Deaf & HoH Accessible Crisis Line

Video Phone with ASL

Available 24/7/365

Call VP (321) 800-3323

Crisis Resources and Deaf-Accessible Hotlines

The National Center for College Students with Disabilities (NCCSD) offers several resources and strategies to locate deaf-accessible crisis services, community resources and hotlines:

• Crisis Line for VideoPhone users who use American Sign Language (available 24/7): (321) 800-DEAF (321-800-3323)
• SAMHSA National Disaster Distress Hotline:
  • TTY Hotline: 800-846-8517   
  • VideoPhone Hotline: 800-985-5990
  • ASL NOW Button goes to link: https://vibrant.aslnow.io/app/8/10004
  • ASL FAQ & VIDEOS Link: https://www.samhsa.gov/find-help/disaster-distress-helpline/asl-faq
• National Suicide Prevention Hotline:
  • To chat online with a counselor (2pm-2am Monday-Friday Eastern Standard Time)
  • TTY Hotline: 800-799-4889
• Crisis text chatline:
  • free, available 24/7, sometimes has Deaf counselors available
  • text START to 741-741
• National Domestic Violence Hotline:
  • E-mail: deafhelp@thehotline.org
  • TTY: 1-800-787-3224 (24/7 hotline)
  • VP: 1-855-812-1001 (Monday to Friday 9AM—5PM Pacific Standard Time

Link: https://www.nccsdclearinghouse.org/crisis-resources.html

“when the world comes crashing at
your feet
it’s okay to let others
help pick up the pieces
if we’re present to take part in your
happiness
when your circumstances are great
we are more than capable
of sharing your pain”

― Rupi Kaur, The Sun and Her Flowers

Safe & Strong Oregon Helpline

FREE, available 24/7 at 1-800-923-4357  

Language interpreters available

1-800-923-HELP (4357)

Excerpt(s) from L4L (Lines for Life) web page:

https://www.linesforlife.org/obhsl/#:~:text=1%2D800%2D923%2DHELP%20(4357)&text=Safe%20%2B%20Strong%20Helpline%2C%20in%20partnership,is%20struggling%20and%20seeking%20support

Help is free and available 24/7. Language interpreters are available.

Safe + Strong Helpline, in partnership with the Oregon Health Authority, is an emotional support and resource referral line that can assist anyone who is struggling and seeking support. Callers do not need to be in a crisis to contact this line.

Many of us are juggling concerns about wildfires and smoke, COVID-19, political unrest, financial instability, and more, in addition to the everyday things we personally struggle with.

Disasters can leave us feeling increased anxiety, worry, anger, or depression. In these challenging times, we provide emotional support, mental health triage, drug and alcohol counseling, or just connection with a person who cares.

If you or a loved one is feeling worried, upset, or overwhelmed, give us a call. Our call counselor will listen, assess your needs, and problem-solve with referral to community services and resources if needed.

Visit the Safe & Strong Oregon website for more resources and information at:

https://www.safestrongoregon.org/mental-emotional-health

Some Resources for Families and Communities:

Due to recent tragic events across the country

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

Talking with Children About Tragic Events

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

Resources for Families and Children Facing Tragic Events

Racial Stress – Racism – Hate Crimes

Helpful Resources to Address the Mass Shooting in Uvalde, Texas
Many thanks to Michelle Zabel, MSS, Assistant Dean, and Director, The Institute for Innovation and Implementation, for compiling this list of resources in response to the horrific mass shooting in Texas earlier this week.

Helping Young People Cope With Mental Health Challenges
Vox Media’s NowThis is linking arms with Ken Burns and PBS to share an upcoming documentary titled “Hiding in Plain Sight: Youth Mental Illness.” Scenes from the forthcoming film will be shared across NowThis social platforms throughout Mental Health Awareness Month in May. NowThis will host a live TikTok conversation about the topic, as well. The goal, Burns said, is “to get this material out to young people around the country.” The film itself will debut at the end of June on PBS.

Uplift by Youth Era: Teaching Youth Peer Support Skills
More than 500 youth signed up for the most recent Uplift event! Studied by the University of Oxford and co-designed with young adults, Uplift by Youth Era is the future of peer support. Empower a young person in your life to be who they need, and apply to join the next Uplift training in June!

Randolph “Randy” Muck September 14, 1955 to April 21, 2021 in Memoriam
On the first anniversary of his death, several of us who knew and worked with Randy write this tribute to remember and honor his impact on so many people. Randy provided much-needed leadership from within the federal government to develop and disseminate evidence-based substance use treatments designed for adolescents and their families. He was successful because he had a rare ability to connect with all the groups important to improving adolescent treatment: provider organizations, schools, juvenile justice, counselors, federal agency decision-makers, researchers, private foundations, and most importantly—adolescents and their families. He saw how these groups could align their different interests and collaborate. This, in turn, helped youth, families, and systems of care in ways that continue to have an impact.

HHS Awards Nearly $25 Million to Expand Access to School-Based Health Services
The U.S. Department of Health and Human Services (HHS), through the Health Resources and Services Administration (HRSA), recently announced nearly $25 million will be made available to improve and strengthen access to school-based health services in communities across the country. Awards will support local partnerships between schools and health centers to provide children and youth with the comprehensive physical and mental health care they need.

