recent tragic events across the country
Racial Stress and Self-care:
Parent Tip Tool
How race-related stress affects you and your relationship with your child
What effect does racism have on your health and well-being?
Not only does racism impact you as a parent, it can also impact how you interact with your children. Experiences of racism build on each other and can chip away at your emotional, physical and spiritual resources as a parent, contributing to race-related stress. Race-related stress can make it hard to have the space needed to take care of yourself as a parent, which reduces the emotional space you need to adequately take care of your children.
Racism can impact parents emotionally, physically and spiritually
Physical Effects
Physical Effects can include increased hypertension, illness and risky behaviors such as substance use.
Emotional Effects
Emotional effects can include depression, anxiety, anger, irritability and aggression.
Spiritual Effects
Spiritual effects can include a decreased sense of purpose, lack of connection with the larger community, isolation from larger social groups and reduced involvement in communal activities that you enjoy.
Potential reactions to racial stress or trauma
Insecure Feelings
Feelings of shame and lack of confidence due to feeling that a situation cannot be changed.
Lack of Trust
Feeling detached or a lack of trust for others due to experiencing multiple losses or letdowns. This can make it very difficult to seek out help and to identify potential safe sources of support.
Triggers
Reminders of the event, such as particular people or situations, can also trigger strong emotional or physical responses (e.g., crying or rapid heartbeat).
Difficulty Controlling Emotions
Difficulty controlling emotional responses (going from “zero to one hundred”) can occur as the body helps you adapt to potentially unsafe situations, making you feel constantly on “alert.”
The body’s response to the experience of racism can make accessing resources to cope with the situation difficult. Race-related stress is unique in that it threatens psychological resources that are needed to cope and fulfill basic needs such as financial support, housing, access to jobs, etc.
When your body is in stress mode, it is geared up to help you and your child survive, which sometimes leads to impulsive decisions. If you live in a chronic state of stress related to racism, you can start to engage in survival coping. Survival coping can help you to deal with very hard or potentially life-threatening situations. However, if you continue to exist in this mode long-term, it can make it difficult to enjoy being in the moment with your child and can reduce your ability to feel safe and in control.
What impact can racial stress have on your parenting?
Experiencing race-related stress can also impact the quality of parenting relationships in the following ways:
Impostor syndrome
When you are exposed to racism repeatedly, you often start doubting yourself and can feel like you are an imposter in dominant culture settings or in settings where you feel as though you do not belong. Your inner thoughts might sound something like: “Am I being judged?” “Am I worthy?” “I got lucky.” “I only got this because I am Black.”
Being overly alert (hypervigilance)
Experiencing racial stress can make you more aware of potential dangers and negative experiences that can occur. This, in turn, can make the experience of parenting even more stressful. When you interact with your children, you can sometimes be reminded of negative race-related experiences that you had when you were a child. This reminder can amp up emotional responses, or hyperarousal, making it hard for you to “keep your cool” and be open to flexible problem solving.
“Helicopter parenting” (monitoring in fear)
These experiences of racism and unwarranted blame or lack of acceptance can make you want to protect your children so much, that you don’t allow them to explore in the way that they need to. You may shelter them from failures, which everyone needs to experience in order to learn how to manage everyday life. You may tend to be overly cautious or suspicious. Examples can include not allowing your children to have sleepovers or go to the park, even with your supervision.
Difficulty regulating emotions
- When your past influences your emotional state, it can affect your emotional responses to both big and minor stressors with children, such as when they misbehave. This, in turn, can lead to being overprotective or overuse of physical discipline, as a means of survival.
- For children, having parents who can keep perspective (stay cool) when children are upset, or misbehaving is very important. Likewise, it is important to stay calm when disciplining a child, otherwise discipline may go overboard. Both of these things can be hard if you are having difficulty controlling your emotions.
Avoidance
- Avoiding situations that are related to racism can be a needed strategy to survive; such as instances that may involve violence or threat to yourself or your family. Sometimes you may avoid reminders of past experiences due to the pain or discomfort they cause.
- If you find yourself avoiding strong feelings or situations with your child that bring up painful memories, it may make it hard to show affection and support for your child. It may even make it difficult to know how to provide emotional support for your child during times of stress. For instance, if your child brings up their own experience of oppression or an event in their life reminds you of something from your own childhood.
Mistrusting others
- Racism can lead to distrust or mistrust of other communities. Internalized racism is when you begin to accept negative messages about your own abilities and inherent worth by the dominant group in society.
- When you use society’s norms to judge yourself, you can feel depressed, unworthy and just not good enough. You are taught in many ways to take these feelings and paint them onto another group.
- Intra and interracial violence, contention among disenfranchised communities or color, and the way the media conveys information about people of color, contribute to this.
- This kind of coping can make you more vulnerable to racism, because on some level you may believe in racial hierarchy and difference when you belittle other groups. And when you show your children that it is right to discriminate against certain other groups, you make them more vulnerable to discrimination that they face.
Minimizing racism
- Racism is overwhelming, as is the history of violence. You are sometimes taught that accepting this and minimizing racism is the only thing you can do. But when you ignore racism, and accept powerlessness, you encourage your kids to internalize racism. This can lead to increased levels of depression, anxiety and externalizing behaviors (e.g., engaging in risky behaviors, such as alcohol or substance use).
- When you believe that you should be able to handle and manage it all without a break or without asking for help, you are at increased risk for health problems and can miss important cues about your well-being and safety.
Self-blame
Experiencing chronically unfair and dangerous discriminatory practices due to race can lead to feelings of low worth. For parents, this can also lead to a questioning of your parenting choices and abilities.
Unbalanced Racial and Ethnic Socialization (RES)
Unbalanced messaging or communication about race and ethnicity occurs when you only promote messages of mistrust, preparation for bias, or only give racial pride messages to your children.
So, what can you do to mitigate racial stress?
As parents, it is important to develop positive identities and share your cultural identities with your children. Positive cultural identity and advocacy are protective factors against racism, which can help to reduce and prevent racial stress.
There are many other ways to cope with stress and everyone has different preferences. Reducing stress can also allow you to model healthy coping strategies for your child. Here are some suggestions with links you can try.
- Build or access a support network
- Incorporate traditions at home
- Get some exercise
- Deep breathing
- Journal
- Limit your media intake
- Counseling/therapy Spirituality
- Podcast
What do we tell our children? How do we reassure them of their own safety?
At The Dougy Center in Portland, Oregon, we’ve provided grief support groups for children, teens, young adults and their parents or adult caregivers since 1982.
Based on our experience, here are some things for adults to keep in mind as you struggle with how to talk with children following tragic events, such as natural disasters, plane crashes, or school shootings.
1. Don’t project your fears onto your children. They take their cues from the adults around them.
You can’t hear the news about children being murdered or communities devastated by natural disasters without thinking about how you’d feel if it happened to your family, friends, or hometown. The outpouring of care and empathy for the families who lost loved ones will be powerful, and…we all know it could have been our friends, our child, our family and community members who died or were injured.
Identifying with the senselessness and randomness makes us all feel more vulnerable. But we should remember that children don’t always see things the same way that adults do, and it won’t be helpful to them for us to fall apart. They need to see that we care, that we feel terrible about this tragedy, and that we will do everything we can to keep them safe. They will take their cues from our behavior.
It’s okay to show emotion. We can model for children that feeling sad, scared, and upset is normal after tragedies. But we don’t want to overwhelm them with our emotions, or put them in the position of having to ‘parent,’ or take care of, the adults around them. Make sure you also model taking care of yourself, by sharing with trusted and supportive adult friends, eating (and drinking) healthfully.
2. Try to limit their access to the recurring news and exposure to the tragedy over and over.
Over-exposure to the graphic and emotional news can be overwhelming for children and can cause unnecessary anxiety and fear. Some children who repeatedly watched the footage of planes crashing into the towers on 9/11 thought it was happening again and again. Some children (and some adults) may have difficulty getting graphic scenes and images out of their minds. Too much exposure can fuel their fear, so don’t let them sit and watch the news over and over. Better yet, set the example of not doing so yourself as well.
3. Understand that you can’t completely shield them from what happened.
It would be next to impossible to hide these events from children, as much as we wish we could. You might be able to shield your own child in your home, for example, by not turning on (or owning) a television, but you can’t protect your children from hearing about it from other kids. The fact is, they will hear about it, so although they don’t “need” to know about it, pretending we can shield them is magical thinking.
That said, you don’t need to give them more information than they can handle, or more than they’re asking for. A simple, “Did they talk about what happened in _____ today at school?” would be a good starter. They need to know that you’re not trying to hide the truth from them, that you’re open to talking about it, but that you’re also not forcing them to do so.
4. Model truth-telling and build trust with your children by letting them hear things, even hard things, from you directly.
Eight days after the 9/11 attacks, I was meeting in small groups with pre-school workers in New York City, talking about how to respond to the young children in their care about the events. A man asked to speak to me privately after one of the trainings, and asked for my advice around his 7-year-old daughter. For the last week, since September 12th, she had been having stomach aches and difficulty sleeping. He said it was not tied to the events of 9/11 because, “We don’t have a television.” As his story unfolded it was evident that he did not want to have to explain to his child why people would do such horrible things, a normal dilemma that we face as parents and adults. This child was experiencing physical reactions, as it turned out, not primarily because of her reaction to the events of 9/11, but because she was unable to share her fears and concerns and questions in her own home, faced with her parents’ denial.
Here are some principles to keep in mind as you talk with children:
1. There is no one typical reaction one can or should expect from children.
Their responses will vary all over the ‘emotional’ map, from seeming disinterest to nightmares, eating issues, and anxiety. How any specific child will respond will depend on their age, previous experience with death and loss, and their personality style. Fearful children will tend to worry; quiet children may keep their feelings to themselves; those who want to appear unfazed may exhibit a sense of bravado or lack of caring. Of course, children directly affected – those who had a family member die; those who witnessed the tragedy; those who had friends die – will tend to have longer-term reactions and needs. Watch for changes in behavior, or concerning trends. While it would be normal to have heightened anxiety and sleeplessness, any concerning behavior or troubling symptoms should be taken seriously, and if warranted, professional help sought.
2. Many children will have an increased sense of fear about their safety.
Understandably. So will many adults. After a shooting at an Oregon mall in December 2012, the news outlets were filled with people who said they’d never take their children there again. Others said they’d return as soon as it opened in order to support the stores and employees who had experienced the traumatic events, and whose livelihoods were going to suffer as a result of the several day closure. Some runners in the Boston Marathon vowed to return; others said they would never do so again.
While we can’t guarantee to our children that nothing bad will ever happen to them, we can provide assurance that these events are relatively rare, and that we will do everything we can to keep them safe. Children may have many questions about the events, particularly about natural disasters. Answer their questions with language that fits their developmental stage. It’s okay if you don’t know the answer to a question. If it’s a question that might have an answer, offer to look up more information. You can also ask children what they think the answer is as they often have thoughts and ideas they want to share with you. In the case of natural disasters, if your child is fearful of something like that happening in your community, talk with them about the safety plan that you have in place for your family and home. You can also look into what community safety measures are in place and whatever elements are relevant with your children. Many children will be reassured knowing that there are specific, tangible things they and your family can do if something occurs. Some examples include, picking a meeting place, keeping flashlights in every bedroom, talking about where you will keep emergency water and food.
3. Children want, need, and deserve the truth.
In over 30 years of providing grief support to thousands of children and teens at The Dougy Center for Grieving Children & Families, we have never heard a child say, “I’m glad I was lied to.” Many, however, struggle with anger and lack of trust toward parents or other adults who lied to them. When we don’t tell the truth, they learn that we cannot be trusted. As difficult as it can be at times, and as horrendous as the truth may be, children want, need, and deserve the truth. Being able to talk openly and honestly with your children about tragic events and other losses, creates a foundation of trust, enabling them to come to you in the future with their questions, fears, and concerns.
Helping Children with Tragic Events in the News
In times of community or world-wide crisis, it’s easy to assume that young children don’t know what’s going on. But one thing’s for sure — children are very sensitive to how their parents feel. They’re keenly aware of the expressions on their parents’ faces and the tone of their voices. Children can sense when their parents are really worried, whether they’re watching the news or talking about it with others. No matter what children know about a “crisis,” it’s especially scary for children to realize that their parents are scared.
Some Scary, Confusing Images
The way that news is presented on television can be quite confusing for a young child. The same video segment may be shown over and over again through the day, as if each showing was a different event. Someone who has died turns up alive and then dies again and again. Children often become very anxious since they don’t understand much about videotape replays, closeups, and camera angles. Any televised danger seems close to home to them because the tragic scenes are taking place on the TV set in their own living room. Children can’t tell the difference between what’s close and what’s far away, what’s real and what’s pretend, or what’s new and what’s re-run.
The younger the children are, the more likely they are to be interested in scenes of close-up faces, particularly if the people are expressing some strong feelings. When there’s tragic news, the images on TV are most often much too graphic and disturbing for young children.
“Who will take care of me?”
In times of crisis, children want to know, “Who will take care of me?” They’re dependent on adults for their survival and security. They’re naturally self-centered. They need to hear very clearly that their parents are doing all they can to take care of them and to keep them safe. They also need to hear that people in the government and other grown-ups they don’t even know are working hard to keep them safe, too.
