PeerGalaxy Original Calendar

Welcome to PeerGalaxy Calendar featuring over 99,000+ monthly offerings of FREE telephone- and online-accessible peer support, recovery support + wellness activities!

Over 30+ warmlines plus webinars, workshops, job postings, special events, consumer input opportunities and more.

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How Events are Sorted:

First, at the top of the list: SAMHSA Disaster Helpline and similar links.

Next in the list: Bundled “All Day” Events for organizations with events happening at multiple times throughout the day and/or in many formats or locations; these are bundled into a single listing to prevent endless scrolling.  Usually these offer a lookup by zip code or other criteria. 

Lastly, Time-Specific Events listed by start time from 12:01am early morning to 11:59pm late night.  Warmlines and places east of Oregon’s time zone tend to start earlier (e.g. 4am in Oregon is 7am in New York).

Jun
3
Sat
2023
04 – Resources – CDC – Centers for Disease Control and Prevention – Opioid Recovery Resources
Jun 3 all-day

 

Centers for Disease Control and Prevention 

Opioid Recovery Resources

Addiction is a medical condition. Treatment can help. Recovery is possible.

Opioid addiction, also known as opioid use disorder (OUD), is a chronic and relapsing disease that can affect anyone. In fact, millions of Americans suffer from opioid addiction.

As with most other chronic diseases, addiction is treatable. If you or someone you know is struggling, treatment is available. While no single treatment method is right for everyone, recovery is possible, and help is available for opioid addiction.

Recovery is possible

Preventing overdose death and finding treatment options are the first steps to recovery. Treatment may save a life and can help people struggling with opioid addiction get their lives back on track by allowing them to counteract addiction’s powerful effects on their brain and behavior. The overall goal of treatment is to return people to productive functioning in their family, workplace, and community.

Opioid addiction treatment can vary depending on the patient’s individual needs, occur in a variety of settings, take many different forms, and last for varying lengths of time.

Evidence-based approaches to treating opioid addiction include medications and combining medications with behavioral therapy. A recovery plan that includes medication for opioid addiction increases the chance of success.

Medications used in the treatment of opioid addiction support a person’s recovery by helping to normalize brain chemistry, relieving cravings, and in some cases preventing withdrawal symptoms. The choice to include medication as part of recovery is a personal medical decision, but the evidence for medications to support successful recovery is strong.

Medications for opioid addiction include:

Buprenorphine
  • Available as dissolving tablet, cheek film, extended-release injection, or 6-month implant under the skin.
  • Can be prescribed by a doctor for use outside a clinic.
Methadone
  • Available as daily liquid.
  • Can only be used in a certified opioid treatment program setting.
Naltrexone
  • Can be prescribed by any clinician who can legally prescribe medication.
  • Only used for people who have not used opioids for at least 7–10 days.

Talk with a doctor to find out what types of treatments are available in your area and what options are best for you and/or your loved one. Addiction is a chronic, relapsing disease; be sure to ask your doctor about the risk of relapse and overdose.

f you notice that someone may be struggling with opioid addiction:

  • Ask if you can help. Everyone can play a role and take action to help their loved ones in recovery. Treatment and the support and help from family, friends, co-workers, and others can make a big difference in the recovery process.
  • Be supportive, and reduce stigma. Stigma or the fear of stigma may stop someone from sharing their health condition and prevent them from seeking the health or behavioral health services and support services they need. Recognize that opioid addiction is a medical condition, not a moral failing. Stopping stigma is important to helping loved ones feel safer and healthier.
  • Carry naloxone. Naloxone can reverse overdose and prevent death. It is a non-addictive, life-saving drug that can reverse the effects of an opioid overdose when administered in time.
04 – Resources – Families and Children Facing Tragic Events – Racial Stress – Racism – Hate Crimes, List by Children’s Mental Health Network
Jun 3 all-day

 

Resources for Families and Children Facing Tragic Events

Racial Stress – Racism – Hate Crimes

 

Childrens Mental Health Network

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.

 

University of MaryLand School of Social Work Institue for Innovation and Implimentation logo

SAMHSA Resources

 

General Resources
For Parents & Caregivers
For Providers

 

Daniel Tiger

Helping Children with Tragic Events in the News

In times of community or world-wide crisis, it’s easy to assume that young children don’t know what’s going on. But one thing’s for sure — children are very sensitive to how their parents feel. They’re keenly aware of the expressions on their parents’ faces and the tone of their voices. Children can sense when their parents are really worried, whether they’re watching the news or talking about it with others. No matter what children know about a “crisis,” it’s especially scary for children to realize that their parents are scared.

Some Scary, Confusing Images

The way that news is presented on television can be quite confusing for a young child. The same video segment may be shown over and over again through the day, as if each showing was a different event. Someone who has died turns up alive and then dies again and again. Children often become very anxious since they don’t understand much about videotape replays, closeups, and camera angles. Any televised danger seems close to home to them because the tragic scenes are taking place on the TV set in their own living room. Children can’t tell the difference between what’s close and what’s far away, what’s real and what’s pretend, or what’s new and what’s re-run.

The younger the children are, the more likely they are to be interested in scenes of close-up faces, particularly if the people are expressing some strong feelings. When there’s tragic news, the images on TV are most often much too graphic and disturbing for young children.

“Who will take care of me?”

In times of crisis, children want to know, “Who will take care of me?” They’re dependent on adults for their survival and security. They’re naturally self-centered. They need to hear very clearly that their parents are doing all they can to take care of them and to keep them safe. They also need to hear that people in the government and other grown-ups they don’t even know are working hard to keep them safe, too.

Helping Children Feel More Secure

Play is one of the important ways young children have of dealing with their concerns. Of course, playing about violent news can be scary and sometimes unsafe, so adults need to be nearby to help redirect that kind of play into nurturing themes, such as a hospital for the wounded or a pretend meal for emergency workers.

When children are scared and anxious, they might become more dependent, clingy, and afraid to go to bed at night. Whining, aggressive behavior, or toilet “accidents” may be their way of asking for more comfort from the important adults in their lives. Little by little, as the adults around them become more confident, hopeful and secure, our children probably will, too.

Turn Off the TV

When there’s something tragic in the news, many parents get concerned about what and how to tell their children. It’s even harder than usual if we’re struggling with our own powerful feelings about what has happened. Adults are sometimes surprised that their own reactions to a televised crisis are so strong, but great loss and devastation in the news often reawaken our own earlier losses and fears – even some we think we might have “forgotten”

It’s easy to allow ourselves to get drawn into watching televised news of a crisis for hours and hours; however, exposing ourselves to so many tragedies can make us feel hopeless, insecure, and even depressed. We help our children and ourselves if we’re able to limit our own television viewing. Our children need us to spend time with them – away from the frightening images on the screen.

Talking and Listening

Even if we wanted to, it would be impossible to give our children all the reasons for such things as war, terrorists, abuse, murders, major fires, hurricanes, and earthquakes. If they ask questions, our best answer may be to ask them, “What do you think happened?” If the answer is “I don’t know,” then the simplest reply might be something like, “I’m sad about the news, and I’m worried. But I love you, and I’m here to care for you.”

If we don’t let children know it’s okay to feel sad and scared, they may think something is wrong with them when they do feel that way. They certainly don’t need to hear all the details of what’s making us sad or scared, but if we can help them accept their own feelings as natural and normal, their feelings will be much more manageable for them.

Angry feelings are part of being human, especially when we feel powerless. One of the most important messages we can give our children is, “It’s okay to be angry, but it’s not okay to hurt ourselves or others.” Besides giving children the right to their anger, we can help them find constructive things to do with their feelings. This way, we’ll be giving them useful tools that will serve them all their life, and help them to become the worlds’ future peacemakers — the world’s future “helpers.”

Helpful Hints

  • Do your best to keep the television off, or at least limit how much your child sees of any news event.
  • Try to keep yourself calm. Your presence can help your child feel more secure.
  • Give your child extra comfort and physical affection, like hugs or snuggling up together with a favorite book. Physical comfort goes a long way towards providing inner security. That closeness can nourish you, too.
  • Try to keep regular routines as normal as possible. Children and adults count on their familiar pattern of everyday life.
  • Plan something that you and your child enjoy doing together, like taking a walk, going on a picnic, having some quiet time, or doing something silly. It can help to know there are simple things in life that can help us feel better, in good times and in bad.
  • Even if children don’t mention what they’ve seen or heard in the news, it can help to ask what they think has happened. If parents don’t bring up the subject, children can be left with their misinterpretations. You may be really surprised at how much your child has heard from others.
  • Focus attention on the helpers, like the police, firemen, doctors, nurses, paramedics, and volunteers. It’s reassuring to know there are many caring people who are doing all they can to help others in this world.
  • Let your child know if you’re making a donation, going to a town meeting, writing a letter or e-mail of support, or taking some other action. It can help children to know that adults take many different active roles and that we don’t give in to helplessness in times of worldwide crisis.

 

 

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.

 

How race-related stress affects you and your relationship with your child

What effect does racism have on your health and well-being?

Not only does racism impact you as a parent, it can also impact how you interact with your children. Experiences of racism build on each other and can chip away at your emotional, physical and spiritual resources as a parent, contributing to race-related stress. Race-related stress can make it hard to have the space needed to take care of yourself as a parent, which reduces the emotional space you need to adequately take care of your children.

 

Physical effects

Physical Effects

Physical Effects can include increased hypertension, illness and risky behaviors such as substance use.

 

Emotional effects

Emotional Effects

Emotional effects can include depression, anxiety, anger, irritability and aggression.

 

Spiritual effects

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

Insecure Feelings

Feelings of shame and lack of confidence due to feeling that a situation cannot be changed.

Lack of trust

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

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).

Emotions

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.

 

Strategies to deal with racial stress and practice self-care.

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 you can try.

You are not the only person dealing with race-related stress and connecting with other people with similar experiences and feelings can help you to successfully navigate racism.

  • Talk with family and trusted friends specifically about racialized events that have occurred and how to handle them
  • Start or join a group with others who may have had similar experiences and similar interests, like a book club that reads books by Black authors, or spend time with other African American parents who have the same concerns you do about how your children are treated at the school.
  • Seek out activities that you can do with your friends or family (e.g., exercising, cooking, watching a family show or movie together, etc.)

 

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

 

 

04 – Resources – SRN – Scottish Recovery Network – Peer To Peer Training Resources
Jun 3 all-day

Let’s do Peer2Peer!

Peer2Peer is adaptable and flexible. Deliver the course as a whole or focus on specific sessions.

Scottish Recovery Network gives us the framework to think and create things for ourselves.

Peer2Peer Development Programme participant

Peer2Peer training manual

Peer2Peer helps you to deliver peer training for your organisation or initiative. It is adaptable and can be tailored to suit your needs.

Download .PDF document (4 MB)

Let’s do Peer2Peer guide

The guide complements the training manual. It has been developed in collaboration with organizations already delivering Peer2Peer. It provides insights and ideas on the different ways to run and facilitate the course.

Download .PDF document (3 MB)

Creating a positive learning environment

Considerations for creating a positive learning environment for your Peer2Peer participants.

Download .PDF document (888 KB)

Example Peer2Peer course outlines

Different organisations provide examples of how they are delivering the course.

Download .PDF document (573 KB)

Budget planning

Things to consider when budgeting or sourcing funding for your Peer2Peer course.

Download .PDF document (136 KB)

Certificate of achievement (PDF)

Downloadable certificate of achievement for course participants.

Download .PDF document (182 KB)

Certificate of achievement (Word)

Downloadable certificate of achievement for course participants.

Download .DOCX document (545 KB)

Hollie: peer support and me

Hollie, a Peer Worker with Penumbra, tells us what peer support means to her. This short animation is a powerful way to show the value and impact of peer support. It is also available on our YouTube channel where you can watch, download or share the film.

Download .MP4 video (4 MB)

Values Framework for Peer Working

This publication aims to increase understanding of the peer worker role and ensure that it maintains the peer support ethos.

Download .PDF document (246 KB)

Experts by Experience Implementation Guidelines

Guidelines to support the development of Peer Worker roles in the mental health sector.

Download .PDF document (880 KB)

AM – All Month – Eating and/or Body Image Struggles – Resources for Peer Support, Recovery & Wellness
Jun 3 all-day
Eating Problems 
Body Image Struggles, Wellness, Support
A 12-step recovery program

https://www.foodaddicts.org/

Food addiction can take many forms. Symptoms include obesity, under eating, and bulimia. People often think of the term “eating disorders” when describing the disease of food addiction. Food addicts are obsessed with food, body size, and weight. We spend our days thinking about when and what we are going to eat or not eat. Binging, purging, and dieting are a way of life. The bottom line is that we can’t stop thinking about eating. Food Addicts in Recovery Anonymous (FA) offers relief from the symptoms of eating disorders and guidance on living in recovery.


ANAD – National Association of Anorexia Nervosa and Associated Disorders
https://anad.org/get-help/
ANAD is committed to providing free, peer support services to anyone struggling with an eating disorder Our free, eating disorders Helpline is available for treatment referrals, support and encouragement, and general questions about eating disorders.
Call the Helpline // 888.375.7767
Support Group // Find a Support Group
Peer Mentors // Request a Mentor
 
Treatment // Search our national directory
Our Helpline is available Monday-Friday, 9am-9pm CST. We will return messages left outside these hours.
NEDA – National Eating Disorders Association
NEDA: External link  list of virtual support groups for different time zones offered by multiple organizations dedicated to eating disorder recovery across the United States.
CONTACT THE NEDA HELPLINE
  1. Online chat

    Online Chat

    Monday—Thursday 9am—9pm ET

    Friday 9am—5pm ET

  1. Call NEDA's eating disorders helpline

    Call

    (800) 931-2237

    Monday—Thursday 11am—9pm ET

    Friday 11am—5pm ET

    Translation services are available on the phone.

  1. Call NEDA's eating disorders helpline

    Text

    (800) 931-2237

    Pilot hours: Monday—Thursday 3pm—6pm ET

https://eatingdisorderfoundation.org/get-help/support-groups/

Eating Disorder Foundation Support Groups, Eating Disorder Foundation: External link  list of recurring virtual support groups for people recovering from eating disorders, as well as family members and friends who are supporting someone through recovery.

https://www.feast-ed.org/around-the-dinner-table-forum/

Around the Dinner Table Forum, FEAST: External link  online community of parents of eating disorder patients around the world.  [note, I would say parents/caregivers of family members or persons experiencing eating struggles or struggling with eating, not patients!]

https://www.beateatingdisorders.org.uk/sanctuary

The Sanctuary, Beat Eating Disorders: External link  information about an online chat room for U.K. residents recovering from an eating disorder.

https://rockrecoveryed.org/coffee-conversations-for-moms/

Coffee and Conversations for Moms, Rock Recovery: External link  monthly virtual support group for mothers who are recovering from an eating disorder.

https://centerfordiscovery.com/groups/

Free Eating Disorder and Mental Health Support Groups, Center for Discovery Eating Disorder Treatment: External link  free platform for peer-based support groups for anyone who has been affected by an eating disorder or seeking mental health support.

ARFID (Avoidant Restrictive Food Intake Disorder) / Duke University

  Support Group NameDuke ARFID Parent Education Group
  Contact Name Chantal Gil
Meeting Location  Virtual through our community website. Members must first sign up for a free membership to our website, and then they can register for a group. (https://eatingdisorders.dukehealth.org/)

Pro-Recovery Support Group, Monday Evenings

7:00 PM EST /4:00 PM PST

Pro-Recovery Support Group, Saturday Mornings

11:00 AM EST/ 8:00 AM PST

Pro-Recovery support groups are open to individuals, ages 18+, who are  experiencing and/or are on the journey to recovery from an eating disorder.

Register here.

Family and Friends Group, Wednesday Evenings

7:00 PM EST /4:00 PM PST

https://18percent.org

18percent is a free online community based off Slack, where one can receive peer to peer support. 18percent has channels on various mental health issues, one of which is eating disorders. They offer free, 24/7 eating disorder support in a moderated environment. For more information, click the link below and sign up.

Click Here to Learn More

The main aim of EDRC is to increase awareness and understanding of eating disorders for the public and for health professionals; to promote early diagnosis, effective treatment, and recovery; and to advocate for mental health parity legislation and effective insurance coverage. We collaborate with other organizations such as National Alliance on Mental Illness (NAMI) in our effort to bring the needed attention to eating disorders.

The Lotus Collaborative: Online Eating Disorder Recovery Support Group

This group is for anyone struggling with an eating disorder to get recovery support as well as to practice giving recovery support to others. While this is not a therapy group, it is a supportive virtual environment in which to meet others working towards recovery, build relationships, gain insight, and practice recovery skills. ​Everyone working towards eating disorder recovery is welcome.

