• Tips for Survivors: Coping With Grief After a Disaster or Traumatic Event
• Tips for Survivors of a Disaster or Other Traumatic Event: Managing Stress 
  • This tip sheet is also available in Spanish
• Coping with a Disaster or Traumatic Event
  • This information is available in Spanish
• The Impact of Disaster and Mass Violence Events on Mental Health
• Managing Grief after Disaster
• Online Clinical Trainings—Provided by the National Mass Violence Victimization Resource Center
• Mass Disasters, Trauma, and Loss
• Mass Violence/Community Violence
• Coping after Mass Violence
• Parent Guidelines for Helping Youth after the Recent Shooting
• Psychological Impact of the Recent Shooting 
• Survivors and Witnesses After Traumatic Events
• Talking to Children about the Shooting
• Tips for Parents on Media Coverage
• Resources intended for children
• Resources for adolescents
• Resources about children and disaster
• Resources about adolescents and disaster
• Tips for Talking With and Helping Children and Youth Cope After a Disaster or Traumatic Event: A Guide for Parents, Caregivers, and Teachers
• Understanding Child Trauma
• After a Crisis: How Young Children Heal
• Age-Related Reactions to a Traumatic Event
• Childhood Traumatic Grief: Information for Mental Health Providers
• Childhood Traumatic Grief: Youth Information Sheet
• Helping School-Age Children with Traumatic Grief: Tips for Caregivers
• Helping Your Child Cope With Media Coverage of Disasters: A Fact Sheet for Parents

1 Day Youth Camp

Calling YOUTH with disabilities residing in the Edinburg, McAllen, and Harlingen area between the ages of 14-26!

Join us for a day filled with:

• fun and creative sessions and activities
• Afternoon sensory friendly movie
• Door prizes

If you are 14 or will be entering your senior year in high school this fall, you will be involved in transition planning.

Transition services and goals in your Individualized Education Program (IEP) are intended to help you get ready for what you want to do when you graduate from high school. For example, do you want to continue your education or do you want to start working?

Your IEP shows where you are going and how you are going to get there. “Individualized” means about you. Your IEP should show the goals you want to reach and the supports you need to reach them.

Paying attention to what’s in your IEP is how you can make sure that you learn the skills in high school to do what you want with your life after you graduate. 

Learn more:

• Dude, Where’s My Transition Plan?
• Amigo, ¿dónde está mi plan de transición?

8 straightforward steps — from requesting a school evaluation to monitoring accommodations — to help parents develop the best IEP or 504 Plan possible for kids with ADHD.    Continue Reading...

Tips for a Less Stressful Start to Preschool

Every new school year, children, teachers, and parents struggle through a swirl of emotions that can undermine a joyful beginning. As teachers, we need to successfully handle those feelings, which may include expectations, anxiety, and even some fear about the demands of the new school year. 
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Using Games to Help Students Develop Executive Function Skills

“The professor lost his invisibility potion and needs our help getting it back. He said to message him.” I whipped out my phone, and my students’ eyes widened. “Hi professor. We are ready to solve the mystery,” I narrate-typed. My students were so surprised to see me texting in front of the class—to a fictional professor, no less—that they jumped out of their seats and raced over to verify what I was sending. 
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In recent years, educators have seen many fads for fidgets, from the fidget cubes to the spinner and everything in between. For some teachers, these can be valuable classroom tools, and for others, a frustrating distraction. Continue Reading...