Helping Children Feel More Secure
Play is one of the important ways young children have of dealing with their concerns. Of course, playing about violent news can be scary and sometimes unsafe, so adults need to be nearby to help redirect that kind of play into nurturing themes, such as a hospital for the wounded or a pretend meal for emergency workers.
When children are scared and anxious, they might become more dependent, clingy, and afraid to go to bed at night. Whining, aggressive behavior, or toilet “accidents” may be their way of asking for more comfort from the important adults in their lives. Little by little, as the adults around them become more confident, hopeful and secure, our children probably will, too.
Turn Off the TV
When there’s something tragic in the news, many parents get concerned about what and how to tell their children. It’s even harder than usual if we’re struggling with our own powerful feelings about what has happened. Adults are sometimes surprised that their own reactions to a televised crisis are so strong, but great loss and devastation in the news often reawaken our own earlier losses and fears – even some we think we might have “forgotten”
It’s easy to allow ourselves to get drawn into watching televised news of a crisis for hours and hours; however, exposing ourselves to so many tragedies can make us feel hopeless, insecure, and even depressed. We help our children and ourselves if we’re able to limit our own television viewing. Our children need us to spend time with them – away from the frightening images on the screen.
Talking and Listening
Even if we wanted to, it would be impossible to give our children all the reasons for such things as war, terrorists, abuse, murders, major fires, hurricanes, and earthquakes. If they ask questions, our best answer may be to ask them, “What do you think happened?” If the answer is “I don’t know,” then the simplest reply might be something like, “I’m sad about the news, and I’m worried. But I love you, and I’m here to care for you.”
If we don’t let children know it’s okay to feel sad and scared, they may think something is wrong with them when they do feel that way. They certainly don’t need to hear all the details of what’s making us sad or scared, but if we can help them accept their own feelings as natural and normal, their feelings will be much more manageable for them.
Angry feelings are part of being human, especially when we feel powerless. One of the most important messages we can give our children is, “It’s okay to be angry, but it’s not okay to hurt ourselves or others.” Besides giving children the right to their anger, we can help them find constructive things to do with their feelings. This way, we’ll be giving them useful tools that will serve them all their life, and help them to become the worlds’ future peacemakers — the world’s future “helpers.”
Helpful Hints
- Do your best to keep the television off, or at least limit how much your child sees of any news event.
- Try to keep yourself calm. Your presence can help your child feel more secure.
- Give your child extra comfort and physical affection, like hugs or snuggling up together with a favorite book. Physical comfort goes a long way towards providing inner security. That closeness can nourish you, too.
- Try to keep regular routines as normal as possible. Children and adults count on their familiar pattern of everyday life.
- Plan something that you and your child enjoy doing together, like taking a walk, going on a picnic, having some quiet time, or doing something silly. It can help to know there are simple things in life that can help us feel better, in good times and in bad.
- Even if children don’t mention what they’ve seen or heard in the news, it can help to ask what they think has happened. If parents don’t bring up the subject, children can be left with their misinterpretations. You may be really surprised at how much your child has heard from others.
- Focus attention on the helpers, like the police, firemen, doctors, nurses, paramedics, and volunteers. It’s reassuring to know there are many caring people who are doing all they can to help others in this world.
- Let your child know if you’re making a donation, going to a town meeting, writing a letter or e-mail of support, or taking some other action. It can help children to know that adults take many different active roles and that we don’t give in to helplessness in times of worldwide crisis.
JOB / CAREER FAIRS, EVENTS, OPENINGS, AND INTERNSHIPS 2024
Peer Support, Recovery & Wellness
NOTE: Information here is provided solely as a courtesy without any guarantees or warranties or liability of any kind whatsoever. Use at your own risk and expense.
If you learn of any opportunities not listed here, please share via social media or email: webmail@peergalaxy.com.
NW Instituto Latino
We are hiring! We are seeking Bilingual Recovery Center Support Staff in Washington County! Please send a cover letter & resume to dmichael@nwilpdx.com
¡Estamos contratando! ¡Estamos buscando un Personal de Apoyo Bilingüe para El Centro de Recuperación en el condado de Washington! Envíe una carta de presentación y un currículum a dmichael@nwilpdx.com
We are hiring! We are seeking Bilingual Recovery Center Support Staff in Washington County! Please send a cover letter & resume to dmichael@nwilpdx.com
Position Description Recovery Center Support Staff
Position Description Mentor Job Description
MHAAO – Mental Health and Addiction Association of Oregon is recruiting for several positions. For more details visit the link below:
Oregon Peer Warmline / CCS – Community Counseling Solutions
Folktime
Multnomah County Crisis Assessment & Treatment Center (CATC)
Lines for Life:
JOB BOARDS
MHACCBO – Mental Health and Addictions Certification Credentialing Board of Oregon
State of Oregon
Partners in Diversity
Indeed.com
* Job Board for Peer Support Specialist positions
* Job Board for Certified Recovery Mentor positions
MAC’S LIST features many nonprofit opportunities
What is Autism?
What you should know
Autism is a severe developmental disorder that affects the way a child sees and interacts with the rest of the world. It limits their ability to interact with others socially, in fact many autism suffers avoid human contact.
Autism is part of a larger group of disorders called pervasive developmental disorders (PDD). More information about autism: Click on each of these links
- Definition of Autism Disorder
- Autism Symptoms
- What Autism is Not!
- What Causes Autism
- Autism Research Information
- Spectrum of Autism Disorders
Autism-Definition
Autism is a developmental disability that comes from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. Males are affected four times as often as females. Children may appear normal until around the age of 30 months.
Click each of these following titles learn more….
Autism Symptoms vary widely in severity, include impairment in social interaction, fixation on inanimate objects, inability to communicate normally, and resistance to changes in daily routine. Characteristic traits include lack of eye contact, repetition of words or phrases, unmotivated tantrums, inability to express needs verbally, and insensitivity to pain.
Behaviors may change over time. Autistic children often have other disorders of brain function; about two thirds are mentally retarded; over one quarter develop seizures.
Autism can be confused with several other disorders which may have similar behaviors. Here is a list of autism like disorders that you should look at.
It remains unclear, but a psychological one has been ruled out. Neurological studies seem to indicate a primary brain dysfunction, and a genetic component is suggested by a pattern of autism in some families. It is largely believed that autism is a genetic disorder that involves several genes related to gene function. However it is unclear to researchers what causes these genes to turn on. Learn more about other causes of autism.
There are many exciting developments in autism research going on at the top universities. They are focusing on inherited autism and autism gene research.
Other Autism Spectrum Disorders
Asperger’s Syndrome – A child with asperger’s disorder has the same common problems as children with autism however they don’t have language development problems of a autistic child.
Pervasive Developmental Disorder and not otherwise specified (PDD-NOS) – This child has autism but doesn’t meet the criteria for high functioning autism.
High-Functioning Autism – This child has autism but has normal learning and cognitive and learning skills. Language development is difficult initially but they become proficient eventually.
FAQ about Autism Special Education and IEP
This is an important list of questions and answers to help you deal with special education issues at your school.
Autism Tips for working with Teachers
This is a great check list of items to be aware of when you work with your child’s teacher and your child’s Individual Education Plan.
Tip: Go to our Autism education discussion boards and post a question with other parents.
ADDITIONAL LINKS TO RESOURCES AND EXPERTISE
National Institutes of Mental Health
Combined Health Information Database
Searchable Directory of Autism Resources
CLICK HERE TO VISIT THE DIRECTORY PAGE
Or Click on the Topic area directly below
Autism NOW Center’s fact sheets on topics of importance to people with autism spectrum disorders and other developmental disabilities are a resource you and your family members, as well as educators, employers, physicians and others, can use to get information in an easy-to-read and understand format. The fact sheets are available in several languages in PDF form which can be printed out for your convenience. See the full list of topics and language choices below.
English:
- Employment
- Future Planning
- Inclusion
- Individualized Education Programs (IEPs)
- Relationships and Sexuality
- Self-Advocacy
- Social Security
Spanish:
- Empleo
- Planear el Futuro
- Inclusión
- Programas Educativos Individualizados (IEP)
- Relaciones y Sexualidad
- Autovaloración
- Seguro Social
Find the resources you need 1-885-828-847
Article Links
Follow this page link for listings of over 800 articles and resources
https://autismnow.org/resources/
Interagency Autism Coordination Committee
About Autism
Autism spectrum disorder (ASD) is a developmental disability that is estimated to affect about 1 in 36 children and approximately 2.21% of adults. Autism affects the way a person experiences the world and can result in significant challenges in social communication and interaction, as well as repetitive behaviors and unusual or intense interests.
People on the autism spectrum often have a strong preference for routines and predictability, and some are challenged in adapting to change. Many people on the autism spectrum experience sensory differences, including high or low sensitivity to sounds, light, textures, tastes, and physical touch. Some have accompanying language and/or intellectual disabilities, and some may be intellectually gifted or possess other unique abilities, talents, or strengths.
ASD can be diagnosed at any age, but differences generally appear in the first two years of life. ASD is known as a “spectrum” condition because it encompasses a wide variation in the type, combination, and severity of disabilities, as a well as a range of unique abilities and strengths, many of which can change over the course of a person’s lifespan. The type and intensity of supports and services that a child or adult on the autism spectrum may require, ranging from minimal to intensive, will vary depending on their unique needs.
With appropriate supports and an environment that promotes inclusion, acceptance, and empowerment, people on the autism spectrum can fully participate in community life and achieve their full potential.
This page includes resources that provide general information about autism.
Websites and Programs
- National Institute of Mental Health (NIMH)
- Autism Spectrum Disorder NIMH supports research and clinical trials investigating the underlying basis of autism, new approaches to screening, effective interventions, and other topics related to ASD. This NIMH page describes signs of autism, underlying biology, diagnosis, and interventions.
- Autistic Self Advocacy Network
The Autistic Self Advocacy Network was created by autistic people and for autistic people. This page provides an overview of typical characteristics of autism.
Toolkits and Guides
- Centers for Disease Control and Prevention (CDC)’s National Center on Birth Defects and Developmental Disabilities (NCBDDD)
- Learn the Signs. Act Early This course teaches parents about developmental milestones and what to do if they are concerned about their child’s development.
- Autism Speaks
This tool kit provides families of children ages four and under with guidance on how to access services the first 100 days after an autism diagnosis.
Reports
March 2020
This report from provides an overview of 2016 data collected by the Autism and Developmental Disabilities Monitoring (ADDM) Network and Early ADDM. ADDM provides estimates of the prevalence of ASD among 8-year-old children. Early ADDM estimates ASD prevalence and monitors early identification of 4-year-old children. Full findings of the data on 8-year-old and 4-year-old children are available.
March 2020
The CDC released their first estimate of the prevalence of autism in adults based on 2017 data. They estimated that 2.21 percent of adults in the United States have ASD.
Videos
April 24, 2019
NIMH Director Joshua Gordon, M.D., Ph.D. interviews Ann Wagner, Ph.D., National Autism Coordinator, and Lisa Gilotty, Ph.D., program chief of NIMH’s chief of NIMH’s Research Program on Autism Spectrum Disorders, to discuss advances on the study of autism in adulthood.
Federal Departments and Agencies
This list includes federal departments and agencies that provide funding, programs, and support for issues related to autism and other developmental disabilities.
- U.S. Department of Defense (DOD)
- Congressionally Directed Medical Research Programs (CDMRP) The CDMRP provides funding for high impact, high risk, and high gains projects. These projects include the Autism Research Program.
- TRICARE TRICARE is the military’s health benefits program that provides coverage for healthcare and services for service member family members, including those with disabilities. TRICARE covers a variety of services for beneficiaries with ASD, such as occupational and physical therapy. TRICARE also covers Applied Behavioral Analysis (ABA) through the TRICARE Comprehensive Autism Care Demonstration (Autism Care Demo).
- U.S. Department of Education (ED)
- Office of Special Education and Rehabilitative Services (OSERS) OSERS supports programs that serve millions of children, youth and adults with disabilities. These programs include school-based services and pre-employment services. The IDEA website provides resources and information on the Individuals with Disabilities Education Act, which guarantees every child the right to a free appropriate public education (FAPE).
- The Institute of Education Sciences (IES) IES is the statistics, research, and evaluation arm of the U.S. Department of Education. Their mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public. IES supports research on education for children with disabilities.
- The Rehabilitation Services Administration (RSA) RSA provides leadership and resources to assist state and other agencies in providing vocational rehabilitation and other services to individuals with disabilities to maximize their employment, independence, and integration into the community and the competitive labor market.
- U.S. Department of Health and Human Services (HHS)
- Autism Information HHS’ mission is to enhance the health and well-being of all Americans by providing essential health and human services and fostering advances in science, medicine, and social services. This page provides a general overview of autism, including signs, screening and diagnosis, and more.
- Administration for Children and Families (ACF)
- Autism Awareness and Acceptance in Early Childhood Education ACF promotes the economic and social well-being of children, families, individuals, and communities. This page highlights the role of early care and education providers and the services that are available to children with ASD under the Individuals with Disabilities Education Act (IDEA).
