The Resilient Cardinal
Because You Matter
May 2021
Student and Family Assistance Program Expansion Update
I will keep you updated as this new option develops!
Welcome Laurel Tinsley!
Here is her bio:
My name is Laurel Tinsley and I am excited to be providing therapeutic services in the Chippewa Falls school district! In 2014, I graduated with a Master’s in Social Work from Indiana University. Upon graduation I worked for three years in an outpatient behavioral health facility providing therapeutic services to adults, children, and families. After this, I began working for an elementary school providing therapeutic services to children in the school setting as well as providing support to the teachers and staff in addressing mental health concerns in the school. I find great value in addressing the mental health needs in the school setting and I am looking forward to helping support the children, families, teachers, and staff in your district. I have experience working with children and adolescents who are displaying symptoms associated with anxiety, depression, ADHD, and trauma. I enjoy working with both children and adolescents on developing effective coping skills that assist them with learning how to regulate their emotions. I also really enjoy providing group therapy sessions to children and adolescents specifically focused on self-esteem. I put a high value on developing a strong therapeutic relationship with the children and families I am working with. I feel that having a strong therapeutic relationship is a key component to building trust and engaging both children and families in the therapeutic process.
Personally, my husband and I recently moved to Wisconsin from Indiana. We enjoy being outdoors and especially love all of the beautiful trail systems and state parks that Wisconsin has to offer. We have a Goldendoodle named Lincoln who loves to play outside, chase squirrels, and accompany us on our walks. I love spending time with family and friends as well as traveling and seeing new places.
Compassion Resilience Toolkit Challenge #5
I would like to slowly introduce you to The Compassion Resilience Toolkit and offer a series of challenge questions for you to ponder. You can also do this as a staff activity.
Please read these Short informational pieces:
Wellness and Resilience Strategies: Mind
Wellness and Resilience Strategies: Spirit
Wellness and Resilience Strategies: Strength
Wellness and Resilience Strategies: Heart
Challenge Questions to Ponder:
1. What is one way you find joy in your workday?
2. How do you find balance with resting, play and work?
3. What led you to your field of work?
4. Who is/was an influential leader in your current or past experience who helped you make a clear connection between your work and the mission of the organization?
(Online) Restorative Practices for Educators Training
Topics include how to set high expectations while being supportive, how to provide direct feedback and ask questions that foster accountability, and the most effective methods to resolve common conflicts.
You will also learn to facilitate circles, an essential process for creating a positive learning environment and school culture. Circles may be used to build social capital, resolve social problems and respond when harm occurs.
Additionally, instructors will address many issues related to building relationships and community while teaching virtually during COVID-19. Concepts include how and when to have one-on-one conversations; the effective use of informal time as students gather; and setting norms for running virtual circles. Plus, participants will learn creative uses of tools, including breakout rooms, whiteboard, chatroom, and how to work with small groups while other students do individual work.
Learning Format
• This online experience is led by experienced IIRP instructors.
• On two successive days, you will participate in 5-hour live Zoom sessions (breaks included). • Prework includes readings, handouts, videos and other resources. There will be approximately two hours of prework for each day of synchronous instruction.
• This training addresses topics that were also covered in the two days of the in-person training: Restorative Practices & Using Circles Effectively, and it satisfies the prerequisite for the training Become a Restorative Practices Trainer (RP TOT)
REGISTER ONLINE. REGISTRATION DEADLINE MAY 30th, 2021
Online Training—June 14 & June 15, 2021 (8am-1pm each day):
https://login.myquickreg.com/register/event/event.cfm?eventid=29100
Online Training—June 22 & June 23, 2021 (8am-1pm each day):
https://login.myquickreg.com/register/event/event.cfm?eventid=29101
This *NEW* RP training uses a blended learning model with pre-work available on the Canvas platform and two scheduled, LIVE Zoom online training sessions.
Registration includes access to both online Zoom sessions and Canvas course access for materials and assignments.
Access details will be emailed to you approximately 2-3 weeks before the first session.
Access to a computer is required to access the Canvas course materials and Zoom online training sessions.
Electronic resources will be provided; participants are responsible
for printing their own materials, if preferred.
REGISTRATION ASSISTANCE: Mary Devine, CESA #4
(800) 514-3075; mdevine@cesa4.org
COST: $200.00 registration fee per person
PAYABLE TO: CESA #4
SEND PAYMENT TO: CESA #4, 923 East Garland Street,
West Salem, WI 54669 ATTN: Mary Devine
PLEASE include and clearly define: Participant name, exact name of
workshop, and date with all checks or purchase orders. Thank you!