Where: This group will take place via Zoom Room Meetings (Phone app or web browser). Sign up at https://www.thelotuscollaborative.com/online-eating-disorder-recovery-support-group.html

When: Every Sunday, 1pm – 2:30pm

Contact: email: info@thelotuscollaborative.com or set up a consultation: https://www.thelotuscollaborative.com/contact-us.html

The Lotus Collaborative: Online Supporters Group

The Lotus Collaborative hosts a free online support group for the friends and family members supporting a loved one through eating disorder recovery. This group is a space for family members and friends to get support, ask questions and connect with others in the supporting role.

Where: This group will take place via Zoom Room Meetings (Phone app or web browser). Sign up at https://www.thelotuscollaborative.com/online-supporters-group.html

When: ​Every Thursday, 6pm – 7pm PST

Contact: email: info@thelotuscollaborative.com or set up a consultation: https://www.thelotuscollaborative.com/contact-us.html

AM – All Month – TQC -The Q Center – Virtual, Diverse Support Groups for People in the LGBTQ+ Community @ Online Regerster for Details
Jun 3 all-day

Sponsor Logo

 

 

 

 

 

 

 The Q Center: Out of Portland OR, Continues To Offer Several Virtual, Diverse Support Groups for People in the LGBTQ+ Community:

As the largest LGBTQ+ community center in the Pacific Northwest, Q Center proudly serves the LGBTQ2SIA+ communities of Portland Metro and Southwest Washington. Our drop-in and event space on North Mississippi Avenue is a frequent first stop for new arrivals in Portland, and for longtime residents who are newly out or questioning their sexual or gender identity.

Q Center also serves as an information hub for friends, partners, community, and family members of LGBTQ2SIA+ individuals. We pride ourselves on our collaborative approach and seek out ways to share resources with other nonprofits and public institutions locally and statewide.

 

To learn about the many groups offered by the Q Center, here is the link to their calendar page: https://www.pdxqcenter.org/calendar.

To register for any of these groups please either email info@pdxqcenter.org, or call 503-234-7837.  

CGAA – Computer Gaming Addicts Anonymous – Support Meetings, Support Chat for Family and Friends, Resources – Weekdays and Weekends @ Online Via ZOOM
Jun 3 all-day

 

Who We Are

Computer Gaming Addicts Anonymous is a fellowship of people who support each other in recovering from the problems resulting from excessive game playing. The only requirement for membership is a desire to stop video gaming, which is completely up to you. CGAA has no dues or fees. Our groups share their collective experience and the principles that helped them, but CGAA has no experts, hierarchy, or required beliefs. We have etiquette and traditions, but no strict rules.
If you are struggling with compulsive gaming, leave your contact info at 970-364-3497 and a CGAA member will call you back
Or email us at helpline@cgaa.info
For other issues, contact us at support@cgaa.info

 

ZOOM MEETINGS

All family and friends of compulsive gamers welcome

Join Zoom Meeting

https://us02web.zoom.us/j/83671786251

Meeting ID: 836 7178 6251

One tap mobile
+13017158592,,83671786251# US (Washington DC)
+13126266799,,83671786251# US (Chicago)

Dial by your location
        +1 301 715 8592 US (Washington DC)
        +1 312 626 6799 US (Chicago)
        +1 646 558 8656 US (New York)
        +1 253 215 8782 US (Tacoma)
        +1 346 248 7799 US (Houston)
        +1 669 900 9128 US (San Jose)
Meeting ID: 826 013 5782
Find your local number: https://us02web.zoom.us/u/k0jt3FGFs

 
ZOOM MEETING

All family and friends of compulsive gamers welcome

Join Zoom Meeting

https://us02web.zoom.us/j/83671786251

Meeting ID: 836 7178 6251

One tap mobile
+13017158592,,83671786251# US (Washington DC)
+13126266799,,83671786251# US (Chicago)

Dial by your location
        +1 301 715 8592 US (Washington DC)
        +1 312 626 6799 US (Chicago)
        +1 646 558 8656 US (New York)
        +1 253 215 8782 US (Tacoma)
        +1 346 248 7799 US (Houston)
        +1 669 900 9128 US (San Jose)
Meeting ID: 826 013 5782
Find your local number: https://us02web.zoom.us/u/k0jt3FGFs

 

Gamers Find A Local Support Group

Use the link below to get more information about local groups and a notification when a local meeting is started. Due to the COVID pandemic, most meetings are currently held in an outdoor setting or online.

CLICK HERE FOR THE LOCAL GROUP FINDER TOOL

 

CONTACT GROUPS IN OREGON BY LOCATION

 

 

SUPPORT FOR FAMILY AND FRIENDS

What Can I Do?

Video gaming is a common pastime. To many people, it is surprising that it can become a serious addiction, that is, an activity that is engaged in compulsively, without control or concern for consequences.

Video gaming addiction is a very serious problem that is harmful to everyone it touches. Since everyone involved suffers from it, everyone involved needs some help. Here are some important things to know.

First, no one is responsible for someone else’s compulsive gaming. As the Al-Anon slogan goes, “I didn’t cause it, I can’t control it, and I can’t cure it.”

You didn’t cause it.

Some people partly blame themselves for the dysfunctional behavior of their family members, particularly with addicts who are very quick to shift responsibility off themselves and blame others. Perhaps you played games with your loved one, purchased games, or encouraged it, thinking it was a harmless leisure activity. Maybe you’ve been involved in some conflict and wonder if that has driven him or her to hide away in gaming. But no one is responsible for another person’s behavior or mental disorders.

You can’t control it.

You may have already tried to talk to your friend or family member. Perhaps you have bargained with them, or given ultimatums. You have tried to help them see what damage they are doing to themselves and others. And none of it has worked. This is baffling to you. Why don’t they seem to understand or care? Why can’t they see what is obvious to you? This is actually a symptom of the disease of addiction, one that destines efforts for control to failure.

You can’t cure it.

We all would like to believe that we have the ability to help those we love. We often think that if we can just get the right information, figure out the right thing to say or do, perhaps change something about ourselves, we can fix the problem. People should be able to solve their own problems. Why can’t we do that with this one? There is a simple reason. There is no cure for addiction. It requires treatment. The recovery process is long and difficult. And there is only one person who can start that process, the one who is gaming compulsively. There are things you can do. Here are some suggestions that you may want to consider, that other family members and friends have found helpful.

Get information.

The literature of recovery fellowships for family and friends of addicts (such as Al-Anon) has much helpful guidance, some of which is available online as well. There are people who have been in situations very similar to yours, who have learned much from them, and who are willing to share the lessons learned, their experience, strength and hope. We hope you avail yourself of such resources.

Detach with love.

Putting energy into arguing with someone who is playing compulsively will not help either of you. Your loved one has a serious problem that you are powerless to control or cure, and that they will not get help until they want it. As much as you love someone, you cannot force this process on another person.

Stop enabling.

Paradoxically, at the same time people are arguing with, bargaining with or shaming a compulsive gamer, they are often (perhaps without realizing it) supporting the addiction in many ways. Anything that shields an addict from the consequences of his or her behavior is enabling, and can include such basic things as providing food, shelter, money, companionship, housekeeping, and covering for employment and legal difficulties. Helping a compulsive gamer keep up an appearance of normalcy is helping him or her continue in the destructive behavior. While you cannot change him or her, you can make changes for yourself. You can shift your energy away from enabling behaviors and toward meeting your own needs.

Take care of yourself.

Whether or not your loved one ever stops gaming, you deserve to have a healthy and happy life. Once you have accepted that you are powerless over their gaming behavior, you can begin to focus on what you can do for yourself, to accomplish your own goals. With the help of others who have been where you are, you can learn to set healthy boundaries and stick to them.

Join our WhatsApp Chat Site for Family and Friends!

Game-Anon

WhatsApp Group Invite

Visit whatsapp.com/dl on your mobile phone to install.

By installing WhatsApp, you agree to our Terms & Privacy Policy.

 

Chat Using A Macintosh

 

Mac OS X 10.10 and higher. WhatsApp must be installed on your phone.

By clicking the Download button, you agree to our Terms & Privacy Policy.

DOWNLOAD FOR MAC OS X

Download for Windows 8 and higher (64-bit)
Download for Windows 8 and higher (32-bit)

 

 


Things To Do Instead of Gaming

One of the things we were trying to do with our gaming was meet some basic needs. If we do not meet those needs in normal healthy ways, we will suffer much stronger urges to game again. Some basic needs to cover are social needs, self expression, creativity, a sense of challenge and accomplishment, stress relief, a sense of purpose and meaning, and a sense of safety through control and predictability.

Here are some ideas for activities that will help meet these needs, reduce cravings, help with recovery from addiction, and fill some of the hours freed from compulsive gaming.

Please don’t let the length of this list overwhelm you. The idea is not to start ten new things and try to change everything all at once. We seek small bits of progress, not perfection. A good place to start is to put first things first. What need is currently most important? What’s right in front of me? What opportunity has come my way recently? If we take steps of small improvement with one or two areas each day, we are moving in the right direction.

 

Stress Relief

  • Talking with a sponsor or recovery buddy, CGAA meetings, or step work
  • Getting outside for fresh air and sunlight by taking a walk or doing some outdoor work
  • Meditation, coloring, craft work, journaling, or reading
 

Sense of safety through freedom, control, and predictability

  • Goal setting
  • Counseling or psychotherapy
  • Home organization, renovation, or spring cleaning
 

Sense of purpose, meaning, and self-respect

  • Supporting and growing the larger CGAA fellowship through service work like helping run a meeting, starting a local meeting, doing outreach to professionals, or attending CGAA business meetings
  • Attending a spiritual group like meditation, yoga, spiritual retreat, or religious gathering
  • Doing volunteer work like teaching, helping others, animal care, or building community places
  • Caring for a pet, house plants, or garden
 

Social needs

  • Attending CGAA meetings, connecting outside of meetings, reaching out to newcomers, or calling someone
  • Joining a hobby group like theater, a hiking group, art workshop, book club, public speaking, board games or card game group
  • Hosting a fun event like board games night or karaoke
  • Playing team sports, taking up martial arts, or playing one-on-one sports
  • Going to fun events like concerts, dances, or events on meetup.com
  • Calling up, video conferencing, or visiting with friends, family, neighbors, or other communities
 

Self expression and creativity

  • Journaling, opening up to a CGAA sponsor, or sharing openly in a meeting
  • Art work like drawing, photography, sculpting, or creative writing
  • Performance art like theater, singing, playing music, or writing music
 

Sense of challenge and accomplishment

  • Working the steps with a sponsor
  • Crafts like woodworking, origami, knitting
  • Outdoor activities like gardening, geocaching, bird watching, star gazing, tracking, plant identification, survival skills, or boating
  • Learning something like a foreign language, dancing, magic tricks, mechanical repair, cooking, a musical instrument, or computer programming
  • Career goals like getting a new job, starting a business, enrolling in school, or taking classes
 

Reconnection to one’s body and whole self

  • Meditating on breath, sounds, or bodily sensations
  • Exercise like walking, hiking, swimming, cycling, yoga, jogging, going to a gym, or playing a sport

If you are in your first week or two off of games, it’s likely that few of these ideas will appeal to you. That’s normal. Until our minds and bodies have some time to heal, we have low interest, energy, and motivation. This list will probably not give you something that you can plug in place of video games and immediately throw yourself into with the same zeal. This list is meant to help us explore new ways of spending our time, meeting our needs, and connecting with people. Find a few that hold some appeal and try taking some small steps in their direction. If you can’t seem to think of anything fun to do except game, you can come back to this list, find the most appealing thing, and just take a couple of little steps in its direction.

Consider setting reminders for yourself or keeping a schedule of your time and new activities. It is important to appreciate the small victories of exercising willpower, regaining motivation, and socializing. It helps to discuss our progress and the challenges we experience with a CGAA sponsor, recovery buddy, personal counselor, or therapist.

Rediscovering What is Fun

It is normal to think that nothing but gaming sounds fun. For most of us, our years of compulsive gaming warped and narrowed our idea of fun. As small children, it meant almost anything new or interesting or social or even mildly rewarding. Years of pulling the dopamine lever with video games changed our concept of fun to require instant gratification, frequent rewards, clear and constant progress, excitement, intense visuals, control, and/or predictability.

Part of recovery is letting our concept of fun expand back outward to a wide world of possible new challenges and experiences, many of which are calm and subtle compared to video games. It takes time to overcome withdrawals and heal from the damage, but the change does happen if we abstain from all gaming long term and focus on new pursuits and improving our lives. This list has many activities that do not meet the old, narrow, warped idea of “fun,” but those of us who persist at exploring them do find many to be gratifying and enjoyable.

Take, for example, a hike up a mountain. To a group of hikers excited to venture into the wilderness with friends and see wildlife and panoramic views from on high, all while getting a great workout, it’s a ton of fun. To someone who is uninterested in hiking, out of shape, and focused on every little unpleasant aspect of it, it’s a torturous death march. It is exactly the same hike in either case. The difference is in the attitude and conditioning.

The same is true with every item of these lists. Whether or not an activity sounds fun or torturous depends entirely upon attitude and conditioning. Every one of them has the potential to be gratifying and enjoyable if we adopt a positive attitude, try to have fun, and persist at it, especially when we involve friends and like-minded people.

FCA – Family Caregiver Alliance – Caregiver Support Group – 24/7 @ Email Group
Jun 3 all-day
FCA - Family Caregiver Alliance - Caregiver Support Group - 24/7 @ Email Group

 

Family Caregiver Alliance
Email Support Group 24/7

This group is in e-mail format. Participants send and receive e-mail to take part in discussions. You can receive your posts all together, in one delivery each day, or you can receive them one-by-one, as they are sent.

The choice is yours. It’s fun, easy, and available 24 hours a day, 7 days a week. To join, complete the form below and click the submit button.

Subscribe to Caregiver-Online

You can subscribe to Caregiver-online by following this link and completing the form.  After completing the Subscription form you will email requesting confirmation, to prevent others from gratuitously subscribing you. This is a hidden list, which means that the list of members is available only to the list administrator.

To subscribe, Use this Link and complete the subscription form online:

http://lists.caregiver.org/mailman/listinfo/caregiver-online_lists.caregiver.org

 

Using Caregiver-online

To post a message to all the list members, send email to caregiver-online@lists.caregiver.org. Be sure to subscribe first!

FCA – Family Caregiver Alliance – LGBT Community Support: Caregiving for our Families and Friends – 24/7 @ Email Group
Jun 3 all-day
FCA - Family Caregiver Alliance - LGBT Community Support: Caregiving for our Families and Friends - 24/7 @ Email Group

 

Family Caregiver Alliance

LGBT Community Support: Caregiving for our Families and Friends

Email Support Group 24/7
Would you like to talk with other caregivers? To join an online community to share experience, ideas and strategies? Ask for support during a difficult moment? Help someone solve a problem? Then subscribe to Family Caregiver Alliance’s Lesbian/Gay/Bisexual/Transgender Community Support: Caregiving for our Families and Friends.

This group is in e-mail format. Participants send and receive e-mail to take part in discussions. You can receive your posts all together, in one delivery each day, or you can receive them one-by-one, as they are sent.

The choice is yours. It’s fun, easy, and available 24 hours a day, 7 days a week. To join, complete the form below and click the submit button.

Subscribe to Caregiver-Online

You can subscribe to Caregiver-online by following this link and completing the form.  After completing the Subscription form you will email requesting confirmation, to prevent others from gratuitously subscribing you. This is a hidden list, which means that the list of members is available only to the list administrator.

Subsubscribe Here:  sts.caregiver.org/mailman/listinfo/lgbt-caregiver_lists.caregiver.org

 

Using Caregiver-online

To post a message to all the list members, send email to caregiver-online@lists.caregiver.org. Be sure to subscribe first!

FCA – Family Caregiver Alliance – LGBT Community Support: Caregiving for our Families and Friends – 24/7 @ Email Group
Jun 3 all-day
FCA - Family Caregiver Alliance - LGBT Community Support: Caregiving for our Families and Friends - 24/7 @ Email Group

 

Family Caregiver Alliance

LGBT Community Support: Caregiving for our Families and Friends

Email Support Group 24/7
Would you like to talk with other caregivers? To join an online community to share experience, ideas and strategies? Ask for support during a difficult moment? Help someone solve a problem? Then subscribe to Family Caregiver Alliance’s Lesbian/Gay/Bisexual/Transgender Community Support: Caregiving for our Families and Friends.

This group is in e-mail format. Participants send and receive e-mail to take part in discussions. You can receive your posts all together, in one delivery each day, or you can receive them one-by-one, as they are sent.