- Birth to 5: Watch Me Thrive! Birth to 5: Watch Me Thrive! is a coordinated federal effort to encourage healthy child development, universal developmental and behavioral screening for children, and support for the families and providers who care for them. This page includes guides tailored towards early care and education providers, service providers, families, and more.
- Administration for Community Living (ACL)
- National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) The National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR) at ACL strives to support people with disabilities in their chosen community by investing in research related to inclusion and accommodations.
- Agency for Healthcare Research and Quality (AHRQ)
- Center for Evidence and Practice Improvement (CEPI) AHRQ is charged with improving the safety and quality of America’s healthcare system through research, tools and training, and data. This center’s mission is to conduct and support research that can improve the quality of health care patients receive and ultimately help patients and clinicians make health care decisions based on evidence about what works best. They operate the National Center for Excellence in Primary Care Research.
- Office of Extramural Research, Education, and Priority Populations (OEREP) OEREP directs the scientific review process for grants and contracts, manages Agency research training programs, evaluates the scientific contribution of proposed and ongoing research and demonstrations, and supports and conducts health services research on priority populations.
- Centers for Disease Control and Prevention (CDC)
- Autism Spectrum Disorder The CDC is responsible for tracking the prevalence rate of autism and strives to identify autism as early as possible. This page highlights this work and their Learn The Signs. Act Early. program, which helps parents track their child’s developmental milestones.
- Centers for Medicare and Medicaid Services (CMS)
- Autism Services CMS administers the Medicare program and works with state governors to administer Medicaid, the Children’s Health Insurance Program (CHIP), and health insurance policy standards. Autism services and supports are available through Medicaid.
- Home and Community-Based Services (HCBS) HCBS waivers allow participating states to deliver services to people in their community rather than in an institutionalized setting. This page includes information about the programs that are covered by HSBS waivers.
- Health Resources and Services Administration (HRSA)
- Autism The Maternal and Child Health Bureau at HRSA works to improve the well-being of mothers, children, and families. They address autism through education, early detection, and intervention. Their efforts include training for professionals, improving access to services, and promoting interdisciplinary research on effective interventions.
- Indian Health Service (IHS)
- Autism IHS provides federal health services to American Indians and Alaska Natives (AI/AN). This page highlights their autism initiatives.
- National Institutes of Health (NIH)
- The National Institutes of Health (NIH) is the nation’s medical research agency — making important discoveries that improve health and save lives.
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Autism Spectrum Disorder NICHD researches what causes autism, how to recognize the signs, and intervention approaches. This page gives an overview of ASD.
- National Human Genome Research Institute (NHGRI)
- About Autism NHGRI focuses on advances in genomics research. This page describes the role of genetics in autism.
- National Institute of Dental and Craniofacial Research (NICDR)
- Developmental Disabilities and Oral Health NICDR strives to improve dental, oral, and craniofacial health by supporting research. This page provides an overview of challenges to oral hygiene that people with autism and other developmental disabilities may experience and provides tips for caregivers and dental professionals.
- National Institute of Environmental Health Sciences (NIEHS)
- Autism NIEHS studies environmental factors thought to contribute to the development of autism. This page provides an overview of these factors and describes large-scale studies.
- National Institute of Mental Health (NIMH)
- Autism Spectrum Disorder NIMH strives to understand the underlying basis of autism and conducts clinical trials for new screening approaches and interventions. This page describes signs and characteristics of autism, underlying causes, diagnosis, and interventions.
- NDA The National Data Archive (NDA) is an NIMH-funded data repository that aims to accelerate progress on mental health disorder research through data sharing, data harmonization, and the reporting of research results. The NDA contains a large set of de-identified human subjects data from studies on autism, as well as other resources, that are available to qualified researchers for the purpose of advancing autism research.
- National Institute of Neurological Disorders and Stroke (NINDS)
- Autism Spectrum Disorder NINDS conducts research to better understand the neurological basis of autism and to improve early identification and interventions. This page provides an overview of autism.
- National Institute on Deafness and Other Communication Disorders (NIDCD)
- Communication Problems in Children with Autism Spectrum Disorder NIDCD conducts research on the basic science of autism and tests behavioral therapies. This page explains how ASD can affect communication and describes interventions that help improve communication skills.
- U.S. National Library of Medicine (NLM) MedlinePlus
- Autism Spectrum Disorder The NLM provides an overview of autism as well as resources such as health tools, statistics and research, and information on clinical trials.
- Substance Abuse and Mental Health Services (SAMHSA)
- About SAMHSA SAMHSA leads public health efforts to advance the behavioral health of the nation through reducing the impact of substance abuse and mental illness.
- U.S. Food and Drug Administration (FDA)
- About FDA The FDA is responsible for ensuring the safety, efficacy, and security of drugs, biological products, and medical devices; and for ensuring the safety of our nation’s food supply, cosmetics, and products that emit radiation.
- U.S. Department of Housing and Urban Development (HUD)
- Office of Fair Housing/Equal Opportunity (FHEO) FHEO works to eliminate housing discrimination, promote economic opportunity, and achieve diverse, inclusive communities. FHEO enforces and develops federal fair housing policies and laws.
- Office of Housing The Office of Housing operates the Federal Housing Administration (FHA) to provide mortgage insurance, manages HUD’s rental assistance programs for low and very low income households, and supports programs that provide housing for the elderly (Section 202) and people with disabilities (Section 811).
- Office of Public and Indian Housing (PIH) PIH’s mission is to ensure safe, decent and affordable housing; create opportunities for residents’ self-sufficiency and economic independence; and to assure the fiscal integrity of program participants. Individuals can check out their local Public Housing Agency (PHA) to find affordable housing near them.
- U.S. Department of the Interior (DOI)
- U.S. Environmental Protection Agency (EPA) The EPA works to ensure that Americans have clean air, land, and water; they also work to reduce environmental risks and enforce laws and policies that protect health and the environment. This page highlights how people can keep themselves and their families safe from environmental hazards.
- U.S. Department of Justice (DOJ)
- Bureau of Justice Assistance (BJA) BJA provides grants, training and technical assistance, and policy development services to state, local, and tribal governments in order to build safer communities. BJA administers programs related to safety for people with disability.
- U.S. Department of Labor (DOL)
- Office of Disability Employment Policy (ODEP) ODEP’s mission is to develop and influence policies and practices that increase the number and quality of employment opportunities for people with disabilities. Their Autism page includes a listing of programs that support employers, job seekers on the autism spectrum, service providers, and policy makers.
- U.S. Department of State
- U.S. Agency for International Development (USAID)
- Disability Programming USAID promotes the inclusion of people with disabilities across all USAID-funded work. USAID’s Disability Program Fund has supported more than 150 programs and activities in 65 countries. Program areas include democracy, human rights, and governance; economic growth and trade; and education; among others.
- Disability Rights, Physical Rehabilitation, and Assistive Technologies USAID’s Bureau for Development, Democracy, and Innovation (DDI) supports efforts to include marginalized people, such as those with disabilities, in every aspect of society. This includes their commitment to supporting disability rights in other nations. USAID is also committed to improving access to physical rehabilitation services and assistive technology. This page describes their programs that support these efforts.
- U.S. Agency for International Development (USAID)
- U.S. Department of Transportation (DOT)
- Federal Transit Administration (FTA) The FTA provides financial and technical assistance to local public transit systems, such as buses and subways. Their Office of Civil Rights works to ensure public transit providers comply with all nondiscrimination requirements. The FTA also supports the National Center for Mobility Management.
- U.S. Department of Veterans Affairs (VA)
- Office of Research and Development (ORD) The VA supports a variety of research to enhance the well-being of Veterans and the nation. ORD invests in basic science, rehabilitation, clinical, and health services research. Past research has included the neurobiology of autism.
Independent Agencies
- National Council on Disability (NCD)
- Meetings and Events The NCD is an independent federal agency that advises the President, Congress, and other federal agencies on policies, programs, practices, and procedures that affect people with disabilities. Their meetings are open to the public.
- Resources This page includes information on disability rights and links to resources and services on education, employment, financial assistance and incentives, health care, housing, and more.
- National Science Foundation (NSF)
- About NSF The NSF is an independent federal agency that supports fundamental research and education in all non-medical fields of science and engineering.
- Social Security Administration (SSA)
- Disability Benefits The Social Security and Supplemental Security Income (SSI) disability programs provide assistance to people with disabilities. This page explains these benefits and the application process.
- Spotlight on Achieving a Better Life Experience (ABLE) Accounts Achieving a Better Life Experience Act (ABLE) allows individuals with disabilities to make tax-free saving accounts to cover qualified disability expenses. Individuals can save up to $100,000 without counting against their Supplemental Security Income (SSI) eligibility.
Transition from youth to adulthood
Websites and Programs
- U.S. Department of Education
- National Technical Assistance Center on Transition NTACT assists education agencies and vocational rehabilitation services in implementing evidence-based practices to ensure students with disabilities are prepared for postsecondary education and employment. Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Rehabilitation Services Administration (RSA).
- Association of University Centers on Disabilities
- UCEDD/LEND Interdisciplinary & Interagency Transition Activities, Programs, or Projects The Association of University Centers on Disabilities (AUCD) is a membership organization that supports and promotes a national network of university-based interdisciplinary programs on disabilities. They offer some resources related to transition on their website and refer to information about transition at member organizations.
Toolkits and Guides
- U.S. Department of Education’s Office of Special Education and Rehabilitation Services
- A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities This guide addresses transition planning, transition services and requirements, postsecondary education and employment options, and the importance of supporting decisions made by students and youth with disabilities.
- Autistic Self Advocacy Network
ASAN partnered with the Family Network on Disabilities to produce this guide, which prepares transition age youth for adulthood. The first half provides information on preparing for transition and the second half gives in-depth information on post-secondary education, employment, housing and independent living, and healthcare.
Reports
March 22, 2018
This report examines guardianship and makes recommendations for its use. Recommendations are based on disability law and policy, how people with disabilities are treated in the legal system, alternatives to guardianship, and the Americans with Disabilities Act (ADA).
March 13, 2019
This report describes the demographics, disability, education, and health characteristics of teens and young adults ages 12-23 on the autism spectrum.
Research Articles
- Roux AM, Rast JE, Garfield T, Anderson KA, Shattuck PT. Prevalence and Correlates of Work Experiences Among High School Students on the Autism Spectrum. Intellect Dev Disabil. 2020 Aug 1;58(4):273-287. doi: 10.1352/1934-9556-58.4.273. PMID: 32750712.
- Schall C, Sima AP, Avellone L, Wehman P, McDonough J, Brown A. The Effect of Business Internships Model and Employment on Enhancing the Independence of Young Adults With Significant Impact From Autism. Intellect Dev Disabil. 2020 Aug 1;58(4):301-313. doi: 10.1352/1934-9556-58.4.301. PMID: 32750714.
Videos
March 23, 2020
This webinar provided information about supports and resources to improve access to competitive, integrated employment for youth and young adults on the autism spectrum and enhance their career pathways.
Employment
National data has shown that many autistic adults are unemployed or underemployed, even when compared to people with other disabilities and in spite of having needed skills and abilities for the workplace. Researchers and policy makers have worked to develop programs that can increase opportunities for employment and improve employment outcomes. This includes job training and recruitment programs, as well as supports for employees and employers to increase retention and success in the workplace. This page provides information related to employment for people with autism and other disabilities.
Websites and Programs
- U.S. Department of Labor’s Office of Disability Employment Policy
- Job Accommodation Network (JAN) The Job Accommodation Network provides free, expert, and confidential guidance on workplace accommodations and employment issues. This resource includes information for employers, individuals seeking employment, and others.
- The Arc
This program helps public and private sectors recruit, hire, train, and retain job seekers with intellectual and developmental disabilities.
Toolkits and Guides
- U.S. Department of Education’s Office of Special Education and Rehabilitation Services
- A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities This guide is part of OSERS’s efforts to ensure that all students and youth with disabilities are able to succeed in the workforce. This guide addresses transition planning, transition services and requirements, postsecondary education and employment options, and the importance of supporting decisions made by students and youth with disabilities.
This plain language toolkit explains the existing policies that help people with disabilities people find and keep good jobs, and solve employment problems.
Reports
October 9, 2018
Of the 74 state vocational rehabilitation (VR) agencies that responded to GAO’s survey, most reported expanding services to help students with disabilities transition from school to work as required under the Workforce Innovation and Opportunity Act (WIOA), enacted in July 2014. Most state agencies reported serving more students and providing work-based learning experiences and other activities.
May 12, 2020
Researchers analyzed Rehabilitation Services Administration data to determine the association of vocational rehabilitation services with employment outcomes for students ages 16-21. Students with autism were less likely to receive job-related services less than comparison groups.