Investing in Prevention Makes Good Financial Sense
Primary prevention—including screening and intervention before negative health outcomes occur—is relatively inexpensive. The higher-risk behaviors it is designed to reduce are so costly to the healthcare system that it is staggeringly wasteful not to make sure that screening and treatment referrals are readily implemented and faithfully reimbursed by insurers and that interventions are convenient for parents and their children.

PAX Good Behavior Game
Speaking of prevention…
The PAX Good Behavior Game is an evidence-based universal preventive intervention applied by teachers in the classroom. This evidence-based practice consists of research-based strategies with origins in behavioral science, neuroscience, and cultural wisdom that operate together to improve children’s self-regulation. Teachers implement these strategies as part of their daily routines in carrying out tasks such as getting students’ attention, selecting students for tasks, transitioning from one task to the next, working as part of a team, limiting problematic behavior, and reinforcing pro-social behavior.

HHS Launches New Maternal Mental Health Hotline
The Maternal Mental Health Hotline is a new, confidential, toll-free hotline for expecting and new moms experiencing mental health challenges. Those who contact the hotline can receive a range of support, including brief interventions from trained culturally and trauma-informed counselors and referrals to both community-based and telehealth providers as needed. Callers also will receive evidence-based information and referrals to support groups and other community resources.

Six Things You Need To Know About Music and Health
A growing body of research suggests that listening to or performing music affects the brain in ways that may help promote health and manage disease symptoms. More justification for the plethora of music videos posted in Friday Update!

Know Your Rights: Parity for Mental Health and Substance Use Disorder Benefits
This brochure gives an overview of the Mental Health Parity and Addiction Equity Act of 2008. It lists some common limits placed on mental health and substance use disorder benefits and services.

Going Digital: Behavioral Health Tech
Aaahhhh!!! Less than 20 days!!! Well? Have you registered for the 2022 Going Digital: Behavioral Health Tech summit on June 8-9th yet? Can’t make it? Wondering if you can access all of the sessions with our hundreds of speakers after June 8-9th? YES, but ONLY if you register in advance. So, you should probably get on that.

Building a More Equitable Juvenile Justice System for Everyone
Racial inequities regarding the policing of children, and the subsequent disparities in their treatment within the juvenile justice system, have been problems in this country for far too long. It is encouraging that many states and counties are not only recognizing these issues but are taking action. The CSG Justice Center is committed to providing research-driven, data-informed solutions to our partners to continue building safer and stronger communities for everyone, especially our youth.

Disruptions to School and Home Life Among High School Students During the COVID-19 Pandemic — Adolescent Behaviors and Experiences Survey, United States, January–June 2021
Young people have experienced disruptions to school and home life since the COVID-19 pandemic began in March 2020. From January to June 2021, CDC conducted the Adolescent Behaviors and Experiences Survey (ABES), an online survey of a probability-based, nationally representative sample of U.S. public- and private-school students in grades 9–12. ABES data were used to estimate the prevalence of disruptions and adverse experiences during the pandemic, including parental and personal job loss, homelessness, hunger, emotional or physical abuse by a parent or other adult at home, receipt of telemedicine, and difficulty completing schoolwork. Prevalence estimates are presented for all students by sex, race and ethnicity, grade, sexual identity, and difficulty completing schoolwork.

CDC Survey Finds the Pandemic Had a Big Impact on Teens’ Mental Health
According to a survey published by the Centers for Disease Control and Prevention, more than four in 10 teens report feeling “persistently sad or hopeless” during the COVID-19 pandemic. Girls were twice as likely to experience mental health troubles compared to boys. And LGBTQ students were hit the hardest. The CDC’s findings were gathered from online surveys from a sample of 7,700 US students during the first six months of 2021.

New Initiative to Define Policy Recommendations for Embedding Equity into 988
The Kennedy-Satcher Center for Mental Health Equity & Beacon Health Options are joining forces to create and develop an equitable crisis response for the future of behavioral health service delivery ahead of the July 2022 launch of 988.

State Policymakers Can Support Equitable School-based Telemental Health Services
This brief presents five ways state policymakers can support equitable school-based telemental health services, with recommendations based on relevant policy context, existing research, and—in some cases—feedback from interviews with five TMH providers who testified to on-the-ground experience with these interventions.

• SAMHSA Disaster/Distress Hotline: 1-800-985-5990
• SAMHSA Incidents of Mass Violence
• SAMHSA: Tips for Talking with and Helping Children and Youth Cope After a Disaster or Traumatic Event

• CDC Infographic: 6 Guiding Principles to a Trauma-Informed Approach
• CDC Helping Children Cope with Emergencies
• NCSMH Supporting Students, Staff, Families & Communities Impacted by Violence
• NIMH Helping Children & Adolescents Cope with Traumatic Events
• Talking to Children About Terrorist Attacks & School & Community Shootings in the News
• CDC Caring for Children in a Disaster: Tools & Resources
• NCTSN School Shooting Resources
• Sesame Street in Communities: Community & Gun Violence

• AAP Talking to Children About Tragedies & Other News Events
• AAP Talking with Children About Disasters
• CDC Helping Children Cope During & After a Disaster

• AAP Helping Children Cope & Adjust After a Disaster
• AAP Pediatric Preparedness Resource Kit

Helping Children with Tragic Events in the News

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.

Physical Effects

Emotional Effects

Spiritual Effects

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.”

Legislation
Much of the debate today is around gun control. Below are links to two bills currently pending in Congress.

