PeerGalaxy Original Calendar

Welcome to PeerGalaxy Calendar featuring over 187,600+ monthly offerings of FREE telephone- and online-accessible peer support, recovery support, and wellness activities!  Plus 50+ warmlines, helplines, chatlines, and hotlines.  Plus workshops, webinars, job postings, resources, observances, special events, consumer input opportunities and more.

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Calendar Event Sorting

At the top, the 24/7/365 SAMHSA Disaster Helpline and similar links.

Next, Bundled “All Day” Events

Some organizations (like 12 step recovery programs, AA, NA, AlAnon, etc.) have so many events happening throughout the day that they need to be in a bundled listing to spare endless scrolling.  Often there is a link to look up events by zip code and other criteria.

Lastly, Time-Specific Events

So you can see what’s happening in the next hours, time specific events are tagged and listed by start time from 12:01am early morning to 11:59pm late night.  There can be events and warmlines operating in different time zones, though we try to list all in Oregon’s Pacific Time Zone.

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The calendar displays ~50 listings per page.  To advance to next page with ~50 more listings, click the right arrow in the lower left corner of the calendar


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Jun
14
Fri
2024
00 – Hotline – Boys Town National Hot Line – A 24/7 crisis, resource and referral number for kids and parents – 1-800-448-3000 – Text VOICE to 20121 @ Phone
Jun 14 all-day

 

 

 

 

 

Increasing Outreach to Teens

Teens are more connected than ever ​before and the Boys Town National Hotline® at 800-448-3000 is right there with them.

In addition to calling, teens can now text VOICE to 20121 or email hotline@boystown.org any day, any time to speak with a trained counselor.

Online resources are also available at yourlifeyourvoice.org.

 

02 – Urgent Info – Services and Resources for Families and Children in Response to the Recent Tragic Events Across the Country
Jun 14 all-day

 

Some Resources for Families and Communities:

Due to recent tragic events across the country

 

Agency Logo

Racial Stress and Self-care:

Parent Tip Tool

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

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

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

Racism can impact parents emotionally, physically and spiritually

Physical effects

Physical Effects

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.

So, what can you do to mitigate racial stress?

As parents, it is important to develop positive identities and share your cultural identities with your children. Positive cultural identity and advocacy are protective factors against racism, which can help to reduce and prevent racial stress.

There are many other ways to cope with stress and everyone has different preferences. Reducing stress can also allow you to model healthy coping strategies for your child. Here are some suggestions with links you can try.

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Talking with Children About Tragic Events

What do we tell our children? How do we reassure them of their own safety?

At The Dougy Center in Portland, Oregon, we’ve provided grief support groups for children, teens, young adults and their parents or adult caregivers since 1982.

Based on our experience, here are some things for adults to keep in mind as you struggle with how to talk with children following tragic events, such as natural disasters, plane crashes, or school shootings.

1. Don’t project your fears onto your children. They take their cues from the adults around them.
You can’t hear the news about children being murdered or communities devastated by natural disasters without thinking about how you’d feel if it happened to your family, friends, or hometown. The outpouring of care and empathy for the families who lost loved ones will be powerful, and…we all know it could have been our friends, our child, our family and community members who died or were injured.

Identifying with the senselessness and randomness makes us all feel more vulnerable. But we should remember that children don’t always see things the same way that adults do, and it won’t be helpful to them for us to fall apart. They need to see that we care, that we feel terrible about this tragedy, and that we will do everything we can to keep them safe. They will take their cues from our behavior.

It’s okay to show emotion. We can model for children that feeling sad, scared, and upset is normal after tragedies. But we don’t want to overwhelm them with our emotions, or put them in the position of having to ‘parent,’ or take care of, the adults around them. Make sure you also model taking care of yourself, by sharing with trusted and supportive adult friends, eating (and drinking) healthfully.

2. Try to limit their access to the recurring news and exposure to the tragedy over and over.
Over-exposure to the graphic and emotional news can be overwhelming for children and can cause unnecessary anxiety and fear. Some children who repeatedly watched the footage of planes crashing into the towers on 9/11 thought it was happening again and again. Some children (and some adults) may have difficulty getting graphic scenes and images out of their minds. Too much exposure can fuel their fear, so don’t let them sit and watch the news over and over. Better yet, set the example of not doing so yourself as well.

3. Understand that you can’t completely shield them from what happened.
It would be next to impossible to hide these events from children, as much as we wish we could. You might be able to shield your own child in your home, for example, by not turning on (or owning) a television, but you can’t protect your children from hearing about it from other kids. The fact is, they will hear about it, so although they don’t “need” to know about it, pretending we can shield them is magical thinking.

That said, you don’t need to give them more information than they can handle, or more than they’re asking for. A simple, “Did they talk about what happened in _____ today at school?” would be a good starter. They need to know that you’re not trying to hide the truth from them, that you’re open to talking about it, but that you’re also not forcing them to do so.

4. Model truth-telling and build trust with your children by letting them hear things, even hard things, from you directly.
Eight days after the 9/11 attacks, I was meeting in small groups with pre-school workers in New York City, talking about how to respond to the young children in their care about the events. A man asked to speak to me privately after one of the trainings, and asked for my advice around his 7-year-old daughter. For the last week, since September 12th, she had been having stomach aches and difficulty sleeping. He said it was not tied to the events of 9/11 because, “We don’t have a television.” As his story unfolded it was evident that he did not want to have to explain to his child why people would do such horrible things, a normal dilemma that we face as parents and adults. This child was experiencing physical reactions, as it turned out, not primarily because of her reaction to the events of 9/11, but because she was unable to share her fears and concerns and questions in her own home, faced with her parents’ denial.

Here are some principles to keep in mind as you talk with children:

1. There is no one typical reaction one can or should expect from children.
Their responses will vary all over the ‘emotional’ map, from seeming disinterest to nightmares, eating issues, and anxiety. How any specific child will respond will depend on their age, previous experience with death and loss, and their personality style. Fearful children will tend to worry; quiet children may keep their feelings to themselves; those who want to appear unfazed may exhibit a sense of bravado or lack of caring. Of course, children directly affected – those who had a family member die; those who witnessed the tragedy; those who had friends die – will tend to have longer-term reactions and needs. Watch for changes in behavior, or concerning trends. While it would be normal to have heightened anxiety and sleeplessness, any concerning behavior or troubling symptoms should be taken seriously, and if warranted, professional help sought.

2. Many children will have an increased sense of fear about their safety.
Understandably. So will many adults. After a shooting at an Oregon mall in December 2012, the news outlets were filled with people who said they’d never take their children there again. Others said they’d return as soon as it opened in order to support the stores and employees who had experienced the traumatic events, and whose livelihoods were going to suffer as a result of the several day closure. Some runners in the Boston Marathon vowed to return; others said they would never do so again.

While we can’t guarantee to our children that nothing bad will ever happen to them, we can provide assurance that these events are relatively rare, and that we will do everything we can to keep them safe. Children may have many questions about the events, particularly about natural disasters. Answer their questions with language that fits their developmental stage. It’s okay if you don’t know the answer to a question. If it’s a question that might have an answer, offer to look up more information. You can also ask children what they think the answer is as they often have thoughts and ideas they want to share with you. In the case of natural disasters, if your child is fearful of something like that happening in your community, talk with them about the safety plan that you have in place for your family and home. You can also look into what community safety measures are in place and whatever elements are relevant with your children. Many children will be reassured knowing that there are specific, tangible things they and your family can do if something occurs. Some examples include, picking a meeting place, keeping flashlights in every bedroom, talking about where you will keep emergency water and food.

3. Children want, need, and deserve the truth.
In over 30 years of providing grief support to thousands of children and teens at The Dougy Center for Grieving Children & Families, we have never heard a child say, “I’m glad I was lied to.” Many, however, struggle with anger and lack of trust toward parents or other adults who lied to them. When we don’t tell the truth, they learn that we cannot be trusted. As difficult as it can be at times, and as horrendous as the truth may be, children want, need, and deserve the truth. Being able to talk openly and honestly with your children about tragic events and other losses, creates a foundation of trust, enabling them to come to you in the future with their questions, fears, and concerns.

 

 

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.

 

04 – Resources – Autism Resources, Articles, Support
Jun 14 all-day
04 - Resources - Autism Resources, Articles, Support

 

 

 

 

What is Autism?

What you should know

Autism is a severe developmental disorder that affects the way a child sees and interacts with the rest of the world. It limits their ability to interact with others socially, in fact many autism suffers avoid human contact.

Autism is part of a larger group of disorders called pervasive developmental disorders (PDD). More information about autism: Click on each of these links

 

Autism-Definition

Autism is a developmental disability that comes from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. Males are affected four times as often as females. Children may appear normal until around the age of 30 months.

 

Click each of these following titles learn more….

Autism Symptoms

Autism Symptoms vary widely in severity, include impairment in social interaction, fixation on inanimate objects, inability to communicate normally, and resistance to changes in daily routine. Characteristic traits include lack of eye contact, repetition of words or phrases, unmotivated tantrums, inability to express needs verbally, and insensitivity to pain.

Behaviors may change over time. Autistic children often have other disorders of brain function; about two thirds are mentally retarded; over one quarter develop seizures.

What Autism is Not

Autism can be confused with several other disorders which may have similar behaviors. Here is a list of autism like disorders that you should look at.

What Causes Autism

It remains unclear, but a psychological one has been ruled out. Neurological studies seem to indicate a primary brain dysfunction, and a genetic component is suggested by a pattern of autism in some families. It is largely believed that autism is a genetic disorder that involves several genes related to gene function. However it is unclear to researchers what causes these genes to turn on. Learn more about other causes of autism.

Autism Research

There are many exciting developments in autism research going on at the top universities. They are focusing on inherited autism and autism gene research.

Other Autism Spectrum Disorders

Asperger’s Syndrome – A child with asperger’s disorder has the same common problems as children with autism however they don’t have language development problems of a autistic child.

Pervasive Developmental Disorder and not otherwise specified (PDD-NOS) – This child has autism but doesn’t meet the criteria for high functioning autism.

High-Functioning Autism – This child has autism but has normal learning and cognitive and learning skills. Language development is difficult initially but they become proficient eventually.

 

FAQ about Autism Special Education and IEP

This is an important list of questions and answers to help you deal with special education issues at your school.

 

Autism Tips for working with Teachers

This is a great check list of items to be aware of when you work with your child’s teacher and your child’s Individual Education Plan.

Tip: Go to our Autism education discussion boards and post a question with other parents.

Early Origins of Autism

 

ADDITIONAL LINKS TO RESOURCES AND EXPERTISE

Ask an Expert on Autism

Health Finder

Talk to Autism Expert

National Institutes of Mental Health

Combined Health Information Database

Abstracts on Autism

 

 

Searchable Directory of Autism Resources

CLICK HERE TO VISIT THE DIRECTORY PAGE 

Or Click on the Topic area directly below

Adult Resources

Attorneys & Advocates

Behavior/Family Training

Community Living

Education

Medical Providers/Diagnosis

Non-English Resources

Respite Care Providers

Safety

Sports & Camps

Therapy Providers

 

Autism NOW Center’s fact sheets on topics of importance to people with autism spectrum disorders and other developmental disabilities are a resource you and your family members, as well as educators, employers, physicians and others, can use to get information in an easy-to-read and understand format.  The fact sheets are available in several languages in PDF form which can be printed out for your convenience. See the full list of topics and language choices below.