Research Articles
- Anderson C, Butt C, Sarsony C. Young Adults on the Autism Spectrum and Early Employment-Related Experiences: Aspirations and Obstacles. J Autism Dev Disord. 2020 Apr 30. doi: 10.1007/s10803-020-04513-4. Online ahead of print. PMID: 32356082
- Rast JE, Roux AM, Shattuck PT. Use of Vocational Rehabilitation Supports for Postsecondary Education Among Transition-Age Youth on the Autism Spectrum. J Autism Dev Disord. 2020 Jun;50(6):2164-2173. doi: 10.1007/s10803-019-03972-8. PMID: 30848406
Videos
March 23, 2020
In this webinar, Scott Michael Robertson Ph.D. provides information about government supports and resources that help youth and young adults with autism access competitive, integrated employment and enhance their careers. Full Transition Aged Youth Webinar Series.
Housing
Housing plays an important role in ensuring the well being of people on the autism spectrum and helping them integrate into the community. Some people can live independently with minimal or no supports, while others require high levels of support. There is a variety of federal and private resources that can enable people to live in settings that best fit their needs. This page provides information about models of housing for people with disabilities and resources and programs related to disability housing.
Websites and Programs
- Medicaid.Gov
- Home & Community Based Services This page provides information on Home and Community-Based Services (HCBS) regulations. The page includes a training series for stakeholders, transition plans for individual states, technical assistance, and more. The Final Regulation page provides an overview of rules and regulations states must follow when providing HCBS under Medicaid.
- The Arc
- Housing Overview This page provides an overview of housing issues that people with intellectual and developmental disabilities (I/DD) encounter as well the Arc’s advocacy efforts. The page also describes key federal housing initiatives that enable people with I/DD to live in the community and links to additional resources.
Toolkits and Guides
- U.S. Department of Housing and Urban Development (HUD)
- Guidance on Treatment of ABLE Accounts in HUD-Assisted Programs This document provides guidance on how housing providers should treat ABLE accounts.
This handbook is designed to help people with disabilities find and use resources that promote independent living. It includes information on support services and waivers, housing, employment, and community resources. This handbook was created in partnership with Autism NOW Center.
Reports
May 24, 2019
This report that examines occurrences of institutionalization of people with disabilities, as well as thwarted threats of institutionalization, during hurricanes and the California wildfires in 2017 and 2018. The NCD found that people with disabilities are frequently institutionalized during and after disasters due to conflicting federal guidance; a lack of equal access to emergency and disaster-related programs and services; and a lack of compliance with federal law.
June 2018
The Residential Information Systems Project (RISP) studies trends in residential service settings, funding, and expenditures for people with intellectual and developmental disabilities in the United States. The most recent report uses data through Fiscal Year 2016.
Research Articles
- Crompton CJ, Michael C, Dawson M, Sue Fletcher-Watson S. Residential Care for Older Autistic Adults: Insights from Three Multiexpert Summits. Autism in Adulthood. 2020 Jun 10. 121-127. doi:10.1089/aut.2019.0080
- Oliver S, Gosden-Kaye EZ, Winkler D, Douglas JM. The outcomes of individualized housing for people with disability and complex needs: a scoping review. Disability and Rehabilitation. 2020 Jul 09. doi: 10.1080/09638288.2020.1785023
Videos
July 23, 2019
This workshop focused on the housing needs of people on the autism spectrum and included examples of various housing models. Meeting details.
July 26, 2017
JaLynn Prince, Adrienne McBride, and Desiree Kameka present Madison House Autism Foundation’s Autism After 21 initiative. Madison House aims to raise awareness of the abilities of and issues facing adults with autism. They also promote housing options for adults with autism and other I/DD through the Autism Housing Network. Meeting details.
For Service Providers and Public Services
Unlocking Potential: Innovative Library Programs Enhancing the Lives of Autistic Individuals
http://librarysciencedegreesonline.org/libraries-and-autism/
Making Entertainment and Public Spaces More Autistim-Friendly
https://happiful.com/making-entertainment-and-public-spaces-more-autistic-friendly
USE THIS LINK TO OPEN THE VA WELCOME KIT
Print out your VA Welcome Kit
Whether you’re just getting out of the service or you’ve been a civilian for years now, the VA Welcome Kit can help guide you to the benefits and services you’ve earned.
Based on where you are in life, your VA benefits and services can support you in different ways. Keep your welcome kit handy, so you can turn to it throughout your life—like when it’s time to go to school, get a job, buy a house, get health care, retire, or make plans for your care as you age.
Explore VA.gov to learn about your benefits
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Disability
File a claim for disability compensation for conditions related to your military service, and manage your benefits over time.
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Health care
Apply for VA health care, find out how to access services, and manage your health and benefits online.
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Education and training
Apply for and manage your GI Bill and other education benefits to help pay for college and training programs.
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Housing assistance
Find out if you’re eligible for VA home loan programs to help you buy, build, repair, or keep a home. If you have a service-connected disability, see if you qualify for a housing grant to help you live more independently.
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Careers and employment
Apply for vocational rehabilitation services, get support for your Veteran-owned small business, and access other career resources.
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Life insurance
Explore VA life insurance options for Veterans, service members, and families. Manage your policy online, file claims for benefits, and access helpful resources.
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Pension
Apply for monthly payments for wartime Veterans and survivors with limited or no income who meet certain age and disability requirements.
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Burials and memorials
Get help planning a burial in a VA national cemetery, order a headstone or other memorial item to honor a Veteran’s service, and apply for survivor and dependent benefits.
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Records
Apply for a printed Veteran ID card, get your VA benefit letters and medical records, and learn how to apply for a discharge upgrade.
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Benefits for spouses, dependents, survivors, and family caregivers
Learn about benefits for spouses and dependents of a Veteran or service member, including added support if you’re caring for a Veteran with a service-connected disability.
LOCATE SERVICES IN OREGON
Veteran Resource Navigator
The Oregon Department of Veterans Affairs (ODVA) has a comprehensive online resource guide (VETERAN RESOURCE NAVIGATOR) available to assist veterans in finding the benefits that are most useful to their unique circumstances at this time.
Use the link below for the Veteran Resource Navigator
https://www.oregon.gov/
Veteran Services by County
Click on the link blow for interactive map access resources in your county in Oregon.
COVID-19 ALERT – Due to COVID-19 many County Offices are limiting in-person services and are providing services by phone. Please call your County Veteran Service Office before going in to confirm how they can best serve you during this time.
Other Resources Available to Veterans and Military Service Members
DD214 & Military Records Request:
https://www.archives.gov/veterans/military-service-records
Veteran Resource Navigator site by ODVA:
https://www.oregon.gov/
(Oregon)Military Help Line:
Call 888-457-4838
VA Crisis Line 1-800-273-8255:
Press 1.VA Confidential crisis chat at net or text to 838255
U.S. Department of Veterans Affairs, National Center for PTSD:
Defining Discharge Status:
How to apply for a discharge status upgrade:
https://www.va.gov/discharge-
Oregon Supportive Services for Vets & Families (Housing):
https://caporegon.org/what-we-
Clackamas County VSO’s (Veteran Service Officers):
https://www.clackamas.us/
Portland VA Clinic that can help with homelessness & medical care:
https://www.portland.va.gov/
Portland VA Mental Health Clinic:
https://www.portland.va.gov/
Veterans Crisis Line/ Suicide Prevention:
https://www.
If you are a veteran or family member with specific questions not addressed here, or if you need other direct assistance,
please contact an ODVA Resource Navigator by calling (503) 373-2085 or toll-free at 1-800-692-9666.
Contact ODVA Headquarters
Oregon Department of Veterans' Affairs
700 Summer St NE
Salem, OR 97301
Web: https://www.oregon.gov/odva/Pages/default.aspx
Phone: (800) 692-9666 or (503) 373-2085
Fax: (503) 373-2392
Email:orvetsbenefits@odva.state.or.us
Web Resources
Oregon Health Plan – Enrollment Page
https://www.oregon.gov/oha/
SAMHSA Treatment Locator
VA National Center on PTSD
VA Healthcare – Community Care network
https://www.va.gov/
VA’s Center for Women Veterans (CWV)
Minority Veterans of America
Vet Centers:
Community Based Outpatient Clinics:
Morrow County VA Telehealth Clinic (Boardman OR)
Wallowa County VA Telehealth Clinic (Enterprise OR)
Eugene VA Downtown Clinic
Community Resource and Referral Center (CRRC)
Additional Resources By Phone:
Veterans Crisis Line: 800-273-8255, Press 1
Women Veterans Hotline: 855-829-663
Vet Center Call Center: 877-WAR-VETS (927-8387)
U.S. Department of Veterans Affairs (VA) Caregiver Support Line: 855-260-3274
Lines for Life Military Help Line: Call 1-888-457-4838
Senior Loneliness Line: Call 503-200-1633
The Trevor Project: 866-488-7386
PEER SUPPORT AND PEER TRAINING
This self-screen can help you find out if your feelings and behaviors may be related to PTSD.
Only a trained provider can diagnose PTSD. Your responses here are private and secure—they are not collected or shared. You may take a screenshot or print this screen to share with a provider.
Do not take the self-screen for someone else. If you are concerned that someone you care about might have PTSD, please share this screen with them instead.
PTSD Information Voice Mail: (802) 296-6300
Email: ncptsd@va.gov
Also see: VA Mental Health
GAMBLERS ANONYMOUS is a fellowship of men and women who share their experience, strength and hope with each other that they may solve their common problem and help others to recover from a gambling problem.
The only requirement for membership is a desire to stop gambling.
There are no dues or fees for Gamblers Anonymous membership; we are self-supporting through our own contributions. Gamblers Anonymous is not allied with any sect, denomination, politics, organization or institution; does not wish to engage in any controversy; neither endorses nor opposes any cause. Our primary purpose is to stop gambling and to help other compulsive gamblers do the same.”
From the Gamblers Anonymous Website:
Types of Meetings
Closed Meeting:
Only those with a gambling problem, or those who think they may have a gambling problem, and have a desire to stop gambling, may attend and participate.
Modified Closed Meeting:
Same as a “Closed Meeting” but the members would vote to include certain groups such as health professionals, guests attending with first time members, and persons with other addictions in need of a meeting
Open Meeting:
Spouses, family, and friends of the gambler are welcome
to attend and observe the meeting.
Chat:
https://m2.icarol.com/ConsumerRegistration.aspx?org=66046&pid=454&cc=en-US
Gamblers Anonymous:
http://www.gamblersanonymous.org/ga/locations/zip/table/0/na/na/na/21401/50?#gmap-nodemap-gmap0
National GA Telephone Meetings
Day and Time
Call-in Number and Meeting Code
Contact Email
Sunday 6pm PT
1-712-770-5338 code 836083 #
Sunday9pmHelp@gmail.com
Monday 6pm PT
1-712-770-4925 code 554671 #
Monday9pmHelp@gmail.com
Tuesday 6pm PT
1-712-770-4943 code 253824 #
Tuesday9pmHelp@gmail.com
Wednesday 6pm PT
1-712-770-4160 code 611704 #
Wednesday9pmHelp@gmail.com
Thursday 6pm PT
1-712-770-4981 code 872853 #
Thursday9pmHelp@gmail.com
Friday Noon PT
1-712-770-4979 code 703758 #
Friday3pmHelp@gmail.com (TBD)
Friday 6pm PT
1-712-770-4996 code 595094 #
Friday9pmHelp@gmail.com
Saturday 6pm PT
1-712-770-5335 code 491301 #
Saturday9pmHelp@gmail.com
Gamblers Anonymous 12-Steps Virtual Online Support Groups in California:
https://gasteps.org/virtual-meeting-directory
Gamblers Anonymous Support Groups in Oregon:
http://www.gamblersanonymous.org/ga/locations/state/table/OR/na/na/na/na/10?#gmap-nodemap-gmap0
Gamblers Anonymous Hotlines Website:
http://www.gamblersanonymous.org/ga/hotlines
Oregon Toll-Free Hotline Number:
1-855-2CALLGA (855-222-5542)
Gam-Anon for Family and Friends Website:
http://www.gam-anon.org/
http://www.gamblersanonymous.org/ga/content/gam-anon-help-family-friends
Find an AA Meeting In Oregon
Meetings in Spanish – Hearing Impaired Meetings – Online & In-Person – Hot Lines – Phone Apps
Looking for a local AA meeting?
Meeting lists are provided by local Districts, Intergroups and Central Offices.
You can use the district map page to find the District you’re interested in and then visit the meeting list and/or website for that district. If a District has no website, the nearest Intergroup or Central Office may be listed.
Hotline phone numbers listed below may also help.
If interested, you can download the meeting guide app from following the links below.
District Websites With Meeting Lists
Link:
https://www.aa-oregon.org/find-meetings/#districtlinks
Click the link above for the List of Oregon AA Districts with AA Meetings and Hotlines plus Phone Apps.
AA Portland Districts map page.
For a detailed view of Districts in the Portland area, visit the map page.
Link:
https://www.aa-oregon.org/portland-districts/
NOTE: Districts, Intergroups and Central Offices are independent service entities; Oregon Area 58 is not responsible for the content of their web sites.
Higher resolution maps of the District boundaries in Portland and in Oregon are also available for download.