HR 1446 Enhanced Background Check Act of 2021

HR 8 Bipartisan Background Checks Act of 2021

Deaf Accessible—Crisis Lines, Support and Mental Health Resources

Mental Health Resources for People experiencing Deafness or Hard of Hearing

“when the world comes crashing at
your feet
it’s okay to let others
help pick up the pieces
if we’re present to take part in your
happiness
when your circumstances are great
we are more than capable
of sharing your pain”

― Rupi Kaur, The Sun and Her Flowers

Crisis Resources and Deaf-Accessible Hotlines

The National Center for College Students with Disabilities (NCCSD) offers several resources and strategies to locate deaf-accessible crisis services, community resources and hotlines:

• Crisis Line for VideoPhone users who use American Sign Language (available 24/7): (321) 800-DEAF (321-800-3323)
• National Suicide Prevention Hotline: To chat online with a counselor (2pm-2am Monday-Friday Eastern Standard Time) TTY Hotline: 800-799-4889
• Crisis text line: text START to 741-741 (free, available 24/7, sometimes have Deaf counselors available)
• National Domestic Violence Hotline:
  • E-mail: deafhelp@thehotline.org
  • TTY: 1-800-787-3224 (24/7 hotline)
  • VP: 1-855-812-1001 (Monday to Friday 9AM—5PM Pacific Standard Time

Link: https://www.nccsdclearinghouse.org/crisis-resources.html

 Fax Filing Resources and Tips for Visually Impaired 2022

Tax time is stressful for everyone. It involves organizing receipts and tax documents, filling out confusing forms, working with accountants, and meeting that fast-approaching April deadline. For people with age-related vision problems, there is often added anxiety around tax time since most receipts and paperwork come in small print that is difficult, if not impossible, for people with eye conditions such as glaucoma and macular degeneration to read. To help seniors experiencing vision loss get organized and find helpful resources and tips, here is a Tax Guide dedicated to getting yourself organized for this annual event and making the filing process easier. Getting Ready to File? Help With Filing? Working with an Accountant? Ready to file?

Getting Ready to File? It’s Time to Get Organized!

• Invest in a magnification device available from a doctor specializing in low vision rehabilitation, or electronic magnification devices called video magnifiers, can help you read small print that is typically found on receipts and IRS forms.
• If you itemize your income tax deductions, the first thing you need to do is organize your receipts from the year. Use hanging folders or pocket folders to organize receipts and other tax documents, and mark all file folders with bold, large print labels.
• Ask your bank to send you statements in large print. Banks are required to make your statements available in accessible formats such as large print, or braille, if requested.

Need Help With Filing? Follow These Tips.

• Visit the IRS website to download tax forms and instructions in the format that’s easiest for you to read—whether its large print, braille, or ASCII text and HTML versions for assistive technology users.
• Use a magnification device to help you read your W-2 and other preprinted tax forms.
• If you need help preparing basic tax forms, the AARP Tax-Aide program offers free tax preparation help from February 1 through April 15th. Find a Tax-Aide location near you .
• You can also get free help with your tax return at a Volunteer Income Tax Assistance (VITA) or Tax Counseling for the Elderly (TCE) site near you. For more information, call 1-800-906-9887 (VITA) or 1-888-227-7669 (TCE).
• If you are legally blind, indicate that on your tax form since you may qualify for a higher deduction. Find information about itemized deductions for medical expenses.
• Social Security is offering resources that may help you as you prepare and file your taxes, including where you can find free help and advice.
• Check out the American Council of the Blind information page on filing taxes.
• Though online tax preparation and e-filing has become extremely popular, many are not accessible to people who use screen readers or screen magnifiers. Before you start using an online tax program, make sure you can easily navigate it using your assistive technology. More information about accessible tax programs can be found through the AccessWorld review of IRS Free File.

Working With an Accountant? Follow These Tips.

• It is important to use a reputable accountant because you are ultimately responsible for the return filed under your name. Word-of-mouth is a great way to find a good, credible accountant in your area. The IRS website also offers good tips on finding a credible tax preparer.
• Once you’re working with an accountant you trust, ask him or her to prepare your taxes using large print forms, or another accessible format, so that you can review your return before you sign it.
• Make sure to tell your accountant if you are legally blind since you may qualify for a higher deduction.
• Once your accountant has completed your return, ask him or her to read through the form with you to allow you to ask questions on figures you do not understand.

Ready to File? Follow These Tips.

• When it’s time to sign your return, use a signature guide to help you ensure you’ve signed in the appropriate place.
• If you owe money in taxes, and need to write a check, ask your bank to order bold-line large-print checks available from Deluxe (1-800-328-0304).
• If you are expecting a federal refund, you can check its status through the “Where’s My Refund?” tool on the IRS website. According to the IRS, this online tool is accessible to taxpayers who use the JAWS screen reader alone or when used with a Braille display which is compatible with different JAWS modes.
• If you do not have internet access, you can check the status of your refund by calling the IRS TeleTax System at 800-829-4477 or the IRS Refund Hotline at 800-829-1954. When calling, you must provide a social security number for you or your spouse, your filing status, and the exact refund amount shown on your return.

To sign up for more useful information, visit the VisionAware’s registration page.

