A booklet for children, created by Life Without Barriers, to explain what the Coronavirus is and how the organization is going to help the child stay healthy.
These Germ Buster comics were developed by the Hesley Group to help children to understand why staff may look different when they are wearing Personal Protective Equipment (PPE), and reduce any associated anxiety around this.
Germ Buster Comics Chapter 1
Germ Buster Comics Chapter 1 - Symbol Version
Developed by Life Without Barriers, this brochure provides child-friendly explanations about the coronavirus, getting sick, and preventing the spread of the virus.
A story book released by the World Health Organization to help young people cope with COVID 19. For children ages 6-11.
A story book for younger children about COVID 19 developed by Growe Counseling, LLC.
From The National Child Traumatic Stress Network, Simple Activities offers ideas to caregivers for children and adolescents who are sheltering in place, social distancing, and homeschooling.
UNC TEACCH is posting a new "tip" every few days. They are very user friendly strategies for parents to implement. Provided to RCCP by Syracuse, NY City Schools.
Resources specific to the COVID-19 pandemic to help parents support their children with special needs. Some were developed specifically for children with I/DD and/or Autism.
Some tips from the University of Sydney on family time, including tips for using video chats. (05-14-20)
A tip sheet for helping children with traumatic separation or traumatic grief related to COVID-19. (04-17-20)
A tip sheet for helping homebound children during the COVID-19 outbreak. (04-17-20)
This short wordless story will help people to understand what to do if you have Coronavirus and how to keep yourself and those who you care about safe. The story also shows how to safely help others who may be self-isolating.
This wordless booklet is made up of scenes from existing Beyond Words stories looking at what makes a “good day” and what makes a “bad day”. Scenes address social distancing, lockdown, mental health, and daily routines.
We know that if symptoms are severe, then some people will be going into hospital, and this will be very frightening. This guide helps families and carers through the difficult conversations about planning end of life care.
We have also used images from our titles about death and bereavement to create a guide for families and carers to support conversations about how to respond when somebody dies from coronavirus.
Developed by Ashdale Care, these brochures explain how children can support the organization’s response to COVID-19 and how they can process their own feelings about the crisis. Provided to RCCP by Ashdale Care, Ireland.
Jessica Lynn Blackbourn from Ashdale Care provides a set of mental health and wellness tips to help while we undergo social distancing and quarantines. Provided to RCCP by Ashdale Care, Ireland.
In their response to the pandemic, Life Without Barriers prepared these documents to assist their CARE implementation teams.
Oak Hill Ranch developed a phased implementation strategy for their response to the COVID-19 crisis. Their plan begins with a focus on prevention and progresses up to procedures for an onsite outbreak.
Developed by Ranch Ehrlo Society to help staff make decisions about how to respond to children who return from running away.
A protocol for caring for children who have been infected, developed by Ranch Ehrlo Society.
A two-page flyer from CCSI (Coordinated Care Services, Inc.) with specific suggestions to guide our caring for children during a crisis.
A one-page flyer from the Australian Childhood Foundation with reminders of what we can do for children, especially in times of crisis.
This guide provides trauma-informed school strategies in response to COVID-19. (06-3-20)
Responds to COVID-19 Crisis by Promoting Best Practices. (05-26-20)
Tips for building organizational resilience through a Trauma-Lens
This book is an invitation for families to discuss the full range of emotions arising from the current situation.
An article on how to lead in the midst of urgent, rapid change and strain from Let's Grow Leaders.
The novel coronavirus COVID-19 pandemic has created the need for social distancing, quarantine and isolation so that vulnerable individuals are not exposed to the virus and health care systems are not overwhelmed. Separating ourselves because of COVID-19 comes at a time when America and many other countries are in the midst of an epidemic of loneliness—and the antidote is greater positive social connection.
This document provides guidance for supervising during physical distancing, including how to prepare for supervision, what to do during the meeting, and afterwards.
The National Child Welfare Workforce Institute develops and hosts workforce development resources for child welfare practitioners, supervisors, managers, leaders, students, faculty, researchers, policymakers, and other professionals.
Ubiquitous: present, appearing, found everywhere. The challenges arising from the COVID-19 pandemic fit this definition better than any event I have experienced in my lifetime. We each have a moment when our life changed—a before and after COVID-19. For some it was a few weeks ago—when you worried about laying people off, contemplated canceling events or faced confounding questions such as “How do I keep my staff safe?” Whenever your moment, it probably involved many emotions—confusion, fear, suspicion, uncertainty, grief, anxiety, anger. It may have affected your ability to cope, focus or problem solve. And it also may have involved adrenaline, determination, altruism and kicked in your innate ability to be resilient.
We understand that during this challenging time, sifting through the noise to find actionable information can be overwhelming. KaleidaCare is committed to supporting our partners through this crisis in any way that we can and, with this goal in mind, we have been curating and compiling the resources we think might be the most helpful for you.
Alberta Children’s Services prepared an extensive document with COVID-19 guidance for organizations in their province. It covers multiple areas including service provision, human resources, and planning for potential outbreaks.
A YouTube video.
These are actual virtual events for families on various topics around Covid-1. Provided to RCCP by Syracuse, NY City Schools.
The National Autism society has visuals to use with families (like hand washing steps and a social story). Provided to RCCP by Syracuse, NY City Schools.
An extensive list of strategies for families. Provided to RCCP by Syracuse, NY City Schools.
This five-module, self-paced course is geared towards pre-K through Grade 12 educators and school administrators. The STAT curriculum is designed to help educators understand what Secondary Traumatic Stress (STS) is, differentiate between trauma and stress, and mitigate its effects through the use of self-care techniques. Educators will learn the common signs and risk factors associated with STS, as well as assess their personal level of STS and how it may be affecting various domains of their life. Although the course is primarily designed to be used by individuals, it can also be implemented at the whole school and/or district level.
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©2021 Residential Child Care Project, Cornell University, Ithaca, New York USA