English:

Spanish:

Find the resources you need 1-885-828-847

 

Article Links

Follow this page link for listings of over 800 articles and resources

https://autismnow.org/resources/

Interagency Autism Coordination Committee

 

About Autism

Autism spectrum disorder (ASD) is a developmental disability that is estimated to affect about 1 in 36 children and approximately 2.21% of adults. Autism affects the way a person experiences the world and can result in significant challenges in social communication and interaction, as well as repetitive behaviors and unusual or intense interests.

People on the autism spectrum often have a strong preference for routines and predictability, and some are challenged in adapting to change. Many people on the autism spectrum experience sensory differences, including high or low sensitivity to sounds, light, textures, tastes, and physical touch. Some have accompanying language and/or intellectual disabilities, and some may be intellectually gifted or possess other unique abilities, talents, or strengths.

ASD can be diagnosed at any age, but differences generally appear in the first two years of life. ASD is known as a “spectrum” condition because it encompasses a wide variation in the type, combination, and severity of disabilities, as a well as a range of unique abilities and strengths, many of which can change over the course of a person’s lifespan. The type and intensity of supports and services that a child or adult on the autism spectrum may require, ranging from minimal to intensive, will vary depending on their unique needs.

With appropriate supports and an environment that promotes inclusion, acceptance, and empowerment, people on the autism spectrum can fully participate in community life and achieve their full potential.

This page includes resources that provide general information about autism.

 

Websites and Programs

The Autistic Self Advocacy Network was created by autistic people and for autistic people. This page provides an overview of typical characteristics of autism.

More Websites and Programs

Toolkits and Guides

This tool kit provides families of children ages four and under with guidance on how to access services the first 100 days after an autism diagnosis.

More Toolkits and Guides

Reports

March 2020

This report from provides an overview of 2016 data collected by the Autism and Developmental Disabilities Monitoring (ADDM) Network and Early ADDM. ADDM provides estimates of the prevalence of ASD among 8-year-old children. Early ADDM estimates ASD prevalence and monitors early identification of 4-year-old children. Full findings of the data on 8-year-old and 4-year-old children are available.

March 2020

The CDC released their first estimate of the prevalence of autism in adults based on 2017 data. They estimated that 2.21 percent of adults in the United States have ASD.

More Reports

Videos

April 24, 2019

NIMH Director Joshua Gordon, M.D., Ph.D. interviews Ann Wagner, Ph.D., National Autism Coordinator, and Lisa Gilotty, Ph.D., program chief of NIMH’s chief of NIMH’s Research Program on Autism Spectrum Disorders, to discuss advances on the study of autism in adulthood.

 

Federal Departments and Agencies

This list includes federal departments and agencies that provide funding, programs, and support for issues related to autism and other developmental disabilities.

Independent Agencies

  • National Council on Disability (NCD)
    • Meetings and Events The NCD is an independent federal agency that advises the President, Congress, and other federal agencies on policies, programs, practices, and procedures that affect people with disabilities. Their meetings are open to the public.
    • Resources This page includes information on disability rights and links to resources and services on education, employment, financial assistance and incentives, health care, housing, and more.
  • National Science Foundation (NSF)
    • About NSF The NSF is an independent federal agency that supports fundamental research and education in all non-medical fields of science and engineering.
  • Social Security Administration (SSA)
    • Disability Benefits The Social Security and Supplemental Security Income (SSI) disability programs provide assistance to people with disabilities. This page explains these benefits and the application process.
    • Spotlight on Achieving a Better Life Experience (ABLE) Accounts Achieving a Better Life Experience Act (ABLE) allows individuals with disabilities to make tax-free saving accounts to cover qualified disability expenses. Individuals can save up to $100,000 without counting against their Supplemental Security Income (SSI) eligibility.

Transition from youth to adulthood

Websites and Programs

More Websites and Programs

Toolkits and Guides

ASAN partnered with the Family Network on Disabilities to produce this guide, which prepares transition age youth for adulthood. The first half provides information on preparing for transition and the second half gives in-depth information on post-secondary education, employment, housing and independent living, and healthcare.

More Toolkits and Guides

Reports

March 22, 2018

This report examines guardianship and makes recommendations for its use. Recommendations are based on disability law and policy, how people with disabilities are treated in the legal system, alternatives to guardianship, and the Americans with Disabilities Act (ADA).

March 13, 2019

This report describes the demographics, disability, education, and health characteristics of teens and young adults ages 12-23 on the autism spectrum.

More Reports

Research Articles

More Research Articles

Videos

March 23, 2020

This webinar provided information about supports and resources to improve access to competitive, integrated employment for youth and young adults on the autism spectrum and enhance their career pathways.

 

 

Employment

National data has shown that many autistic adults are unemployed or underemployed, even when compared to people with other disabilities and in spite of having needed skills and abilities for the workplace. Researchers and policy makers have worked to develop programs that can increase opportunities for employment and improve employment outcomes. This includes job training and recruitment programs, as well as supports for employees and employers to increase retention and success in the workplace. This page provides information related to employment for people with autism and other disabilities.

Websites and Programs

This program helps public and private sectors recruit, hire, train, and retain job seekers with intellectual and developmental disabilities.

More Websites and Programs

Toolkits and Guides

This plain language toolkit explains the existing policies that help people with disabilities people find and keep good jobs, and solve employment problems.

More Toolkits and Guides

Reports

October 9, 2018

Of the 74 state vocational rehabilitation (VR) agencies that responded to GAO’s survey, most reported expanding services to help students with disabilities transition from school to work as required under the Workforce Innovation and Opportunity Act (WIOA), enacted in July 2014. Most state agencies reported serving more students and providing work-based learning experiences and other activities.

May 12, 2020

Researchers analyzed Rehabilitation Services Administration data to determine the association of vocational rehabilitation services with employment outcomes for students ages 16-21. Students with autism were less likely to receive job-related services less than comparison groups.

More Reports

Research Articles

More Research Articles

Videos

March 23, 2020

In this webinar, Scott Michael Robertson Ph.D. provides information about government supports and resources that help youth and young adults with autism access competitive, integrated employment and enhance their careers. Full Transition Aged Youth Webinar Series.

Housing

Housing plays an important role in ensuring the well being of people on the autism spectrum and helping them integrate into the community. Some people can live independently with minimal or no supports, while others require high levels of support. There is a variety of federal and private resources that can enable people to live in settings that best fit their needs. This page provides information about models of housing for people with disabilities and resources and programs related to disability housing.

Websites and Programs

  • Medicaid.Gov
    • Home & Community Based Services This page provides information on Home and Community-Based Services (HCBS) regulations. The page includes a training series for stakeholders, transition plans for individual states, technical assistance, and more. The Final Regulation page provides an overview of rules and regulations states must follow when providing HCBS under Medicaid.
  • The Arc
    • Housing Overview This page provides an overview of housing issues that people with intellectual and developmental disabilities (I/DD) encounter as well the Arc’s advocacy efforts. The page also describes key federal housing initiatives that enable people with I/DD to live in the community and links to additional resources.

More Websites and Programs

Toolkits and Guides

This handbook is designed to help people with disabilities find and use resources that promote independent living. It includes information on support services and waivers, housing, employment, and community resources. This handbook was created in partnership with Autism NOW Center.

More Toolkits and Guides

Reports

May 24, 2019

This report that examines occurrences of institutionalization of people with disabilities, as well as thwarted threats of institutionalization, during hurricanes and the California wildfires in 2017 and 2018. The NCD found that people with disabilities are frequently institutionalized during and after disasters due to conflicting federal guidance; a lack of equal access to emergency and disaster-related programs and services; and a lack of compliance with federal law.

June 2018

The Residential Information Systems Project (RISP) studies trends in residential service settings, funding, and expenditures for people with intellectual and developmental disabilities in the United States. The most recent report uses data through Fiscal Year 2016.

More Reports

Research Articles

More Research Articles

Videos

July 23, 2019

This workshop focused on the housing needs of people on the autism spectrum and included examples of various housing models. Meeting details.

July 26, 2017

JaLynn Prince, Adrienne McBride, and Desiree Kameka present Madison House Autism Foundation’s Autism After 21 initiative. Madison House aims to raise awareness of the abilities of and issues facing adults with autism. They also promote housing options for adults with autism and other I/DD through the Autism Housing Network. Meeting details.

 

For Service Providers and Public Services

Unlocking Potential: Innovative Library Programs Enhancing the Lives of Autistic Individuals

http://librarysciencedegreesonline.org/libraries-and-autism/

 

Making Entertainment and Public Spaces More Autistim-Friendly

https://happiful.com/making-entertainment-and-public-spaces-more-autistic-friendly

 

 

05 -Warmline – FACT Oregon – FACT Oregon Support Line – Support for Families with Children Experience Disabilities – Call 503-786-6082 or Text 541-695-5416 – Support Team Responds in 48 -72 Hours – 24/7 – Weekdays and Weekends @ Call or Text
Jun 14 all-day

Support Line

FACT Oregon’s Support Line is staffed by parents of youth experiencing disability, and we’re here to help!

Wherever you are on your journey, from birth through young adulthood, we are here to answer your questions and help find resources to support your child’s academic, emotional, and physical growth and well-being! Collectively, our team has the lived experience and professional training needed to support families through many different milestones. Let us help you carve a path forward to a whole full life! We welcome questions about early childhood, special education (we’re the designated statewide Parent Information and Training Center), intellectual and developmental disability services, behavior and communication, self-determination and supported decision making, and so much more! If we don’t know the answer, we’ll try our best to help you find it!

Get Support!

Call or text 503-786-6082 or 541-695-5416

Email us at support@factoregon.org or apoyo@factoregon.org

Someone from our support team will call you back, usually within 48-72 hours. Or, if you’d like, you can choose a time to talk from our calendar by clicking below.

 

To Schedule a Support Call Use The Link Below

Para programar una llamada de soporte, use el siguiente enlace
AFG – Al-Anon Family Groups – NW @ NOON Meeting – Mondays through Fridays @ Online Via Zoom
Jun 14 @ 12:00 pm – 1:00 pm
AFG - Al-Anon Family Groups - NW @ NOON Meeting - Mondays through Fridays @ Online Via Zoom
NW @ Noon
Monday through Friday, 12:00PM PST
ZOOM LINK:
Password:
atnoon

What is Al-Anon & Alateen

Al-Anon is …

a worldwide organization that offers a program of recovery for the families and friends of alcoholics, whether the alcoholic seeks help or even recognizes the existence of a drinking problem. Members give and receive comfort and understanding through a mutual exchange of experiences, strength, and hope.  Sharing of similar problems binds individuals and groups together in a bond that is protected by a policy of anonymity.