Related Information

A variety of federal and state government financial incentives can help employers capitalize on the skills and talents people with disabilities have to offer. EARN recently developed a new website guide containing detailed descriptions of federal and state tax incentives, including those specific to veterans and return-to-work/stay-at-work initiatives. Visit the Employer Financial Incentives webpage. Find out about the the Achieving a Better Life Experience Act (Able Act). This Act gives people with disabilities a way to save money for qualifying expenses such as a car, college or career training, healthcare, prevention and wellness, and other expenses without being taxed or impacting eligibility for benefit programs. The Work Opportunity Tax Credit (WOTC) is a Federal benefit for employers hiring individuals from specific target groups, including certain people with disabilities. WOTC helps targeted workers move into self-sufficiency as they earn a steady income, while participating employers are able to reduce their income tax liability.

Importance of Joining a Support Group

If you’ve been diagnosed with an eye condition, have a family member who has, or have become a caregiver, joining a support group may be the most important thing you’ll ever do. Whether online or in your local community, such groups offer the opportunity to talk to others; share common concerns, frustrations, and stories; and find solutions to your vision-related difficulties. For more information on support groups, you can read Support Groups and the Adjustment Process.

Check out Finding Support Groups for more information including links to directory listings of support groups.

Support Group Resources and Supportive Communities Meeting Virtually

• The APH Directory of Services allows you to find local support groups as well as organizations that offer counseling and adjustment services, low vision services, mobility training, and vocational rehabilitation.
• ILVSG TeleSupport – This support group is designed for older adults with low vision who may not have access to the internet or other in-person groups. It is a monthly meeting offered over the phone and there are no fees or obligations. It is designed for low vision seniors anywhere in the U.S. who have no access to the Internet or cannot attend a live support group. Learn more at: MD Support — TeleSupport or call toll-free at 1-888-866-6148 to get started!

• The Friendship Line – The Institute on Aging established this toll-free line for older adults who may be depressed, lonely, disabled, or in crisis.  It is both a crisis “hotline” and a ‘warmline” for emotional support. Trained volunteers answer the calls and make calls. The Friendship Line provides round-the-clock crisis support services including: providing emotional support, elder abuse reporting, well-being checks, grief support through assistance and reassurance, active suicide intervention, information and referrals for isolated older adults, and adults living with disabilities. Volunteers will also call people on a regular basis to help monitor their  physical and mental health concerns. This service can improve the quality of life and connectedness of isolated callers. Reach out today and call 1-800-971-0016. To learn more, visit Senior Intervention Hotline for Crisis Support Services.

• Social Call – This Covia program connects adults 60 and older to new friends on the phone or video calls. Volunteers are “matched” to participants with the goal of building friendships through weekly calls.  This free service is a great way to socialize and make connections when you can’t get out in your community. Go to: Social Call | Covia Corporate or call 1-877-797-7299 to get started. 

• Covia Well Connected and Well Connected Espanol– This program, previously known as Senior Center without Walls, offers enrichment, community, fun, support and learning groups for older adults who may be homebound. All groups meet over the phone and/or on-line and are free. They offer support groups specifically for the visually impaired. It is a rich and supportive community and there is something for everyone! Visit their website to check out the catalog of offerings and learn how it all works. Call 1-877-797-7299 to register and get started.  

• Mather Telephone Topics – Join Telephone Topics to learn about a variety of topics: wellness, music, sports, history. Participate in live discussions and enjoy live performances from home. All you do is call the phone number or log on to the Zoom meeting. Participation is FREE and open to everyone, anywhere! Learn more at: Aging Well Discussions and Programs | Telephone Topics (mather.com)  Then click on “Download Schedule” and choose an option that interests you. If you have questions about Telephone Topics, call 1-888-600-2560.

• Eye2Eye is a free phone-based peer support program which offers emotional support, assessment, information, and referrals to people who are blind or visually impaired and their families. It helps people cope with the challenges of adjusting to vision loss, using trained peer support specialists who are also blind or visually impaired. They serve people in more than twenty states.
• The American Council of the Blind (ACB) has a list of helpful resources for people with vision loss and their families. It also has a national directory of affiliates in each state. Seniors can find information through the ACB affiliate Alliance on Aging and Vision Loss.

• Low vision issues are addressed through the Council of Citizens with Low Vision International.

• The Hadley Institute for the Blind and Visually Impaired offers tuition-free distance education courses in various media on topics, such as participating in or even initiating a a self-help groups and dealing with many issues related to blindness and low vision.

• The National Federation of the Blind Seniors Initiative provides low vision resources and online discussion groups.

• Vision Exchange is an online resource for support group leaders who facilitate support groups for adults with vision loss. The purpose is to exchange ideas, information, and community resources to help adults with low vision be more independent

• The Family Caregiver Alliance (FCA) was the first community-based nonprofit organization in the country to address the needs of families and friends providing long-term care at home. FCA now offers programs at national, state, and local levels to support and sustain caregivers, and has an online family support group.

Phone emotional peer support line for blind persons

Clackamas County has initiated Go Teams to help community members struggling with stress and anxiety during this Coronavirus / COVID-19 pandemic – available by phone 24/7 (24 hours per day, 7 days per week) at: 503-655-8585.

See article on KPTV at: https://www.kptv.com/news/go-teams-clackamas-co-launches-program-to-help-people-struggling-with-stress-anxiety-during-covid/article_d3383498-897f-11ea-9c43-9b4da6c01dc7.html

“Go Teams” wear protective gear and can go into the community and meet with the person who is struggling and listen to their story.  They are trained in psychological first aid which is described as “a provider going to connect with an individual by really listening and showing empathy,” but “[it] is not therapy or case management…[or] crisis mental health services.”