The choice is yours. It’s fun, easy, and available 24 hours a day, 7 days a week. To join, complete the form below and click the submit button.

Subscribe to Caregiver-Online

You can subscribe to Caregiver-online by following this link and completing the form.  After completing the Subscription form you will email requesting confirmation, to prevent others from gratuitously subscribing you. This is a hidden list, which means that the list of members is available only to the list administrator.

Subsubscribe Here:  sts.caregiver.org/mailman/listinfo/lgbt-caregiver_lists.caregiver.org

 

Using Caregiver-online

To post a message to all the list members, send email to caregiver-online@lists.caregiver.org. Be sure to subscribe first!

HLAAOR – Hearing Loss Association of America/Oregon – Meetings and Resources @ Online Register for Details
Jun 3 all-day

 

 

Hearing Loss Association of America/Oregon Meetings and Resources, 2021

HLAA of Portland meets the third Saturday each month (except June, July, and August) 10 am, in the Wistar Morris Conference Room in the Main Hospital Building on the Legacy Good Samaritan Campus, 1015 NW 22nd Ave. (at Marshall), Portland, 97210. Contact Mark Foster, president; email: hlaportland@gmail.com. Write P.O. Box 2112, Portland, OR 97208-2112; http://www.hlaa-or.org/portlandchapter.html.

HLAA of Lane County meets quarterly: second Thursday in March, June, Sept., and Dec., at 7 p.m. at the Hilyard Community Center, 2580 Hilyard St., Eugene. Right now we are scheduled to meet in person June 10 unless COVID-19 infections mandate otherwise.

Mail: P.O. Box 22501, Eugene, OR 97402. Clark Anderson; email: clarkoa@msn.com

HLAA of Linn and Benton counties meets the last Wednesday each month (except June, July, & Dec.) at 6:30 p.m. at the Reimar Building, next to Albany General Hospital, 1085 6th Ave. SW, Albany, OR 97321. Contact: John Hood-Fysh, email: jhoodfysh@gmail.com; 541/220-8541 (cell – call or text), 818 Broadalbin St. SW, Albany, OR 97321.

Note: HLAA of Douglas County no longer meets the requirements for a 501(c)(3) nonprofit. Reinstatement may occur, but right now, this group meets as a support group. Contacts: Vincent Portulano, president, email: HLAADC@outlook. com; or Ann Havens, secretary, 541/673-3119. Check with them for location for meetings and time.

NATIONAL HLAA EVENT CALENDARS

HLAA Calendar

https://www.hearingloss.org/programs-events/calendar/

HLAA Leaders Calendar

https://hlaagroups.hearingloss.org/g/HLAALeaders/calendar

HLAA Subgroups

https://hlaagroups.hearingloss.org/g/HLAALeaders/subgroups

HLAA Virtual Meetings / Captioned Recordings

https://www.hearingloss.org/hearing-help/communities/hlaa-national-virtual-meetings/

 

MORE RESOURCES

Hands and Voices
https://www.handsandvoicesor.org

Supports families and children who are deaf and hard of hearing, by connecting parents, mentorship, educational advocacy, community development and support programs. Collaborates with professionals to support families.

FACT Oregon
https://www.factoregon.org/

Supports, empowers and advocates for families who experience disability.

Family to Family Health Information Center
Oregon Family-to-Family Health Information Center | OHSU

Supports families and caregivers of children with special health needs to navigate the healthcare system. Many resources on the website.

AG Bell Oregon 
https://www.agbell.org/Connect/Oregon-Chapter

  • Facebook page – AG Bell Oreoon
  • Instagram – aobelloreoon

Local chapter of a national organization. The focus is to promote listening and spoken language education, advocate for accessibility, educational services, and health-related rights, and create connections and memories together.

Oregon Early Hearing Detection and Intervention (EHDI) Program

https://www.oreown ov/oha/PDH/HeaIthvP eooleFamilies/Babies/HeaIthScreenino/He arinqscreenino/Paoes/index asox

For Providers: Information on EHDI Reporting, forms, protocols, facilities, OVERS Hearing Screening Module, 1-3-6 Newborn Hearing Screening Checklist For Parents: Information on hearing screening (what it involves and why it’s important), follow-up (what happens if a newborn doesn’t pass a screening), Early Intervention/Family Services, Guide By Your Side (a Hands & Voices program that matches trained parent guides with families who have recently found out their child has a hearing loss), and other resources for families

American Cochlear Implant Alliance

https://www.acialliance.org/

Facebook page

Twitter

Contains information about research, awareness, and advocacy around cochlear implants. Information about hearing loss and cochlear implants in general.

Oregon Association for Deaf
https://oad1921.org/

Advocates for the rights of people who are Deaf and Hard of Hearing in Oregon. The website contains articles, meeting and conference information, and youth opportunities.

Hearing Loss Association of America – Oregon State Association 
https://www.hlaa-or.org/about-us.html

Education, Information and Advocacy.

Early Hearing Detection and Intervention (EHDI)
https://www.cdc.oov/ncbddd/hearinqloss/e hdi-programs.html

Information about EHDI programs Information for families including:

     • Questions You May Want to Ask Your Child’s Audiologist

     • Just in Time for Pediatric Primary Care Providers

FACEBOOK EVENTS

ASL Social Chat:

EVERY SUNDAY @ 12:00noon to 2:00 pm

VANCOUVER MALL – Food Court [2nd floor]

Host by: Gary Holden

ASL Social Chat:

Host by: Gary Holden

PORTLAND OPEN-CAPTIONED MOVIES:

(See FB page for MORE information)

Order Tickets online @ bagdadmovies.com

Host by: Isaac Stone Dick

ASL NIGHT GAMES (announcing soon)

Every Second Saturday evening

ASL Game Night page for more information.

Host by: Stephen RodBjorn

World Deaf Timberfest

Camp Taloali

Contact for information: Andrea Albers

Pacific Northwest Deaf Golf Association (PNWDGA) and Portland Metro Deaf Golf Association (FB Page).

(See FB Page for MORE information)

Host by: Craig Marineau

Northwest Deaf Traveling League (NWDTL)

(Deaf/HOH Bowling Club)

Contact: Melody Kitty McDaniel and Andrea Albers

NW Deaf Poker Tournaments

Announcement in Jan/Feb 2022 !!!

Host by: James Forncrook

CYMASPACE: Announcement SOON

Host by: Myles de Bastion

Deaf Massage Therapist (see link below)

www.openhandhealth.com/book-now

Host by: Clara Bella Storry Parnell

(Email: clara@openhandhealth.com)

ASL Coffee Podcast – see announcements on regular posting:

https://www.facebook.com/groups/334857136618534/user/100069324005062/

ASL Coffee Chats @ 3pm on Fridays at Hidden Creek Community Center in Hillsboro

To find a Deaf ASL tutor or mentor, see ASL TUTORS AND MENTORS FB page.

Bridges in Oregon

https://www.facebook.com/BridgesOregon

Source: https://www.facebook.com/groups/portlandaslevents/

AG Bell Association for the Deaf and Hard of Hearing
AG Bell is another convenient resource for those seeking in-person hearing loss support groups, with 
41 active chapters across the United States and Puerto Rico. Specifically designed to support children with hearing loss and their families, AG Bell hosts everything from social events to informational sessions for individuals and families impacted by hearing loss; connect with your nearest chapter to learn more. You can also join the AG Bell Facebook group to connect with fellow members online.

DeafandHoH Forum

DeafandHoH is a website featuring hearing loss news, a discussion forum, resources for financial aid and other services, search directories for audiologists, hearing care facilities, speech-language pathologists, and more. The topics covered on the site include living with hearing loss, caring for a family member or friend with hearing loss, American Sign Language, and hearing loss products. You can also join open chat nights on select Wednesdays from 6pm-7pm PST / 9pm-10pm EST to enjoy live interaction!

 

CALL TO ACTION FOR PEER SUPPORT

https://www.nasmhpd.org/sites/default/files/Assessment-5_Deaf-and-Hard-of-Hearing-Peer-Support.pdf

https://www.transformation-center.org/home/community/deaf-and-hard-of-hearing-recovery-project/

https://www.nasmhpd.org/sites/default/files/BeingSeen.pdf

https://www.hearinglikeme.com/why-we-need-deaf-peer-support-in-our-communities/

https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1018&context=jadara

12-Step online for Deaf and Hard of Hearing

Sounds of Sobriety (SOS):  This online email group was formed to help us who have a hearing loss (deaf, deafened, or hard of hearing) to find a place to recover from alcoholism. For many of us, face-to-face AA meetings no longer work. All members of AA, or those who think they may have a problem with alcohol, are welcome.    SOS_online_group-subscribe@yahoogroups.com

Deaf Grateful:  This is a real-time open discussion meeting on Saturday at 4 pm (EST) for deaf & HOH people who have a desire to stop drinking. Meeting uses videoconferencing software (easily downloaded) that requires a high speed internet connection and a webcam. Our communication mode is ASL only (no audio). http://doda.omnijoin.com

Perspectives of people who are deaf and hard of hearing on mental health, recovery, and peer support

https://pubmed.ncbi.nlm.nih.gov/23149648/

Is Telemental Health Services a Viable Alternative to Traditional Psychotherapy for Deaf Individuals?

https://pubmed.ncbi.nlm.nih.gov/27260308/

https://www.arundellodge.org/omhc/telemental-health-for-deaf-and-hard-of-hearing/

Deaf Centric Approach / Peer Support Program

https://www.minnpost.com/mental-health-addiction/2016/01/alison-aubrecht-peer-support-program-takes-deaf-centric-approach-men/

Native American Heritage – Education, Celebrations, Arts and Culture,Resources @ Zoom and Other Platforms
Jun 3 all-day

NATIVE AMERICAN HERITAGE

 

EDUCATION

National Constution Center Logo

 

 

 

 

In celebration of Native American Heritage Month, the National Constitution Center is hosting a series of scholar talks and activities highlighting the history of American Indians, tribal governments, and their relationship to the U.S. Constitution and American democracy.

 

Scholar Talk: American Indian Influence on the Constitution and the Founding Fathers Featuring Robert J. Miller  
Thursday, November 17 at 10 p.m. PST, Kirby Auditorium and Livestreamed

Join Robert J. Miller for a conversation about American Indians political theories and how their governments had a profound effect on many of the Founding Fathers, shaping specific provisions in the U.S. Constitution. The framers were influenced by both “positive” aspects of tribal governance and political science that they were familiar with and adopted into the Constitution, and they were also influenced by what can be called the “negative” aspects of the threats posed by the American Indian tribes to the new United States. Many of these effects are reflected in provisions in our Constitution. This talk examines how Indigenous theories of government affected our Founding Fathers in drafting the U.S. Constitution.    

 Robert J. Miller is a professor at the Sandra Day O’Connor College of Law at Arizona State University where he is also the Willard H. Pedrick Distinguished Research Scholar and the director of the Rosette LLP American Indian Economic Development Program. He is the chief justice of the Pascua Yaqui Tribe Court of Appeals and an appellate judge in other tribal courts. He graduated from Lewis & Clark Law School in 1991 and then clerked for Judge Diarmuid O’Scannlain of the U.S. Court of Appeals for the Ninth Circuit in 1991-92. Miller is a citizen of the Eastern Shawnee Tribe. He was elected to the American Philosophical Society in 2014, the oldest learned society in the United States.  

Scholar Talk: Native Americans’ Fight for Citizenship and Sovereignty Featuring Paul C. Rosier  
Friday, November 25 at 10 p.m. PST, Kirby Auditorium and Livestreamed

Dr. Paul C. Rosier, professor of history at Villanova University, will explore the Native Americans’ fight for American citizenship and tribal sovereignty, focusing on their extraordinary efforts to both protect their autonomy and secure the civil rights afforded American citizens: a dual citizenship codified in the 1924 Indian Citizenship Act. His presentation will highlight native people’s vision of an inclusive country that lives up to the ideals expressed in the Declaration of Independence and the Constitution, championing via military service, activism, and political writings their belief in a multi-racial and multi-cultural America that honored its legal obligations as it assumed international prominence in the 20th century.

Paul C. Rosier received his Ph.D. in American History from the University of Rochester in 1998. He currently serves as professor of history at Villanova University, where he teaches Native American history, American environmental history, global environmental history, and 20th century American history. He also serves as the director of the Albert Lepage Center for History in the Public Interest at Villanova. He previously held the inaugural Mary M. Birle Chair in American History (2016-2022) and served as department chair (2013-2016). In 2001, he published his first book, Rebirth of the Blackfeet Nation, 1912-1954; he co-edited the 2006 volume Echoes from the Poisoned Well: Global Memories of Environmental Injustice. In 2009, Harvard University Press published his Serving Their Country: American Indian Politics and Patriotism in the Twentieth Century, which won the 2010 American Indian National Book Award. He has published numerous essays on Native American topics, including three articles in The Journal of American History. Reflecting his commitment to public-facing work, he has published several blog posts on Native American political issues in Hindsights and the History News Network. He is in the final stages of two projects: an edited volume on environmental justice in North America; and a monograph on Native Americans’ political history, “The American Way of Life”: Native Americans’ Fight for Sovereignty and Citizenship.

Native Americans and the Constitution Town Hall Video (YouTube)

In celebration of Native American Heritage Month, join experts Maggie Blackhawk of the New York University School of Law; Donald Grinde, Jr. of the University at Buffalo and co-author of Exemplar of Liberty: Native America and the Evolution of Democracy; Gregory Dowd of the University of Michigan; and Woody Holton of the University of South Carolina and author of Liberty Is Sweet: The Hidden History of the American Revolution, for a conversation exploring the influence of Indigenous people and tribal governments on the U.S. Constitution and American democracy, from before the Revolution to today. Jeffrey Rosen, president and CEO of the National Constitution Center, moderates.

 

CELEBRATIONS

Smithsonian Institute Logo

Native Veterans Procession and Dedication Ceremony

Veterans Day, November 11, 2022 and up live stream.

Join the museum in honoring the exceptional military service of Native Americans in a formal dedication of the National Native American Veterans Memorial in Washington, DC. The dedication and processional will honor American Indian, Alaska Native, and Native Hawaiian veterans and their families.   Use this link to Regester and View Live Stream


WEEKEND CELEBRATION  

Saturday and Sunday, Nov. 12–13 | Washington, D.C. 

All are welcome to join as the museum honors the military service of Native American, Native Hawai’ian and Alaska Native veterans, Friday, Nov. 11. The Native veterans’ procession and dedication ceremony will take place beginning at 2 p.m. on the National Mall as part of a three-day celebration featuring hands-on activities, films, performances, and a veterans hospitality suite. The procession and dedication will be livestreamed. For more information about the weekend program, visit AmericanIndian.si.edu/visit/washington/nnavm-dedication 

2022 Native Cinema Showcase 
Nov. 18–25

Live Streaming

The National Museum of the American Indian’s Native Cinema Showcase is an annual celebration of the best in Indigenous film. Embracing their communities’ oral histories, knowledge and ancestral lands, Indigenous filmmakers are seeking guidance from the past and envisioning new paths for the future. The showcase provides a unique forum for engagement with filmmakers from Indigenous communities throughout the Western Hemisphere and Arctic.

The online program includes a total of 35 films (six features and 30 shorts) representing 30 Native nations in eight different countries: US, Canada, New Zealand, Mexico, Guatemala, Ecuador, Colombia and Sweden. There are 10 Indigenous languages spoken in the films. Genres include documentaries, music videos, kid-friendly shorts, films in Indigenous languages and more.

Use this Link to Attend Online

Native Cinema Showcase is made possible by the New York State Council on the Arts with the support of Governor Kathy Hochul and the New York State Legislature

 

Facing History & Ourselves Logo

 

Native American Boarding Schools as a Tool of U.S. Empire
Friday, November 19, 2021
10:00am EST/ 7:00 am PST
University of Michigan Alumni Association

“The Alumni Association is sponsoring the November Clements Bookworm. The Clements Bookworm is a webinar series in which panelists discuss history topics. In this episode, Dr. Veronica Pasfield discusses her continuing research to understand the full purpose and force of federal Indian boarding schools. She asserts that the creation story of Carlisle Indian School must be rooted in missionary schools founded to prepare Kanaka Maoli for wage labor on their own Hawaiian homelands as well as in the captivity of Native children in the Southwest by a U.S. Army desperate to bring about the submission of Western tribes by any means necessary. While administrators touted assimilation as a benevolent enterprise, the archives show that Indian children were used as hostages to secure the extraction of tribal resources, and ‘schools’ were used as an instrument for transforming indigenous peoples into a permanent underclass in their own homeland.”