Al-Anon is not…

a religious organization or a counseling agency. It is not a treatment center nor is it allied with any other organization offering such services. Al-Anon Family Groups, which includes Alateen for teenage members, neither express opinions on outside issues nor endorse outside enterprises. No dues or fees are required. Membership is voluntary, requiring only that one’s own life has been adversely affected by someone else’s drinking problem.

Whether the alcoholic is still drinking or not…

Al-Anon offers hope and recovery to people affected by the alcoholism of a loved one or friend. Help is here for the asking.

FA – Families Anonymous – Families Anonymous Virtual Group 270 – Fridays @ Online Via Goto Meeting
Jun 14 @ 4:15 pm – 5:15 pm
FA - Families Anonymous - Families Anonymous Virtual Group 270 - Fridays @ Online Via Goto Meeting
Families Anonymous Virtual Group 270

Fridays, 4:15-5:15PM PST

 

Download the GoToMeeting app on your mobile phone, tablet or goto

http://www.gotomeeting.com

When asked for meeting use GotoMeeting #115-381-933

Call Janice at 631-647-3946 or Donna at 631-589 3790 or email Donna526@aol.com

What is Families Anonymous?

Families Anonymous celebrated our 50th Anniversary in 2021. We were formed in 1971 by a group of concerned parents in California who were seeking ways of dealing with the problem of substance abuse and addiction in their children. Our members include parents, grandparents, siblings, spouses, significant others, other family members and friends of those with a current, suspected or former drug problem. We have been one of the best kept secrets in the recovery community, even though we have groups throughout the world.

Families Anonymous is a 12 Step fellowship for the families and friends who have known a feeling of desperation concerning the destructive behavior of someone very near to them, whether caused by drugs, alcohol, or related behavioral problems. When you come into our rooms you are no longer alone, but among friends who have experienced similar problems. Any concerned person is encouraged to attend our meetings, even if there is only a suspicion of a problem.

Your identity is protected in our meetings. We know each other by our first names only. Anonymity of our members is paramount to the success of our program. Not only is anonymity an underlying principle of the program, but it is so important that it is part of our name.

You have nothing to lose but your pain and anger. Read on if you are ready to find the peace and serenity that our members have found through the working of the FA program.

Jun
15
Sat
2024
00 – Hotline – Boys Town National Hot Line – A 24/7 crisis, resource and referral number for kids and parents – 1-800-448-3000 – Text VOICE to 20121 @ Phone
Jun 15 all-day

 

 

 

 

 

Increasing Outreach to Teens

Teens are more connected than ever ​before and the Boys Town National Hotline® at 800-448-3000 is right there with them.

In addition to calling, teens can now text VOICE to 20121 or email hotline@boystown.org any day, any time to speak with a trained counselor.

Online resources are also available at yourlifeyourvoice.org.

 

02 – Urgent Info – Services and Resources for Families and Children in Response to the Recent Tragic Events Across the Country
Jun 15 all-day

 

Some Resources for Families and Communities:

Due to recent tragic events across the country

 

Agency Logo

Racial Stress and Self-care:

Parent Tip Tool

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

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

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

Racism can impact parents emotionally, physically and spiritually

Physical effects

Physical Effects

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.

So, what can you do to mitigate racial stress?

As parents, it is important to develop positive identities and share your cultural identities with your children. Positive cultural identity and advocacy are protective factors against racism, which can help to reduce and prevent racial stress.

There are many other ways to cope with stress and everyone has different preferences. Reducing stress can also allow you to model healthy coping strategies for your child. Here are some suggestions with links you can try.

Agency Logo
Talking with Children About Tragic Events

What do we tell our children? How do we reassure them of their own safety?

At The Dougy Center in Portland, Oregon, we’ve provided grief support groups for children, teens, young adults and their parents or adult caregivers since 1982.

Based on our experience, here are some things for adults to keep in mind as you struggle with how to talk with children following tragic events, such as natural disasters, plane crashes, or school shootings.

1. Don’t project your fears onto your children. They take their cues from the adults around them.
You can’t hear the news about children being murdered or communities devastated by natural disasters without thinking about how you’d feel if it happened to your family, friends, or hometown. The outpouring of care and empathy for the families who lost loved ones will be powerful, and…we all know it could have been our friends, our child, our family and community members who died or were injured.

Identifying with the senselessness and randomness makes us all feel more vulnerable. But we should remember that children don’t always see things the same way that adults do, and it won’t be helpful to them for us to fall apart. They need to see that we care, that we feel terrible about this tragedy, and that we will do everything we can to keep them safe. They will take their cues from our behavior.

It’s okay to show emotion. We can model for children that feeling sad, scared, and upset is normal after tragedies. But we don’t want to overwhelm them with our emotions, or put them in the position of having to ‘parent,’ or take care of, the adults around them. Make sure you also model taking care of yourself, by sharing with trusted and supportive adult friends, eating (and drinking) healthfully.

2. Try to limit their access to the recurring news and exposure to the tragedy over and over.
Over-exposure to the graphic and emotional news can be overwhelming for children and can cause unnecessary anxiety and fear. Some children who repeatedly watched the footage of planes crashing into the towers on 9/11 thought it was happening again and again. Some children (and some adults) may have difficulty getting graphic scenes and images out of their minds. Too much exposure can fuel their fear, so don’t let them sit and watch the news over and over. Better yet, set the example of not doing so yourself as well.

3. Understand that you can’t completely shield them from what happened.
It would be next to impossible to hide these events from children, as much as we wish we could. You might be able to shield your own child in your home, for example, by not turning on (or owning) a television, but you can’t protect your children from hearing about it from other kids. The fact is, they will hear about it, so although they don’t “need” to know about it, pretending we can shield them is magical thinking.

That said, you don’t need to give them more information than they can handle, or more than they’re asking for. A simple, “Did they talk about what happened in _____ today at school?” would be a good starter. They need to know that you’re not trying to hide the truth from them, that you’re open to talking about it, but that you’re also not forcing them to do so.

4. Model truth-telling and build trust with your children by letting them hear things, even hard things, from you directly.
Eight days after the 9/11 attacks, I was meeting in small groups with pre-school workers in New York City, talking about how to respond to the young children in their care about the events. A man asked to speak to me privately after one of the trainings, and asked for my advice around his 7-year-old daughter. For the last week, since September 12th, she had been having stomach aches and difficulty sleeping. He said it was not tied to the events of 9/11 because, “We don’t have a television.” As his story unfolded it was evident that he did not want to have to explain to his child why people would do such horrible things, a normal dilemma that we face as parents and adults. This child was experiencing physical reactions, as it turned out, not primarily because of her reaction to the events of 9/11, but because she was unable to share her fears and concerns and questions in her own home, faced with her parents’ denial.

Here are some principles to keep in mind as you talk with children:

1. There is no one typical reaction one can or should expect from children.
Their responses will vary all over the ‘emotional’ map, from seeming disinterest to nightmares, eating issues, and anxiety. How any specific child will respond will depend on their age, previous experience with death and loss, and their personality style. Fearful children will tend to worry; quiet children may keep their feelings to themselves; those who want to appear unfazed may exhibit a sense of bravado or lack of caring. Of course, children directly affected – those who had a family member die; those who witnessed the tragedy; those who had friends die – will tend to have longer-term reactions and needs. Watch for changes in behavior, or concerning trends. While it would be normal to have heightened anxiety and sleeplessness, any concerning behavior or troubling symptoms should be taken seriously, and if warranted, professional help sought.

2. Many children will have an increased sense of fear about their safety.
Understandably. So will many adults. After a shooting at an Oregon mall in December 2012, the news outlets were filled with people who said they’d never take their children there again. Others said they’d return as soon as it opened in order to support the stores and employees who had experienced the traumatic events, and whose livelihoods were going to suffer as a result of the several day closure. Some runners in the Boston Marathon vowed to return; others said they would never do so again.

While we can’t guarantee to our children that nothing bad will ever happen to them, we can provide assurance that these events are relatively rare, and that we will do everything we can to keep them safe. Children may have many questions about the events, particularly about natural disasters. Answer their questions with language that fits their developmental stage. It’s okay if you don’t know the answer to a question. If it’s a question that might have an answer, offer to look up more information. You can also ask children what they think the answer is as they often have thoughts and ideas they want to share with you. In the case of natural disasters, if your child is fearful of something like that happening in your community, talk with them about the safety plan that you have in place for your family and home. You can also look into what community safety measures are in place and whatever elements are relevant with your children. Many children will be reassured knowing that there are specific, tangible things they and your family can do if something occurs. Some examples include, picking a meeting place, keeping flashlights in every bedroom, talking about where you will keep emergency water and food.

3. Children want, need, and deserve the truth.
In over 30 years of providing grief support to thousands of children and teens at The Dougy Center for Grieving Children & Families, we have never heard a child say, “I’m glad I was lied to.” Many, however, struggle with anger and lack of trust toward parents or other adults who lied to them. When we don’t tell the truth, they learn that we cannot be trusted. As difficult as it can be at times, and as horrendous as the truth may be, children want, need, and deserve the truth. Being able to talk openly and honestly with your children about tragic events and other losses, creates a foundation of trust, enabling them to come to you in the future with their questions, fears, and concerns.

 

 

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.

 

04 – Resources – Autism Resources, Articles, Support
Jun 15 all-day
04 - Resources - Autism Resources, Articles, Support

 

 

 

 

What is Autism?

What you should know

Autism is a severe developmental disorder that affects the way a child sees and interacts with the rest of the world. It limits their ability to interact with others socially, in fact many autism suffers avoid human contact.

Autism is part of a larger group of disorders called pervasive developmental disorders (PDD). More information about autism: Click on each of these links

 

Autism-Definition

Autism is a developmental disability that comes from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. Males are affected four times as often as females. Children may appear normal until around the age of 30 months.

 

Click each of these following titles learn more….

Autism Symptoms

Autism Symptoms vary widely in severity, include impairment in social interaction, fixation on inanimate objects, inability to communicate normally, and resistance to changes in daily routine. Characteristic traits include lack of eye contact, repetition of words or phrases, unmotivated tantrums, inability to express needs verbally, and insensitivity to pain.

Behaviors may change over time. Autistic children often have other disorders of brain function; about two thirds are mentally retarded; over one quarter develop seizures.

What Autism is Not

Autism can be confused with several other disorders which may have similar behaviors. Here is a list of autism like disorders that you should look at.

What Causes Autism

It remains unclear, but a psychological one has been ruled out. Neurological studies seem to indicate a primary brain dysfunction, and a genetic component is suggested by a pattern of autism in some families. It is largely believed that autism is a genetic disorder that involves several genes related to gene function. However it is unclear to researchers what causes these genes to turn on. Learn more about other causes of autism.

Autism Research

There are many exciting developments in autism research going on at the top universities. They are focusing on inherited autism and autism gene research.

Other Autism Spectrum Disorders

Asperger’s Syndrome – A child with asperger’s disorder has the same common problems as children with autism however they don’t have language development problems of a autistic child.