Excerpt(s) from https://www.clackamas.us/coronavirus/mental-health:

Mental Health Connection

Deaf & HoH Accessible Crisis Line

Video Phone with ASL

Available 24/7/365

Call VP (321) 800-3323

Crisis Resources and Deaf-Accessible Hotlines

The National Center for College Students with Disabilities (NCCSD) offers several resources and strategies to locate deaf-accessible crisis services, community resources and hotlines:

• Crisis Line for VideoPhone users who use American Sign Language (available 24/7): (321) 800-DEAF (321-800-3323)
• SAMHSA National Disaster Distress Hotline:
  • TTY Hotline: 800-846-8517   
  • VideoPhone Hotline: 800-985-5990
  • ASL NOW Button goes to link: https://vibrant.aslnow.io/app/8/10004
  • ASL FAQ & VIDEOS Link: https://www.samhsa.gov/find-help/disaster-distress-helpline/asl-faq
• National Suicide Prevention Hotline:
  • To chat online with a counselor (2pm-2am Monday-Friday Eastern Standard Time)
  • TTY Hotline: 800-799-4889
• Crisis text chatline:
  • free, available 24/7, sometimes has Deaf counselors available
  • text START to 741-741
• National Domestic Violence Hotline:
  • E-mail: deafhelp@thehotline.org
  • TTY: 1-800-787-3224 (24/7 hotline)
  • VP: 1-855-812-1001 (Monday to Friday 9AM—5PM Pacific Standard Time

Link: https://www.nccsdclearinghouse.org/crisis-resources.html

“when the world comes crashing at
your feet
it’s okay to let others
help pick up the pieces
if we’re present to take part in your
happiness
when your circumstances are great
we are more than capable
of sharing your pain”

― Rupi Kaur, The Sun and Her Flowers

Safe & Strong Oregon Helpline

FREE, available 24/7 at 1-800-923-4357  

Language interpreters available

1-800-923-HELP (4357)

Excerpt(s) from L4L (Lines for Life) web page:

https://www.linesforlife.org/obhsl/#:~:text=1%2D800%2D923%2DHELP%20(4357)&text=Safe%20%2B%20Strong%20Helpline%2C%20in%20partnership,is%20struggling%20and%20seeking%20support

Help is free and available 24/7. Language interpreters are available.

Safe + Strong Helpline, in partnership with the Oregon Health Authority, is an emotional support and resource referral line that can assist anyone who is struggling and seeking support. Callers do not need to be in a crisis to contact this line.

Many of us are juggling concerns about wildfires and smoke, COVID-19, political unrest, financial instability, and more, in addition to the everyday things we personally struggle with.

Disasters can leave us feeling increased anxiety, worry, anger, or depression. In these challenging times, we provide emotional support, mental health triage, drug and alcohol counseling, or just connection with a person who cares.

If you or a loved one is feeling worried, upset, or overwhelmed, give us a call. Our call counselor will listen, assess your needs, and problem-solve with referral to community services and resources if needed.

Visit the Safe & Strong Oregon website for more resources and information at:

https://www.safestrongoregon.org/mental-emotional-health

Some Resources for Families and Communities:

Due to recent tragic events across the country

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

Talking with Children About Tragic Events

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

Resources for Families and Children Facing Tragic Events

Racial Stress – Racism – Hate Crimes

Helpful Resources to Address the Mass Shooting in Uvalde, Texas
Many thanks to Michelle Zabel, MSS, Assistant Dean, and Director, The Institute for Innovation and Implementation, for compiling this list of resources in response to the horrific mass shooting in Texas earlier this week.

Helping Young People Cope With Mental Health Challenges
Vox Media’s NowThis is linking arms with Ken Burns and PBS to share an upcoming documentary titled “Hiding in Plain Sight: Youth Mental Illness.” Scenes from the forthcoming film will be shared across NowThis social platforms throughout Mental Health Awareness Month in May. NowThis will host a live TikTok conversation about the topic, as well. The goal, Burns said, is “to get this material out to young people around the country.” The film itself will debut at the end of June on PBS.

Uplift by Youth Era: Teaching Youth Peer Support Skills
More than 500 youth signed up for the most recent Uplift event! Studied by the University of Oxford and co-designed with young adults, Uplift by Youth Era is the future of peer support. Empower a young person in your life to be who they need, and apply to join the next Uplift training in June!

Randolph “Randy” Muck September 14, 1955 to April 21, 2021 in Memoriam
On the first anniversary of his death, several of us who knew and worked with Randy write this tribute to remember and honor his impact on so many people. Randy provided much-needed leadership from within the federal government to develop and disseminate evidence-based substance use treatments designed for adolescents and their families. He was successful because he had a rare ability to connect with all the groups important to improving adolescent treatment: provider organizations, schools, juvenile justice, counselors, federal agency decision-makers, researchers, private foundations, and most importantly—adolescents and their families. He saw how these groups could align their different interests and collaborate. This, in turn, helped youth, families, and systems of care in ways that continue to have an impact.

HHS Awards Nearly $25 Million to Expand Access to School-Based Health Services
The U.S. Department of Health and Human Services (HHS), through the Health Resources and Services Administration (HRSA), recently announced nearly $25 million will be made available to improve and strengthen access to school-based health services in communities across the country. Awards will support local partnerships between schools and health centers to provide children and youth with the comprehensive physical and mental health care they need.

