Call for Nominations to the Board of Trustees – Deadline 10/4

On behalf of the NJ-AIMH  Board of Trustees, we invite self-nominations for 2 Trustees for the term of November 19, 2022, to November 18, 2024.  

Trustees attend monthly BOT meetings and participate in committees and workgroups to support the NJ-AIMH mission and strategic plan. Trustees typically commit approximately 5 hours per month in their role.

We are seeking nominees who represent IECMH knowledgeable candidates, including IECMH practitioners in infant-early childhood education, early intervention, and other promotion, prevention, and intervention service settings. We are committed to our BOT’s representation of diversity with respect to identity, including racial, ethnic, gender, sexual orientation, cultural, differently abled identities, and geography.  While not required, previous board experience is valued.

To submit a self-nomination, please complete the self-nominations form that requests: 1) a résumé or CV; 2) 1-2 paragraphs describing why you would be a good fit for the Board; and 3) responses to questions about your experience/skills, and your identity.

Deadline for submission is Tuesday, October 4, 2022. 

Following submission, candidates who meet the above characteristics may be invited to interview with member(s) of the Nominations Committee, which will develop a slate for election.

Please share this call for self-nomination with your networks and please encourage people whom you feel would be a good fit to self-nominate!

Thank you,

NJ-AIMH Nominations Committee

Learn About the Positive Impact of MIECHV in New Jersey

The Maternal, Infant, and Early Childhood Home Visiting (MIECHV) program provides federal funds to states, territories, and tribal entities for voluntary, evidence-based home visiting services. This program was reauthorized in 2018 through FY2022 and will expire September 30, 2022. Given the urgent need for reauthorization, FFYF has created fact sheets for all 50 states and D.C demonstrating the positive impact of MIECHV.

Voluntary home visiting programs, like those made possible by MIECHV, pair families who often have limited support and resources with trained home visitors such as nurses, social workers, and educators. Home visitors meet with parents one on one from pregnancy through their child’s kindergarten entry to help lay the foundation for the health, education, development, and economic self-sufficiency of the entire family.

MIECHV is the recognized gold standard in voluntary, evidence-based policymaking. However, federal funding for MIECHV has not increased since FY2013, which has diminished the ability of states to support families who are in need. Prior to FY2013, MIECHV funding was increased from $100 million to $250 million in FY2011, $350 million in FY2012, and $400 million annually in FY2013 and subsequent years. The National Home Visiting Resource Center (NHVRC) estimates that 22,976,500 children and 17,637,800 families could benefit from home visiting.

After nearly a decade of level funding, the National Home Visiting Coalition, of which FFYF is a member, recommends a 5-year reauthorization that would increase funding by $200 million annually (reaching $1.4 billion in FY2027); doubling the MIECHV tribal set-aside from 3% to 6% to reach more families in American Indian and Alaska Native communities; and continuing to allow virtual home visiting implemented with model fidelity as a service delivery option for families who choose it.

Learn more about the positive impact of MIECHV in New Jersey here.

https://www.ffyf.org/wp-content/uploads/2022/06/2022_MIECHV-Fact-Sheet_NJ.pdf

Reaction and Resources Regarding the Texas School Shooting

A statement from our colleagues at the MSU Center for Autism and Early Childhood Mental Health regarding the massacre yesterday of children and teachers at the Robb Elementary School in Uvalde, Texas:

We are heartbroken to be sending this guidance again.
We are enraged to be sending this guidance again.
We are demoralized to be sending this guidance again.
We are exhausted to be sending this guidance again.
We are gut wrenchingly disgusted to be sending this guidance again.
We are overwhelmed to be sending this guidance again.
We can’t believe we are sending this guidance, yet again.
May is children’s mental health month.
What are we doing?
Seriously.
What are we doing?
Children and teachers have endured and sustained and persevered for the past three school years, trying to keep safe.
Trying. To. Keep. Safe.
The question is not, what are we doing…
it is what aren’t we doing…
and why.
We share guidance on how to talk to children after acts of violence.
Again. And again. And again.
And it feels futile and repetitive.
Yet, we share it believing that it may be supportive to those of us who support young children and their families at this time.
This is only a selection of the resources that are available.
There are many.
There have been too many ‘opportunities’ to publish these documents in the past ten years.
At this time…
10 hours after gun violence has impacted at least 100 people across our country, as it does, every day.
10 days after the white supremacist action of hate in Buffalo.
Almost 10 years after Sandy Hook.
What have we learned? What have we done?
Vote.
Confront racism.
Dismantle systems of oppression.
Disarm hate.