Pervasive Developmental Disorder and not otherwise specified (PDD-NOS) – This child has autism but doesn’t meet the criteria for high functioning autism.

High-Functioning Autism – This child has autism but has normal learning and cognitive and learning skills. Language development is difficult initially but they become proficient eventually.

 

FAQ about Autism Special Education and IEP

This is an important list of questions and answers to help you deal with special education issues at your school.

 

Autism Tips for working with Teachers

This is a great check list of items to be aware of when you work with your child’s teacher and your child’s Individual Education Plan.

Tip: Go to our Autism education discussion boards and post a question with other parents.

Early Origins of Autism

 

ADDITIONAL LINKS TO RESOURCES AND EXPERTISE

Ask an Expert on Autism

Health Finder

Talk to Autism Expert

National Institutes of Mental Health

Combined Health Information Database

Abstracts on Autism

 

 

Searchable Directory of Autism Resources

CLICK HERE TO VISIT THE DIRECTORY PAGE 

Or Click on the Topic area directly below

Adult Resources

Attorneys & Advocates

Behavior/Family Training

Community Living

Education

Medical Providers/Diagnosis

Non-English Resources

Respite Care Providers

Safety

Sports & Camps

Therapy Providers

 

Autism NOW Center’s fact sheets on topics of importance to people with autism spectrum disorders and other developmental disabilities are a resource you and your family members, as well as educators, employers, physicians and others, can use to get information in an easy-to-read and understand format.  The fact sheets are available in several languages in PDF form which can be printed out for your convenience. See the full list of topics and language choices below.

English:

Spanish:

Find the resources you need 1-885-828-847

 

Article Links

Follow this page link for listings of over 800 articles and resources

https://autismnow.org/resources/

Interagency Autism Coordination Committee

 

About Autism

Autism spectrum disorder (ASD) is a developmental disability that is estimated to affect about 1 in 36 children and approximately 2.21% of adults. Autism affects the way a person experiences the world and can result in significant challenges in social communication and interaction, as well as repetitive behaviors and unusual or intense interests.

People on the autism spectrum often have a strong preference for routines and predictability, and some are challenged in adapting to change. Many people on the autism spectrum experience sensory differences, including high or low sensitivity to sounds, light, textures, tastes, and physical touch. Some have accompanying language and/or intellectual disabilities, and some may be intellectually gifted or possess other unique abilities, talents, or strengths.

ASD can be diagnosed at any age, but differences generally appear in the first two years of life. ASD is known as a “spectrum” condition because it encompasses a wide variation in the type, combination, and severity of disabilities, as a well as a range of unique abilities and strengths, many of which can change over the course of a person’s lifespan. The type and intensity of supports and services that a child or adult on the autism spectrum may require, ranging from minimal to intensive, will vary depending on their unique needs.

With appropriate supports and an environment that promotes inclusion, acceptance, and empowerment, people on the autism spectrum can fully participate in community life and achieve their full potential.

This page includes resources that provide general information about autism.

 

Websites and Programs

The Autistic Self Advocacy Network was created by autistic people and for autistic people. This page provides an overview of typical characteristics of autism.

More Websites and Programs

Toolkits and Guides

This tool kit provides families of children ages four and under with guidance on how to access services the first 100 days after an autism diagnosis.

More Toolkits and Guides

Reports

March 2020

This report from provides an overview of 2016 data collected by the Autism and Developmental Disabilities Monitoring (ADDM) Network and Early ADDM. ADDM provides estimates of the prevalence of ASD among 8-year-old children. Early ADDM estimates ASD prevalence and monitors early identification of 4-year-old children. Full findings of the data on 8-year-old and 4-year-old children are available.

March 2020

The CDC released their first estimate of the prevalence of autism in adults based on 2017 data. They estimated that 2.21 percent of adults in the United States have ASD.

More Reports

Videos

April 24, 2019

NIMH Director Joshua Gordon, M.D., Ph.D. interviews Ann Wagner, Ph.D., National Autism Coordinator, and Lisa Gilotty, Ph.D., program chief of NIMH’s chief of NIMH’s Research Program on Autism Spectrum Disorders, to discuss advances on the study of autism in adulthood.

 

Federal Departments and Agencies

This list includes federal departments and agencies that provide funding, programs, and support for issues related to autism and other developmental disabilities.

Independent Agencies

  • National Council on Disability (NCD)
    • Meetings and Events The NCD is an independent federal agency that advises the President, Congress, and other federal agencies on policies, programs, practices, and procedures that affect people with disabilities. Their meetings are open to the public.
    • Resources This page includes information on disability rights and links to resources and services on education, employment, financial assistance and incentives, health care, housing, and more.
  • National Science Foundation (NSF)
    • About NSF The NSF is an independent federal agency that supports fundamental research and education in all non-medical fields of science and engineering.
  • Social Security Administration (SSA)
    • Disability Benefits The Social Security and Supplemental Security Income (SSI) disability programs provide assistance to people with disabilities. This page explains these benefits and the application process.
    • Spotlight on Achieving a Better Life Experience (ABLE) Accounts Achieving a Better Life Experience Act (ABLE) allows individuals with disabilities to make tax-free saving accounts to cover qualified disability expenses. Individuals can save up to $100,000 without counting against their Supplemental Security Income (SSI) eligibility.

Transition from youth to adulthood

Websites and Programs

More Websites and Programs

Toolkits and Guides

ASAN partnered with the Family Network on Disabilities to produce this guide, which prepares transition age youth for adulthood. The first half provides information on preparing for transition and the second half gives in-depth information on post-secondary education, employment, housing and independent living, and healthcare.

More Toolkits and Guides

Reports

March 22, 2018

This report examines guardianship and makes recommendations for its use. Recommendations are based on disability law and policy, how people with disabilities are treated in the legal system, alternatives to guardianship, and the Americans with Disabilities Act (ADA).

March 13, 2019

This report describes the demographics, disability, education, and health characteristics of teens and young adults ages 12-23 on the autism spectrum.

More Reports

Research Articles

More Research Articles

Videos

March 23, 2020

This webinar provided information about supports and resources to improve access to competitive, integrated employment for youth and young adults on the autism spectrum and enhance their career pathways.

 

 

Employment

National data has shown that many autistic adults are unemployed or underemployed, even when compared to people with other disabilities and in spite of having needed skills and abilities for the workplace. Researchers and policy makers have worked to develop programs that can increase opportunities for employment and improve employment outcomes. This includes job training and recruitment programs, as well as supports for employees and employers to increase retention and success in the workplace. This page provides information related to employment for people with autism and other disabilities.

Websites and Programs

This program helps public and private sectors recruit, hire, train, and retain job seekers with intellectual and developmental disabilities.

More Websites and Programs

Toolkits and Guides

This plain language toolkit explains the existing policies that help people with disabilities people find and keep good jobs, and solve employment problems.

More Toolkits and Guides

Reports

October 9, 2018

Of the 74 state vocational rehabilitation (VR) agencies that responded to GAO’s survey, most reported expanding services to help students with disabilities transition from school to work as required under the Workforce Innovation and Opportunity Act (WIOA), enacted in July 2014. Most state agencies reported serving more students and providing work-based learning experiences and other activities.

May 12, 2020

Researchers analyzed Rehabilitation Services Administration data to determine the association of vocational rehabilitation services with employment outcomes for students ages 16-21. Students with autism were less likely to receive job-related services less than comparison groups.

More Reports

Research Articles

More Research Articles

Videos

March 23, 2020

In this webinar, Scott Michael Robertson Ph.D. provides information about government supports and resources that help youth and young adults with autism access competitive, integrated employment and enhance their careers. Full Transition Aged Youth Webinar Series.

Housing

Housing plays an important role in ensuring the well being of people on the autism spectrum and helping them integrate into the community. Some people can live independently with minimal or no supports, while others require high levels of support. There is a variety of federal and private resources that can enable people to live in settings that best fit their needs. This page provides information about models of housing for people with disabilities and resources and programs related to disability housing.

Websites and Programs

  • Medicaid.Gov
    • Home & Community Based Services This page provides information on Home and Community-Based Services (HCBS) regulations. The page includes a training series for stakeholders, transition plans for individual states, technical assistance, and more. The Final Regulation page provides an overview of rules and regulations states must follow when providing HCBS under Medicaid.
  • The Arc
    • Housing Overview This page provides an overview of housing issues that people with intellectual and developmental disabilities (I/DD) encounter as well the Arc’s advocacy efforts. The page also describes key federal housing initiatives that enable people with I/DD to live in the community and links to additional resources.

More Websites and Programs

Toolkits and Guides

This handbook is designed to help people with disabilities find and use resources that promote independent living. It includes information on support services and waivers, housing, employment, and community resources. This handbook was created in partnership with Autism NOW Center.

More Toolkits and Guides

Reports

May 24, 2019

This report that examines occurrences of institutionalization of people with disabilities, as well as thwarted threats of institutionalization, during hurricanes and the California wildfires in 2017 and 2018. The NCD found that people with disabilities are frequently institutionalized during and after disasters due to conflicting federal guidance; a lack of equal access to emergency and disaster-related programs and services; and a lack of compliance with federal law.

June 2018

The Residential Information Systems Project (RISP) studies trends in residential service settings, funding, and expenditures for people with intellectual and developmental disabilities in the United States. The most recent report uses data through Fiscal Year 2016.

More Reports

Research Articles

More Research Articles

Videos

July 23, 2019

This workshop focused on the housing needs of people on the autism spectrum and included examples of various housing models. Meeting details.

July 26, 2017

JaLynn Prince, Adrienne McBride, and Desiree Kameka present Madison House Autism Foundation’s Autism After 21 initiative. Madison House aims to raise awareness of the abilities of and issues facing adults with autism. They also promote housing options for adults with autism and other I/DD through the Autism Housing Network. Meeting details.

 

For Service Providers and Public Services

Unlocking Potential: Innovative Library Programs Enhancing the Lives of Autistic Individuals

http://librarysciencedegreesonline.org/libraries-and-autism/

 

Making Entertainment and Public Spaces More Autistim-Friendly

https://happiful.com/making-entertainment-and-public-spaces-more-autistic-friendly

 

 

05 -Warmline – FACT Oregon – FACT Oregon Support Line – Support for Families with Children Experience Disabilities – Call 503-786-6082 or Text 541-695-5416 – Support Team Responds in 48 -72 Hours – 24/7 – Weekdays and Weekends @ Call or Text
Jun 15 all-day

Support Line

FACT Oregon’s Support Line is staffed by parents of youth experiencing disability, and we’re here to help!

Wherever you are on your journey, from birth through young adulthood, we are here to answer your questions and help find resources to support your child’s academic, emotional, and physical growth and well-being! Collectively, our team has the lived experience and professional training needed to support families through many different milestones. Let us help you carve a path forward to a whole full life! We welcome questions about early childhood, special education (we’re the designated statewide Parent Information and Training Center), intellectual and developmental disability services, behavior and communication, self-determination and supported decision making, and so much more! If we don’t know the answer, we’ll try our best to help you find it!

Get Support!