Celebrate! with Wampanoag Nation Singers & Dancers
Saturday, November 20, 2021
11:30 AM – 12:30 PM EST
Hosted by the John F. Kennedy Presidential Library and Museum

“Join the Wampanoag Nation Singers and Dancers as they share stories of both their history and modern culture in a performance that culminates with a dance in honor of Native American Heritage Month. During this virtual program from wherever you are, the whole family can join in learning new movements and words for interactive elements. The Celebrate! series, appropriate for family audiences and children ages 5 and up, highlights America’s rich cultural diversity through the arts. This program is tied directly to President and Mrs. Kennedy’s concern for and support of the arts and culture in a democratic society. Thanks to generous support from the Martin Richard Foundation and the Mass Cultural Council all performances are free.”

Cultural Representation in Education
Tuesday, November 23, 2021
6:00 pm – 7:00 pm CST
Hosted by the Mitchell Museum

“Join us to learn about Native American history, culture and traditions first-hand from the perspectives of Indigenous educators… Waqnahwew Benjamin Grignon (Menominee Indian Tribe of Wisconsin) is a teacher of traditional Menominee arts. He represents the Menominee Nation and approaches culturally-responsive education by using Menominee Language, Culture, and art to promote and preserve tribal history as a pathway for future generations and positively influence the education of the youth in his community. He is the 2019 Wisconsin High School Teacher of the Year and the recipient of the 2020 National Education Association’s Leo Reano Memorial Human and Civil Rights Award. Benjamin will be speaking about his journey to becoming a teacher at the Menominee Indian High School. He will be sharing the lessons he has learned over his 14 years of teaching experience and how this journey influences Menominee education by helping to design the Kaehkēnawapahta͞eq Menominee Immersion Charter School.”

Kyle T. Mays — An Afro-Indigenous History of the United States
Monday, November 29, 2021
6:00 PM – 7:00 PM
Hosted by the Boston Public Library

“Join us for an online talk with Kyle T. Mays, author of An Afro-Indigenous History of the United States, the first intersectional history of the Black and Native American struggle for freedom in our country that also reframes our understanding of who was Indigenous in early America…

Beginning with pre-Revolutionary America and moving into the movement for Black lives and contemporary Indigenous activism, Afro-Indigenous historian Kyle T. Mays argues that the foundations of the US are rooted in antiblackness and settler colonialism, and that these parallel oppressions continue into the present. He explores how Black and Indigenous peoples have always resisted and struggled for freedom, sometimes together, and sometimes apart… Mays compels us to rethink both our history as well as contemporary debates and to imagine the powerful possibilities of Afro-Indigenous solidarity.”

Facing History and Ourselves invites educators to explore our interview with Facing History Canada in which we discuss strategies for teaching settler colonialism beyond Canada.

 

ARTS AND CULTURE

Native American Worldview

Native American Worldview: A Conversation between Dr. Tink Tinker and Dr. Lisa Dellinger, Tinker Visiting Professor

In well-meaning white (mostly) institutions, it has become a standard practice that land acknowledgment is invoked in every event, and the discussion about or the demand for LandBack is publicly made.

Many assume that such is a step toward improving white institutions, solving settler colonialism, and reconciling with the Native people. However, Drs. Tinker and Dellinger warn that such discussions can deteriorate into sessions alleviating christian guilt, and maintaining the status quo. Dr. Tinker has argued that “the Native worldview and christianity cannot be reconciled because they were never “conciled” in the first place, so there is no state of conciliation to go back to (reconciliation).” Then all of us, the settler population, wonder what we can do?

This conversation between Drs. Tinker and Dellinger offers you an opportunity to deep listening to them, and invites you to learn from them with cultural humility first.”

 

Native American Worldview image

Dr. Lisa Dellinger

Native American Worldview image

Dr. Tink Tinker

Use this Link to Attend on ZOOM

 

Everything You Think You Know About Native Americans is Wrong (and Why Thats Not Your Fault)

In honor of Native American Heritage Month, the American Family Insurance DreamBank invites you to an enlightening presentation around common misperceptions of Native Americans with Rebecca Nagle, an award-winning advocate, writer, podcaster and citizen of the Cherokee Nation. Drawing from her extensive research, Rebecca will guide you in confronting any personal and societal ignorance and institutional bias that may exist. You’ll leave with a better understanding on how to create a more inclusive, empathetic culture in your personal and professional life — while advocating for Native American culture and progress.

Use this Link to Attend On Zoom

Native American Art and Culture

Thursday, November 10  8 PM to 9 PM PST

Join us for an online presentation on Native American Art and Culture – brought to you by Kent State Geauga and the Smithsonian Art Museum.

Join Kent State Geauga and the Smithsonian American Art Museum (SAAM) for an interactive presentation on Native American Art and Culture. “American Indians are part of the past, present, and future of the United States.” This presentation will “explore histories and cultures of some American Indians as captured by both Native and non-Native artists” (SAAM).

Use this Link to Attend On Zoom

 

RESCOURCES

North Idaho College Logo

 

Native American Web Sites

Related Native American Web Sites Information from sites selected for those interested in American Indians/Alaskan Natives. Includes demographics of state and federally recognized tribes within the United States, population figures, tribal contact information, tribal home pages and more.

Native American Web Sites

Related Native American Web Sites Information from sites selected for those interested in American Indians/Alaskan Natives. Includes demographics of state and federally recognized tribes within the United States, population figures, tribal contact information, tribal home pages and more.


 

Affiliated Tribes of Northwest Indians (ATNI) – ATNI is a nonprofit organization representing 54 Northwest tribal governments from Oregon, Idaho, Washington, southeast Alaska, Northern California and Western Montana. ATNI is an organization whose foundation is composed of the people it is meant to serve — the Indian peoples.

Alaska Inter-Tribal Council – The Alaska Inter-Tribal Council is a statewide, tribally-governed non-profit organization that advocates in support of Tribal governments throughout the state.

Alaska Native Knowledge Network – is designed to serve as a resource for compiling and exchanging information related to Alaska Native knowledge systems and ways of knowing.

American Indian Lands Environmental Support Project – The American Indian Lands Environmental Support Project (AILESP) was developed by EPA’s Office of Enforcement and Compliance Assurance (OECA). AILESP integrates and assesses recent multi-media point-source releases, the potential impacts of contaminants, and recent compliance and enforcement histories for facilities located on and within five kilometers of Tribal areas.

American Indian Law Review – The purpose of the American Indian Law Review, a specialized law review devoted exclusively to Indian law, will be to provide a forum for scholarly writing in the areas of the law that particularly affect American Indians. . . . A distinguishing feature of the Review will be that the discussion will not be limited to any particular viewpoint. In fact, the Review will encourage expression of differing viewpoints concerning American Indian legal problems.

American Indian Science and Engineering Society (A.I.S.E.S.) – The American Indian Science & Engineering Society (AISES) is a national, nonprofit organization which nurtures building of community by bridging science and technology with traditional Native values. Through its educational programs, AISES provides opportunities for American Indians and Native Alaskans to pursue studies in science, engineering, business and other academic arenas.

Bristol Bay Native Corporation (BBNC) – Strategic Intent 1997 – 2005 Mission Enriching our Native way of life. Vision To be a corporation that protects the past, present, and future of the Natives from Bristol Bay. Goals To double dividends within eight years (by 2005). To protect Native use of land and water in Bristol Bay. Values To protect the best interests of our shareholders. To maintain or grow total dividends paid annually by providing a solvent corporation. To celebrate and preserve the Alaskan Native culture and linkage with the land that provides the basis for our style of life.

Bureau of Indian Affairs (BIA) – DOI, Interior The Bureau of Indian Affairs’ mission is to enhance the quality of life, to promote economic opportunity, and to carry out the responsibility to protect and improve the trust assets of American Indians, Indian tribes and Alaska Natives. We will accomplish this through the delivery of quality services, maintaining government-to-government relationships within the spirit of Indian self-determination

Center for World Indigenous Studies (CWIS) – The Underlying Principle Guiding CWIS is: Access to knowledge and peoples’ ideas reduces the possibility of conflict and increases the possibility of cooperation between peoples on the basis of mutual consent. By democratizing relations between peoples, between nations and states, the diversity of nations and their cultures will continue to enrich the world.

Cherokee Nation – Official site of the Cherokee Nation.

Chinook Nation – Official site of the Chinook Indian Tribe

Code Talk – CodeTalk is a federal, inter-agency, Native American Web site designed specifically to deliver electronic information from government agencies and other organizations to Native American communities.

Coeur d’Alene Tribe – Because there was always a commitment to the future, so will there always be a commitment to the past. The modern Coeur d’ Alene Tribe is the sum of uncounted centuries and of untold generations. .

Confederated Salish and Kootenai Tribes – The Confederated Salish and Kootenai Tribes are comprised of the Bitterroot Salish, the Pend d’Oreille and the Kootenai tribes. The Flathead Reservation of 1.317 million acres in northwest Montana is our home now but our ancestors lived in the territory now known as western Montana, parts of Idaho, British Columbia and Wyoming. This aboriginal territory exceeded 20 million acres at the time of the 1855 Hellgate Treaty.

Confederated Tribes of the Colville Reservation – Official site of the Confederated Tribes of the Colville Reservation

Confederated Tribes of the Umatilla Indian Reservation – The Cayuse, Umatilla and Walla Walla Tribes make up the Confederated Tribes of the Umatilla Indian Reservation.

Cook Inlet Tribal Council – Located in Anchorage, Alaska, CITC administers programs to perpetuate and enhance the cultural heritage, social and economic well-being of Alaska Natives and American Indians residing in the Cook Inlet region of Alaska.

Coquille Indian Tribe – Preserving our past with the technology of the future. This is the starting point for you to explore the dynamic facets of the Coquille Indian Tribe.

Cow Creek Band of Umpqua Tribe of Indians – Official site of the Cow Creek Band of Umpqua Tribe of Indians

CRITFC – Columbia River Inter-Tribal Fish Commission – CRITFC is made up of four Columbia Basin tribes. These tribes are the Confederated Tribes and Bands of the Yakama Nation, the Confederated Tribes of the Warm Springs Reservation of Oregon, the Confederated Tribes of the Umatilla Indian Reservation, and the Nez Perce Tribe.

Denali Commission of Alaska – Introduced by Congress in 1998, the Denali Commission is an innovative federal-state partnership designed to provide critical utilities, infrastructure, and economic support throughout Alaska.

Index of Native American Resources – American Indians Index of Native American Resources on the Internet.

Indian Country Today – The on-line version of Indian Country Today does not include the full content – articles, advertisements, notices and listings – that appear only in our newsprint edition. For complete access to America’s Leading Indian News source, subscribe to Indian Country Today!

Indian Health Service – The Indian Health Service (I H S) is an agency within the U S Dept. of Health and Human Services and is responsible for providing federal health services to American Indians and Alaska Natives.

Indian Reservation Roads Program (IRR) – The IRR Program is a jointly administered program by the Federal Highway Administration and by the Bureau of Indian Affairs through an Interagency Memorandum of Agreement as established by Title 23 U.S.C. Section 204.

Indianz.Com – Your Internet Resource Our Mission Welcome to Indianz.Com, Your Internet Resource. Our mission is to provide you with quality news, information, and entertainment from a Native American perspective.

Inter-Tribal Council of Nevada – The Inter-Tribal Council of Nevada, Inc. (ITCN) was incorporated as a non-profit organization under Nevada State Law on February 23, 1966. ITCN is a Tribal organization serving the member reservations and colonies in Nevada. The Governing Body of ITCN consists of an Executive Board, composed of Tribal Chairman from each of these Tribes.

Intertribal Timber Council – The ITC is a nation-wide consortium of Indian Tribes, Alaska Native Corporations, and individuals dedicated to improving the management of natural resources of importance to Native American communities.

Kalispel Tribe of Indians – The Kalispel Tribe of Indians’ official website.

Kappler’s Indian Affairs: Laws and Treaties – Indian Affairs: Laws and Treaties, compiled and edited by Charles J. Kappler, is an historically significant, seven volume compilation of U.S. treaties, laws and executive orders pertaining to Native American Indian tribes.

National Congress of American Indians (NCAI) – The National Congress of American Indians (NCAI), founded in 1944, is the oldest, largest and most representative national Indian organization serving the needs of a broad membership of American Indian and Alaska Native governments. Our founding members stressed the need for unity and cooperation among tribal governments and people for the security and protection of treaty and sovereign rights.

National Indian Education Association (NIEA) – The National Indian Education Association (NIEA)was founded in 1969 to give American Indians and Alaska Natives a national voice in their struggle to improve access to educational opportunity. NIEA is the largest and oldest Indian education organization in the nation and strives to keep Indian Country moving toward educational equity.

Vision Maker Media – The mission of Native American Public Telecommunications (NAPT) is to inform, educate and encourage the awareness of tribal histories, cultures, languages, opportunities and aspirations through the fullest participation of American Indians and Alaska Natives in creating and employing all forms of educational and public telecommunications programs and services, thereby supporting tribal sovereignty.

Native American Rights Fund (NARF) – The Native American Rights Fund (NARF) is a non-profit organization that provides legal representation and technical assistance to Indian tribes, organizations and individuals nationwide.

Native American Times – The Native American Times, Oklahoma state’s Indian news source, is published monthly by Oklahoma Indian Times, Inc. It is Oklahoma’s only independent newspaper that serves all of Oklahoma’s federally-recognized Indian Nations.

Native Sense – Information, case law and resources for and about Indians and Native American legal issues. Nez Perce Tribe – Official site of the Nez Perce Tribe.

Northwest Portland Area Indian Health Board – Information about the Northwest Portland Area Health Board.

NPS: Tribal Preservation Program – The National Park Service (NPS) Tribal Preservation Program assists Indian tribes in preserving their historic properties and cultural traditions.

Office of American Indian Trust – The American Indian Trust Office was created to ensure that the Secretary’s obligations under the Federal Indian trust responsibility are performed in accordance with the standards required by the laws and policies of the United States. Among its responsibilities, the Office conducts annual reviews of tribal performance of trust functions assumed under of the Self-Governance Act of 1994 25 U.S.C. 458cc(d).

ONABEN – A Native American Business Network A Native American Business Network is a 501(c)3 non-profit corporation created by Northwest Indian Tribes to increase the success of private businesses owned by Native Americans. ONABEN offers training and support focused on developing entrepreneurship in Indian communities.

Red Feather Development Group – Red Feather Development Group is a national nonprofit housing and community development organization. We work with American Indian nations to find lasting solutions for the acute lack of proper housing and desperate poverty that continue to plague many of these communities.

Salmon Homecoming Alliance – is a 501 (c) 3 non-profit foundation, established to organize, plan, develop and facilitate programs and events associated with Salmon Homecoming.

The SGCE Tribal Consortium – a communication & education resource for the Self-Governance Tribes.

Spokane Tribe of Indians – The official page of the Spokane Tribe of Indians.

State-Tribal Relations – National Conference of State Legislatures (NCSL) tracks a variety of policy issues affecting state-tribal relations including economic development, environmental protection, human services, taxation, jurisdiction and law enforcement, and trust land issues. Tribal governments across the United States are exercising their self-governing powers and taking more control over program administration and the provision of services within their communities.

Tribal Court Clearinghouse – Welcome to the Tribal Court Clearinghouse – the first web site devoted to providing information to people working in Native American tribal courts. The Tribal Court Clearinghouse is designed as a resource for tribal justice systems and others involved in the enhancement of justice in Indian country.

Tulalip Tribes – The Tulalip Tribes official homepage

Yakama Nation – The official site of the Confederated Tribes of the Yakama Nation

 

Jun
4
Sun
2023
04 – Resources – CDC – Centers for Disease Control and Prevention – Opioid Recovery Resources
Jun 4 all-day

 

Centers for Disease Control and Prevention 

Opioid Recovery Resources

Addiction is a medical condition. Treatment can help. Recovery is possible.

Opioid addiction, also known as opioid use disorder (OUD), is a chronic and relapsing disease that can affect anyone. In fact, millions of Americans suffer from opioid addiction.

As with most other chronic diseases, addiction is treatable. If you or someone you know is struggling, treatment is available. While no single treatment method is right for everyone, recovery is possible, and help is available for opioid addiction.

Recovery is possible

Preventing overdose death and finding treatment options are the first steps to recovery. Treatment may save a life and can help people struggling with opioid addiction get their lives back on track by allowing them to counteract addiction’s powerful effects on their brain and behavior. The overall goal of treatment is to return people to productive functioning in their family, workplace, and community.

Opioid addiction treatment can vary depending on the patient’s individual needs, occur in a variety of settings, take many different forms, and last for varying lengths of time.

Evidence-based approaches to treating opioid addiction include medications and combining medications with behavioral therapy. A recovery plan that includes medication for opioid addiction increases the chance of success.