Investing in Prevention Makes Good Financial Sense
Primary prevention—including screening and intervention before negative health outcomes occur—is relatively inexpensive. The higher-risk behaviors it is designed to reduce are so costly to the healthcare system that it is staggeringly wasteful not to make sure that screening and treatment referrals are readily implemented and faithfully reimbursed by insurers and that interventions are convenient for parents and their children.

PAX Good Behavior Game
Speaking of prevention…
The PAX Good Behavior Game is an evidence-based universal preventive intervention applied by teachers in the classroom. This evidence-based practice consists of research-based strategies with origins in behavioral science, neuroscience, and cultural wisdom that operate together to improve children’s self-regulation. Teachers implement these strategies as part of their daily routines in carrying out tasks such as getting students’ attention, selecting students for tasks, transitioning from one task to the next, working as part of a team, limiting problematic behavior, and reinforcing pro-social behavior.

HHS Launches New Maternal Mental Health Hotline
The Maternal Mental Health Hotline is a new, confidential, toll-free hotline for expecting and new moms experiencing mental health challenges. Those who contact the hotline can receive a range of support, including brief interventions from trained culturally and trauma-informed counselors and referrals to both community-based and telehealth providers as needed. Callers also will receive evidence-based information and referrals to support groups and other community resources.

Six Things You Need To Know About Music and Health
A growing body of research suggests that listening to or performing music affects the brain in ways that may help promote health and manage disease symptoms. More justification for the plethora of music videos posted in Friday Update!

Know Your Rights: Parity for Mental Health and Substance Use Disorder Benefits
This brochure gives an overview of the Mental Health Parity and Addiction Equity Act of 2008. It lists some common limits placed on mental health and substance use disorder benefits and services.

Going Digital: Behavioral Health Tech
Aaahhhh!!! Less than 20 days!!! Well? Have you registered for the 2022 Going Digital: Behavioral Health Tech summit on June 8-9th yet? Can’t make it? Wondering if you can access all of the sessions with our hundreds of speakers after June 8-9th? YES, but ONLY if you register in advance. So, you should probably get on that.

Building a More Equitable Juvenile Justice System for Everyone
Racial inequities regarding the policing of children, and the subsequent disparities in their treatment within the juvenile justice system, have been problems in this country for far too long. It is encouraging that many states and counties are not only recognizing these issues but are taking action. The CSG Justice Center is committed to providing research-driven, data-informed solutions to our partners to continue building safer and stronger communities for everyone, especially our youth.

Disruptions to School and Home Life Among High School Students During the COVID-19 Pandemic — Adolescent Behaviors and Experiences Survey, United States, January–June 2021
Young people have experienced disruptions to school and home life since the COVID-19 pandemic began in March 2020. From January to June 2021, CDC conducted the Adolescent Behaviors and Experiences Survey (ABES), an online survey of a probability-based, nationally representative sample of U.S. public- and private-school students in grades 9–12. ABES data were used to estimate the prevalence of disruptions and adverse experiences during the pandemic, including parental and personal job loss, homelessness, hunger, emotional or physical abuse by a parent or other adult at home, receipt of telemedicine, and difficulty completing schoolwork. Prevalence estimates are presented for all students by sex, race and ethnicity, grade, sexual identity, and difficulty completing schoolwork.

CDC Survey Finds the Pandemic Had a Big Impact on Teens’ Mental Health
According to a survey published by the Centers for Disease Control and Prevention, more than four in 10 teens report feeling “persistently sad or hopeless” during the COVID-19 pandemic. Girls were twice as likely to experience mental health troubles compared to boys. And LGBTQ students were hit the hardest. The CDC’s findings were gathered from online surveys from a sample of 7,700 US students during the first six months of 2021.

New Initiative to Define Policy Recommendations for Embedding Equity into 988
The Kennedy-Satcher Center for Mental Health Equity & Beacon Health Options are joining forces to create and develop an equitable crisis response for the future of behavioral health service delivery ahead of the July 2022 launch of 988.

State Policymakers Can Support Equitable School-based Telemental Health Services
This brief presents five ways state policymakers can support equitable school-based telemental health services, with recommendations based on relevant policy context, existing research, and—in some cases—feedback from interviews with five TMH providers who testified to on-the-ground experience with these interventions.

• SAMHSA Disaster/Distress Hotline: 1-800-985-5990
• SAMHSA Incidents of Mass Violence
• SAMHSA: Tips for Talking with and Helping Children and Youth Cope After a Disaster or Traumatic Event

• CDC Infographic: 6 Guiding Principles to a Trauma-Informed Approach
• CDC Helping Children Cope with Emergencies
• NCSMH Supporting Students, Staff, Families & Communities Impacted by Violence
• NIMH Helping Children & Adolescents Cope with Traumatic Events
• Talking to Children About Terrorist Attacks & School & Community Shootings in the News
• CDC Caring for Children in a Disaster: Tools & Resources
• NCTSN School Shooting Resources
• Sesame Street in Communities: Community & Gun Violence

• AAP Talking to Children About Tragedies & Other News Events
• AAP Talking with Children About Disasters
• CDC Helping Children Cope During & After a Disaster

• AAP Helping Children Cope & Adjust After a Disaster
• AAP Pediatric Preparedness Resource Kit

Helping Children with Tragic Events in the News

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.

Physical Effects

Emotional Effects

Spiritual Effects

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.”

Legislation
Much of the debate today is around gun control. Below are links to two bills currently pending in Congress.