Call or text 503-786-6082 or 541-695-5416

Email us at support@factoregon.org or apoyo@factoregon.org

Someone from our support team will call you back, usually within 48-72 hours. Or, if you’d like, you can choose a time to talk from our calendar by clicking below.

 

To Schedule a Support Call Use The Link Below

Para programar una llamada de soporte, use el siguiente enlace
ASO – AUTISM SOCIETY of OREGON – Parent + Teen Online Social Group (Online Only) 3rd Saturdays @ Online Via Zoom
Jun 15 @ 7:30 pm – 8:30 pm

 

 

Parent + Teen Online Social Group

(online only)

Third Saturdays of the Month 1:00pm to 2:30pm PST

This group is for autistic teens (ages 13-19) who need a supporter (parent or caregiver) to participate. The group meets on the 3rd Saturday of each month from 1:00 – 2:30pm. This group is is designed to support autistic teens with communication, perspective taking, and social skills in a fun and engaging Zoom environment. The facilitator is Danitza Galvan, who has a master’s degree in Early Intervention/Special Education and who is the parent of a teen on the autism spectrum.

Update: No meeting this July 2023 and August 2023 Starting in September, the group will resume.
Jun
16
Sun
2024
00 – Hotline – Boys Town National Hot Line – A 24/7 crisis, resource and referral number for kids and parents – 1-800-448-3000 – Text VOICE to 20121 @ Phone
Jun 16 all-day

 

 

 

 

 

Increasing Outreach to Teens

Teens are more connected than ever ​before and the Boys Town National Hotline® at 800-448-3000 is right there with them.

In addition to calling, teens can now text VOICE to 20121 or email hotline@boystown.org any day, any time to speak with a trained counselor.

Online resources are also available at yourlifeyourvoice.org.

 

02 – Urgent Info – Services and Resources for Families and Children in Response to the Recent Tragic Events Across the Country
Jun 16 all-day

 

Some Resources for Families and Communities:

Due to recent tragic events across the country

 

Agency Logo

Racial Stress and Self-care:

Parent Tip Tool

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

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

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

Racism can impact parents emotionally, physically and spiritually

Physical effects

Physical Effects

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.

So, what can you do to mitigate racial stress?

As parents, it is important to develop positive identities and share your cultural identities with your children. Positive cultural identity and advocacy are protective factors against racism, which can help to reduce and prevent racial stress.

There are many other ways to cope with stress and everyone has different preferences. Reducing stress can also allow you to model healthy coping strategies for your child. Here are some suggestions with links you can try.

Agency Logo
Talking with Children About Tragic Events

What do we tell our children? How do we reassure them of their own safety?

At The Dougy Center in Portland, Oregon, we’ve provided grief support groups for children, teens, young adults and their parents or adult caregivers since 1982.

Based on our experience, here are some things for adults to keep in mind as you struggle with how to talk with children following tragic events, such as natural disasters, plane crashes, or school shootings.

1. Don’t project your fears onto your children. They take their cues from the adults around them.
You can’t hear the news about children being murdered or communities devastated by natural disasters without thinking about how you’d feel if it happened to your family, friends, or hometown. The outpouring of care and empathy for the families who lost loved ones will be powerful, and…we all know it could have been our friends, our child, our family and community members who died or were injured.

Identifying with the senselessness and randomness makes us all feel more vulnerable. But we should remember that children don’t always see things the same way that adults do, and it won’t be helpful to them for us to fall apart. They need to see that we care, that we feel terrible about this tragedy, and that we will do everything we can to keep them safe. They will take their cues from our behavior.

It’s okay to show emotion. We can model for children that feeling sad, scared, and upset is normal after tragedies. But we don’t want to overwhelm them with our emotions, or put them in the position of having to ‘parent,’ or take care of, the adults around them. Make sure you also model taking care of yourself, by sharing with trusted and supportive adult friends, eating (and drinking) healthfully.

2. Try to limit their access to the recurring news and exposure to the tragedy over and over.
Over-exposure to the graphic and emotional news can be overwhelming for children and can cause unnecessary anxiety and fear. Some children who repeatedly watched the footage of planes crashing into the towers on 9/11 thought it was happening again and again. Some children (and some adults) may have difficulty getting graphic scenes and images out of their minds. Too much exposure can fuel their fear, so don’t let them sit and watch the news over and over. Better yet, set the example of not doing so yourself as well.

3. Understand that you can’t completely shield them from what happened.
It would be next to impossible to hide these events from children, as much as we wish we could. You might be able to shield your own child in your home, for example, by not turning on (or owning) a television, but you can’t protect your children from hearing about it from other kids. The fact is, they will hear about it, so although they don’t “need” to know about it, pretending we can shield them is magical thinking.

That said, you don’t need to give them more information than they can handle, or more than they’re asking for. A simple, “Did they talk about what happened in _____ today at school?” would be a good starter. They need to know that you’re not trying to hide the truth from them, that you’re open to talking about it, but that you’re also not forcing them to do so.

4. Model truth-telling and build trust with your children by letting them hear things, even hard things, from you directly.
Eight days after the 9/11 attacks, I was meeting in small groups with pre-school workers in New York City, talking about how to respond to the young children in their care about the events. A man asked to speak to me privately after one of the trainings, and asked for my advice around his 7-year-old daughter. For the last week, since September 12th, she had been having stomach aches and difficulty sleeping. He said it was not tied to the events of 9/11 because, “We don’t have a television.” As his story unfolded it was evident that he did not want to have to explain to his child why people would do such horrible things, a normal dilemma that we face as parents and adults. This child was experiencing physical reactions, as it turned out, not primarily because of her reaction to the events of 9/11, but because she was unable to share her fears and concerns and questions in her own home, faced with her parents’ denial.

Here are some principles to keep in mind as you talk with children:

1. There is no one typical reaction one can or should expect from children.
Their responses will vary all over the ‘emotional’ map, from seeming disinterest to nightmares, eating issues, and anxiety. How any specific child will respond will depend on their age, previous experience with death and loss, and their personality style. Fearful children will tend to worry; quiet children may keep their feelings to themselves; those who want to appear unfazed may exhibit a sense of bravado or lack of caring. Of course, children directly affected – those who had a family member die; those who witnessed the tragedy; those who had friends die – will tend to have longer-term reactions and needs. Watch for changes in behavior, or concerning trends. While it would be normal to have heightened anxiety and sleeplessness, any concerning behavior or troubling symptoms should be taken seriously, and if warranted, professional help sought.

2. Many children will have an increased sense of fear about their safety.
Understandably. So will many adults. After a shooting at an Oregon mall in December 2012, the news outlets were filled with people who said they’d never take their children there again. Others said they’d return as soon as it opened in order to support the stores and employees who had experienced the traumatic events, and whose livelihoods were going to suffer as a result of the several day closure. Some runners in the Boston Marathon vowed to return; others said they would never do so again.

While we can’t guarantee to our children that nothing bad will ever happen to them, we can provide assurance that these events are relatively rare, and that we will do everything we can to keep them safe. Children may have many questions about the events, particularly about natural disasters. Answer their questions with language that fits their developmental stage. It’s okay if you don’t know the answer to a question. If it’s a question that might have an answer, offer to look up more information. You can also ask children what they think the answer is as they often have thoughts and ideas they want to share with you. In the case of natural disasters, if your child is fearful of something like that happening in your community, talk with them about the safety plan that you have in place for your family and home. You can also look into what community safety measures are in place and whatever elements are relevant with your children. Many children will be reassured knowing that there are specific, tangible things they and your family can do if something occurs. Some examples include, picking a meeting place, keeping flashlights in every bedroom, talking about where you will keep emergency water and food.

3. Children want, need, and deserve the truth.
In over 30 years of providing grief support to thousands of children and teens at The Dougy Center for Grieving Children & Families, we have never heard a child say, “I’m glad I was lied to.” Many, however, struggle with anger and lack of trust toward parents or other adults who lied to them. When we don’t tell the truth, they learn that we cannot be trusted. As difficult as it can be at times, and as horrendous as the truth may be, children want, need, and deserve the truth. Being able to talk openly and honestly with your children about tragic events and other losses, creates a foundation of trust, enabling them to come to you in the future with their questions, fears, and concerns.

 

 

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.

 

04 – Resources – Autism Resources, Articles, Support
Jun 16 all-day
04 - Resources - Autism Resources, Articles, Support

 

 

 

 

What is Autism?

What you should know

Autism is a severe developmental disorder that affects the way a child sees and interacts with the rest of the world. It limits their ability to interact with others socially, in fact many autism suffers avoid human contact.

Autism is part of a larger group of disorders called pervasive developmental disorders (PDD). More information about autism: Click on each of these links

 

Autism-Definition

Autism is a developmental disability that comes from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. Males are affected four times as often as females. Children may appear normal until around the age of 30 months.

 

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Autism Symptoms

Autism Symptoms vary widely in severity, include impairment in social interaction, fixation on inanimate objects, inability to communicate normally, and resistance to changes in daily routine. Characteristic traits include lack of eye contact, repetition of words or phrases, unmotivated tantrums, inability to express needs verbally, and insensitivity to pain.

Behaviors may change over time. Autistic children often have other disorders of brain function; about two thirds are mentally retarded; over one quarter develop seizures.

What Autism is Not

Autism can be confused with several other disorders which may have similar behaviors. Here is a list of autism like disorders that you should look at.

What Causes Autism

It remains unclear, but a psychological one has been ruled out. Neurological studies seem to indicate a primary brain dysfunction, and a genetic component is suggested by a pattern of autism in some families. It is largely believed that autism is a genetic disorder that involves several genes related to gene function. However it is unclear to researchers what causes these genes to turn on. Learn more about other causes of autism.

Autism Research

There are many exciting developments in autism research going on at the top universities. They are focusing on inherited autism and autism gene research.

Other Autism Spectrum Disorders

Asperger’s Syndrome – A child with asperger’s disorder has the same common problems as children with autism however they don’t have language development problems of a autistic child.

Pervasive Developmental Disorder and not otherwise specified (PDD-NOS) – This child has autism but doesn’t meet the criteria for high functioning autism.

High-Functioning Autism – This child has autism but has normal learning and cognitive and learning skills. Language development is difficult initially but they become proficient eventually.

 

FAQ about Autism Special Education and IEP

This is an important list of questions and answers to help you deal with special education issues at your school.

 

Autism Tips for working with Teachers

This is a great check list of items to be aware of when you work with your child’s teacher and your child’s Individual Education Plan.

Tip: Go to our Autism education discussion boards and post a question with other parents.

Early Origins of Autism

 

ADDITIONAL LINKS TO RESOURCES AND EXPERTISE

Ask an Expert on Autism

Health Finder

Talk to Autism Expert

National Institutes of Mental Health

Combined Health Information Database

Abstracts on Autism

 

 

Searchable Directory of Autism Resources

CLICK HERE TO VISIT THE DIRECTORY PAGE 

Or Click on the Topic area directly below

Adult Resources

Attorneys & Advocates

Behavior/Family Training

Community Living

Education

Medical Providers/Diagnosis

Non-English Resources

Respite Care Providers

Safety

Sports & Camps

Therapy Providers

 

Autism NOW Center’s fact sheets on topics of importance to people with autism spectrum disorders and other developmental disabilities are a resource you and your family members, as well as educators, employers, physicians and others, can use to get information in an easy-to-read and understand format.  The fact sheets are available in several languages in PDF form which can be printed out for your convenience. See the full list of topics and language choices below.