District Websites
Hotlines
Tel: (971) 601-9220 Astoria / Seaside
Tel: (503) 739-4856 Tillamook
Link: Website & meeting list
~~~
District 2
Depoe Bay, Lincoln City, Newport, Siletz, South Beach, Toledo and Waldport
24-Hour Hotline
Tel: (541) 265-1953
Para Preguntas Llamar:
Tel: (541) 574-7842
Link: Website & meeting list
~~~
District 3
Arlington, Boardman, Condon, Fossil, Hepper, Hermiston, Ione, Mission, Pendleton and Pilot Rock
Hotline
Tel: (800) 410-5953
Link: Website & meeting list
~~~
Districts 4 & 28
Salem, Dallas
Hotline
Tel: (503) 399-0599
Link: Website & meeting list
~~~
District 5
Bend, Burns, Chemult, Culver, John Day, La Pine, Madras, Metolius, Mt. Vernon, Prineville, Redmond, Sisters, Sunriver, Terrabonne, Tumalo, and Warm Springs
24-Hour Hotline:
Tel: (541) 548-0440
Link: Website & meetings list
~~~
District 6
Emerald Valley Intergroup:
Eugene, Alvadore, Cottage Grove, Creswell, Junction City, Lowell, Springfield, Veneta
24-Hour Hotline:
Tel: (541) 342-4113
Link: Website & meetings list
~~~
District 7
Josephine County Intergroup & Central Office
24-Hour Hotline:
Tel: (541) 474-0782
Link: Website & meeting list
District 8
Coos Bay, Florence, Gardiner, Lakeside, Mapleton, North Bend, Reedsport
24-Hour Hotline:
Tel: (541) 269-3265
Link: Website & meeting list
District 9
Northwest/Downtown Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 10
Beaverton, Portland, Tigard
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 11
Gresham & East County
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 12
Eastside Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Meeting schedule (on Portland Intergroup web site)
District 13
Roseburg, Canyonville, Drain, Glendale, Riddle
24-Hour Hotline:
Tel: (541) 673-7552
Link: Website & meeting list
District 14
Bingen/White Salmon WA, Carson WA, Goldendale WA, Hood River, Maupin, Moro, Odell, Parkdale, Stevenson WA, The Dalles, Tygh Valley
24-Hour Hotline:
Tel: (833) 423-3683 = (833-HAD-ENUF)
Link: Website & meeting list
District 15
Clackamas, Milwaukie, West Linn
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list
District 16
Applegate, Ashland, Butte Falls, Central Point,
Eagle Point, Gold Hill, Jacksonville, Medford,
Phoenix, Prospect, Rogue River, Ruch, Talent,
& White City
24-Hour Hotline:
Tel: (541) 773-4848
Link: Website & meeting list
District 17
Klamath & Lake Counties
24-Hour Hotline:
Tel: (541) 883-4970
Link: Website & meeting list
District 18
Clatskanie, Ranier, St. Helens, Scappoose, Vernonia
24-hour Hotline:
Tel: (503) 366-0667 Columbia County
Link: Website & meeting list
District 19
Southwest of Eugene
24 Hour Hotline:
Tel: (541) 342-4113
Link: Website (Emerald Valley Intergroup) & meeting list
District 20
Springfield
24 Hour Hotline:
Tel: (541) 342-4113
Link: Web site (Emerald Valley Intergroup) & meeting list
District 21
Albany, Corvallis, Lebanon, Willamette Valley
24-Hour Hotline:
Tel: (541) 967-4252
Link: Web site & meeting list
District 22
McMinnville, Newberg
24-Hour Hotlines:
Tel: (503) 472-1172 (McMinnville)
Tel: (888) 472-1172 (Newberg)
Link: Website & meeting list
District 23
Tualatin
24-Hour Hotline:
Tel: (503) 684-0415
Link: Website (Westside Central Office) & meeting list
District 24
Eastside Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
District 25
Estacada, Gresham
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
District 26
North Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
District 27
Southeast Portland
24-Hour Hotline:
Tel: (503) 223-8569
Link: Website & meeting list (on Portland Intergroup web site)
Districts 28 (and 4)
Salem, Dallas
Hotline:
Tel: (503) 399-0599
Link: Website & meeting list
District 29
Baker, Union & Wallowa Counties
24-Hour Hotline:
Tel: (541) 624-5117
Link: Website & meeting list
District 30
Oregon South Coast – Bandon, Brookings, Coquille, Gold Beach, Langlois, Myrtle Point, Port Oxford
24-Hour Hotlines:
Tel: (541) 347-1720 Bandon
Tel: (541) 469-2440 Brookings
Link: Website & meeting list
District 31
Hillsboro
24-Hour Hotline:
Tel: 503-684-0415
Link: Website (Westside Central Office) & meeting list
District 32
Canyon City, John Day, Mount Vernon
24-Hour Hotline:
Tel: (541) 548-0440
Link: Website & meeting list (Central Oregon Intergroup)
Districts 34 & 35
Spanish Language districts for the entire state.
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Meeting list (en Español)
District 36
Southwest Portland and parts of Lake Oswego
Link: Website and meeting list
District 37
Wilsonville, Sherwood, and West Linn
Link: Website (Westside Central Office) & meeting list
Download District maps of Portland and Oregon in higher resolution formats:
1 file(s) 670.00 KB
1 file(s) 1.06 MB
1 file(s) 755.71 KB
~~~
Meetings en Español
Directorio de Grupos Hispaños:
Directory of Spanish-speaking Groups
1 file(s) 105.75 KB
~~~
Oficina Intergrupal Hispaña De Salem Oregon
2495 Lancaster Dr. NE | Salem, OR 97303
(503) 899-2652
Distrito 28
Salem
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Meeting schedule
Distrito 34
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Meeting list (en Español)
Para ayuda llame las 24 Horas al
Tel: (971) 327-5523
Link: Website
Link: Meeting list (en Español)
~~~
Meetings for the Hearing Impaired
AA Meeting Schedule for the Hearing Impaired
Hotline Phone Numbers by City
Albany/Corvallis: 541-967-4252
Astoria-Gearhart: 971-601-9220
Baker City: 541-624-5117
Bandon, Coquille: 541-347-1720
Boardman 800-410-5953
Clatskanie, Rainier, 503-366-0667
Scappoose, St Helens,
Vernonia
Coos Bay, North Bend, (541) 469-2440
Lakeside, Reedsport,
Florence, Gardiner,
Mapleton
Bend: 541-548-0440
Brookings: 541-469-2440
Burns: 541-548-0440
Cannon Beach: 503-861-5526
Condon 800-410-5953
The Dalles/Hood River: 800-999-9210
Echo 800-410-5953
Enterprise 541-624-5117
Eugene: 541-342-4113
Grants Pass: 541-474-0782
Heppner 800-410-5953
Hermiston: 800-410-5953
Klamath: 541-883-4970
La Grande: 541-624-5117
Lincoln City: 541-265-1953
Medford (District): 541-773-4848
McMinnville: 503-472-1172
Newberg: 888-472-1172
Newport: 541-265-1953
Ontario (includes Boise): 208-344-6611
Pendleton: 800-410-5953
Pilot Rock 800-410-5953
Portland: 503-223-8569
Westside Central Office: 503-684-0415
Roseburg: 541-673-7552
Salem: 503-399-0599
Seaside: 971-601-9220
Siletz: 541-265-1953
Umatilla 800-410-5953
Yachats, Waldport, Toledo: 541-265-1953
AA Meeting Finder Applications
NATIONAL MINORITY MENTAL HEALTH AWARENESS MONTH
OMH – Office of Minority Health, US Department of Health and Human Services
Resource’s and Publications
LGBTQIA+
- LGBTQ+ Communities and Mental Health | Mental Health America (mhanational.org)
- LGBTQI | NAMI: National Alliance on Mental Illness
- NAMI LGBTQI Mental Health
- SAMHSA Behavioral Health Equity: Lesbian, Gay, Bisexual, and Transgender
Mental Health Disorders and Treatment
- Behavioral Health Equity | SAMHSA
- Mentalhealth.gov
- Mental Health America (MHA) Mental Health Treatments
- NAMI Mental Health by the Numbers
- NAMI Mental Health Treatments
- SAMHSA Treatment Locator
Substance Use
- CDC COVID-19 Resource: Alcohol and Substance Abuse
- National Institute on Drug Abuse (NIDA) Clinical Trial Locator
- Search SAMHSA Publications and Digital Products | SAMHSA Publications and Digital Products
- The Opioid Crisis and the Hispanic/Latino Population: An Urgent Issue | SAMHSA Publications and Digital Products
Trauma and Violence
- Abuse, trauma, and mental health | Office on Women’s Health (womenshealth.gov)
- Domestic Violence Support | The National Domestic Violence Hotline (thehotline.org)
- National Center on Substance Abuse and Child Welfare (NCSACW) Trauma Resource Center Websites
- NIMH » Coping with Traumatic Events (nih.gov)
- NIMH » Helping Children and Adolescents Cope with Disasters and Other Traumatic Events: What Parents, Rescue Workers, and the Community Can Do (nih.gov)
- NIMH » Publications in English (nih.gov)
- RAINN | The nation’s largest anti-sexual violence organization
- Trauma and Violence | SAMHSA
- Violence Related Trauma Resources – HHS Office of Minority Health (OMH)
COVID-19
- American Hospital Association (AHA) COVID-19: Stress and Coping Resources
- Centers for Disease Control and Prevention (CDC) COVID-19 Resource: Coping with Stress
- Communities during COVID-19
- National Alliance on Mental Illness (NAMI) COVID-19 Resource and Information Guide
- National Institute of Mental Health (NIMH) Supporting Mental Health During COVID-19
- Substance Abuse and Mental Health Services Administration (SAMHSA) Report on Behavioral Health Disparities in Black and Latino
The Ultimate List of Support Groups for Black Moms
Brown Mamas – Pittsburgh & U.S. – Brown Mamas, Inc. has been around for seven years in the Pittsburgh region. Brown Mamas began in the living room of Muffy Mendoza. What started as 5 moms has grown to over 4000 Our mamas love our Pittsburgh chapter so much that we are expanding. If you are mom who is ready to not just find her tribe, but to inspire other mothers and be the change she wants to see in her community, click here to learn more about starting your own Brown Mamas chapter.
Black Moms Connect – Canada & U.S.
Mommin’ Society – North Carolina & Online
Moms of Black Boys United – Atlanta & Online
Moms Make It Work – NYC
Mocha Moms, Inc. – U.S. (seriously, everywhere)
Whine & Cheese – 27 Chapters in U.S. (including D.C., PA, South Carolina, New York, etc.)
Motherwork by Mater Mea – NYC
Beautiful Brown Girls Brunch Club – New Jersey
District Motherhued’s DMV MomTribe – D.C. Metro Area
Soul Food for Your Baby – Hawthorne, Calif.
Black Moms Blog Events – Atlanta, GA
Birthing Beautiful Communities – Cleveland, OH
Tessera Collective – Online, Self-Care Support
Melanin Mommies – Pittsburgh, PA
Pittsburgh Black Breastfeeding Circle –
Not-So Melinated Support Groups for Black Moms
Facebook Support Groups for Black Moms
Black Stay-At-Home Mom Village
Black Moms in College & Beyond
Who We Are
All family and friends of compulsive gamers welcome
Join Zoom Meeting
https://us02web.zoom.us/j/83671786251
Meeting ID: 836 7178 6251
One tap mobile
+13017158592,,83671786251# US (Washington DC)
+13126266799,,83671786251# US (Chicago)
Dial by your location
+1 301 715 8592 US (Washington DC)
+1 312 626 6799 US (Chicago)
+1 646 558 8656 US (New York)
+1 253 215 8782 US (Tacoma)
+1 346 248 7799 US (Houston)
+1 669 900 9128 US (San Jose)
Meeting ID: 826 013 5782
Find your local number: https://us02web.zoom.us/u/k0jt3FGFs
All family and friends of compulsive gamers welcome
Join Zoom Meeting
https://us02web.zoom.us/j/83671786251
Meeting ID: 836 7178 6251
One tap mobile
+13017158592,,83671786251# US (Washington DC)
+13126266799,,83671786251# US (Chicago)
Dial by your location
+1 301 715 8592 US (Washington DC)
+1 312 626 6799 US (Chicago)
+1 646 558 8656 US (New York)
+1 253 215 8782 US (Tacoma)
+1 346 248 7799 US (Houston)
+1 669 900 9128 US (San Jose)
Meeting ID: 826 013 5782
Find your local number: https://us02web.zoom.us/u/k0jt3FGFs
Gamers Find A Local Support Group
Use the link below to get more information about local groups and a notification when a local meeting is started. Due to the COVID pandemic, most meetings are currently held in an outdoor setting or online.
Oregon | Contact |
Bend, OR | bend@cgaa.info |
Eugene, OR | eugene@cgaa.info |
Medford, OR | medford@cgaa.info |
Portland, OR | portland@cgaa.info |
Salem, OR | salem@cgaa.info |
SUPPORT FOR FAMILY AND FRIENDS
What Can I Do?
Video gaming is a common pastime. To many people, it is surprising that it can become a serious addiction, that is, an activity that is engaged in compulsively, without control or concern for consequences.
Video gaming addiction is a very serious problem that is harmful to everyone it touches. Since everyone involved suffers from it, everyone involved needs some help. Here are some important things to know.
