Responding to the Challenges of COVID-19

W E L C O M E

The session will begin shortly…

Agenda• Goals and methods to offer feedback and direction to

the field. An opportunity for Q&A will be available at the end of each section.

• Pamm Shaw: How agencies are responding to the current environment. Key aspects that need to be in place and what are the critical considerations for the next 15-30 days.

• Nina Paddock: Social/emotional considerations for our community. Covering key issues for vulnerable populations, linking this to trauma informed practices and staff wellness.

• Charlotte Hendricks: Resources available from a variety of sources, as well as considerations on how to use this time to review and deepen agency emergency preparedness in general and future planning.

Facilitator:Edward CondonExecutive DirectorRegion 9 Head Start Associationecondon@region9hsa.org

Pamm ShawVP Strategic Funding and Partnerships

YMCA of the East Bay

Q & ASend us your questions and comments

Nina PaddockComprehensive Services Manager

Pacific Clinics Head Start/Early Head Start

Social Emotional Considerations for our Community

Managing Stress

Be Informed and Communicate Appropriately with Children

Connect with Your Community and Supports

Ask for Help When Needed

Be Aware of Emotions

Share Resources that are Available

Types of Stress

• Learning to cope with adversity is an important part of healthy development.

• Stress in an environment of supportive relationship with adults, buffer the stress response and bring it back to baseline.

https://developingchild.harvard.edu/science/key-concepts/toxic-stress/

Managing Our Stress

• Our stress impacts those around us.

• Our stress in connected to our thoughts (thinking) and emotions (feelings) – so be aware.

• Stress effects health and behaviors

Stress Management Techniques

• Focus on Personal Strengths

• Identify Positives (mindfulness)

• Maintain Healthy Routines• Eat Together• Be Active• Get Rest

• Relaxation• Meditation• Deep Breathing• Yoga or Tai Chi

Calm Down Spots

• Not the Book Area

• Provides Some Privacy

• Not unlimited time here, use as needed

• Tools to Feel Better

Be Informed and Inform Your Family

• Make sure that everything you tell children about Coronavirus is accurate.

• Make sure that it is described in an age appropriate way

• Provide just enough information about Coronavirus• Answer their questions and satisfying

their curiosity• do not make them more anxious and

afraid.

• Limit young children’s exposure to the news about Coronavirus.

“Coronavirus is a kind of germ that canmake people feel sick.

Remember how the flu made (anyone your child knows) feel? It

can be a lot like getting the flu. Some people feel just a little bit sick.

Some people get a fever and a cough. Sometimes, the cough can

make it hard to breathe easily.”

“Coronavirus is a kind of germ that can make people feel sick. Remember

how the flu made (you/your classmate/anyone your child knows)

feel? It can be a lot like getting the flu. Some people feel just a little bit sick. Some people get a fever and a cough.

Sometimes, the cough can make it hard to breathe easily.”

https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirushttps://www.pbs.org/parents/thrive/how-to-talk-to-your-kids-about-coronavirus

Responsive Relationships

Serve & Return Communication

• Responsive relationships are expected and essential

• If they are absent (suddenly or chronically) children will notice

• If adult responses are unreliable, inappropriate, simple absent it will have an effect.

Steps to Follow

1. Pay attention to what the child is focusing on

2. Offer children comfort with a hug and gentle words, help them, play with them

3. Help them understand the world around them and know what to expect. This gives them words to use and lets them know you care.

4. Give the child a chance to respond. Waiting is crucial. Children need time to form their responses, especially when they’re learning.

Connect with Your

Community

Social Distancing does not mean Social

Isolation• Keep contact with

family and friends through social messaging or through phone calls

• Get outside for walks, fresh air and playtime

• Virtual Field Trips

• Making care packages with letters and art for family and friends.

Acts of Kindness Improve our

Emotional Health• Plant a seed and help it

grow

• Take care of a pet

• Make a gift for a neighbor or friend

• Donate clothes, food, supplies to those in need

• Help clean so we stay healthy and safe

• Be grateful for what we have – Saying thank you

Be Aware of Our EmotionsEmotions call our attention to

what is important and accelerate learning

• Label feelings

• Express your feelings as a model for your children

• Identify feelings in books, faces, when with friends

• Make an emotion book, chart or collage

• Talk about how emotions feel in out body

• Take child’s emotional temperature

• Validate child’s feelings

Resources• Centers for Disease Control:

https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/talking-with-children.html

• Harvard Medical School: https://www.health.harvard.edu/blog/how-to-talk-to-children-about-the-coronavirus-2020030719111

• National Association of School Psychologists: https://www.nasponline.org/resources-and-publications/resources-and-podcasts/school-climate-safety-and-crisis/health-crisis-resources/talking-to-children-about-covid-19-(coronavirus)-a-parent-resource

• National Child Traumatic Stress Network: https://www.nctsn.org/resources/parent-caregiver-guide-to-helping-families-cope-with-the-coronavirus-disease-2019

• National Public Radio: https://www.npr.org/sections/goatsandsoda/2020/02/28/809580453/just-for-kids-a-comic-exploring-the-new-coronavirus

• PBS Kids https://www.pbs.org/parents/thrive/how-to-talk-to-your-kids-about-coronavirus

• The Kindness Curriculum https://centerhealthyminds.org/join-the-movement/sign-up-to-receive-the-kindness-curriculum

• Yolo County Children’s Alliance – Parent Education Guides https://www.yolokids.org/parent-education-guides

Q & ASend us your questions and comments

Charlotte HendricksConsultant and Writer

Child Health Online, LLC

Evaluating Information Resources

Defining COVID-19

• Coronavirus / COVID-19: Same disease, different name

• Novel (new) virus• Epidemic: more cases than is typically

expected in a community• Pandemic: an epidemic that covers multiple

countries; world-wide• Asymptomatic, high risk, incubation period,

etc.

Help parents understand information by defining and explaining on their level.

Where do people get their information?

• News and media• Social Media (e.g., Facebook)• Websites• Friends and family• Head Start, schools, and other

agencies• Health care professionals

Websites: Government health agencies cdc.gov

cdc.gov

State and local health departmentscdph.ca.gov

ECLKC

This website references CDC.gov and provide recommendations

specific to Head Start/Early Head Start.

NHSA.org

NHSA.org/coronavirus

Social Media - Facebook

Advantages:• Immediate access to current information• Widespread communication

Disadvantages• Anyone can post anything!• Difficult to identify source• Postings never die…

Facebook – valid and reliable pages

• CDC gov• State and local health departments• State and local emergency services• State and local governments (city page,

governor page)

California Department of Public Health

California Governor’s Office of Emergency Services

City government FB pages

Posts shared by informed individuals

False information on social media

Be aware of scammers and hackers

Lessons Learned

• Procedures for hygiene and sanitation

• Communication with staff and families

• How to provide essential services to families when not in session (e.g., food, childcare, transportation, medical)

• Budgeting and funding allocation (e.g., paying staff)

Q & ASend us your questions and comments

Responding to the Challenges of COVID-19

Thank You!

This session was recorded and will be made available at www.region9hsa.org