 

CLICK BELOW FOR RESOURCES

From ChildMind

Anxiety around School Shootings

Ansiedad por los Tiroteos en las Escuelas

From the National Association of School Psychologists

Talking to Children about Violence – National Association of School Psychologists

From the National Child Traumatic Stress Network

Talking to Children about Shootings

From the Center for Autism and Early Childhood Mental Health

Ten Tips for Talking with Children about a Traumatic Event

Ten Tips for Talking with Children about Violence

  1. If you feel uncertain about how to start this conversation with children, practice with adults first. Notice the parts of the conversation where you might need assistance and ask for support from other adults.
  2. Ask children what they know and what they have heard. Listen to the child’s story and follow the child’s lead. Use simple language and correct any misunderstood accounts. Tell a child what they need to know, not all that you know.
  3. Be there and be calm. Monitor your own emotion and tone of voice. Pay attention to your gestures, affect, and voice because children pay special attention to these ways of communicating. Children scan the faces, voices, and movements of others to discern safety. Your presence, voice, words, soft and loving touches, provide each child with the best ways of feeling safe.
  4. Share your feelings. It is okay and important for children to know that the adults in their lives have the same feelings when bad things happen. Ask about their feelings. Often children will experience and express their feelings through their body states. Ask them “what” and “where” they feel (e.g., head, tummy, chest, neck, etc.) as well as “how” do they feel.
  5. Recognize that there are some feelings that we can only share and cannot fix: Children need us to be there with and for them at such times. It’s appropriate to both not have an answer and be with the children in their sadness and confusion.
  6. While we encourage telling children about the events of January 6th, monitor repeated exposure to images and reports of the events. Provide enough exposure to inform, but not frighten.
  7. If children do get scared, remember the 3R’s of security: Relationships, Routines and Restoration. Highlight relationships with familiar and consistent caregivers, family, and friends. Protect and increase routines that are familiar and normalizing.
  8. Provide structure and communicate safety: Uncertainty is the province of adulthood. While we as adults may feel unsure of the state of our democracy, we must always let children know that we will take care of them and protect them.
  9. A sense of mastery can help alleviate fear and uncertainty. Encourage your children to get involved in a community or service program such as collecting items for a food bank, making a call to their Congressperson, signing a petition, or writing a letter to someone in local government about something that they would like to help change in their community.
  10. Remember to take care of yourself: We have all been living with the collective stress of Covid-19 and political uncertainty for a l-o-n-g time. Yet, we know that if the adults in a child’s life are overwhelmed, overstressed, and overtired, it will be more difficult for the child to feel safe, secure and stable. Prioritize the cultivation of the “ABCs” of self-care: awareness, balance, and connection, in your own life.

(Costa, G. & Mulcahy, K, 2021)

Diez consejos para hablar con niños sobre la violencia

1. Si no está seguro de cómo iniciar esta conversación con los niños(as), practique primero con los adultos. Observe las partes de la conversación en las que podría necesitar ayuda y pida apoyo a otros adultos.

2.Pregunte a los niños(as) qué saben y qué han escuchado. Escuche la historia del niño(a) y siga su liderazgo. Use un lenguaje sencillo y corrija cualquier malentendido. Dígale al niño(a) lo que necesita saber, no todo lo que usted sabe.

3.Estar allí y estar tranquilo. Monitorea sus propias emociones y tono de voz. Prestar atención a sus gestos, afecto y voz porque los niños(as) prestan atención especial a estas formas de comunicación. Los niños(as) escanean los rostros, voces y movimientos de los demás para discernir la seguridad. Su presencia, voz, palabras, toques suaves y amorosos, proporcionan a cada niño(a) las mejores maneras de sentirse seguro.