First, no one is responsible for someone else’s compulsive gaming. As the Al-Anon slogan goes, “I didn’t cause it, I can’t control it, and I can’t cure it.”
You didn’t cause it.
Some people partly blame themselves for the dysfunctional behavior of their family members, particularly with addicts who are very quick to shift responsibility off themselves and blame others. Perhaps you played games with your loved one, purchased games, or encouraged it, thinking it was a harmless leisure activity. Maybe you’ve been involved in some conflict and wonder if that has driven him or her to hide away in gaming. But no one is responsible for another person’s behavior or mental disorders.
You can’t control it.
You may have already tried to talk to your friend or family member. Perhaps you have bargained with them, or given ultimatums. You have tried to help them see what damage they are doing to themselves and others. And none of it has worked. This is baffling to you. Why don’t they seem to understand or care? Why can’t they see what is obvious to you? This is actually a symptom of the disease of addiction, one that destines efforts for control to failure.
You can’t cure it.
We all would like to believe that we have the ability to help those we love. We often think that if we can just get the right information, figure out the right thing to say or do, perhaps change something about ourselves, we can fix the problem. People should be able to solve their own problems. Why can’t we do that with this one? There is a simple reason. There is no cure for addiction. It requires treatment. The recovery process is long and difficult. And there is only one person who can start that process, the one who is gaming compulsively. There are things you can do. Here are some suggestions that you may want to consider, that other family members and friends have found helpful.
Get information.
The literature of recovery fellowships for family and friends of addicts (such as Al-Anon) has much helpful guidance, some of which is available online as well. There are people who have been in situations very similar to yours, who have learned much from them, and who are willing to share the lessons learned, their experience, strength and hope. We hope you avail yourself of such resources.
Detach with love.
Putting energy into arguing with someone who is playing compulsively will not help either of you. Your loved one has a serious problem that you are powerless to control or cure, and that they will not get help until they want it. As much as you love someone, you cannot force this process on another person.
Stop enabling.
Paradoxically, at the same time people are arguing with, bargaining with or shaming a compulsive gamer, they are often (perhaps without realizing it) supporting the addiction in many ways. Anything that shields an addict from the consequences of his or her behavior is enabling, and can include such basic things as providing food, shelter, money, companionship, housekeeping, and covering for employment and legal difficulties. Helping a compulsive gamer keep up an appearance of normalcy is helping him or her continue in the destructive behavior. While you cannot change him or her, you can make changes for yourself. You can shift your energy away from enabling behaviors and toward meeting your own needs.
Take care of yourself.
Whether or not your loved one ever stops gaming, you deserve to have a healthy and happy life. Once you have accepted that you are powerless over their gaming behavior, you can begin to focus on what you can do for yourself, to accomplish your own goals. With the help of others who have been where you are, you can learn to set healthy boundaries and stick to them.
Join our WhatsApp Chat Site for Family and Friends!
Game-Anon
WhatsApp Group Invite
Visit whatsapp.com/dl on your mobile phone to install.
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Mac OS X 10.10 and higher. WhatsApp must be installed on your phone.
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Download for Windows 8 and higher (64-bit)
Download for Windows 8 and higher (32-bit)
One of the things we were trying to do with our gaming was meet some basic needs. If we do not meet those needs in normal healthy ways, we will suffer much stronger urges to game again. Some basic needs to cover are social needs, self expression, creativity, a sense of challenge and accomplishment, stress relief, a sense of purpose and meaning, and a sense of safety through control and predictability.
Here are some ideas for activities that will help meet these needs, reduce cravings, help with recovery from addiction, and fill some of the hours freed from compulsive gaming.
Please don’t let the length of this list overwhelm you. The idea is not to start ten new things and try to change everything all at once. We seek small bits of progress, not perfection. A good place to start is to put first things first. What need is currently most important? What’s right in front of me? What opportunity has come my way recently? If we take steps of small improvement with one or two areas each day, we are moving in the right direction.
Stress Relief
- Talking with a sponsor or recovery buddy, CGAA meetings, or step work
- Getting outside for fresh air and sunlight by taking a walk or doing some outdoor work
- Meditation, coloring, craft work, journaling, or reading
Sense of safety through freedom, control, and predictability
- Goal setting
- Counseling or psychotherapy
- Home organization, renovation, or spring cleaning
Sense of purpose, meaning, and self-respect
- Supporting and growing the larger CGAA fellowship through service work like helping run a meeting, starting a local meeting, doing outreach to professionals, or attending CGAA business meetings
- Attending a spiritual group like meditation, yoga, spiritual retreat, or religious gathering
- Doing volunteer work like teaching, helping others, animal care, or building community places
- Caring for a pet, house plants, or garden
Social needs
- Attending CGAA meetings, connecting outside of meetings, reaching out to newcomers, or calling someone
- Joining a hobby group like theater, a hiking group, art workshop, book club, public speaking, board games or card game group
- Hosting a fun event like board games night or karaoke
- Playing team sports, taking up martial arts, or playing one-on-one sports
- Going to fun events like concerts, dances, or events on meetup.com
- Calling up, video conferencing, or visiting with friends, family, neighbors, or other communities
Self expression and creativity
- Journaling, opening up to a CGAA sponsor, or sharing openly in a meeting
- Art work like drawing, photography, sculpting, or creative writing
- Performance art like theater, singing, playing music, or writing music
Sense of challenge and accomplishment
- Working the steps with a sponsor
- Crafts like woodworking, origami, knitting
- Outdoor activities like gardening, geocaching, bird watching, star gazing, tracking, plant identification, survival skills, or boating
- Learning something like a foreign language, dancing, magic tricks, mechanical repair, cooking, a musical instrument, or computer programming
- Career goals like getting a new job, starting a business, enrolling in school, or taking classes
Reconnection to one’s body and whole self
- Meditating on breath, sounds, or bodily sensations
- Exercise like walking, hiking, swimming, cycling, yoga, jogging, going to a gym, or playing a sport
If you are in your first week or two off of games, it’s likely that few of these ideas will appeal to you. That’s normal. Until our minds and bodies have some time to heal, we have low interest, energy, and motivation. This list will probably not give you something that you can plug in place of video games and immediately throw yourself into with the same zeal. This list is meant to help us explore new ways of spending our time, meeting our needs, and connecting with people. Find a few that hold some appeal and try taking some small steps in their direction. If you can’t seem to think of anything fun to do except game, you can come back to this list, find the most appealing thing, and just take a couple of little steps in its direction.
Consider setting reminders for yourself or keeping a schedule of your time and new activities. It is important to appreciate the small victories of exercising willpower, regaining motivation, and socializing. It helps to discuss our progress and the challenges we experience with a CGAA sponsor, recovery buddy, personal counselor, or therapist.
Rediscovering What is Fun
It is normal to think that nothing but gaming sounds fun. For most of us, our years of compulsive gaming warped and narrowed our idea of fun. As small children, it meant almost anything new or interesting or social or even mildly rewarding. Years of pulling the dopamine lever with video games changed our concept of fun to require instant gratification, frequent rewards, clear and constant progress, excitement, intense visuals, control, and/or predictability.
Part of recovery is letting our concept of fun expand back outward to a wide world of possible new challenges and experiences, many of which are calm and subtle compared to video games. It takes time to overcome withdrawals and heal from the damage, but the change does happen if we abstain from all gaming long term and focus on new pursuits and improving our lives. This list has many activities that do not meet the old, narrow, warped idea of “fun,” but those of us who persist at exploring them do find many to be gratifying and enjoyable.
Take, for example, a hike up a mountain. To a group of hikers excited to venture into the wilderness with friends and see wildlife and panoramic views from on high, all while getting a great workout, it’s a ton of fun. To someone who is uninterested in hiking, out of shape, and focused on every little unpleasant aspect of it, it’s a torturous death march. It is exactly the same hike in either case. The difference is in the attitude and conditioning.
The same is true with every item of these lists. Whether or not an activity sounds fun or torturous depends entirely upon attitude and conditioning. Every one of them has the potential to be gratifying and enjoyable if we adopt a positive attitude, try to have fun, and persist at it, especially when we involve friends and like-minded people.
Helpful fellowships and resources
While CGAA does not endorse and is not officially connected with the following groups, we believe that friends and family may be able to connect with others and find helpful resources. They can provide guidance on dealing with addiction in general, on healing from its effects, and on how to go about building a recovery fellowship. Meetings are available in many places. Al-Anon, Nar-Anon and CoDA each has its own recovery literature.
The Gamer-Anon fellowship is for parents, spouses, and other family to support each other in dealing with compulsive video gaming within the family.
The Al-Anon fellowship has existed since 1951 for the family and friends of alcoholics. As the oldest and most well attended of the fellowships for family and friends, its members have a wide breadth and depth of experience to share on living with addicts and healing from the ill effects and dysfunctional patterns.
The Nar-Anon fellowship has existed since 1968 for the family and friends of those suffering from addiction.
Co-Dependents Anonymous has existed since 1986 and is a fellowship of men and women whose common purpose is to develop healthy relationships.
Veteran Resource Navigator
The Oregon Department of Veterans’ Affairs (ODVA) has a comprehensive online resource guide (VETERAN RESOURCE NAVIGATOR) available to assist veterans in finding the benefits that are most useful to their unique circumstances at this time.
Use the link below for the Veteran Resource Navigator
https://www.oregon.gov/
USE THIS LINK TO OPEN THE VA WELCOME KIT
Print out your VA Welcome Kit
Whether you’re just getting out of the service or you’ve been a civilian for years now, the VA Welcome Kit can help guide you to the benefits and services you’ve earned.
Based on where you are in life, your VA benefits and services can support you in different ways. Keep your welcome kit handy, so you can turn to it throughout your life—like when it’s time to go to school, get a job, buy a house, get health care, retire, or make plans for your care as you age.
Download your VA Welcome Kit
You are welcome to share this guide with friends or family members who need help with their benefits too. You can print out copies for yourself and others:
Download our guides to VA benefits and services
For Veterans
For family members
Explore VA.gov to learn about your benefits
-
Disability
File a claim for disability compensation for conditions related to your military service, and manage your benefits over time.
-
Health care
Apply for VA health care, find out how to access services, and manage your health and benefits online.
-
Education and training
Apply for and manage your GI Bill and other education benefits to help pay for college and training programs.
-
Housing assistance
Find out if you’re eligible for VA home loan programs to help you buy, build, repair, or keep a home. If you have a service-connected disability, see if you qualify for a housing grant to help you live more independently.
-
Careers and employment
Apply for vocational rehabilitation services, get support for your Veteran-owned small business, and access other career resources.
-
Life insurance
Explore VA life insurance options for Veterans, service members, and families. Manage your policy online, file claims for benefits, and access helpful resources.
-
Pension
Apply for monthly payments for wartime Veterans and survivors with limited or no income who meet certain age and disability requirements.
-
Burials and memorials
Get help planning a burial in a VA national cemetery, order a headstone or other memorial item to honor a Veteran’s service, and apply for survivor and dependent benefits.
-
Records
Apply for a printed Veteran ID card, get your VA benefit letters and medical records, and learn how to apply for a discharge upgrade.
-
Benefits for spouses, dependents, survivors, and family caregivers
Learn about benefits for spouses and dependents of a Veteran or service member, including added support if you’re caring for a Veteran with a service-connected disability.
Other Resources Available to Veterans and Military Service Members
DD214 & Military Records Request:
https://www.archives.gov/veterans/military-service-records
Veteran Resource Navigator site by ODVA:
https://www.oregon.gov/
(Oregon)Military Help Line:
Call 888-457-4838
VA Crisis Line 1-800-273-8255:
Press 1.VA Confidential crisis chat at net or text to 838255
U.S. Department of Veterans Affairs, National Center for PTSD:
Defining Discharge Status:
How to apply for a discharge status upgrade:
https://www.va.gov/discharge-
Oregon Supportive Services for Vets & Families (Housing):
https://caporegon.org/what-we-
Clackamas County VSO’s (Veteran Service Officers):
https://www.clackamas.us/
Portland VA Clinic that can help with homelessness & medical care:
https://www.portland.va.gov/
Portland VA Mental Health Clinic:
https://www.portland.va.gov/
Veterans Crisis Line/ Suicide Prevention:
https://www.
If you are a veteran or family member with specific questions not addressed here, or if you need other direct assistance,
please contact an ODVA Resource Navigator by calling (503) 373-2085 or toll-free at 1-800-692-9666.
Contact ODVA Headquarters
Oregon Department of Veterans' Affairs
700 Summer St NE
Salem, OR 97301
Web: https://www.oregon.gov/odva/Pages/default.aspx
Phone: (800) 692-9666 or (503) 373-2085
Fax: (503) 373-2392
Email:orvetsbenefits@odva.state.or.us
VA now allows veterans in suicidal crisis to go to any VA or non-VA healthcare facility for free emergency healthcare
Veterans in acute suicidal crisis can now go to any VA or non-VA healthcare facility for emergency health care at no cost — including inpatient or crisis residential care for up to 30 days and outpatient care for up to 90 days.