Medications used in the treatment of opioid addiction support a person’s recovery by helping to normalize brain chemistry, relieving cravings, and in some cases preventing withdrawal symptoms. The choice to include medication as part of recovery is a personal medical decision, but the evidence for medications to support successful recovery is strong.

Medications for opioid addiction include:

Buprenorphine
  • Available as dissolving tablet, cheek film, extended-release injection, or 6-month implant under the skin.
  • Can be prescribed by a doctor for use outside a clinic.
Methadone
  • Available as daily liquid.
  • Can only be used in a certified opioid treatment program setting.
Naltrexone
  • Can be prescribed by any clinician who can legally prescribe medication.
  • Only used for people who have not used opioids for at least 7–10 days.

Talk with a doctor to find out what types of treatments are available in your area and what options are best for you and/or your loved one. Addiction is a chronic, relapsing disease; be sure to ask your doctor about the risk of relapse and overdose.

f you notice that someone may be struggling with opioid addiction:

  • Ask if you can help. Everyone can play a role and take action to help their loved ones in recovery. Treatment and the support and help from family, friends, co-workers, and others can make a big difference in the recovery process.
  • Be supportive, and reduce stigma. Stigma or the fear of stigma may stop someone from sharing their health condition and prevent them from seeking the health or behavioral health services and support services they need. Recognize that opioid addiction is a medical condition, not a moral failing. Stopping stigma is important to helping loved ones feel safer and healthier.
  • Carry naloxone. Naloxone can reverse overdose and prevent death. It is a non-addictive, life-saving drug that can reverse the effects of an opioid overdose when administered in time.
04 – Resources – Families and Children Facing Tragic Events – Racial Stress – Racism – Hate Crimes, List by Children’s Mental Health Network
Jun 4 all-day

 

Resources for Families and Children Facing Tragic Events

Racial Stress – Racism – Hate Crimes

 

Childrens Mental Health Network

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.

 

University of MaryLand School of Social Work Institue for Innovation and Implimentation logo

SAMHSA Resources

 

General Resources
For Parents & Caregivers
For Providers

 

Daniel Tiger

Helping Children with Tragic Events in the News

In times of community or world-wide crisis, it’s easy to assume that young children don’t know what’s going on. But one thing’s for sure — children are very sensitive to how their parents feel. They’re keenly aware of the expressions on their parents’ faces and the tone of their voices. Children can sense when their parents are really worried, whether they’re watching the news or talking about it with others. No matter what children know about a “crisis,” it’s especially scary for children to realize that their parents are scared.

Some Scary, Confusing Images

The way that news is presented on television can be quite confusing for a young child. The same video segment may be shown over and over again through the day, as if each showing was a different event. Someone who has died turns up alive and then dies again and again. Children often become very anxious since they don’t understand much about videotape replays, closeups, and camera angles. Any televised danger seems close to home to them because the tragic scenes are taking place on the TV set in their own living room. Children can’t tell the difference between what’s close and what’s far away, what’s real and what’s pretend, or what’s new and what’s re-run.

The younger the children are, the more likely they are to be interested in scenes of close-up faces, particularly if the people are expressing some strong feelings. When there’s tragic news, the images on TV are most often much too graphic and disturbing for young children.

“Who will take care of me?”

In times of crisis, children want to know, “Who will take care of me?” They’re dependent on adults for their survival and security. They’re naturally self-centered. They need to hear very clearly that their parents are doing all they can to take care of them and to keep them safe. They also need to hear that people in the government and other grown-ups they don’t even know are working hard to keep them safe, too.

Helping Children Feel More Secure

Play is one of the important ways young children have of dealing with their concerns. Of course, playing about violent news can be scary and sometimes unsafe, so adults need to be nearby to help redirect that kind of play into nurturing themes, such as a hospital for the wounded or a pretend meal for emergency workers.

When children are scared and anxious, they might become more dependent, clingy, and afraid to go to bed at night. Whining, aggressive behavior, or toilet “accidents” may be their way of asking for more comfort from the important adults in their lives. Little by little, as the adults around them become more confident, hopeful and secure, our children probably will, too.

Turn Off the TV

When there’s something tragic in the news, many parents get concerned about what and how to tell their children. It’s even harder than usual if we’re struggling with our own powerful feelings about what has happened. Adults are sometimes surprised that their own reactions to a televised crisis are so strong, but great loss and devastation in the news often reawaken our own earlier losses and fears – even some we think we might have “forgotten”

It’s easy to allow ourselves to get drawn into watching televised news of a crisis for hours and hours; however, exposing ourselves to so many tragedies can make us feel hopeless, insecure, and even depressed. We help our children and ourselves if we’re able to limit our own television viewing. Our children need us to spend time with them – away from the frightening images on the screen.

Talking and Listening

Even if we wanted to, it would be impossible to give our children all the reasons for such things as war, terrorists, abuse, murders, major fires, hurricanes, and earthquakes. If they ask questions, our best answer may be to ask them, “What do you think happened?” If the answer is “I don’t know,” then the simplest reply might be something like, “I’m sad about the news, and I’m worried. But I love you, and I’m here to care for you.”

If we don’t let children know it’s okay to feel sad and scared, they may think something is wrong with them when they do feel that way. They certainly don’t need to hear all the details of what’s making us sad or scared, but if we can help them accept their own feelings as natural and normal, their feelings will be much more manageable for them.

Angry feelings are part of being human, especially when we feel powerless. One of the most important messages we can give our children is, “It’s okay to be angry, but it’s not okay to hurt ourselves or others.” Besides giving children the right to their anger, we can help them find constructive things to do with their feelings. This way, we’ll be giving them useful tools that will serve them all their life, and help them to become the worlds’ future peacemakers — the world’s future “helpers.”

Helpful Hints

  • Do your best to keep the television off, or at least limit how much your child sees of any news event.
  • Try to keep yourself calm. Your presence can help your child feel more secure.
  • Give your child extra comfort and physical affection, like hugs or snuggling up together with a favorite book. Physical comfort goes a long way towards providing inner security. That closeness can nourish you, too.
  • Try to keep regular routines as normal as possible. Children and adults count on their familiar pattern of everyday life.
  • Plan something that you and your child enjoy doing together, like taking a walk, going on a picnic, having some quiet time, or doing something silly. It can help to know there are simple things in life that can help us feel better, in good times and in bad.
  • Even if children don’t mention what they’ve seen or heard in the news, it can help to ask what they think has happened. If parents don’t bring up the subject, children can be left with their misinterpretations. You may be really surprised at how much your child has heard from others.
  • Focus attention on the helpers, like the police, firemen, doctors, nurses, paramedics, and volunteers. It’s reassuring to know there are many caring people who are doing all they can to help others in this world.
  • Let your child know if you’re making a donation, going to a town meeting, writing a letter or e-mail of support, or taking some other action. It can help children to know that adults take many different active roles and that we don’t give in to helplessness in times of worldwide crisis.

 

 

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.

 

How race-related stress affects you and your relationship with your child

What effect does racism have on your health and well-being?

Not only does racism impact you as a parent, it can also impact how you interact with your children. Experiences of racism build on each other and can chip away at your emotional, physical and spiritual resources as a parent, contributing to race-related stress. Race-related stress can make it hard to have the space needed to take care of yourself as a parent, which reduces the emotional space you need to adequately take care of your children.

 

Physical effects

Physical Effects

Physical Effects can include increased hypertension, illness and risky behaviors such as substance use.

 

Emotional effects

Emotional Effects

Emotional effects can include depression, anxiety, anger, irritability and aggression.

 

Spiritual effects

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

Insecure Feelings

Feelings of shame and lack of confidence due to feeling that a situation cannot be changed.

Lack of trust

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

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).

Emotions

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.

 

Strategies to deal with racial stress and practice self-care.

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 you can try.

You are not the only person dealing with race-related stress and connecting with other people with similar experiences and feelings can help you to successfully navigate racism.

  • Talk with family and trusted friends specifically about racialized events that have occurred and how to handle them
  • Start or join a group with others who may have had similar experiences and similar interests, like a book club that reads books by Black authors, or spend time with other African American parents who have the same concerns you do about how your children are treated at the school.
  • Seek out activities that you can do with your friends or family (e.g., exercising, cooking, watching a family show or movie together, etc.)

 

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

 

 

04 – Resources – SRN – Scottish Recovery Network – Peer To Peer Training Resources
Jun 4 all-day

Let’s do Peer2Peer!

Peer2Peer is adaptable and flexible. Deliver the course as a whole or focus on specific sessions.

Scottish Recovery Network gives us the framework to think and create things for ourselves.

Peer2Peer Development Programme participant

Peer2Peer training manual

Peer2Peer helps you to deliver peer training for your organisation or initiative. It is adaptable and can be tailored to suit your needs.

Download .PDF document (4 MB)

Let’s do Peer2Peer guide

The guide complements the training manual. It has been developed in collaboration with organizations already delivering Peer2Peer. It provides insights and ideas on the different ways to run and facilitate the course.

Download .PDF document (3 MB)

Creating a positive learning environment

Considerations for creating a positive learning environment for your Peer2Peer participants.

Download .PDF document (888 KB)

Example Peer2Peer course outlines

Different organisations provide examples of how they are delivering the course.

Download .PDF document (573 KB)

Budget planning

Things to consider when budgeting or sourcing funding for your Peer2Peer course.

Download .PDF document (136 KB)

Certificate of achievement (PDF)

Downloadable certificate of achievement for course participants.

Download .PDF document (182 KB)

Certificate of achievement (Word)

Downloadable certificate of achievement for course participants.

Download .DOCX document (545 KB)

Hollie: peer support and me

Hollie, a Peer Worker with Penumbra, tells us what peer support means to her. This short animation is a powerful way to show the value and impact of peer support. It is also available on our YouTube channel where you can watch, download or share the film.

Download .MP4 video (4 MB)

Values Framework for Peer Working

This publication aims to increase understanding of the peer worker role and ensure that it maintains the peer support ethos.

Download .PDF document (246 KB)

Experts by Experience Implementation Guidelines

Guidelines to support the development of Peer Worker roles in the mental health sector.

Download .PDF document (880 KB)

AM – All Month – Eating and/or Body Image Struggles – Resources for Peer Support, Recovery & Wellness
Jun 4 all-day
Eating Problems 
Body Image Struggles, Wellness, Support
A 12-step recovery program

https://www.foodaddicts.org/

Food addiction can take many forms. Symptoms include obesity, under eating, and bulimia. People often think of the term “eating disorders” when describing the disease of food addiction. Food addicts are obsessed with food, body size, and weight. We spend our days thinking about when and what we are going to eat or not eat. Binging, purging, and dieting are a way of life. The bottom line is that we can’t stop thinking about eating. Food Addicts in Recovery Anonymous (FA) offers relief from the symptoms of eating disorders and guidance on living in recovery.


ANAD – National Association of Anorexia Nervosa and Associated Disorders
https://anad.org/get-help/
ANAD is committed to providing free, peer support services to anyone struggling with an eating disorder Our free, eating disorders Helpline is available for treatment referrals, support and encouragement, and general questions about eating disorders.
Call the Helpline // 888.375.7767
Support Group // Find a Support Group
Peer Mentors // Request a Mentor
 
Treatment // Search our national directory
Our Helpline is available Monday-Friday, 9am-9pm CST. We will return messages left outside these hours.
NEDA – National Eating Disorders Association
NEDA: External link  list of virtual support groups for different time zones offered by multiple organizations dedicated to eating disorder recovery across the United States.
CONTACT THE NEDA HELPLINE
  1. Online chat

    Online Chat

    Monday—Thursday 9am—9pm ET

    Friday 9am—5pm ET

  1. Call NEDA's eating disorders helpline

    Call

    (800) 931-2237

    Monday—Thursday 11am—9pm ET

    Friday 11am—5pm ET

    Translation services are available on the phone.

  1. Call NEDA's eating disorders helpline

    Text

    (800) 931-2237

    Pilot hours: Monday—Thursday 3pm—6pm ET

https://eatingdisorderfoundation.org/get-help/support-groups/

Eating Disorder Foundation Support Groups, Eating Disorder Foundation: External link  list of recurring virtual support groups for people recovering from eating disorders, as well as family members and friends who are supporting someone through recovery.

https://www.feast-ed.org/around-the-dinner-table-forum/

Around the Dinner Table Forum, FEAST: External link  online community of parents of eating disorder patients around the world.  [note, I would say parents/caregivers of family members or persons experiencing eating struggles or struggling with eating, not patients!]

https://www.beateatingdisorders.org.uk/sanctuary

The Sanctuary, Beat Eating Disorders: External link  information about an online chat room for U.K. residents recovering from an eating disorder.

https://rockrecoveryed.org/coffee-conversations-for-moms/

Coffee and Conversations for Moms, Rock Recovery: External link  monthly virtual support group for mothers who are recovering from an eating disorder.

https://centerfordiscovery.com/groups/

Free Eating Disorder and Mental Health Support Groups, Center for Discovery Eating Disorder Treatment: External link  free platform for peer-based support groups for anyone who has been affected by an eating disorder or seeking mental health support.

ARFID (Avoidant Restrictive Food Intake Disorder) / Duke University

  Support Group NameDuke ARFID Parent Education Group
  Contact Name Chantal Gil
Meeting Location  Virtual through our community website. Members must first sign up for a free membership to our website, and then they can register for a group. (https://eatingdisorders.dukehealth.org/)

Pro-Recovery Support Group, Monday Evenings

7:00 PM EST /4:00 PM PST

Pro-Recovery Support Group, Saturday Mornings

11:00 AM EST/ 8:00 AM PST

Pro-Recovery support groups are open to individuals, ages 18+, who are  experiencing and/or are on the journey to recovery from an eating disorder.

Register here.

Family and Friends Group, Wednesday Evenings

7:00 PM EST /4:00 PM PST

https://18percent.org

18percent is a free online community based off Slack, where one can receive peer to peer support. 18percent has channels on various mental health issues, one of which is eating disorders. They offer free, 24/7 eating disorder support in a moderated environment. For more information, click the link below and sign up.

Click Here to Learn More

The main aim of EDRC is to increase awareness and understanding of eating disorders for the public and for health professionals; to promote early diagnosis, effective treatment, and recovery; and to advocate for mental health parity legislation and effective insurance coverage. We collaborate with other organizations such as National Alliance on Mental Illness (NAMI) in our effort to bring the needed attention to eating disorders.

The Lotus Collaborative: Online Eating Disorder Recovery Support Group

This group is for anyone struggling with an eating disorder to get recovery support as well as to practice giving recovery support to others. While this is not a therapy group, it is a supportive virtual environment in which to meet others working towards recovery, build relationships, gain insight, and practice recovery skills. ​Everyone working towards eating disorder recovery is welcome.

Where: This group will take place via Zoom Room Meetings (Phone app or web browser). Sign up at https://www.thelotuscollaborative.com/online-eating-disorder-recovery-support-group.html

When: Every Sunday, 1pm – 2:30pm

Contact: email: info@thelotuscollaborative.com or set up a consultation: https://www.thelotuscollaborative.com/contact-us.html

The Lotus Collaborative: Online Supporters Group

The Lotus Collaborative hosts a free online support group for the friends and family members supporting a loved one through eating disorder recovery. This group is a space for family members and friends to get support, ask questions and connect with others in the supporting role.

Where: This group will take place via Zoom Room Meetings (Phone app or web browser). Sign up at https://www.thelotuscollaborative.com/online-supporters-group.html

When: ​Every Thursday, 6pm – 7pm PST

Contact: email: info@thelotuscollaborative.com or set up a consultation: https://www.thelotuscollaborative.com/contact-us.html

AM – All Month – TQC -The Q Center – Virtual, Diverse Support Groups for People in the LGBTQ+ Community @ Online Regerster for Details
Jun 4 all-day

Sponsor Logo

 

 

 

 

 

 

 The Q Center: Out of Portland OR, Continues To Offer Several Virtual, Diverse Support Groups for People in the LGBTQ+ Community:

As the largest LGBTQ+ community center in the Pacific Northwest, Q Center proudly serves the LGBTQ2SIA+ communities of Portland Metro and Southwest Washington. Our drop-in and event space on North Mississippi Avenue is a frequent first stop for new arrivals in Portland, and for longtime residents who are newly out or questioning their sexual or gender identity.

Q Center also serves as an information hub for friends, partners, community, and family members of LGBTQ2SIA+ individuals. We pride ourselves on our collaborative approach and seek out ways to share resources with other nonprofits and public institutions locally and statewide.

 

To learn about the many groups offered by the Q Center, here is the link to their calendar page: https://www.pdxqcenter.org/calendar.

To register for any of these groups please either email info@pdxqcenter.org, or call 503-234-7837.  