The Voices of Wisconsin Students Project
The Voices of Wisconsin Students Project, conducted by the Wisconsin Institute for Public Policy and Service Research Partners (WIPPS Research Partners) and the Medical College of Wisconsin (MCW), gathers insight, information, and feedback directly from Wisconsin youth in grades 6 through 12 with a focus on: (1) the nature and intensity of challenges and concerns they are experiencing in the environment of the COVID-19 pandemic; (2) how they are coping; and (3) feedback on how they may be strengthening their resilience during what is, for many, a period of heightened stress, anxiety, and isolation. Funding for this project was provided by the Wisconsin Department of Health Services via grant funds from the Overdose Data to Action (OD2A) cooperative agreement #6NU17CE925003-02-02 from the Centers for Disease Control and Prevention (CDC).
Researchers used focus groups as the method of data collection, with sessions held separately for middle and high school students in January and February 2021. A total of 23 focus groups were conducted with 96 high school students and 64 middle students. By compiling and sharing this information, the voices of Wisconsin students can help policymakers and stakeholders make more informed and targeted decisions about how to support students during these challenging times. This information can also help inform local communities about the need for additional resources to address students’ situations. WIPPS Research Partners was asked to conduct this project by the Wisconsin Department of Health Services (DHS), with input from representatives from many state and non-governmental entities who serve the educational and mental health needs of Wisconsin’s youth.
Understanding the nature and scope of students’ immediate and ongoing needs is critical to ensuring that plans, programs, and strategies can be most effective and that staffing and/or financial resources can be targeted in ways that can potentially have the greatest impact now and into the future. For example, the information gathered from this project can help inform discussions about how to support students’ ongoing learning during COVID-19, either virtually, in-person, or in hybrid/blended models, including implications for supporting transitions back to in-person learning or continuing with virtual learning models. In addition, understanding the nature of students’ sources of stress and anxiety, avenues of support, and perceptions of barriers to accessing that support can help organizations make more informed decisions about the allocation of mental health and wellness resources. Students themselves report many examples of positive coping strategies that may provide a foundation for new ideas or plant the seeds for new programs that could benefit students more broadly in the future. So while this project was conducted in the evolving context of COVID-19, the students’ insights and feedback can have implications and value beyond the immediate school year.
Key findings
The findings were compiled into separate reports for middle and high school students. The reports include much of what the students had to say, in their own voices. Among the key findings from the high school student focus group report are the following:
- Many of the students are experiencing high, and increasing, levels of stress, anxiety, and in some cases, depression during the pandemic. For some, COVID-19 has exacerbated their existing mental health challenges.
- Many of the students perceive increases in the use of drugs, alcohol, and vaping products among their peers as ways to cope with stress, anxiety, boredom, and isolation during the pandemic.
- Many of the students described significant challenges with virtual learning environments; these challenges contribute to their stress and anxiety.
- The cancellation of sports, clubs, band, choir, performing arts, and other extracurricular activities is noted as a significant loss for many students. Many expressed a lack of connectedness to their school, teachers, and friends.
- The students identified their teachers as playing an especially important role in helping them feel more connected to their school and peers, and having a greater sense of belonging. Students’ expectations of teachers in terms of providing leadership, reassurance, and support may be even more pronounced during COVID-19, especially for virtual learners.
- The students generally struggled to identify school-based or other resources available to help them with mental health concerns; many said they were trying to cope on their own. The students identified stigma, skepticism, self-reliance, and concerns about confidentiality as barriers to accessing mental health and wellness resources.
- Despite significant challenges, students are finding the silver linings and reasons to be positive, and many have developed a greater self-awareness. Students have developed new coping skills and ways to feel more resilient, which will help them be better students in the future.
Helpful Links
Helpful Flyers
REALiving Staff Resources
EAP Call Center: 877.256.9302
(Call to access services in EAP, ask questions about EAP, connect with a counselor for phone support, connect with someone from REALiving for 'management consultation'- aka brainstorm ways to use the EAP to support your team, connect with any member of our EAP team for your OWN personal support during this stressful time). You can also email us at BEST@REALiving.com
All materials we have ever published are available at:
Username: CFAUSDistrict
Password: cfausd_employee
The ABC's to wellness can be accessed on the left side of the screen. We are posting the weekly covid specific issues there too.
The Champions of People can be accessed on the left side of the screen too. September - December issues are COVID specific.
Support Available
Real-Living Counselors are available 24/7 via the Student and Family Assistance Program (SFAP) phone line. The phone number is 855.838.7170
To schedule an appointment with the Employee Achievement Program (EAP), call 1-877-256-9302. To access other information visit: www.EAP.REALiving.com (username: CFAUSD password:cfausd_employee)
Wellness Resources including REALiving weekly articles.
If you are feeling overwhelmed or distressed over COVID-19,
you can call a distress line at 1-800-985-5990 or text TalkWithUs to 66746.
If you have additional questions about mental health resources in the
Chippewa Falls Area Unified School District, please see www.cardinalcare.info
Jamie Ganske
Email: ganskejl@chipfalls.org
Website: www.cardinalcare.info
Phone: 715-726-2414 3007