Veterans do not need to be enrolled in VA health care to use this benefit. This expansion will increase access to acute suicide care for up to 9 million veterans who are not currently enrolled in the VA system.
The final policy, which took effect on Jan. 17, allows the VA to:
- Provide, pay for, or reimburse for treatment of eligible individuals’ emergency suicide care, transportation costs, and follow-up care at a VA or non-VA facility for up to 30 days of inpatient care and 90 days of outpatient care.
- Make appropriate referrals for care following the period of emergency suicide care.
- Determine eligibility for other VA services and benefits.
- Refer eligible individuals for appropriate VA programs and benefits following the period of emergency suicide care.
Eligible individuals, regardless of VA enrollment status, are:
- Veterans who were discharged or released from active duty after more than 24 months of active service under conditions other than dishonorable.
- Former members of the armed forces, including reserve service members, who served more than 100 days under a combat exclusion or in support of a contingency operation either directly or by operating an unmanned aerial vehicle from another location who were discharged under conditions other than dishonorable.
- Former members of the armed forces who were the victim of a physical assault of a sexual nature, a battery of a sexual nature, or sexual harassment while serving in the armed forces.
If you or someone you know is struggling: Don’t wait. Reach out. Visit www.va.gov/REACH for resources and information, or call 988 (then press 1) to quickly connect with caring, qualified crisis support 24/7.
Veteran Resource Navigator
The Oregon Department of Veterans’ Affairs (ODVA) has a comprehensive online resource guide (VETERAN RESOURCE NAVIGATOR) available to assist veterans in finding the benefits that are most useful to their unique circumstances at this time.
Use the link below for the Veteran Resource Navigator
https://www.oregon.gov/
USE THIS LINK TO OPEN THE VA WELCOME KIT
Print out your VA Welcome Kit
Whether you’re just getting out of the service or you’ve been a civilian for years now, the VA Welcome Kit can help guide you to the benefits and services you’ve earned.
Based on where you are in life, your VA benefits and services can support you in different ways. Keep your welcome kit handy, so you can turn to it throughout your life—like when it’s time to go to school, get a job, buy a house, get health care, retire, or make plans for your care as you age.
Download your VA Welcome Kit
You are welcome to share this guide with friends or family members who need help with their benefits too. You can print out copies for yourself and others:
Download our guides to VA benefits and services
For Veterans
For family members
Explore VA.gov to learn about your benefits
-
Disability
File a claim for disability compensation for conditions related to your military service, and manage your benefits over time.
-
Health care
Apply for VA health care, find out how to access services, and manage your health and benefits online.
-
Education and training
Apply for and manage your GI Bill and other education benefits to help pay for college and training programs.
-
Housing assistance
Find out if you’re eligible for VA home loan programs to help you buy, build, repair, or keep a home. If you have a service-connected disability, see if you qualify for a housing grant to help you live more independently.
-
Careers and employment
Apply for vocational rehabilitation services, get support for your Veteran-owned small business, and access other career resources.
-
Life insurance
Explore VA life insurance options for Veterans, service members, and families. Manage your policy online, file claims for benefits, and access helpful resources.
-
Pension
Apply for monthly payments for wartime Veterans and survivors with limited or no income who meet certain age and disability requirements.
-
Burials and memorials
Get help planning a burial in a VA national cemetery, order a headstone or other memorial item to honor a Veteran’s service, and apply for survivor and dependent benefits.
-
Records
Apply for a printed Veteran ID card, get your VA benefit letters and medical records, and learn how to apply for a discharge upgrade.
-
Benefits for spouses, dependents, survivors, and family caregivers
Learn about benefits for spouses and dependents of a Veteran or service member, including added support if you’re caring for a Veteran with a service-connected disability.
Other Resources Available to Veterans and Military Service Members
DD214 & Military Records Request:
https://www.archives.gov/veterans/military-service-records
Veteran Resource Navigator site by ODVA:
https://www.oregon.gov/
(Oregon)Military Help Line:
Call 888-457-4838
VA Crisis Line 1-800-273-8255:
Press 1.VA Confidential crisis chat at net or text to 838255
U.S. Department of Veterans Affairs, National Center for PTSD:
Defining Discharge Status:
How to apply for a discharge status upgrade:
https://www.va.gov/discharge-
Oregon Supportive Services for Vets & Families (Housing):
https://caporegon.org/what-we-
Clackamas County VSO’s (Veteran Service Officers):
https://www.clackamas.us/
Portland VA Clinic that can help with homelessness & medical care:
https://www.portland.va.gov/
Portland VA Mental Health Clinic:
https://www.portland.va.gov/
Veterans Crisis Line/ Suicide Prevention:
https://www.
If you are a veteran or family member with specific questions not addressed here, or if you need other direct assistance,
please contact an ODVA Resource Navigator by calling (503) 373-2085 or toll-free at 1-800-692-9666.
Contact ODVA Headquarters
Oregon Department of Veterans' Affairs
700 Summer St NE
Salem, OR 97301
Web: https://www.oregon.gov/odva/Pages/default.aspx
Phone: (800) 692-9666 or (503) 373-2085
Fax: (503) 373-2392
Email:orvetsbenefits@odva.state.or.us
Refuge Recovery is a practice, a process, a set of tools, a treatment, and a path to healing addiction and the suffering caused by addiction. The main inspiration and guiding philosophy for the Refuge Recovery program are the teachings of Siddhartha (Sid) Gautama, a man who lived in India twenty-five hundred years ago. Sid was a radical psychologist and a spiritual revolutionary. Through his own efforts and practices he came to understand why human beings experience and cause so much suffering. He referred to the root cause of suffering as “uncontrollable thirst or repetitive craving.” This “thirst” tends to arise in relation to pleasure, but it may also arise as a craving for unpleasant experiences to go away, or as an addiction to people, places, things, or experiences. This is the same thirst of the alcoholic, the same craving as the addict, and the same attachment as the codependent.
Eventually, Sid came to understand and experience a way of living that ended all forms of suffering. He did this through a practice and process that includes meditation, wise actions, and compassion. After freeing himself from the suffering caused by craving, he spent the rest of his life teaching others how to live a life of well-being and freedom, a life free from suffering.
Sid became known as the Buddha, and his teachings became known as Buddhism. The Refuge Recovery program has adapted the core teachings of the Buddha as a treatment of addiction.
CLICK HERE FOR MORE ABOUT REFUGE RECOVERY
List of Recovery Meetings Available 7 days a week
Online Via ZOOM Select the Meeting link for ZOOM Address and Passwords
Inspire Support Communities
A place that’s safe for sharing and always free for members
To Open an Inspire Account, Use this link:https://www.inspire.com/
Inspire: The Vital Health Community
Inspire is the vital community of more than two million patients and caregivers —a carefully designed environment where everyone feels comfortable and safe to open up about personal health experiences and share sensitive health information. These genuine connections instill hope and drive greater understanding. Patients and caregivers from around the world discover advice and information they can’t find elsewhere, and by understanding patients’ rich and varied health journeys on Inspire, researchers and health practitioners around the world are advancing treatments and making breakthrough discoveries.
FIND A COMMUNITY OF SUPPORT
Click Here To See Our Support Communities
About the Inspire Community Platform
Create A personal Journal
Your journal belongs to you; you may choose to have your journal entries show up in some, all, or none of your communities. Journal entries are generally longer and can be on any topic.
Join Community Discussions
Discussions belong to the community and are generally shorter than journal entries and are meant to encourage conversations between members. For example, if you wanted to ask for other members’ experiences with a particular treatment, you would post a discussion in the appropriate community. If you wanted to talk about your day, something more personal or off-topic, you would post a journal entry.
Create and Manage A Friends List
Friends are other members whom you may grow to trust and want to share more information with, or with whom you want to exchange private messages. You will be able to post journal entries that only your “friends” can read, and you will be able to send messages to your friends through our site without giving out your email address.
Use Inspire A.I. for quick answers
Inspire AI is a new feature on inspire that uses artificial intelligence to provide quick responses to member questions. The responses are automatically generated. The tool leverages a large language model (LLM), similar to what is used for popular tools such as ChatGPT. When you post on Inspire, you can choose whether you want to receive a response from InspireAI in addition to receiving replies from Inspire members. InspireAI is currently available in select cancer communities.
INSPIRE online community forum
About this Online Tool
Our Inspire communities provide a place for people with similar interests to support and encourage each other 24/7 online. Inspire is the largest provider of health-specific communities. MHA (Mental Health America) staff moderate the online support groups and communities.
Link to INSPIRE.com:
Link to Mental Health America groups on INSPIRE.com:
https://www.inspire.com/groups/mental-health-america/
Browse All Groups on INSPIRE.com:
https://www.inspire.com/groups/
Apps are available to download as well.
About Mental Health America
Mental Health America (MHA) – founded in 1909 – is the nation’s leading community-based nonprofit dedicated to addressing the needs of those living with mental illness and to promoting the overall mental health of all Americans. Our work is driven by our commitment to promote mental health as a critical part of overall wellness, including prevention services for all; early identification and intervention for those at risk; integrated care, services, and supports for those who need it; with recovery as the goal.
https://screening.mhanational.org/content/mental-health-america-inspire
HeyPeers Is a Peer Support Community that. That offers peer support groups, one-to-one coaching, and private chat rooms where you can find meetings and conversations that can help you on your journey.
HeyPeers hosts hundreds of support groups meetings, including offerings from PeerGalaxy:
Some Resources for Families and Communities:
Due to recent tragic events across the country
Racial Stress and Self-care:
Parent Tip Tool
How race-related stress affects you and your relationship with your child
What effect does racism have on your health and well-being?
Not only does racism impact you as a parent, it can also impact how you interact with your children. Experiences of racism build on each other and can chip away at your emotional, physical and spiritual resources as a parent, contributing to race-related stress. Race-related stress can make it hard to have the space needed to take care of yourself as a parent, which reduces the emotional space you need to adequately take care of your children.
Racism can impact parents emotionally, physically and spiritually
Physical Effects
Physical Effects can include increased hypertension, illness and risky behaviors such as substance use.
Emotional Effects
Emotional effects can include depression, anxiety, anger, irritability and aggression.
Spiritual Effects
Spiritual effects can include a decreased sense of purpose, lack of connection with the larger community, isolation from larger social groups and reduced involvement in communal activities that you enjoy.
Potential reactions to racial stress or trauma
Insecure Feelings
Feelings of shame and lack of confidence due to feeling that a situation cannot be changed.
Lack of Trust
Feeling detached or a lack of trust for others due to experiencing multiple losses or letdowns. This can make it very difficult to seek out help and to identify potential safe sources of support.
Triggers
Reminders of the event, such as particular people or situations, can also trigger strong emotional or physical responses (e.g., crying or rapid heartbeat).
Difficulty Controlling Emotions
Difficulty controlling emotional responses (going from “zero to one hundred”) can occur as the body helps you adapt to potentially unsafe situations, making you feel constantly on “alert.”
The body’s response to the experience of racism can make accessing resources to cope with the situation difficult. Race-related stress is unique in that it threatens psychological resources that are needed to cope and fulfill basic needs such as financial support, housing, access to jobs, etc.
When your body is in stress mode, it is geared up to help you and your child survive, which sometimes leads to impulsive decisions. If you live in a chronic state of stress related to racism, you can start to engage in survival coping. Survival coping can help you to deal with very hard or potentially life-threatening situations. However, if you continue to exist in this mode long-term, it can make it difficult to enjoy being in the moment with your child and can reduce your ability to feel safe and in control.
What impact can racial stress have on your parenting?
Experiencing race-related stress can also impact the quality of parenting relationships in the following ways:
Impostor syndrome
When you are exposed to racism repeatedly, you often start doubting yourself and can feel like you are an imposter in dominant culture settings or in settings where you feel as though you do not belong. Your inner thoughts might sound something like: “Am I being judged?” “Am I worthy?” “I got lucky.” “I only got this because I am Black.”
Being overly alert (hypervigilance)
Experiencing racial stress can make you more aware of potential dangers and negative experiences that can occur. This, in turn, can make the experience of parenting even more stressful. When you interact with your children, you can sometimes be reminded of negative race-related experiences that you had when you were a child. This reminder can amp up emotional responses, or hyperarousal, making it hard for you to “keep your cool” and be open to flexible problem solving.
“Helicopter parenting” (monitoring in fear)
These experiences of racism and unwarranted blame or lack of acceptance can make you want to protect your children so much, that you don’t allow them to explore in the way that they need to. You may shelter them from failures, which everyone needs to experience in order to learn how to manage everyday life. You may tend to be overly cautious or suspicious. Examples can include not allowing your children to have sleepovers or go to the park, even with your supervision.
Difficulty regulating emotions
- When your past influences your emotional state, it can affect your emotional responses to both big and minor stressors with children, such as when they misbehave. This, in turn, can lead to being overprotective or overuse of physical discipline, as a means of survival.
- For children, having parents who can keep perspective (stay cool) when children are upset, or misbehaving is very important. Likewise, it is important to stay calm when disciplining a child, otherwise discipline may go overboard. Both of these things can be hard if you are having difficulty controlling your emotions.