CGAA – Computer Gaming Addicts Anonymous – Support Meetings, Support Chat for Family and Friends, Resources – Weekdays and Weekends @ Online Via ZOOM
Jun 4 all-day

 

Who We Are

Computer Gaming Addicts Anonymous is a fellowship of people who support each other in recovering from the problems resulting from excessive game playing. The only requirement for membership is a desire to stop video gaming, which is completely up to you. CGAA has no dues or fees. Our groups share their collective experience and the principles that helped them, but CGAA has no experts, hierarchy, or required beliefs. We have etiquette and traditions, but no strict rules.
If you are struggling with compulsive gaming, leave your contact info at 970-364-3497 and a CGAA member will call you back
Or email us at helpline@cgaa.info
For other issues, contact us at support@cgaa.info

 

ZOOM MEETINGS

All family and friends of compulsive gamers welcome

Join Zoom Meeting

https://us02web.zoom.us/j/83671786251

Meeting ID: 836 7178 6251

One tap mobile
+13017158592,,83671786251# US (Washington DC)
+13126266799,,83671786251# US (Chicago)

Dial by your location
        +1 301 715 8592 US (Washington DC)
        +1 312 626 6799 US (Chicago)
        +1 646 558 8656 US (New York)
        +1 253 215 8782 US (Tacoma)
        +1 346 248 7799 US (Houston)
        +1 669 900 9128 US (San Jose)
Meeting ID: 826 013 5782
Find your local number: https://us02web.zoom.us/u/k0jt3FGFs

 
ZOOM MEETING

All family and friends of compulsive gamers welcome

Join Zoom Meeting

https://us02web.zoom.us/j/83671786251

Meeting ID: 836 7178 6251

One tap mobile
+13017158592,,83671786251# US (Washington DC)
+13126266799,,83671786251# US (Chicago)

Dial by your location
        +1 301 715 8592 US (Washington DC)
        +1 312 626 6799 US (Chicago)
        +1 646 558 8656 US (New York)
        +1 253 215 8782 US (Tacoma)
        +1 346 248 7799 US (Houston)
        +1 669 900 9128 US (San Jose)
Meeting ID: 826 013 5782
Find your local number: https://us02web.zoom.us/u/k0jt3FGFs

 

Gamers Find A Local Support Group

Use the link below to get more information about local groups and a notification when a local meeting is started. Due to the COVID pandemic, most meetings are currently held in an outdoor setting or online.

CLICK HERE FOR THE LOCAL GROUP FINDER TOOL

 

CONTACT GROUPS IN OREGON BY LOCATION

 

 

SUPPORT FOR FAMILY AND FRIENDS

What Can I Do?

Video gaming is a common pastime. To many people, it is surprising that it can become a serious addiction, that is, an activity that is engaged in compulsively, without control or concern for consequences.

Video gaming addiction is a very serious problem that is harmful to everyone it touches. Since everyone involved suffers from it, everyone involved needs some help. Here are some important things to know.

First, no one is responsible for someone else’s compulsive gaming. As the Al-Anon slogan goes, “I didn’t cause it, I can’t control it, and I can’t cure it.”

You didn’t cause it.

Some people partly blame themselves for the dysfunctional behavior of their family members, particularly with addicts who are very quick to shift responsibility off themselves and blame others. Perhaps you played games with your loved one, purchased games, or encouraged it, thinking it was a harmless leisure activity. Maybe you’ve been involved in some conflict and wonder if that has driven him or her to hide away in gaming. But no one is responsible for another person’s behavior or mental disorders.

You can’t control it.

You may have already tried to talk to your friend or family member. Perhaps you have bargained with them, or given ultimatums. You have tried to help them see what damage they are doing to themselves and others. And none of it has worked. This is baffling to you. Why don’t they seem to understand or care? Why can’t they see what is obvious to you? This is actually a symptom of the disease of addiction, one that destines efforts for control to failure.

You can’t cure it.

We all would like to believe that we have the ability to help those we love. We often think that if we can just get the right information, figure out the right thing to say or do, perhaps change something about ourselves, we can fix the problem. People should be able to solve their own problems. Why can’t we do that with this one? There is a simple reason. There is no cure for addiction. It requires treatment. The recovery process is long and difficult. And there is only one person who can start that process, the one who is gaming compulsively. There are things you can do. Here are some suggestions that you may want to consider, that other family members and friends have found helpful.

Get information.

The literature of recovery fellowships for family and friends of addicts (such as Al-Anon) has much helpful guidance, some of which is available online as well. There are people who have been in situations very similar to yours, who have learned much from them, and who are willing to share the lessons learned, their experience, strength and hope. We hope you avail yourself of such resources.

Detach with love.

Putting energy into arguing with someone who is playing compulsively will not help either of you. Your loved one has a serious problem that you are powerless to control or cure, and that they will not get help until they want it. As much as you love someone, you cannot force this process on another person.

Stop enabling.

Paradoxically, at the same time people are arguing with, bargaining with or shaming a compulsive gamer, they are often (perhaps without realizing it) supporting the addiction in many ways. Anything that shields an addict from the consequences of his or her behavior is enabling, and can include such basic things as providing food, shelter, money, companionship, housekeeping, and covering for employment and legal difficulties. Helping a compulsive gamer keep up an appearance of normalcy is helping him or her continue in the destructive behavior. While you cannot change him or her, you can make changes for yourself. You can shift your energy away from enabling behaviors and toward meeting your own needs.

Take care of yourself.

Whether or not your loved one ever stops gaming, you deserve to have a healthy and happy life. Once you have accepted that you are powerless over their gaming behavior, you can begin to focus on what you can do for yourself, to accomplish your own goals. With the help of others who have been where you are, you can learn to set healthy boundaries and stick to them.

Join our WhatsApp Chat Site for Family and Friends!

Game-Anon

WhatsApp Group Invite

Visit whatsapp.com/dl on your mobile phone to install.

By installing WhatsApp, you agree to our Terms & Privacy Policy.

 

Chat Using A Macintosh

 

Mac OS X 10.10 and higher. WhatsApp must be installed on your phone.

By clicking the Download button, you agree to our Terms & Privacy Policy.

DOWNLOAD FOR MAC OS X

Download for Windows 8 and higher (64-bit)
Download for Windows 8 and higher (32-bit)

 

 


Things To Do Instead of Gaming

One of the things we were trying to do with our gaming was meet some basic needs. If we do not meet those needs in normal healthy ways, we will suffer much stronger urges to game again. Some basic needs to cover are social needs, self expression, creativity, a sense of challenge and accomplishment, stress relief, a sense of purpose and meaning, and a sense of safety through control and predictability.

Here are some ideas for activities that will help meet these needs, reduce cravings, help with recovery from addiction, and fill some of the hours freed from compulsive gaming.

Please don’t let the length of this list overwhelm you. The idea is not to start ten new things and try to change everything all at once. We seek small bits of progress, not perfection. A good place to start is to put first things first. What need is currently most important? What’s right in front of me? What opportunity has come my way recently? If we take steps of small improvement with one or two areas each day, we are moving in the right direction.

 

Stress Relief

  • Talking with a sponsor or recovery buddy, CGAA meetings, or step work
  • Getting outside for fresh air and sunlight by taking a walk or doing some outdoor work
  • Meditation, coloring, craft work, journaling, or reading
 

Sense of safety through freedom, control, and predictability

  • Goal setting
  • Counseling or psychotherapy
  • Home organization, renovation, or spring cleaning
 

Sense of purpose, meaning, and self-respect

  • Supporting and growing the larger CGAA fellowship through service work like helping run a meeting, starting a local meeting, doing outreach to professionals, or attending CGAA business meetings
  • Attending a spiritual group like meditation, yoga, spiritual retreat, or religious gathering
  • Doing volunteer work like teaching, helping others, animal care, or building community places
  • Caring for a pet, house plants, or garden
 

Social needs

  • Attending CGAA meetings, connecting outside of meetings, reaching out to newcomers, or calling someone
  • Joining a hobby group like theater, a hiking group, art workshop, book club, public speaking, board games or card game group
  • Hosting a fun event like board games night or karaoke
  • Playing team sports, taking up martial arts, or playing one-on-one sports
  • Going to fun events like concerts, dances, or events on meetup.com
  • Calling up, video conferencing, or visiting with friends, family, neighbors, or other communities
 

Self expression and creativity

  • Journaling, opening up to a CGAA sponsor, or sharing openly in a meeting
  • Art work like drawing, photography, sculpting, or creative writing
  • Performance art like theater, singing, playing music, or writing music
 

Sense of challenge and accomplishment

  • Working the steps with a sponsor
  • Crafts like woodworking, origami, knitting
  • Outdoor activities like gardening, geocaching, bird watching, star gazing, tracking, plant identification, survival skills, or boating
  • Learning something like a foreign language, dancing, magic tricks, mechanical repair, cooking, a musical instrument, or computer programming
  • Career goals like getting a new job, starting a business, enrolling in school, or taking classes
 

Reconnection to one’s body and whole self

  • Meditating on breath, sounds, or bodily sensations
  • Exercise like walking, hiking, swimming, cycling, yoga, jogging, going to a gym, or playing a sport

If you are in your first week or two off of games, it’s likely that few of these ideas will appeal to you. That’s normal. Until our minds and bodies have some time to heal, we have low interest, energy, and motivation. This list will probably not give you something that you can plug in place of video games and immediately throw yourself into with the same zeal. This list is meant to help us explore new ways of spending our time, meeting our needs, and connecting with people. Find a few that hold some appeal and try taking some small steps in their direction. If you can’t seem to think of anything fun to do except game, you can come back to this list, find the most appealing thing, and just take a couple of little steps in its direction.

Consider setting reminders for yourself or keeping a schedule of your time and new activities. It is important to appreciate the small victories of exercising willpower, regaining motivation, and socializing. It helps to discuss our progress and the challenges we experience with a CGAA sponsor, recovery buddy, personal counselor, or therapist.

Rediscovering What is Fun

It is normal to think that nothing but gaming sounds fun. For most of us, our years of compulsive gaming warped and narrowed our idea of fun. As small children, it meant almost anything new or interesting or social or even mildly rewarding. Years of pulling the dopamine lever with video games changed our concept of fun to require instant gratification, frequent rewards, clear and constant progress, excitement, intense visuals, control, and/or predictability.

Part of recovery is letting our concept of fun expand back outward to a wide world of possible new challenges and experiences, many of which are calm and subtle compared to video games. It takes time to overcome withdrawals and heal from the damage, but the change does happen if we abstain from all gaming long term and focus on new pursuits and improving our lives. This list has many activities that do not meet the old, narrow, warped idea of “fun,” but those of us who persist at exploring them do find many to be gratifying and enjoyable.

Take, for example, a hike up a mountain. To a group of hikers excited to venture into the wilderness with friends and see wildlife and panoramic views from on high, all while getting a great workout, it’s a ton of fun. To someone who is uninterested in hiking, out of shape, and focused on every little unpleasant aspect of it, it’s a torturous death march. It is exactly the same hike in either case. The difference is in the attitude and conditioning.

The same is true with every item of these lists. Whether or not an activity sounds fun or torturous depends entirely upon attitude and conditioning. Every one of them has the potential to be gratifying and enjoyable if we adopt a positive attitude, try to have fun, and persist at it, especially when we involve friends and like-minded people.

FCA – Family Caregiver Alliance – Caregiver Support Group – 24/7 @ Email Group
Jun 4 all-day
FCA - Family Caregiver Alliance - Caregiver Support Group - 24/7 @ Email Group

 

Family Caregiver Alliance
Email Support Group 24/7

This group is in e-mail format. Participants send and receive e-mail to take part in discussions. You can receive your posts all together, in one delivery each day, or you can receive them one-by-one, as they are sent.

The choice is yours. It’s fun, easy, and available 24 hours a day, 7 days a week. To join, complete the form below and click the submit button.

Subscribe to Caregiver-Online

You can subscribe to Caregiver-online by following this link and completing the form.  After completing the Subscription form you will email requesting confirmation, to prevent others from gratuitously subscribing you. This is a hidden list, which means that the list of members is available only to the list administrator.

To subscribe, Use this Link and complete the subscription form online:

http://lists.caregiver.org/mailman/listinfo/caregiver-online_lists.caregiver.org

 

Using Caregiver-online

To post a message to all the list members, send email to caregiver-online@lists.caregiver.org. Be sure to subscribe first!

FCA – Family Caregiver Alliance – LGBT Community Support: Caregiving for our Families and Friends – 24/7 @ Email Group
Jun 4 all-day
FCA - Family Caregiver Alliance - LGBT Community Support: Caregiving for our Families and Friends - 24/7 @ Email Group

 

Family Caregiver Alliance

LGBT Community Support: Caregiving for our Families and Friends

Email Support Group 24/7
Would you like to talk with other caregivers? To join an online community to share experience, ideas and strategies? Ask for support during a difficult moment? Help someone solve a problem? Then subscribe to Family Caregiver Alliance’s Lesbian/Gay/Bisexual/Transgender Community Support: Caregiving for our Families and Friends.

This group is in e-mail format. Participants send and receive e-mail to take part in discussions. You can receive your posts all together, in one delivery each day, or you can receive them one-by-one, as they are sent.

The choice is yours. It’s fun, easy, and available 24 hours a day, 7 days a week. To join, complete the form below and click the submit button.

Subscribe to Caregiver-Online

You can subscribe to Caregiver-online by following this link and completing the form.  After completing the Subscription form you will email requesting confirmation, to prevent others from gratuitously subscribing you. This is a hidden list, which means that the list of members is available only to the list administrator.

Subsubscribe Here:  sts.caregiver.org/mailman/listinfo/lgbt-caregiver_lists.caregiver.org

 

Using Caregiver-online

To post a message to all the list members, send email to caregiver-online@lists.caregiver.org. Be sure to subscribe first!

FCA – Family Caregiver Alliance – LGBT Community Support: Caregiving for our Families and Friends – 24/7 @ Email Group
Jun 4 all-day
FCA - Family Caregiver Alliance - LGBT Community Support: Caregiving for our Families and Friends - 24/7 @ Email Group

 

Family Caregiver Alliance

LGBT Community Support: Caregiving for our Families and Friends

Email Support Group 24/7
Would you like to talk with other caregivers? To join an online community to share experience, ideas and strategies? Ask for support during a difficult moment? Help someone solve a problem? Then subscribe to Family Caregiver Alliance’s Lesbian/Gay/Bisexual/Transgender Community Support: Caregiving for our Families and Friends.

This group is in e-mail format. Participants send and receive e-mail to take part in discussions. You can receive your posts all together, in one delivery each day, or you can receive them one-by-one, as they are sent.

The choice is yours. It’s fun, easy, and available 24 hours a day, 7 days a week. To join, complete the form below and click the submit button.

Subscribe to Caregiver-Online

You can subscribe to Caregiver-online by following this link and completing the form.  After completing the Subscription form you will email requesting confirmation, to prevent others from gratuitously subscribing you. This is a hidden list, which means that the list of members is available only to the list administrator.

Subsubscribe Here:  sts.caregiver.org/mailman/listinfo/lgbt-caregiver_lists.caregiver.org

 

Using Caregiver-online

To post a message to all the list members, send email to caregiver-online@lists.caregiver.org. Be sure to subscribe first!

HLAAOR – Hearing Loss Association of America/Oregon – Meetings and Resources @ Online Register for Details
Jun 4 all-day

 

 

Hearing Loss Association of America/Oregon Meetings and Resources, 2021

HLAA of Portland meets the third Saturday each month (except June, July, and August) 10 am, in the Wistar Morris Conference Room in the Main Hospital Building on the Legacy Good Samaritan Campus, 1015 NW 22nd Ave. (at Marshall), Portland, 97210. Contact Mark Foster, president; email: hlaportland@gmail.com. Write P.O. Box 2112, Portland, OR 97208-2112; http://www.hlaa-or.org/portlandchapter.html.

HLAA of Lane County meets quarterly: second Thursday in March, June, Sept., and Dec., at 7 p.m. at the Hilyard Community Center, 2580 Hilyard St., Eugene. Right now we are scheduled to meet in person June 10 unless COVID-19 infections mandate otherwise.

Mail: P.O. Box 22501, Eugene, OR 97402. Clark Anderson; email: clarkoa@msn.com

HLAA of Linn and Benton counties meets the last Wednesday each month (except June, July, & Dec.) at 6:30 p.m. at the Reimar Building, next to Albany General Hospital, 1085 6th Ave. SW, Albany, OR 97321. Contact: John Hood-Fysh, email: jhoodfysh@gmail.com; 541/220-8541 (cell – call or text), 818 Broadalbin St. SW, Albany, OR 97321.