English:

Spanish:

Find the resources you need 1-885-828-847

 

Article Links

Follow this page link for listings of over 800 articles and resources

https://autismnow.org/resources/

Interagency Autism Coordination Committee

 

About Autism

Autism spectrum disorder (ASD) is a developmental disability that is estimated to affect about 1 in 36 children and approximately 2.21% of adults. Autism affects the way a person experiences the world and can result in significant challenges in social communication and interaction, as well as repetitive behaviors and unusual or intense interests.

People on the autism spectrum often have a strong preference for routines and predictability, and some are challenged in adapting to change. Many people on the autism spectrum experience sensory differences, including high or low sensitivity to sounds, light, textures, tastes, and physical touch. Some have accompanying language and/or intellectual disabilities, and some may be intellectually gifted or possess other unique abilities, talents, or strengths.

ASD can be diagnosed at any age, but differences generally appear in the first two years of life. ASD is known as a “spectrum” condition because it encompasses a wide variation in the type, combination, and severity of disabilities, as a well as a range of unique abilities and strengths, many of which can change over the course of a person’s lifespan. The type and intensity of supports and services that a child or adult on the autism spectrum may require, ranging from minimal to intensive, will vary depending on their unique needs.

With appropriate supports and an environment that promotes inclusion, acceptance, and empowerment, people on the autism spectrum can fully participate in community life and achieve their full potential.

This page includes resources that provide general information about autism.

 

Websites and Programs

The Autistic Self Advocacy Network was created by autistic people and for autistic people. This page provides an overview of typical characteristics of autism.

More Websites and Programs

Toolkits and Guides

This tool kit provides families of children ages four and under with guidance on how to access services the first 100 days after an autism diagnosis.

More Toolkits and Guides

Reports

March 2020

This report from provides an overview of 2016 data collected by the Autism and Developmental Disabilities Monitoring (ADDM) Network and Early ADDM. ADDM provides estimates of the prevalence of ASD among 8-year-old children. Early ADDM estimates ASD prevalence and monitors early identification of 4-year-old children. Full findings of the data on 8-year-old and 4-year-old children are available.

March 2020

The CDC released their first estimate of the prevalence of autism in adults based on 2017 data. They estimated that 2.21 percent of adults in the United States have ASD.

More Reports

Videos

April 24, 2019

NIMH Director Joshua Gordon, M.D., Ph.D. interviews Ann Wagner, Ph.D., National Autism Coordinator, and Lisa Gilotty, Ph.D., program chief of NIMH’s chief of NIMH’s Research Program on Autism Spectrum Disorders, to discuss advances on the study of autism in adulthood.

 

Federal Departments and Agencies

This list includes federal departments and agencies that provide funding, programs, and support for issues related to autism and other developmental disabilities.

Independent Agencies

  • National Council on Disability (NCD)
    • Meetings and Events The NCD is an independent federal agency that advises the President, Congress, and other federal agencies on policies, programs, practices, and procedures that affect people with disabilities. Their meetings are open to the public.
    • Resources This page includes information on disability rights and links to resources and services on education, employment, financial assistance and incentives, health care, housing, and more.
  • National Science Foundation (NSF)
    • About NSF The NSF is an independent federal agency that supports fundamental research and education in all non-medical fields of science and engineering.
  • Social Security Administration (SSA)
    • Disability Benefits The Social Security and Supplemental Security Income (SSI) disability programs provide assistance to people with disabilities. This page explains these benefits and the application process.
    • Spotlight on Achieving a Better Life Experience (ABLE) Accounts Achieving a Better Life Experience Act (ABLE) allows individuals with disabilities to make tax-free saving accounts to cover qualified disability expenses. Individuals can save up to $100,000 without counting against their Supplemental Security Income (SSI) eligibility.

Transition from youth to adulthood

Websites and Programs

More Websites and Programs

Toolkits and Guides

ASAN partnered with the Family Network on Disabilities to produce this guide, which prepares transition age youth for adulthood. The first half provides information on preparing for transition and the second half gives in-depth information on post-secondary education, employment, housing and independent living, and healthcare.

More Toolkits and Guides

Reports

March 22, 2018

This report examines guardianship and makes recommendations for its use. Recommendations are based on disability law and policy, how people with disabilities are treated in the legal system, alternatives to guardianship, and the Americans with Disabilities Act (ADA).

March 13, 2019

This report describes the demographics, disability, education, and health characteristics of teens and young adults ages 12-23 on the autism spectrum.

More Reports

Research Articles

More Research Articles

Videos

March 23, 2020

This webinar provided information about supports and resources to improve access to competitive, integrated employment for youth and young adults on the autism spectrum and enhance their career pathways.

 

 

Employment

National data has shown that many autistic adults are unemployed or underemployed, even when compared to people with other disabilities and in spite of having needed skills and abilities for the workplace. Researchers and policy makers have worked to develop programs that can increase opportunities for employment and improve employment outcomes. This includes job training and recruitment programs, as well as supports for employees and employers to increase retention and success in the workplace. This page provides information related to employment for people with autism and other disabilities.

Websites and Programs

This program helps public and private sectors recruit, hire, train, and retain job seekers with intellectual and developmental disabilities.

More Websites and Programs

Toolkits and Guides

This plain language toolkit explains the existing policies that help people with disabilities people find and keep good jobs, and solve employment problems.

More Toolkits and Guides

Reports

October 9, 2018

Of the 74 state vocational rehabilitation (VR) agencies that responded to GAO’s survey, most reported expanding services to help students with disabilities transition from school to work as required under the Workforce Innovation and Opportunity Act (WIOA), enacted in July 2014. Most state agencies reported serving more students and providing work-based learning experiences and other activities.

May 12, 2020

Researchers analyzed Rehabilitation Services Administration data to determine the association of vocational rehabilitation services with employment outcomes for students ages 16-21. Students with autism were less likely to receive job-related services less than comparison groups.

More Reports

Research Articles

More Research Articles

Videos

March 23, 2020

In this webinar, Scott Michael Robertson Ph.D. provides information about government supports and resources that help youth and young adults with autism access competitive, integrated employment and enhance their careers. Full Transition Aged Youth Webinar Series.

Housing

Housing plays an important role in ensuring the well being of people on the autism spectrum and helping them integrate into the community. Some people can live independently with minimal or no supports, while others require high levels of support. There is a variety of federal and private resources that can enable people to live in settings that best fit their needs. This page provides information about models of housing for people with disabilities and resources and programs related to disability housing.

Websites and Programs

  • Medicaid.Gov
    • Home & Community Based Services This page provides information on Home and Community-Based Services (HCBS) regulations. The page includes a training series for stakeholders, transition plans for individual states, technical assistance, and more. The Final Regulation page provides an overview of rules and regulations states must follow when providing HCBS under Medicaid.
  • The Arc
    • Housing Overview This page provides an overview of housing issues that people with intellectual and developmental disabilities (I/DD) encounter as well the Arc’s advocacy efforts. The page also describes key federal housing initiatives that enable people with I/DD to live in the community and links to additional resources.

More Websites and Programs

Toolkits and Guides

This handbook is designed to help people with disabilities find and use resources that promote independent living. It includes information on support services and waivers, housing, employment, and community resources. This handbook was created in partnership with Autism NOW Center.

More Toolkits and Guides

Reports

May 24, 2019

This report that examines occurrences of institutionalization of people with disabilities, as well as thwarted threats of institutionalization, during hurricanes and the California wildfires in 2017 and 2018. The NCD found that people with disabilities are frequently institutionalized during and after disasters due to conflicting federal guidance; a lack of equal access to emergency and disaster-related programs and services; and a lack of compliance with federal law.

June 2018

The Residential Information Systems Project (RISP) studies trends in residential service settings, funding, and expenditures for people with intellectual and developmental disabilities in the United States. The most recent report uses data through Fiscal Year 2016.

More Reports

Research Articles

More Research Articles

Videos

July 23, 2019

This workshop focused on the housing needs of people on the autism spectrum and included examples of various housing models. Meeting details.

July 26, 2017

JaLynn Prince, Adrienne McBride, and Desiree Kameka present Madison House Autism Foundation’s Autism After 21 initiative. Madison House aims to raise awareness of the abilities of and issues facing adults with autism. They also promote housing options for adults with autism and other I/DD through the Autism Housing Network. Meeting details.

 

For Service Providers and Public Services

Unlocking Potential: Innovative Library Programs Enhancing the Lives of Autistic Individuals

http://librarysciencedegreesonline.org/libraries-and-autism/

 

Making Entertainment and Public Spaces More Autistim-Friendly

https://happiful.com/making-entertainment-and-public-spaces-more-autistic-friendly

 

 

05 -Warmline – FACT Oregon – FACT Oregon Support Line – Support for Families with Children Experience Disabilities – Call 503-786-6082 or Text 541-695-5416 – Support Team Responds in 48 -72 Hours – 24/7 – Weekdays and Weekends @ Call or Text
Jun 16 all-day

Support Line

FACT Oregon’s Support Line is staffed by parents of youth experiencing disability, and we’re here to help!

Wherever you are on your journey, from birth through young adulthood, we are here to answer your questions and help find resources to support your child’s academic, emotional, and physical growth and well-being! Collectively, our team has the lived experience and professional training needed to support families through many different milestones. Let us help you carve a path forward to a whole full life! We welcome questions about early childhood, special education (we’re the designated statewide Parent Information and Training Center), intellectual and developmental disability services, behavior and communication, self-determination and supported decision making, and so much more! If we don’t know the answer, we’ll try our best to help you find it!

Get Support!

Call or text 503-786-6082 or 541-695-5416

Email us at support@factoregon.org or apoyo@factoregon.org

Someone from our support team will call you back, usually within 48-72 hours. Or, if you’d like, you can choose a time to talk from our calendar by clicking below.

 

To Schedule a Support Call Use The Link Below

Para programar una llamada de soporte, use el siguiente enlace
Jun
17
Mon
2024
00 – Hotline – Boys Town National Hot Line – A 24/7 crisis, resource and referral number for kids and parents – 1-800-448-3000 – Text VOICE to 20121 @ Phone
Jun 17 all-day

 

 

 

 

 

Increasing Outreach to Teens

Teens are more connected than ever ​before and the Boys Town National Hotline® at 800-448-3000 is right there with them.

In addition to calling, teens can now text VOICE to 20121 or email hotline@boystown.org any day, any time to speak with a trained counselor.

Online resources are also available at yourlifeyourvoice.org.

 

02 – Urgent Info – Services and Resources for Families and Children in Response to the Recent Tragic Events Across the Country
Jun 17 all-day

 

Some Resources for Families and Communities:

Due to recent tragic events across the country

 

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Racial Stress and Self-care:

Parent Tip Tool

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

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

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

Racism can impact parents emotionally, physically and spiritually

Physical effects

Physical Effects

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.