HR 1446 Enhanced Background Check Act of 2021

HR 8 Bipartisan Background Checks Act of 2021

Deaf Accessible—Crisis Lines, Support and Mental Health Resources

Mental Health Resources for People experiencing Deafness or Hard of Hearing

“when the world comes crashing at
your feet
it’s okay to let others
help pick up the pieces
if we’re present to take part in your
happiness
when your circumstances are great
we are more than capable
of sharing your pain”

― Rupi Kaur, The Sun and Her Flowers

Crisis Resources and Deaf-Accessible Hotlines

The National Center for College Students with Disabilities (NCCSD) offers several resources and strategies to locate deaf-accessible crisis services, community resources and hotlines:

• Crisis Line for VideoPhone users who use American Sign Language (available 24/7): (321) 800-DEAF (321-800-3323)
• National Suicide Prevention Hotline: To chat online with a counselor (2pm-2am Monday-Friday Eastern Standard Time) TTY Hotline: 800-799-4889
• Crisis text line: text START to 741-741 (free, available 24/7, sometimes have Deaf counselors available)
• National Domestic Violence Hotline:
  • E-mail: deafhelp@thehotline.org
  • TTY: 1-800-787-3224 (24/7 hotline)
  • VP: 1-855-812-1001 (Monday to Friday 9AM—5PM Pacific Standard Time

Link: https://www.nccsdclearinghouse.org/crisis-resources.html

 Fax Filing Resources and Tips for Visually Impaired 2022

Tax time is stressful for everyone. It involves organizing receipts and tax documents, filling out confusing forms, working with accountants, and meeting that fast-approaching April deadline. For people with age-related vision problems, there is often added anxiety around tax time since most receipts and paperwork come in small print that is difficult, if not impossible, for people with eye conditions such as glaucoma and macular degeneration to read. To help seniors experiencing vision loss get organized and find helpful resources and tips, here is a Tax Guide dedicated to getting yourself organized for this annual event and making the filing process easier. Getting Ready to File? Help With Filing? Working with an Accountant? Ready to file?

Getting Ready to File? It’s Time to Get Organized!

• Invest in a magnification device available from a doctor specializing in low vision rehabilitation, or electronic magnification devices called video magnifiers, can help you read small print that is typically found on receipts and IRS forms.
• If you itemize your income tax deductions, the first thing you need to do is organize your receipts from the year. Use hanging folders or pocket folders to organize receipts and other tax documents, and mark all file folders with bold, large print labels.
• Ask your bank to send you statements in large print. Banks are required to make your statements available in accessible formats such as large print, or braille, if requested.

Need Help With Filing? Follow These Tips.

• Visit the IRS website to download tax forms and instructions in the format that’s easiest for you to read—whether its large print, braille, or ASCII text and HTML versions for assistive technology users.
• Use a magnification device to help you read your W-2 and other preprinted tax forms.
• If you need help preparing basic tax forms, the AARP Tax-Aide program offers free tax preparation help from February 1 through April 15th. Find a Tax-Aide location near you .
• You can also get free help with your tax return at a Volunteer Income Tax Assistance (VITA) or Tax Counseling for the Elderly (TCE) site near you. For more information, call 1-800-906-9887 (VITA) or 1-888-227-7669 (TCE).
• If you are legally blind, indicate that on your tax form since you may qualify for a higher deduction. Find information about itemized deductions for medical expenses.
• Social Security is offering resources that may help you as you prepare and file your taxes, including where you can find free help and advice.
• Check out the American Council of the Blind information page on filing taxes.
• Though online tax preparation and e-filing has become extremely popular, many are not accessible to people who use screen readers or screen magnifiers. Before you start using an online tax program, make sure you can easily navigate it using your assistive technology. More information about accessible tax programs can be found through the AccessWorld review of IRS Free File.

Working With an Accountant? Follow These Tips.

• It is important to use a reputable accountant because you are ultimately responsible for the return filed under your name. Word-of-mouth is a great way to find a good, credible accountant in your area. The IRS website also offers good tips on finding a credible tax preparer.
• Once you’re working with an accountant you trust, ask him or her to prepare your taxes using large print forms, or another accessible format, so that you can review your return before you sign it.
• Make sure to tell your accountant if you are legally blind since you may qualify for a higher deduction.
• Once your accountant has completed your return, ask him or her to read through the form with you to allow you to ask questions on figures you do not understand.

Ready to File? Follow These Tips.

• When it’s time to sign your return, use a signature guide to help you ensure you’ve signed in the appropriate place.
• If you owe money in taxes, and need to write a check, ask your bank to order bold-line large-print checks available from Deluxe (1-800-328-0304).
• If you are expecting a federal refund, you can check its status through the “Where’s My Refund?” tool on the IRS website. According to the IRS, this online tool is accessible to taxpayers who use the JAWS screen reader alone or when used with a Braille display which is compatible with different JAWS modes.
• If you do not have internet access, you can check the status of your refund by calling the IRS TeleTax System at 800-829-4477 or the IRS Refund Hotline at 800-829-1954. When calling, you must provide a social security number for you or your spouse, your filing status, and the exact refund amount shown on your return.

To sign up for more useful information, visit the VisionAware’s registration page.