Note: HLAA of Douglas County no longer meets the requirements for a 501(c)(3) nonprofit. Reinstatement may occur, but right now, this group meets as a support group. Contacts: Vincent Portulano, president, email: HLAADC@outlook. com; or Ann Havens, secretary, 541/673-3119. Check with them for location for meetings and time.

NATIONAL HLAA EVENT CALENDARS

HLAA Calendar

https://www.hearingloss.org/programs-events/calendar/

HLAA Leaders Calendar

https://hlaagroups.hearingloss.org/g/HLAALeaders/calendar

HLAA Subgroups

https://hlaagroups.hearingloss.org/g/HLAALeaders/subgroups

HLAA Virtual Meetings / Captioned Recordings

https://www.hearingloss.org/hearing-help/communities/hlaa-national-virtual-meetings/

 

MORE RESOURCES

Hands and Voices
https://www.handsandvoicesor.org

Supports families and children who are deaf and hard of hearing, by connecting parents, mentorship, educational advocacy, community development and support programs. Collaborates with professionals to support families.

FACT Oregon
https://www.factoregon.org/

Supports, empowers and advocates for families who experience disability.

Family to Family Health Information Center
Oregon Family-to-Family Health Information Center | OHSU

Supports families and caregivers of children with special health needs to navigate the healthcare system. Many resources on the website.

AG Bell Oregon 
https://www.agbell.org/Connect/Oregon-Chapter

  • Facebook page – AG Bell Oreoon
  • Instagram – aobelloreoon

Local chapter of a national organization. The focus is to promote listening and spoken language education, advocate for accessibility, educational services, and health-related rights, and create connections and memories together.

Oregon Early Hearing Detection and Intervention (EHDI) Program

https://www.oreown ov/oha/PDH/HeaIthvP eooleFamilies/Babies/HeaIthScreenino/He arinqscreenino/Paoes/index asox

For Providers: Information on EHDI Reporting, forms, protocols, facilities, OVERS Hearing Screening Module, 1-3-6 Newborn Hearing Screening Checklist For Parents: Information on hearing screening (what it involves and why it’s important), follow-up (what happens if a newborn doesn’t pass a screening), Early Intervention/Family Services, Guide By Your Side (a Hands & Voices program that matches trained parent guides with families who have recently found out their child has a hearing loss), and other resources for families

American Cochlear Implant Alliance

https://www.acialliance.org/

Facebook page

Twitter

Contains information about research, awareness, and advocacy around cochlear implants. Information about hearing loss and cochlear implants in general.

Oregon Association for Deaf
https://oad1921.org/

Advocates for the rights of people who are Deaf and Hard of Hearing in Oregon. The website contains articles, meeting and conference information, and youth opportunities.

Hearing Loss Association of America – Oregon State Association 
https://www.hlaa-or.org/about-us.html

Education, Information and Advocacy.

Early Hearing Detection and Intervention (EHDI)
https://www.cdc.oov/ncbddd/hearinqloss/e hdi-programs.html

Information about EHDI programs Information for families including:

     • Questions You May Want to Ask Your Child’s Audiologist

     • Just in Time for Pediatric Primary Care Providers

FACEBOOK EVENTS

ASL Social Chat:

EVERY SUNDAY @ 12:00noon to 2:00 pm

VANCOUVER MALL – Food Court [2nd floor]

Host by: Gary Holden

ASL Social Chat:

Host by: Gary Holden

PORTLAND OPEN-CAPTIONED MOVIES:

(See FB page for MORE information)

Order Tickets online @ bagdadmovies.com

Host by: Isaac Stone Dick

ASL NIGHT GAMES (announcing soon)

Every Second Saturday evening

ASL Game Night page for more information.

Host by: Stephen RodBjorn

World Deaf Timberfest

Camp Taloali

Contact for information: Andrea Albers

Pacific Northwest Deaf Golf Association (PNWDGA) and Portland Metro Deaf Golf Association (FB Page).

(See FB Page for MORE information)

Host by: Craig Marineau

Northwest Deaf Traveling League (NWDTL)

(Deaf/HOH Bowling Club)

Contact: Melody Kitty McDaniel and Andrea Albers

NW Deaf Poker Tournaments

Announcement in Jan/Feb 2022 !!!

Host by: James Forncrook

CYMASPACE: Announcement SOON

Host by: Myles de Bastion

Deaf Massage Therapist (see link below)

www.openhandhealth.com/book-now

Host by: Clara Bella Storry Parnell

(Email: clara@openhandhealth.com)

ASL Coffee Podcast – see announcements on regular posting:

https://www.facebook.com/groups/334857136618534/user/100069324005062/

ASL Coffee Chats @ 3pm on Fridays at Hidden Creek Community Center in Hillsboro

To find a Deaf ASL tutor or mentor, see ASL TUTORS AND MENTORS FB page.

Bridges in Oregon

https://www.facebook.com/BridgesOregon

Source: https://www.facebook.com/groups/portlandaslevents/

AG Bell Association for the Deaf and Hard of Hearing
AG Bell is another convenient resource for those seeking in-person hearing loss support groups, with 
41 active chapters across the United States and Puerto Rico. Specifically designed to support children with hearing loss and their families, AG Bell hosts everything from social events to informational sessions for individuals and families impacted by hearing loss; connect with your nearest chapter to learn more. You can also join the AG Bell Facebook group to connect with fellow members online.

DeafandHoH Forum

DeafandHoH is a website featuring hearing loss news, a discussion forum, resources for financial aid and other services, search directories for audiologists, hearing care facilities, speech-language pathologists, and more. The topics covered on the site include living with hearing loss, caring for a family member or friend with hearing loss, American Sign Language, and hearing loss products. You can also join open chat nights on select Wednesdays from 6pm-7pm PST / 9pm-10pm EST to enjoy live interaction!

 

CALL TO ACTION FOR PEER SUPPORT

https://www.nasmhpd.org/sites/default/files/Assessment-5_Deaf-and-Hard-of-Hearing-Peer-Support.pdf

https://www.transformation-center.org/home/community/deaf-and-hard-of-hearing-recovery-project/

https://www.nasmhpd.org/sites/default/files/BeingSeen.pdf

https://www.hearinglikeme.com/why-we-need-deaf-peer-support-in-our-communities/

https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1018&context=jadara

12-Step online for Deaf and Hard of Hearing

Sounds of Sobriety (SOS):  This online email group was formed to help us who have a hearing loss (deaf, deafened, or hard of hearing) to find a place to recover from alcoholism. For many of us, face-to-face AA meetings no longer work. All members of AA, or those who think they may have a problem with alcohol, are welcome.    SOS_online_group-subscribe@yahoogroups.com

Deaf Grateful:  This is a real-time open discussion meeting on Saturday at 4 pm (EST) for deaf & HOH people who have a desire to stop drinking. Meeting uses videoconferencing software (easily downloaded) that requires a high speed internet connection and a webcam. Our communication mode is ASL only (no audio). http://doda.omnijoin.com

Perspectives of people who are deaf and hard of hearing on mental health, recovery, and peer support

https://pubmed.ncbi.nlm.nih.gov/23149648/

Is Telemental Health Services a Viable Alternative to Traditional Psychotherapy for Deaf Individuals?

https://pubmed.ncbi.nlm.nih.gov/27260308/

https://www.arundellodge.org/omhc/telemental-health-for-deaf-and-hard-of-hearing/

Deaf Centric Approach / Peer Support Program

https://www.minnpost.com/mental-health-addiction/2016/01/alison-aubrecht-peer-support-program-takes-deaf-centric-approach-men/

Native American Heritage – Education, Celebrations, Arts and Culture,Resources @ Zoom and Other Platforms
Jun 4 all-day

NATIVE AMERICAN HERITAGE

 

EDUCATION

National Constution Center Logo

 

 

 

 

In celebration of Native American Heritage Month, the National Constitution Center is hosting a series of scholar talks and activities highlighting the history of American Indians, tribal governments, and their relationship to the U.S. Constitution and American democracy.

 

Scholar Talk: American Indian Influence on the Constitution and the Founding Fathers Featuring Robert J. Miller  
Thursday, November 17 at 10 p.m. PST, Kirby Auditorium and Livestreamed

Join Robert J. Miller for a conversation about American Indians political theories and how their governments had a profound effect on many of the Founding Fathers, shaping specific provisions in the U.S. Constitution. The framers were influenced by both “positive” aspects of tribal governance and political science that they were familiar with and adopted into the Constitution, and they were also influenced by what can be called the “negative” aspects of the threats posed by the American Indian tribes to the new United States. Many of these effects are reflected in provisions in our Constitution. This talk examines how Indigenous theories of government affected our Founding Fathers in drafting the U.S. Constitution.    

 Robert J. Miller is a professor at the Sandra Day O’Connor College of Law at Arizona State University where he is also the Willard H. Pedrick Distinguished Research Scholar and the director of the Rosette LLP American Indian Economic Development Program. He is the chief justice of the Pascua Yaqui Tribe Court of Appeals and an appellate judge in other tribal courts. He graduated from Lewis & Clark Law School in 1991 and then clerked for Judge Diarmuid O’Scannlain of the U.S. Court of Appeals for the Ninth Circuit in 1991-92. Miller is a citizen of the Eastern Shawnee Tribe. He was elected to the American Philosophical Society in 2014, the oldest learned society in the United States.  

Scholar Talk: Native Americans’ Fight for Citizenship and Sovereignty Featuring Paul C. Rosier  
Friday, November 25 at 10 p.m. PST, Kirby Auditorium and Livestreamed

Dr. Paul C. Rosier, professor of history at Villanova University, will explore the Native Americans’ fight for American citizenship and tribal sovereignty, focusing on their extraordinary efforts to both protect their autonomy and secure the civil rights afforded American citizens: a dual citizenship codified in the 1924 Indian Citizenship Act. His presentation will highlight native people’s vision of an inclusive country that lives up to the ideals expressed in the Declaration of Independence and the Constitution, championing via military service, activism, and political writings their belief in a multi-racial and multi-cultural America that honored its legal obligations as it assumed international prominence in the 20th century.

Paul C. Rosier received his Ph.D. in American History from the University of Rochester in 1998. He currently serves as professor of history at Villanova University, where he teaches Native American history, American environmental history, global environmental history, and 20th century American history. He also serves as the director of the Albert Lepage Center for History in the Public Interest at Villanova. He previously held the inaugural Mary M. Birle Chair in American History (2016-2022) and served as department chair (2013-2016). In 2001, he published his first book, Rebirth of the Blackfeet Nation, 1912-1954; he co-edited the 2006 volume Echoes from the Poisoned Well: Global Memories of Environmental Injustice. In 2009, Harvard University Press published his Serving Their Country: American Indian Politics and Patriotism in the Twentieth Century, which won the 2010 American Indian National Book Award. He has published numerous essays on Native American topics, including three articles in The Journal of American History. Reflecting his commitment to public-facing work, he has published several blog posts on Native American political issues in Hindsights and the History News Network. He is in the final stages of two projects: an edited volume on environmental justice in North America; and a monograph on Native Americans’ political history, “The American Way of Life”: Native Americans’ Fight for Sovereignty and Citizenship.

Native Americans and the Constitution Town Hall Video (YouTube)

In celebration of Native American Heritage Month, join experts Maggie Blackhawk of the New York University School of Law; Donald Grinde, Jr. of the University at Buffalo and co-author of Exemplar of Liberty: Native America and the Evolution of Democracy; Gregory Dowd of the University of Michigan; and Woody Holton of the University of South Carolina and author of Liberty Is Sweet: The Hidden History of the American Revolution, for a conversation exploring the influence of Indigenous people and tribal governments on the U.S. Constitution and American democracy, from before the Revolution to today. Jeffrey Rosen, president and CEO of the National Constitution Center, moderates.

 

CELEBRATIONS

Smithsonian Institute Logo

Native Veterans Procession and Dedication Ceremony

Veterans Day, November 11, 2022 and up live stream.

Join the museum in honoring the exceptional military service of Native Americans in a formal dedication of the National Native American Veterans Memorial in Washington, DC. The dedication and processional will honor American Indian, Alaska Native, and Native Hawaiian veterans and their families.   Use this link to Regester and View Live Stream


WEEKEND CELEBRATION  

Saturday and Sunday, Nov. 12–13 | Washington, D.C. 

All are welcome to join as the museum honors the military service of Native American, Native Hawai’ian and Alaska Native veterans, Friday, Nov. 11. The Native veterans’ procession and dedication ceremony will take place beginning at 2 p.m. on the National Mall as part of a three-day celebration featuring hands-on activities, films, performances, and a veterans hospitality suite. The procession and dedication will be livestreamed. For more information about the weekend program, visit AmericanIndian.si.edu/visit/washington/nnavm-dedication 

2022 Native Cinema Showcase 
Nov. 18–25

Live Streaming

The National Museum of the American Indian’s Native Cinema Showcase is an annual celebration of the best in Indigenous film. Embracing their communities’ oral histories, knowledge and ancestral lands, Indigenous filmmakers are seeking guidance from the past and envisioning new paths for the future. The showcase provides a unique forum for engagement with filmmakers from Indigenous communities throughout the Western Hemisphere and Arctic.

The online program includes a total of 35 films (six features and 30 shorts) representing 30 Native nations in eight different countries: US, Canada, New Zealand, Mexico, Guatemala, Ecuador, Colombia and Sweden. There are 10 Indigenous languages spoken in the films. Genres include documentaries, music videos, kid-friendly shorts, films in Indigenous languages and more.

Use this Link to Attend Online

Native Cinema Showcase is made possible by the New York State Council on the Arts with the support of Governor Kathy Hochul and the New York State Legislature

 

Facing History & Ourselves Logo

 

Native American Boarding Schools as a Tool of U.S. Empire
Friday, November 19, 2021
10:00am EST/ 7:00 am PST
University of Michigan Alumni Association

“The Alumni Association is sponsoring the November Clements Bookworm. The Clements Bookworm is a webinar series in which panelists discuss history topics. In this episode, Dr. Veronica Pasfield discusses her continuing research to understand the full purpose and force of federal Indian boarding schools. She asserts that the creation story of Carlisle Indian School must be rooted in missionary schools founded to prepare Kanaka Maoli for wage labor on their own Hawaiian homelands as well as in the captivity of Native children in the Southwest by a U.S. Army desperate to bring about the submission of Western tribes by any means necessary. While administrators touted assimilation as a benevolent enterprise, the archives show that Indian children were used as hostages to secure the extraction of tribal resources, and ‘schools’ were used as an instrument for transforming indigenous peoples into a permanent underclass in their own homeland.”

Celebrate! with Wampanoag Nation Singers & Dancers
Saturday, November 20, 2021
11:30 AM – 12:30 PM EST
Hosted by the John F. Kennedy Presidential Library and Museum

“Join the Wampanoag Nation Singers and Dancers as they share stories of both their history and modern culture in a performance that culminates with a dance in honor of Native American Heritage Month. During this virtual program from wherever you are, the whole family can join in learning new movements and words for interactive elements. The Celebrate! series, appropriate for family audiences and children ages 5 and up, highlights America’s rich cultural diversity through the arts. This program is tied directly to President and Mrs. Kennedy’s concern for and support of the arts and culture in a democratic society. Thanks to generous support from the Martin Richard Foundation and the Mass Cultural Council all performances are free.”

Cultural Representation in Education
Tuesday, November 23, 2021
6:00 pm – 7:00 pm CST
Hosted by the Mitchell Museum

“Join us to learn about Native American history, culture and traditions first-hand from the perspectives of Indigenous educators… Waqnahwew Benjamin Grignon (Menominee Indian Tribe of Wisconsin) is a teacher of traditional Menominee arts. He represents the Menominee Nation and approaches culturally-responsive education by using Menominee Language, Culture, and art to promote and preserve tribal history as a pathway for future generations and positively influence the education of the youth in his community. He is the 2019 Wisconsin High School Teacher of the Year and the recipient of the 2020 National Education Association’s Leo Reano Memorial Human and Civil Rights Award. Benjamin will be speaking about his journey to becoming a teacher at the Menominee Indian High School. He will be sharing the lessons he has learned over his 14 years of teaching experience and how this journey influences Menominee education by helping to design the Kaehkēnawapahta͞eq Menominee Immersion Charter School.”