So, what can you do to mitigate racial stress?

As parents, it is important to develop positive identities and share your cultural identities with your children. Positive cultural identity and advocacy are protective factors against racism, which can help to reduce and prevent racial stress.

There are many other ways to cope with stress and everyone has different preferences. Reducing stress can also allow you to model healthy coping strategies for your child. Here are some suggestions with links you can try.

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Talking with Children About Tragic Events

What do we tell our children? How do we reassure them of their own safety?

At The Dougy Center in Portland, Oregon, we’ve provided grief support groups for children, teens, young adults and their parents or adult caregivers since 1982.

Based on our experience, here are some things for adults to keep in mind as you struggle with how to talk with children following tragic events, such as natural disasters, plane crashes, or school shootings.

1. Don’t project your fears onto your children. They take their cues from the adults around them.
You can’t hear the news about children being murdered or communities devastated by natural disasters without thinking about how you’d feel if it happened to your family, friends, or hometown. The outpouring of care and empathy for the families who lost loved ones will be powerful, and…we all know it could have been our friends, our child, our family and community members who died or were injured.

Identifying with the senselessness and randomness makes us all feel more vulnerable. But we should remember that children don’t always see things the same way that adults do, and it won’t be helpful to them for us to fall apart. They need to see that we care, that we feel terrible about this tragedy, and that we will do everything we can to keep them safe. They will take their cues from our behavior.

It’s okay to show emotion. We can model for children that feeling sad, scared, and upset is normal after tragedies. But we don’t want to overwhelm them with our emotions, or put them in the position of having to ‘parent,’ or take care of, the adults around them. Make sure you also model taking care of yourself, by sharing with trusted and supportive adult friends, eating (and drinking) healthfully.

2. Try to limit their access to the recurring news and exposure to the tragedy over and over.
Over-exposure to the graphic and emotional news can be overwhelming for children and can cause unnecessary anxiety and fear. Some children who repeatedly watched the footage of planes crashing into the towers on 9/11 thought it was happening again and again. Some children (and some adults) may have difficulty getting graphic scenes and images out of their minds. Too much exposure can fuel their fear, so don’t let them sit and watch the news over and over. Better yet, set the example of not doing so yourself as well.

3. Understand that you can’t completely shield them from what happened.
It would be next to impossible to hide these events from children, as much as we wish we could. You might be able to shield your own child in your home, for example, by not turning on (or owning) a television, but you can’t protect your children from hearing about it from other kids. The fact is, they will hear about it, so although they don’t “need” to know about it, pretending we can shield them is magical thinking.

That said, you don’t need to give them more information than they can handle, or more than they’re asking for. A simple, “Did they talk about what happened in _____ today at school?” would be a good starter. They need to know that you’re not trying to hide the truth from them, that you’re open to talking about it, but that you’re also not forcing them to do so.

4. Model truth-telling and build trust with your children by letting them hear things, even hard things, from you directly.
Eight days after the 9/11 attacks, I was meeting in small groups with pre-school workers in New York City, talking about how to respond to the young children in their care about the events. A man asked to speak to me privately after one of the trainings, and asked for my advice around his 7-year-old daughter. For the last week, since September 12th, she had been having stomach aches and difficulty sleeping. He said it was not tied to the events of 9/11 because, “We don’t have a television.” As his story unfolded it was evident that he did not want to have to explain to his child why people would do such horrible things, a normal dilemma that we face as parents and adults. This child was experiencing physical reactions, as it turned out, not primarily because of her reaction to the events of 9/11, but because she was unable to share her fears and concerns and questions in her own home, faced with her parents’ denial.

Here are some principles to keep in mind as you talk with children:

1. There is no one typical reaction one can or should expect from children.
Their responses will vary all over the ‘emotional’ map, from seeming disinterest to nightmares, eating issues, and anxiety. How any specific child will respond will depend on their age, previous experience with death and loss, and their personality style. Fearful children will tend to worry; quiet children may keep their feelings to themselves; those who want to appear unfazed may exhibit a sense of bravado or lack of caring. Of course, children directly affected – those who had a family member die; those who witnessed the tragedy; those who had friends die – will tend to have longer-term reactions and needs. Watch for changes in behavior, or concerning trends. While it would be normal to have heightened anxiety and sleeplessness, any concerning behavior or troubling symptoms should be taken seriously, and if warranted, professional help sought.

2. Many children will have an increased sense of fear about their safety.
Understandably. So will many adults. After a shooting at an Oregon mall in December 2012, the news outlets were filled with people who said they’d never take their children there again. Others said they’d return as soon as it opened in order to support the stores and employees who had experienced the traumatic events, and whose livelihoods were going to suffer as a result of the several day closure. Some runners in the Boston Marathon vowed to return; others said they would never do so again.

While we can’t guarantee to our children that nothing bad will ever happen to them, we can provide assurance that these events are relatively rare, and that we will do everything we can to keep them safe. Children may have many questions about the events, particularly about natural disasters. Answer their questions with language that fits their developmental stage. It’s okay if you don’t know the answer to a question. If it’s a question that might have an answer, offer to look up more information. You can also ask children what they think the answer is as they often have thoughts and ideas they want to share with you. In the case of natural disasters, if your child is fearful of something like that happening in your community, talk with them about the safety plan that you have in place for your family and home. You can also look into what community safety measures are in place and whatever elements are relevant with your children. Many children will be reassured knowing that there are specific, tangible things they and your family can do if something occurs. Some examples include, picking a meeting place, keeping flashlights in every bedroom, talking about where you will keep emergency water and food.

3. Children want, need, and deserve the truth.
In over 30 years of providing grief support to thousands of children and teens at The Dougy Center for Grieving Children & Families, we have never heard a child say, “I’m glad I was lied to.” Many, however, struggle with anger and lack of trust toward parents or other adults who lied to them. When we don’t tell the truth, they learn that we cannot be trusted. As difficult as it can be at times, and as horrendous as the truth may be, children want, need, and deserve the truth. Being able to talk openly and honestly with your children about tragic events and other losses, creates a foundation of trust, enabling them to come to you in the future with their questions, fears, and concerns.

 

 

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.

 

04 – Resources – Autism Resources, Articles, Support
Jun 17 all-day
04 - Resources - Autism Resources, Articles, Support

 

 

 

 

What is Autism?

What you should know

Autism is a severe developmental disorder that affects the way a child sees and interacts with the rest of the world. It limits their ability to interact with others socially, in fact many autism suffers avoid human contact.

Autism is part of a larger group of disorders called pervasive developmental disorders (PDD). More information about autism: Click on each of these links

 

Autism-Definition

Autism is a developmental disability that comes from a neurological disorder that affects the normal functioning of the brain. It is characterized by the abnormal development of communication skills, social skills, and reasoning. Males are affected four times as often as females. Children may appear normal until around the age of 30 months.

 

Click each of these following titles learn more….

Autism Symptoms

Autism Symptoms vary widely in severity, include impairment in social interaction, fixation on inanimate objects, inability to communicate normally, and resistance to changes in daily routine. Characteristic traits include lack of eye contact, repetition of words or phrases, unmotivated tantrums, inability to express needs verbally, and insensitivity to pain.

Behaviors may change over time. Autistic children often have other disorders of brain function; about two thirds are mentally retarded; over one quarter develop seizures.

What Autism is Not

Autism can be confused with several other disorders which may have similar behaviors. Here is a list of autism like disorders that you should look at.

What Causes Autism

It remains unclear, but a psychological one has been ruled out. Neurological studies seem to indicate a primary brain dysfunction, and a genetic component is suggested by a pattern of autism in some families. It is largely believed that autism is a genetic disorder that involves several genes related to gene function. However it is unclear to researchers what causes these genes to turn on. Learn more about other causes of autism.

Autism Research

There are many exciting developments in autism research going on at the top universities. They are focusing on inherited autism and autism gene research.

Other Autism Spectrum Disorders

Asperger’s Syndrome – A child with asperger’s disorder has the same common problems as children with autism however they don’t have language development problems of a autistic child.

Pervasive Developmental Disorder and not otherwise specified (PDD-NOS) – This child has autism but doesn’t meet the criteria for high functioning autism.

High-Functioning Autism – This child has autism but has normal learning and cognitive and learning skills. Language development is difficult initially but they become proficient eventually.

 

FAQ about Autism Special Education and IEP

This is an important list of questions and answers to help you deal with special education issues at your school.

 

Autism Tips for working with Teachers

This is a great check list of items to be aware of when you work with your child’s teacher and your child’s Individual Education Plan.

Tip: Go to our Autism education discussion boards and post a question with other parents.

Early Origins of Autism

 

ADDITIONAL LINKS TO RESOURCES AND EXPERTISE

Ask an Expert on Autism

Health Finder

Talk to Autism Expert

National Institutes of Mental Health

Combined Health Information Database

Abstracts on Autism

 

 

Searchable Directory of Autism Resources

CLICK HERE TO VISIT THE DIRECTORY PAGE 

Or Click on the Topic area directly below

Adult Resources

Attorneys & Advocates

Behavior/Family Training

Community Living

Education

Medical Providers/Diagnosis

Non-English Resources

Respite Care Providers

Safety

Sports & Camps

Therapy Providers

 

Autism NOW Center’s fact sheets on topics of importance to people with autism spectrum disorders and other developmental disabilities are a resource you and your family members, as well as educators, employers, physicians and others, can use to get information in an easy-to-read and understand format.  The fact sheets are available in several languages in PDF form which can be printed out for your convenience. See the full list of topics and language choices below.

English:

Spanish:

Find the resources you need 1-885-828-847

 

Article Links

Follow this page link for listings of over 800 articles and resources

https://autismnow.org/resources/

Interagency Autism Coordination Committee

 

About Autism

Autism spectrum disorder (ASD) is a developmental disability that is estimated to affect about 1 in 36 children and approximately 2.21% of adults. Autism affects the way a person experiences the world and can result in significant challenges in social communication and interaction, as well as repetitive behaviors and unusual or intense interests.

People on the autism spectrum often have a strong preference for routines and predictability, and some are challenged in adapting to change. Many people on the autism spectrum experience sensory differences, including high or low sensitivity to sounds, light, textures, tastes, and physical touch. Some have accompanying language and/or intellectual disabilities, and some may be intellectually gifted or possess other unique abilities, talents, or strengths.

ASD can be diagnosed at any age, but differences generally appear in the first two years of life. ASD is known as a “spectrum” condition because it encompasses a wide variation in the type, combination, and severity of disabilities, as a well as a range of unique abilities and strengths, many of which can change over the course of a person’s lifespan. The type and intensity of supports and services that a child or adult on the autism spectrum may require, ranging from minimal to intensive, will vary depending on their unique needs.

With appropriate supports and an environment that promotes inclusion, acceptance, and empowerment, people on the autism spectrum can fully participate in community life and achieve their full potential.

This page includes resources that provide general information about autism.