Related Information

A variety of federal and state government financial incentives can help employers capitalize on the skills and talents people with disabilities have to offer. EARN recently developed a new website guide containing detailed descriptions of federal and state tax incentives, including those specific to veterans and return-to-work/stay-at-work initiatives. Visit the Employer Financial Incentives webpage. Find out about the the Achieving a Better Life Experience Act (Able Act). This Act gives people with disabilities a way to save money for qualifying expenses such as a car, college or career training, healthcare, prevention and wellness, and other expenses without being taxed or impacting eligibility for benefit programs. The Work Opportunity Tax Credit (WOTC) is a Federal benefit for employers hiring individuals from specific target groups, including certain people with disabilities. WOTC helps targeted workers move into self-sufficiency as they earn a steady income, while participating employers are able to reduce their income tax liability.

Importance of Joining a Support Group

If you’ve been diagnosed with an eye condition, have a family member who has, or have become a caregiver, joining a support group may be the most important thing you’ll ever do. Whether online or in your local community, such groups offer the opportunity to talk to others; share common concerns, frustrations, and stories; and find solutions to your vision-related difficulties. For more information on support groups, you can read Support Groups and the Adjustment Process.

Check out Finding Support Groups for more information including links to directory listings of support groups.

Support Group Resources and Supportive Communities Meeting Virtually

• The APH Directory of Services allows you to find local support groups as well as organizations that offer counseling and adjustment services, low vision services, mobility training, and vocational rehabilitation.
• ILVSG TeleSupport – This support group is designed for older adults with low vision who may not have access to the internet or other in-person groups. It is a monthly meeting offered over the phone and there are no fees or obligations. It is designed for low vision seniors anywhere in the U.S. who have no access to the Internet or cannot attend a live support group. Learn more at: MD Support — TeleSupport or call toll-free at 1-888-866-6148 to get started!

• The Friendship Line – The Institute on Aging established this toll-free line for older adults who may be depressed, lonely, disabled, or in crisis.  It is both a crisis “hotline” and a ‘warmline” for emotional support. Trained volunteers answer the calls and make calls. The Friendship Line provides round-the-clock crisis support services including: providing emotional support, elder abuse reporting, well-being checks, grief support through assistance and reassurance, active suicide intervention, information and referrals for isolated older adults, and adults living with disabilities. Volunteers will also call people on a regular basis to help monitor their  physical and mental health concerns. This service can improve the quality of life and connectedness of isolated callers. Reach out today and call 1-800-971-0016. To learn more, visit Senior Intervention Hotline for Crisis Support Services.

• Social Call – This Covia program connects adults 60 and older to new friends on the phone or video calls. Volunteers are “matched” to participants with the goal of building friendships through weekly calls.  This free service is a great way to socialize and make connections when you can’t get out in your community. Go to: Social Call | Covia Corporate or call 1-877-797-7299 to get started. 

• Covia Well Connected and Well Connected Espanol– This program, previously known as Senior Center without Walls, offers enrichment, community, fun, support and learning groups for older adults who may be homebound. All groups meet over the phone and/or on-line and are free. They offer support groups specifically for the visually impaired. It is a rich and supportive community and there is something for everyone! Visit their website to check out the catalog of offerings and learn how it all works. Call 1-877-797-7299 to register and get started.  

• Mather Telephone Topics – Join Telephone Topics to learn about a variety of topics: wellness, music, sports, history. Participate in live discussions and enjoy live performances from home. All you do is call the phone number or log on to the Zoom meeting. Participation is FREE and open to everyone, anywhere! Learn more at: Aging Well Discussions and Programs | Telephone Topics (mather.com)  Then click on “Download Schedule” and choose an option that interests you. If you have questions about Telephone Topics, call 1-888-600-2560.

• Eye2Eye is a free phone-based peer support program which offers emotional support, assessment, information, and referrals to people who are blind or visually impaired and their families. It helps people cope with the challenges of adjusting to vision loss, using trained peer support specialists who are also blind or visually impaired. They serve people in more than twenty states.
• The American Council of the Blind (ACB) has a list of helpful resources for people with vision loss and their families. It also has a national directory of affiliates in each state. Seniors can find information through the ACB affiliate Alliance on Aging and Vision Loss.

• Low vision issues are addressed through the Council of Citizens with Low Vision International.

• The Hadley Institute for the Blind and Visually Impaired offers tuition-free distance education courses in various media on topics, such as participating in or even initiating a a self-help groups and dealing with many issues related to blindness and low vision.

• The National Federation of the Blind Seniors Initiative provides low vision resources and online discussion groups.

• Vision Exchange is an online resource for support group leaders who facilitate support groups for adults with vision loss. The purpose is to exchange ideas, information, and community resources to help adults with low vision be more independent

• The Family Caregiver Alliance (FCA) was the first community-based nonprofit organization in the country to address the needs of families and friends providing long-term care at home. FCA now offers programs at national, state, and local levels to support and sustain caregivers, and has an online family support group.

Phone emotional peer support line for blind persons

Clackamas County has initiated Go Teams to help community members struggling with stress and anxiety during this Coronavirus / COVID-19 pandemic – available by phone 24/7 (24 hours per day, 7 days per week) at: 503-655-8585.

See article on KPTV at: https://www.kptv.com/news/go-teams-clackamas-co-launches-program-to-help-people-struggling-with-stress-anxiety-during-covid/article_d3383498-897f-11ea-9c43-9b4da6c01dc7.html

“Go Teams” wear protective gear and can go into the community and meet with the person who is struggling and listen to their story.  They are trained in psychological first aid which is described as “a provider going to connect with an individual by really listening and showing empathy,” but “[it] is not therapy or case management…[or] crisis mental health services.”

Excerpt(s) from https://www.clackamas.us/coronavirus/mental-health:

Mental Health Connection