Kyle T. Mays — An Afro-Indigenous History of the United States
Monday, November 29, 2021
6:00 PM – 7:00 PM
Hosted by the Boston Public Library

“Join us for an online talk with Kyle T. Mays, author of An Afro-Indigenous History of the United States, the first intersectional history of the Black and Native American struggle for freedom in our country that also reframes our understanding of who was Indigenous in early America…

Beginning with pre-Revolutionary America and moving into the movement for Black lives and contemporary Indigenous activism, Afro-Indigenous historian Kyle T. Mays argues that the foundations of the US are rooted in antiblackness and settler colonialism, and that these parallel oppressions continue into the present. He explores how Black and Indigenous peoples have always resisted and struggled for freedom, sometimes together, and sometimes apart… Mays compels us to rethink both our history as well as contemporary debates and to imagine the powerful possibilities of Afro-Indigenous solidarity.”

Facing History and Ourselves invites educators to explore our interview with Facing History Canada in which we discuss strategies for teaching settler colonialism beyond Canada.

 

ARTS AND CULTURE

Native American Worldview

Native American Worldview: A Conversation between Dr. Tink Tinker and Dr. Lisa Dellinger, Tinker Visiting Professor

In well-meaning white (mostly) institutions, it has become a standard practice that land acknowledgment is invoked in every event, and the discussion about or the demand for LandBack is publicly made.

Many assume that such is a step toward improving white institutions, solving settler colonialism, and reconciling with the Native people. However, Drs. Tinker and Dellinger warn that such discussions can deteriorate into sessions alleviating christian guilt, and maintaining the status quo. Dr. Tinker has argued that “the Native worldview and christianity cannot be reconciled because they were never “conciled” in the first place, so there is no state of conciliation to go back to (reconciliation).” Then all of us, the settler population, wonder what we can do?

This conversation between Drs. Tinker and Dellinger offers you an opportunity to deep listening to them, and invites you to learn from them with cultural humility first.”

 

Native American Worldview image

Dr. Lisa Dellinger

Native American Worldview image

Dr. Tink Tinker

Use this Link to Attend on ZOOM

 

Everything You Think You Know About Native Americans is Wrong (and Why Thats Not Your Fault)

In honor of Native American Heritage Month, the American Family Insurance DreamBank invites you to an enlightening presentation around common misperceptions of Native Americans with Rebecca Nagle, an award-winning advocate, writer, podcaster and citizen of the Cherokee Nation. Drawing from her extensive research, Rebecca will guide you in confronting any personal and societal ignorance and institutional bias that may exist. You’ll leave with a better understanding on how to create a more inclusive, empathetic culture in your personal and professional life — while advocating for Native American culture and progress.

Use this Link to Attend On Zoom

Native American Art and Culture

Thursday, November 10  8 PM to 9 PM PST

Join us for an online presentation on Native American Art and Culture – brought to you by Kent State Geauga and the Smithsonian Art Museum.

Join Kent State Geauga and the Smithsonian American Art Museum (SAAM) for an interactive presentation on Native American Art and Culture. “American Indians are part of the past, present, and future of the United States.” This presentation will “explore histories and cultures of some American Indians as captured by both Native and non-Native artists” (SAAM).

Use this Link to Attend On Zoom

 

RESCOURCES

North Idaho College Logo

 

Native American Web Sites

Related Native American Web Sites Information from sites selected for those interested in American Indians/Alaskan Natives. Includes demographics of state and federally recognized tribes within the United States, population figures, tribal contact information, tribal home pages and more.

Native American Web Sites

Related Native American Web Sites Information from sites selected for those interested in American Indians/Alaskan Natives. Includes demographics of state and federally recognized tribes within the United States, population figures, tribal contact information, tribal home pages and more.


 

Affiliated Tribes of Northwest Indians (ATNI) – ATNI is a nonprofit organization representing 54 Northwest tribal governments from Oregon, Idaho, Washington, southeast Alaska, Northern California and Western Montana. ATNI is an organization whose foundation is composed of the people it is meant to serve — the Indian peoples.

Alaska Inter-Tribal Council – The Alaska Inter-Tribal Council is a statewide, tribally-governed non-profit organization that advocates in support of Tribal governments throughout the state.

Alaska Native Knowledge Network – is designed to serve as a resource for compiling and exchanging information related to Alaska Native knowledge systems and ways of knowing.

American Indian Lands Environmental Support Project – The American Indian Lands Environmental Support Project (AILESP) was developed by EPA’s Office of Enforcement and Compliance Assurance (OECA). AILESP integrates and assesses recent multi-media point-source releases, the potential impacts of contaminants, and recent compliance and enforcement histories for facilities located on and within five kilometers of Tribal areas.

American Indian Law Review – The purpose of the American Indian Law Review, a specialized law review devoted exclusively to Indian law, will be to provide a forum for scholarly writing in the areas of the law that particularly affect American Indians. . . . A distinguishing feature of the Review will be that the discussion will not be limited to any particular viewpoint. In fact, the Review will encourage expression of differing viewpoints concerning American Indian legal problems.

American Indian Science and Engineering Society (A.I.S.E.S.) – The American Indian Science & Engineering Society (AISES) is a national, nonprofit organization which nurtures building of community by bridging science and technology with traditional Native values. Through its educational programs, AISES provides opportunities for American Indians and Native Alaskans to pursue studies in science, engineering, business and other academic arenas.

Bristol Bay Native Corporation (BBNC) – Strategic Intent 1997 – 2005 Mission Enriching our Native way of life. Vision To be a corporation that protects the past, present, and future of the Natives from Bristol Bay. Goals To double dividends within eight years (by 2005). To protect Native use of land and water in Bristol Bay. Values To protect the best interests of our shareholders. To maintain or grow total dividends paid annually by providing a solvent corporation. To celebrate and preserve the Alaskan Native culture and linkage with the land that provides the basis for our style of life.

Bureau of Indian Affairs (BIA) – DOI, Interior The Bureau of Indian Affairs’ mission is to enhance the quality of life, to promote economic opportunity, and to carry out the responsibility to protect and improve the trust assets of American Indians, Indian tribes and Alaska Natives. We will accomplish this through the delivery of quality services, maintaining government-to-government relationships within the spirit of Indian self-determination

Center for World Indigenous Studies (CWIS) – The Underlying Principle Guiding CWIS is: Access to knowledge and peoples’ ideas reduces the possibility of conflict and increases the possibility of cooperation between peoples on the basis of mutual consent. By democratizing relations between peoples, between nations and states, the diversity of nations and their cultures will continue to enrich the world.

Cherokee Nation – Official site of the Cherokee Nation.

Chinook Nation – Official site of the Chinook Indian Tribe

Code Talk – CodeTalk is a federal, inter-agency, Native American Web site designed specifically to deliver electronic information from government agencies and other organizations to Native American communities.

Coeur d’Alene Tribe – Because there was always a commitment to the future, so will there always be a commitment to the past. The modern Coeur d’ Alene Tribe is the sum of uncounted centuries and of untold generations. .

Confederated Salish and Kootenai Tribes – The Confederated Salish and Kootenai Tribes are comprised of the Bitterroot Salish, the Pend d’Oreille and the Kootenai tribes. The Flathead Reservation of 1.317 million acres in northwest Montana is our home now but our ancestors lived in the territory now known as western Montana, parts of Idaho, British Columbia and Wyoming. This aboriginal territory exceeded 20 million acres at the time of the 1855 Hellgate Treaty.

Confederated Tribes of the Colville Reservation – Official site of the Confederated Tribes of the Colville Reservation

Confederated Tribes of the Umatilla Indian Reservation – The Cayuse, Umatilla and Walla Walla Tribes make up the Confederated Tribes of the Umatilla Indian Reservation.

Cook Inlet Tribal Council – Located in Anchorage, Alaska, CITC administers programs to perpetuate and enhance the cultural heritage, social and economic well-being of Alaska Natives and American Indians residing in the Cook Inlet region of Alaska.

Coquille Indian Tribe – Preserving our past with the technology of the future. This is the starting point for you to explore the dynamic facets of the Coquille Indian Tribe.

Cow Creek Band of Umpqua Tribe of Indians – Official site of the Cow Creek Band of Umpqua Tribe of Indians

CRITFC – Columbia River Inter-Tribal Fish Commission – CRITFC is made up of four Columbia Basin tribes. These tribes are the Confederated Tribes and Bands of the Yakama Nation, the Confederated Tribes of the Warm Springs Reservation of Oregon, the Confederated Tribes of the Umatilla Indian Reservation, and the Nez Perce Tribe.

Denali Commission of Alaska – Introduced by Congress in 1998, the Denali Commission is an innovative federal-state partnership designed to provide critical utilities, infrastructure, and economic support throughout Alaska.

Index of Native American Resources – American Indians Index of Native American Resources on the Internet.

Indian Country Today – The on-line version of Indian Country Today does not include the full content – articles, advertisements, notices and listings – that appear only in our newsprint edition. For complete access to America’s Leading Indian News source, subscribe to Indian Country Today!

Indian Health Service – The Indian Health Service (I H S) is an agency within the U S Dept. of Health and Human Services and is responsible for providing federal health services to American Indians and Alaska Natives.

Indian Reservation Roads Program (IRR) – The IRR Program is a jointly administered program by the Federal Highway Administration and by the Bureau of Indian Affairs through an Interagency Memorandum of Agreement as established by Title 23 U.S.C. Section 204.

Indianz.Com – Your Internet Resource Our Mission Welcome to Indianz.Com, Your Internet Resource. Our mission is to provide you with quality news, information, and entertainment from a Native American perspective.

Inter-Tribal Council of Nevada – The Inter-Tribal Council of Nevada, Inc. (ITCN) was incorporated as a non-profit organization under Nevada State Law on February 23, 1966. ITCN is a Tribal organization serving the member reservations and colonies in Nevada. The Governing Body of ITCN consists of an Executive Board, composed of Tribal Chairman from each of these Tribes.

Intertribal Timber Council – The ITC is a nation-wide consortium of Indian Tribes, Alaska Native Corporations, and individuals dedicated to improving the management of natural resources of importance to Native American communities.

Kalispel Tribe of Indians – The Kalispel Tribe of Indians’ official website.

Kappler’s Indian Affairs: Laws and Treaties – Indian Affairs: Laws and Treaties, compiled and edited by Charles J. Kappler, is an historically significant, seven volume compilation of U.S. treaties, laws and executive orders pertaining to Native American Indian tribes.

National Congress of American Indians (NCAI) – The National Congress of American Indians (NCAI), founded in 1944, is the oldest, largest and most representative national Indian organization serving the needs of a broad membership of American Indian and Alaska Native governments. Our founding members stressed the need for unity and cooperation among tribal governments and people for the security and protection of treaty and sovereign rights.

National Indian Education Association (NIEA) – The National Indian Education Association (NIEA)was founded in 1969 to give American Indians and Alaska Natives a national voice in their struggle to improve access to educational opportunity. NIEA is the largest and oldest Indian education organization in the nation and strives to keep Indian Country moving toward educational equity.

Vision Maker Media – The mission of Native American Public Telecommunications (NAPT) is to inform, educate and encourage the awareness of tribal histories, cultures, languages, opportunities and aspirations through the fullest participation of American Indians and Alaska Natives in creating and employing all forms of educational and public telecommunications programs and services, thereby supporting tribal sovereignty.

Native American Rights Fund (NARF) – The Native American Rights Fund (NARF) is a non-profit organization that provides legal representation and technical assistance to Indian tribes, organizations and individuals nationwide.

Native American Times – The Native American Times, Oklahoma state’s Indian news source, is published monthly by Oklahoma Indian Times, Inc. It is Oklahoma’s only independent newspaper that serves all of Oklahoma’s federally-recognized Indian Nations.

Native Sense – Information, case law and resources for and about Indians and Native American legal issues. Nez Perce Tribe – Official site of the Nez Perce Tribe.

Northwest Portland Area Indian Health Board – Information about the Northwest Portland Area Health Board.

NPS: Tribal Preservation Program – The National Park Service (NPS) Tribal Preservation Program assists Indian tribes in preserving their historic properties and cultural traditions.

Office of American Indian Trust – The American Indian Trust Office was created to ensure that the Secretary’s obligations under the Federal Indian trust responsibility are performed in accordance with the standards required by the laws and policies of the United States. Among its responsibilities, the Office conducts annual reviews of tribal performance of trust functions assumed under of the Self-Governance Act of 1994 25 U.S.C. 458cc(d).

ONABEN – A Native American Business Network A Native American Business Network is a 501(c)3 non-profit corporation created by Northwest Indian Tribes to increase the success of private businesses owned by Native Americans. ONABEN offers training and support focused on developing entrepreneurship in Indian communities.

Red Feather Development Group – Red Feather Development Group is a national nonprofit housing and community development organization. We work with American Indian nations to find lasting solutions for the acute lack of proper housing and desperate poverty that continue to plague many of these communities.

Salmon Homecoming Alliance – is a 501 (c) 3 non-profit foundation, established to organize, plan, develop and facilitate programs and events associated with Salmon Homecoming.

The SGCE Tribal Consortium – a communication & education resource for the Self-Governance Tribes.

Spokane Tribe of Indians – The official page of the Spokane Tribe of Indians.

State-Tribal Relations – National Conference of State Legislatures (NCSL) tracks a variety of policy issues affecting state-tribal relations including economic development, environmental protection, human services, taxation, jurisdiction and law enforcement, and trust land issues. Tribal governments across the United States are exercising their self-governing powers and taking more control over program administration and the provision of services within their communities.

Tribal Court Clearinghouse – Welcome to the Tribal Court Clearinghouse – the first web site devoted to providing information to people working in Native American tribal courts. The Tribal Court Clearinghouse is designed as a resource for tribal justice systems and others involved in the enhancement of justice in Indian country.

Tulalip Tribes – The Tulalip Tribes official homepage

Yakama Nation – The official site of the Confederated Tribes of the Yakama Nation

 

Jun
5
Mon
2023
04 – Resources – CDC – Centers for Disease Control and Prevention – Opioid Recovery Resources
Jun 5 all-day

 

Centers for Disease Control and Prevention 

Opioid Recovery Resources

Addiction is a medical condition. Treatment can help. Recovery is possible.

Opioid addiction, also known as opioid use disorder (OUD), is a chronic and relapsing disease that can affect anyone. In fact, millions of Americans suffer from opioid addiction.

As with most other chronic diseases, addiction is treatable. If you or someone you know is struggling, treatment is available. While no single treatment method is right for everyone, recovery is possible, and help is available for opioid addiction.

Recovery is possible

Preventing overdose death and finding treatment options are the first steps to recovery. Treatment may save a life and can help people struggling with opioid addiction get their lives back on track by allowing them to counteract addiction’s powerful effects on their brain and behavior. The overall goal of treatment is to return people to productive functioning in their family, workplace, and community.

Opioid addiction treatment can vary depending on the patient’s individual needs, occur in a variety of settings, take many different forms, and last for varying lengths of time.

Evidence-based approaches to treating opioid addiction include medications and combining medications with behavioral therapy. A recovery plan that includes medication for opioid addiction increases the chance of success.

Medications used in the treatment of opioid addiction support a person’s recovery by helping to normalize brain chemistry, relieving cravings, and in some cases preventing withdrawal symptoms. The choice to include medication as part of recovery is a personal medical decision, but the evidence for medications to support successful recovery is strong.

Medications for opioid addiction include:

Buprenorphine
  • Available as dissolving tablet, cheek film, extended-release injection, or 6-month implant under the skin.
  • Can be prescribed by a doctor for use outside a clinic.
Methadone
  • Available as daily liquid.
  • Can only be used in a certified opioid treatment program setting.
Naltrexone
  • Can be prescribed by any clinician who can legally prescribe medication.
  • Only used for people who have not used opioids for at least 7–10 days.

Talk with a doctor to find out what types of treatments are available in your area and what options are best for you and/or your loved one. Addiction is a chronic, relapsing disease; be sure to ask your doctor about the risk of relapse and overdose.

f you notice that someone may be struggling with opioid addiction:

  • Ask if you can help. Everyone can play a role and take action to help their loved ones in recovery. Treatment and the support and help from family, friends, co-workers, and others can make a big difference in the recovery process.
  • Be supportive, and reduce stigma. Stigma or the fear of stigma may stop someone from sharing their health condition and prevent them from seeking the health or behavioral health services and support services they need. Recognize that opioid addiction is a medical condition, not a moral failing. Stopping stigma is important to helping loved ones feel safer and healthier.
  • Carry naloxone. Naloxone can reverse overdose and prevent death. It is a non-addictive, life-saving drug that can reverse the effects of an opioid overdose when administered in time.
04 – Resources – Families and Children Facing Tragic Events – Racial Stress – Racism – Hate Crimes, List by Children’s Mental Health Network
Jun 5 all-day

 

Resources for Families and Children Facing Tragic Events

Racial Stress – Racism – Hate Crimes

 

Childrens Mental Health Network

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.

 

University of MaryLand School of Social Work Institue for Innovation and Implimentation logo

SAMHSA Resources

 

General Resources
For Parents & Caregivers