 

Websites and Programs

The Autistic Self Advocacy Network was created by autistic people and for autistic people. This page provides an overview of typical characteristics of autism.

More Websites and Programs

Toolkits and Guides

This tool kit provides families of children ages four and under with guidance on how to access services the first 100 days after an autism diagnosis.

More Toolkits and Guides

Reports

March 2020

This report from provides an overview of 2016 data collected by the Autism and Developmental Disabilities Monitoring (ADDM) Network and Early ADDM. ADDM provides estimates of the prevalence of ASD among 8-year-old children. Early ADDM estimates ASD prevalence and monitors early identification of 4-year-old children. Full findings of the data on 8-year-old and 4-year-old children are available.

March 2020

The CDC released their first estimate of the prevalence of autism in adults based on 2017 data. They estimated that 2.21 percent of adults in the United States have ASD.

More Reports

Videos

April 24, 2019

NIMH Director Joshua Gordon, M.D., Ph.D. interviews Ann Wagner, Ph.D., National Autism Coordinator, and Lisa Gilotty, Ph.D., program chief of NIMH’s chief of NIMH’s Research Program on Autism Spectrum Disorders, to discuss advances on the study of autism in adulthood.

 

Federal Departments and Agencies

This list includes federal departments and agencies that provide funding, programs, and support for issues related to autism and other developmental disabilities.

Independent Agencies

  • National Council on Disability (NCD)
    • Meetings and Events The NCD is an independent federal agency that advises the President, Congress, and other federal agencies on policies, programs, practices, and procedures that affect people with disabilities. Their meetings are open to the public.
    • Resources This page includes information on disability rights and links to resources and services on education, employment, financial assistance and incentives, health care, housing, and more.
  • National Science Foundation (NSF)
    • About NSF The NSF is an independent federal agency that supports fundamental research and education in all non-medical fields of science and engineering.
  • Social Security Administration (SSA)
    • Disability Benefits The Social Security and Supplemental Security Income (SSI) disability programs provide assistance to people with disabilities. This page explains these benefits and the application process.
    • Spotlight on Achieving a Better Life Experience (ABLE) Accounts Achieving a Better Life Experience Act (ABLE) allows individuals with disabilities to make tax-free saving accounts to cover qualified disability expenses. Individuals can save up to $100,000 without counting against their Supplemental Security Income (SSI) eligibility.

Transition from youth to adulthood

Websites and Programs

More Websites and Programs

Toolkits and Guides

ASAN partnered with the Family Network on Disabilities to produce this guide, which prepares transition age youth for adulthood. The first half provides information on preparing for transition and the second half gives in-depth information on post-secondary education, employment, housing and independent living, and healthcare.

More Toolkits and Guides

Reports

March 22, 2018

This report examines guardianship and makes recommendations for its use. Recommendations are based on disability law and policy, how people with disabilities are treated in the legal system, alternatives to guardianship, and the Americans with Disabilities Act (ADA).

March 13, 2019

This report describes the demographics, disability, education, and health characteristics of teens and young adults ages 12-23 on the autism spectrum.

More Reports

Research Articles

More Research Articles

Videos

March 23, 2020

This webinar provided information about supports and resources to improve access to competitive, integrated employment for youth and young adults on the autism spectrum and enhance their career pathways.

 

 

Employment

National data has shown that many autistic adults are unemployed or underemployed, even when compared to people with other disabilities and in spite of having needed skills and abilities for the workplace. Researchers and policy makers have worked to develop programs that can increase opportunities for employment and improve employment outcomes. This includes job training and recruitment programs, as well as supports for employees and employers to increase retention and success in the workplace. This page provides information related to employment for people with autism and other disabilities.

Websites and Programs

This program helps public and private sectors recruit, hire, train, and retain job seekers with intellectual and developmental disabilities.

More Websites and Programs

Toolkits and Guides

This plain language toolkit explains the existing policies that help people with disabilities people find and keep good jobs, and solve employment problems.

More Toolkits and Guides

Reports

October 9, 2018

Of the 74 state vocational rehabilitation (VR) agencies that responded to GAO’s survey, most reported expanding services to help students with disabilities transition from school to work as required under the Workforce Innovation and Opportunity Act (WIOA), enacted in July 2014. Most state agencies reported serving more students and providing work-based learning experiences and other activities.

May 12, 2020

Researchers analyzed Rehabilitation Services Administration data to determine the association of vocational rehabilitation services with employment outcomes for students ages 16-21. Students with autism were less likely to receive job-related services less than comparison groups.

More Reports

Research Articles

More Research Articles

Videos

March 23, 2020

In this webinar, Scott Michael Robertson Ph.D. provides information about government supports and resources that help youth and young adults with autism access competitive, integrated employment and enhance their careers. Full Transition Aged Youth Webinar Series.

Housing

Housing plays an important role in ensuring the well being of people on the autism spectrum and helping them integrate into the community. Some people can live independently with minimal or no supports, while others require high levels of support. There is a variety of federal and private resources that can enable people to live in settings that best fit their needs. This page provides information about models of housing for people with disabilities and resources and programs related to disability housing.

Websites and Programs

  • Medicaid.Gov
    • Home & Community Based Services This page provides information on Home and Community-Based Services (HCBS) regulations. The page includes a training series for stakeholders, transition plans for individual states, technical assistance, and more. The Final Regulation page provides an overview of rules and regulations states must follow when providing HCBS under Medicaid.
  • The Arc
    • Housing Overview This page provides an overview of housing issues that people with intellectual and developmental disabilities (I/DD) encounter as well the Arc’s advocacy efforts. The page also describes key federal housing initiatives that enable people with I/DD to live in the community and links to additional resources.

More Websites and Programs

Toolkits and Guides

This handbook is designed to help people with disabilities find and use resources that promote independent living. It includes information on support services and waivers, housing, employment, and community resources. This handbook was created in partnership with Autism NOW Center.

More Toolkits and Guides

Reports

May 24, 2019

This report that examines occurrences of institutionalization of people with disabilities, as well as thwarted threats of institutionalization, during hurricanes and the California wildfires in 2017 and 2018. The NCD found that people with disabilities are frequently institutionalized during and after disasters due to conflicting federal guidance; a lack of equal access to emergency and disaster-related programs and services; and a lack of compliance with federal law.

June 2018

The Residential Information Systems Project (RISP) studies trends in residential service settings, funding, and expenditures for people with intellectual and developmental disabilities in the United States. The most recent report uses data through Fiscal Year 2016.

More Reports

Research Articles

More Research Articles

Videos

July 23, 2019

This workshop focused on the housing needs of people on the autism spectrum and included examples of various housing models. Meeting details.

July 26, 2017

JaLynn Prince, Adrienne McBride, and Desiree Kameka present Madison House Autism Foundation’s Autism After 21 initiative. Madison House aims to raise awareness of the abilities of and issues facing adults with autism. They also promote housing options for adults with autism and other I/DD through the Autism Housing Network. Meeting details.

 

For Service Providers and Public Services

Unlocking Potential: Innovative Library Programs Enhancing the Lives of Autistic Individuals

http://librarysciencedegreesonline.org/libraries-and-autism/

 

Making Entertainment and Public Spaces More Autistim-Friendly

https://happiful.com/making-entertainment-and-public-spaces-more-autistic-friendly

 

 

05 -Warmline – FACT Oregon – FACT Oregon Support Line – Support for Families with Children Experience Disabilities – Call 503-786-6082 or Text 541-695-5416 – Support Team Responds in 48 -72 Hours – 24/7 – Weekdays and Weekends @ Call or Text
Jun 17 all-day

Support Line

FACT Oregon’s Support Line is staffed by parents of youth experiencing disability, and we’re here to help!

Wherever you are on your journey, from birth through young adulthood, we are here to answer your questions and help find resources to support your child’s academic, emotional, and physical growth and well-being! Collectively, our team has the lived experience and professional training needed to support families through many different milestones. Let us help you carve a path forward to a whole full life! We welcome questions about early childhood, special education (we’re the designated statewide Parent Information and Training Center), intellectual and developmental disability services, behavior and communication, self-determination and supported decision making, and so much more! If we don’t know the answer, we’ll try our best to help you find it!

Get Support!

Call or text 503-786-6082 or 541-695-5416

Email us at support@factoregon.org or apoyo@factoregon.org

Someone from our support team will call you back, usually within 48-72 hours. Or, if you’d like, you can choose a time to talk from our calendar by clicking below.

 

To Schedule a Support Call Use The Link Below

Para programar una llamada de soporte, use el siguiente enlace
AFG – Al-Anon Family Groups – NW @ NOON Meeting – Mondays through Fridays @ Online Via Zoom
Jun 17 @ 12:00 pm – 1:00 pm
AFG - Al-Anon Family Groups - NW @ NOON Meeting - Mondays through Fridays @ Online Via Zoom
NW @ Noon
Monday through Friday, 12:00PM PST
ZOOM LINK:
Password:
atnoon

What is Al-Anon & Alateen

Al-Anon is …

a worldwide organization that offers a program of recovery for the families and friends of alcoholics, whether the alcoholic seeks help or even recognizes the existence of a drinking problem. Members give and receive comfort and understanding through a mutual exchange of experiences, strength, and hope.  Sharing of similar problems binds individuals and groups together in a bond that is protected by a policy of anonymity.

Al-Anon is not…

a religious organization or a counseling agency. It is not a treatment center nor is it allied with any other organization offering such services. Al-Anon Family Groups, which includes Alateen for teenage members, neither express opinions on outside issues nor endorse outside enterprises. No dues or fees are required. Membership is voluntary, requiring only that one’s own life has been adversely affected by someone else’s drinking problem.

Whether the alcoholic is still drinking or not…

Al-Anon offers hope and recovery to people affected by the alcoholism of a loved one or friend. Help is here for the asking.

Jun
18
Tue
2024
00 – Hotline – Boys Town National Hot Line – A 24/7 crisis, resource and referral number for kids and parents – 1-800-448-3000 – Text VOICE to 20121 @ Phone
Jun 18 all-day

 

 

 

 

 

Increasing Outreach to Teens

Teens are more connected than ever ​before and the Boys Town National Hotline® at 800-448-3000 is right there with them.

In addition to calling, teens can now text VOICE to 20121 or email hotline@boystown.org any day, any time to speak with a trained counselor.

Online resources are also available at yourlifeyourvoice.org.

 

02 – Urgent Info – Services and Resources for Families and Children in Response to the Recent Tragic Events Across the Country
Jun 18 all-day

 

Some Resources for Families and Communities:

Due to recent tragic events across the country

 

Agency Logo

Racial Stress and Self-care:

Parent Tip Tool

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

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

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

Racism can impact parents emotionally, physically and spiritually

Physical effects

Physical Effects

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.

So, what can you do to mitigate racial stress?

As parents, it is important to develop positive identities and share your cultural identities with your children. Positive cultural identity and advocacy are protective factors against racism, which can help to reduce and prevent racial stress.

There are many other ways to cope with stress and everyone has different preferences. Reducing stress can also allow you to model healthy coping strategies for your child. Here are some suggestions with links you can try.