4. Comparta sus sentimientos. Está bien y es importante que los niños(as) sepan que los adultos en sus vidas tienen los mismos sentimientos cuando suceden cosas malas. Pregúnteles por sus sentimientos. A menudo los niños experimentarán y expresarán sus sentimientos a través de sus estados corporales. Pregúnteles “qué” y “dónde” se sienten (por ejemplo, cabeza, barriga, pecho, cuello, etc.), así como “cómo” se sienten.

5.Reconocer que hay algunos sentimientos que sólo podemos compartir y no podemos arreglar: Los niños(as) necesitan que estemos allí con y para ellos(as) en esos momentos. Es apropiado no tener una respuesta y estar con los niños(as) en su tristeza y confusión.

6. Si bien animamos a contar a los niños(as) acerca de los acontecimientos del 6 de enero, supervise la exposición repetida a imágenes e informes de los acontecimientos. Proporcione suficiente exposición para informar, pero no asustar.

7. Si los niños(as) se asustan, recuerde las 3R de seguridad: Relaciones, Rutinas y Restauración. Resalte las relaciones con cuidadores, familiares y amigos consistentes. Proteger y aumentar las rutinas que son familiares y normalizadoras.

8. Proporcionar estructura y comunicar la seguridad: La incertidumbre pertenece a la edad adulta. Si bien nosotros, como adultos, podemos sentirnos inseguros del estado de nuestra democracia, siempre debemos hacer saber a los niños(as) que los cuidaremos y los protegeremos.

9.Un sentido de maestría puede ayudar a aliviar el miedo y la incertidumbre. Anime a sus hijos(as) a involucrarse en su comunidad o en un programa de servicio, como recoger artículos para un banco de alimentos, hacer una llamada a su congresista, firmar una petición o escribir una carta a alguien en el gobierno local sobre algo que les gustaría ayudar a cambiar en su comunidad.

10.. Recuerde cuidarse: Todos hemos estado viviendo con el estrés colectivo de Covid-19 y la incertidumbre política por un tiempo l-a-r-g-o. Sin embargo, sabemos que si los adultos en la vida de un niño(a) están abrumados, sobrecargados y cansados, será más difícil para el niño(a) sentirse seguro, protegido y estable. Priorizar el cultivo de las “ABC’ del cuidado personal: conciencia, equilibrio y conexión, en tu propia vida.

(Costa, G. & Mulcahy, K, 2021)

IECMH Clinical Workforce Solution Pathways

We are pleased to remind you of a 5-part graphic from ZERO TO THREE!
IECMH Clinical Workforce Solution Pathways was co-created by stakeholders from around the country to capture the myriad of pathways of influence and opportunity related to increasing the size, diversity, quality, and accessibility of the Infant and Early Childhood Mental Health (IECMH) Clinical Workforce.
NJ-AIMH is pleased further to note that four of our members were a part of the contributors group: Gerry Costa, Kathy Mulrooney, Joaniko Kohchi, and Muhammad Zeshan, MD, a former Board member and ZERO TO THREE Fellow.
Take a look at this wonderful document and join me in thanking our members for their work.

Kelly Gets a Vaccine: How We Beat Coronavirus

Kelly Gets a Vaccine: How We Beat Coronavirus

by Lauren Block MD MPH and Adam Block PhD; Illustrated by Debby Rahmalia

Discover along with 8-year-old Kelly the science behind the COVID-19 vaccine, what to expect during and after the vaccine, and how vaccination will help us begin to move beyond the pandemic.

Authors of “Kelly Stays Home: The Science of Coronavirus” and “Kelly Goes Back to School: More Science on Coronavirus” which have been downloaded over 25,000 times are back with their most important book yet on how the vaccine works and the importance of being vaccinated.

Report Examines Adverse Childhood Experiences in Early Childhood

A recent report from the Center for American Progress (CAP) examined U.S. Census Bureau’s National Survey of Children’s Health to better understand the prevalence of ACEs specifically in young children. CAP’s analysis found that more than 1 in 4 young children in the United States have been exposed to at least one ACE. Reflecting the societal patterns of America’s racial bias, the researchers also found that children of color are disproportionately more likely to have exposure to ACEs in early childhood.

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