Avoidance
- Avoiding situations that are related to racism can be a needed strategy to survive; such as instances that may involve violence or threat to yourself or your family. Sometimes you may avoid reminders of past experiences due to the pain or discomfort they cause.
- If you find yourself avoiding strong feelings or situations with your child that bring up painful memories, it may make it hard to show affection and support for your child. It may even make it difficult to know how to provide emotional support for your child during times of stress. For instance, if your child brings up their own experience of oppression or an event in their life reminds you of something from your own childhood.
Mistrusting others
- Racism can lead to distrust or mistrust of other communities. Internalized racism is when you begin to accept negative messages about your own abilities and inherent worth by the dominant group in society.
- When you use society’s norms to judge yourself, you can feel depressed, unworthy and just not good enough. You are taught in many ways to take these feelings and paint them onto another group.
- Intra and interracial violence, contention among disenfranchised communities or color, and the way the media conveys information about people of color, contribute to this.
- This kind of coping can make you more vulnerable to racism, because on some level you may believe in racial hierarchy and difference when you belittle other groups. And when you show your children that it is right to discriminate against certain other groups, you make them more vulnerable to discrimination that they face.
Minimizing racism
- Racism is overwhelming, as is the history of violence. You are sometimes taught that accepting this and minimizing racism is the only thing you can do. But when you ignore racism, and accept powerlessness, you encourage your kids to internalize racism. This can lead to increased levels of depression, anxiety and externalizing behaviors (e.g., engaging in risky behaviors, such as alcohol or substance use).
- When you believe that you should be able to handle and manage it all without a break or without asking for help, you are at increased risk for health problems and can miss important cues about your well-being and safety.
Self-blame
Experiencing chronically unfair and dangerous discriminatory practices due to race can lead to feelings of low worth. For parents, this can also lead to a questioning of your parenting choices and abilities.
Unbalanced Racial and Ethnic Socialization (RES)
Unbalanced messaging or communication about race and ethnicity occurs when you only promote messages of mistrust, preparation for bias, or only give racial pride messages to your children.
So, what can you do to mitigate racial stress?
As parents, it is important to develop positive identities and share your cultural identities with your children. Positive cultural identity and advocacy are protective factors against racism, which can help to reduce and prevent racial stress.
There are many other ways to cope with stress and everyone has different preferences. Reducing stress can also allow you to model healthy coping strategies for your child. Here are some suggestions with links you can try.
- Build or access a support network
- Incorporate traditions at home
- Get some exercise
- Deep breathing
- Journal
- Limit your media intake
- Counseling/therapy Spirituality
- Podcast
What do we tell our children? How do we reassure them of their own safety?
At The Dougy Center in Portland, Oregon, we’ve provided grief support groups for children, teens, young adults and their parents or adult caregivers since 1982.
Based on our experience, here are some things for adults to keep in mind as you struggle with how to talk with children following tragic events, such as natural disasters, plane crashes, or school shootings.
1. Don’t project your fears onto your children. They take their cues from the adults around them.
You can’t hear the news about children being murdered or communities devastated by natural disasters without thinking about how you’d feel if it happened to your family, friends, or hometown. The outpouring of care and empathy for the families who lost loved ones will be powerful, and…we all know it could have been our friends, our child, our family and community members who died or were injured.
Identifying with the senselessness and randomness makes us all feel more vulnerable. But we should remember that children don’t always see things the same way that adults do, and it won’t be helpful to them for us to fall apart. They need to see that we care, that we feel terrible about this tragedy, and that we will do everything we can to keep them safe. They will take their cues from our behavior.
It’s okay to show emotion. We can model for children that feeling sad, scared, and upset is normal after tragedies. But we don’t want to overwhelm them with our emotions, or put them in the position of having to ‘parent,’ or take care of, the adults around them. Make sure you also model taking care of yourself, by sharing with trusted and supportive adult friends, eating (and drinking) healthfully.
2. Try to limit their access to the recurring news and exposure to the tragedy over and over.
Over-exposure to the graphic and emotional news can be overwhelming for children and can cause unnecessary anxiety and fear. Some children who repeatedly watched the footage of planes crashing into the towers on 9/11 thought it was happening again and again. Some children (and some adults) may have difficulty getting graphic scenes and images out of their minds. Too much exposure can fuel their fear, so don’t let them sit and watch the news over and over. Better yet, set the example of not doing so yourself as well.
3. Understand that you can’t completely shield them from what happened.
It would be next to impossible to hide these events from children, as much as we wish we could. You might be able to shield your own child in your home, for example, by not turning on (or owning) a television, but you can’t protect your children from hearing about it from other kids. The fact is, they will hear about it, so although they don’t “need” to know about it, pretending we can shield them is magical thinking.
That said, you don’t need to give them more information than they can handle, or more than they’re asking for. A simple, “Did they talk about what happened in _____ today at school?” would be a good starter. They need to know that you’re not trying to hide the truth from them, that you’re open to talking about it, but that you’re also not forcing them to do so.
4. Model truth-telling and build trust with your children by letting them hear things, even hard things, from you directly.
Eight days after the 9/11 attacks, I was meeting in small groups with pre-school workers in New York City, talking about how to respond to the young children in their care about the events. A man asked to speak to me privately after one of the trainings, and asked for my advice around his 7-year-old daughter. For the last week, since September 12th, she had been having stomach aches and difficulty sleeping. He said it was not tied to the events of 9/11 because, “We don’t have a television.” As his story unfolded it was evident that he did not want to have to explain to his child why people would do such horrible things, a normal dilemma that we face as parents and adults. This child was experiencing physical reactions, as it turned out, not primarily because of her reaction to the events of 9/11, but because she was unable to share her fears and concerns and questions in her own home, faced with her parents’ denial.
Here are some principles to keep in mind as you talk with children:
1. There is no one typical reaction one can or should expect from children.
Their responses will vary all over the ‘emotional’ map, from seeming disinterest to nightmares, eating issues, and anxiety. How any specific child will respond will depend on their age, previous experience with death and loss, and their personality style. Fearful children will tend to worry; quiet children may keep their feelings to themselves; those who want to appear unfazed may exhibit a sense of bravado or lack of caring. Of course, children directly affected – those who had a family member die; those who witnessed the tragedy; those who had friends die – will tend to have longer-term reactions and needs. Watch for changes in behavior, or concerning trends. While it would be normal to have heightened anxiety and sleeplessness, any concerning behavior or troubling symptoms should be taken seriously, and if warranted, professional help sought.
2. Many children will have an increased sense of fear about their safety.
Understandably. So will many adults. After a shooting at an Oregon mall in December 2012, the news outlets were filled with people who said they’d never take their children there again. Others said they’d return as soon as it opened in order to support the stores and employees who had experienced the traumatic events, and whose livelihoods were going to suffer as a result of the several day closure. Some runners in the Boston Marathon vowed to return; others said they would never do so again.
While we can’t guarantee to our children that nothing bad will ever happen to them, we can provide assurance that these events are relatively rare, and that we will do everything we can to keep them safe. Children may have many questions about the events, particularly about natural disasters. Answer their questions with language that fits their developmental stage. It’s okay if you don’t know the answer to a question. If it’s a question that might have an answer, offer to look up more information. You can also ask children what they think the answer is as they often have thoughts and ideas they want to share with you. In the case of natural disasters, if your child is fearful of something like that happening in your community, talk with them about the safety plan that you have in place for your family and home. You can also look into what community safety measures are in place and whatever elements are relevant with your children. Many children will be reassured knowing that there are specific, tangible things they and your family can do if something occurs. Some examples include, picking a meeting place, keeping flashlights in every bedroom, talking about where you will keep emergency water and food.
3. Children want, need, and deserve the truth.
In over 30 years of providing grief support to thousands of children and teens at The Dougy Center for Grieving Children & Families, we have never heard a child say, “I’m glad I was lied to.” Many, however, struggle with anger and lack of trust toward parents or other adults who lied to them. When we don’t tell the truth, they learn that we cannot be trusted. As difficult as it can be at times, and as horrendous as the truth may be, children want, need, and deserve the truth. Being able to talk openly and honestly with your children about tragic events and other losses, creates a foundation of trust, enabling them to come to you in the future with their questions, fears, and concerns.
Helping Children with Tragic Events in the News
In times of community or world-wide crisis, it’s easy to assume that young children don’t know what’s going on. But one thing’s for sure — children are very sensitive to how their parents feel. They’re keenly aware of the expressions on their parents’ faces and the tone of their voices. Children can sense when their parents are really worried, whether they’re watching the news or talking about it with others. No matter what children know about a “crisis,” it’s especially scary for children to realize that their parents are scared.
Some Scary, Confusing Images
The way that news is presented on television can be quite confusing for a young child. The same video segment may be shown over and over again through the day, as if each showing was a different event. Someone who has died turns up alive and then dies again and again. Children often become very anxious since they don’t understand much about videotape replays, closeups, and camera angles. Any televised danger seems close to home to them because the tragic scenes are taking place on the TV set in their own living room. Children can’t tell the difference between what’s close and what’s far away, what’s real and what’s pretend, or what’s new and what’s re-run.
The younger the children are, the more likely they are to be interested in scenes of close-up faces, particularly if the people are expressing some strong feelings. When there’s tragic news, the images on TV are most often much too graphic and disturbing for young children.
“Who will take care of me?”
In times of crisis, children want to know, “Who will take care of me?” They’re dependent on adults for their survival and security. They’re naturally self-centered. They need to hear very clearly that their parents are doing all they can to take care of them and to keep them safe. They also need to hear that people in the government and other grown-ups they don’t even know are working hard to keep them safe, too.
Helping Children Feel More Secure
Play is one of the important ways young children have of dealing with their concerns. Of course, playing about violent news can be scary and sometimes unsafe, so adults need to be nearby to help redirect that kind of play into nurturing themes, such as a hospital for the wounded or a pretend meal for emergency workers.
When children are scared and anxious, they might become more dependent, clingy, and afraid to go to bed at night. Whining, aggressive behavior, or toilet “accidents” may be their way of asking for more comfort from the important adults in their lives. Little by little, as the adults around them become more confident, hopeful and secure, our children probably will, too.
Turn Off the TV
When there’s something tragic in the news, many parents get concerned about what and how to tell their children. It’s even harder than usual if we’re struggling with our own powerful feelings about what has happened. Adults are sometimes surprised that their own reactions to a televised crisis are so strong, but great loss and devastation in the news often reawaken our own earlier losses and fears – even some we think we might have “forgotten”
It’s easy to allow ourselves to get drawn into watching televised news of a crisis for hours and hours; however, exposing ourselves to so many tragedies can make us feel hopeless, insecure, and even depressed. We help our children and ourselves if we’re able to limit our own television viewing. Our children need us to spend time with them – away from the frightening images on the screen.
Talking and Listening
Even if we wanted to, it would be impossible to give our children all the reasons for such things as war, terrorists, abuse, murders, major fires, hurricanes, and earthquakes. If they ask questions, our best answer may be to ask them, “What do you think happened?” If the answer is “I don’t know,” then the simplest reply might be something like, “I’m sad about the news, and I’m worried. But I love you, and I’m here to care for you.”
If we don’t let children know it’s okay to feel sad and scared, they may think something is wrong with them when they do feel that way. They certainly don’t need to hear all the details of what’s making us sad or scared, but if we can help them accept their own feelings as natural and normal, their feelings will be much more manageable for them.
Angry feelings are part of being human, especially when we feel powerless. One of the most important messages we can give our children is, “It’s okay to be angry, but it’s not okay to hurt ourselves or others.” Besides giving children the right to their anger, we can help them find constructive things to do with their feelings. This way, we’ll be giving them useful tools that will serve them all their life, and help them to become the worlds’ future peacemakers — the world’s future “helpers.”
Helpful Hints
- Do your best to keep the television off, or at least limit how much your child sees of any news event.
- Try to keep yourself calm. Your presence can help your child feel more secure.
- Give your child extra comfort and physical affection, like hugs or snuggling up together with a favorite book. Physical comfort goes a long way towards providing inner security. That closeness can nourish you, too.
- Try to keep regular routines as normal as possible. Children and adults count on their familiar pattern of everyday life.
- Plan something that you and your child enjoy doing together, like taking a walk, going on a picnic, having some quiet time, or doing something silly. It can help to know there are simple things in life that can help us feel better, in good times and in bad.
- Even if children don’t mention what they’ve seen or heard in the news, it can help to ask what they think has happened. If parents don’t bring up the subject, children can be left with their misinterpretations. You may be really surprised at how much your child has heard from others.
- Focus attention on the helpers, like the police, firemen, doctors, nurses, paramedics, and volunteers. It’s reassuring to know there are many caring people who are doing all they can to help others in this world.
- Let your child know if you’re making a donation, going to a town meeting, writing a letter or e-mail of support, or taking some other action. It can help children to know that adults take many different active roles and that we don’t give in to helplessness in times of worldwide crisis.
JOB / CAREER FAIRS, EVENTS, OPENINGS, AND INTERNSHIPS 2024
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We are hiring! We are seeking Bilingual Recovery Center Support Staff in Washington County! Please send a cover letter & resume to dmichael@nwilpdx.com
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