Welcome to the Charles County Public Schools Mental Health webpage. Stop by each week for mental health resources for CCPS students and their parents.
Good mental health is important for everyone, and as important as physical health to our quality of life. Mental health is not simply the absence of mental illness, but also means having the skills necessary to cope with life's challenges. If ignored, mental health problems can interfere with children’s learning, development, relationships and physical health.
Beila Lugo, MS, NCSP
Mental Health Coordinator
Nationally Certified School Psychologist
- Elementary School Parent/Caregiver Workshops 2021-22
- Middle and High School Parent/Caregiver Workshops 2021-22
- Mental Health Calendar
- COVID-19 Resources
- Educator Resources
- Parent Resources
- Student Resources
- School Based Mental Health Services
- Self Care Resources
- External Resources
- Developmental Impact of Trauma
- What is Trauma?
- Threat Assessment
Elementary School Parent/Caregiver
Managing Strong Emotions/Conflicts
In this workshop, parents/caregivers will learn about helping student to manage strong and uncomfortable emotions, such as anger, sadness, and disappointment. Strategies for dealing with conflict will also be discussed.
This workshop is designed to help parents/caregivers be aware of the strategies that are implemented in school and how to implement the strategies at home.
Thurs., Feb. 17, 2022, 6:30 PM
In this workshop, parents/caregivers will learn about the definition of childhood anxiety and the reasons for childhood anxiety.
This workshop is designed to help parents/caregivers learn various ways to support children experiencing anxiety.
Tues., March 1, 2022, 6:30 PM
Deidra A Sorrell, Ed.D., LCPC, ACS
Social Emotional Learning: A Joint Effort Between School and Home
Tues., April 5, 2022, 6:30 PM
Sliding into Middle School
In this workshop, parents/caregivers will learn about what they need to know as their elementary school student transitions to middle school. This workshop is designed to help parents/caregivers
Mon., June 6, 2022, 6:30 PM
|Topic||Middle & High School Parent/Caregivers||Presenter(s)|
Fri., Nov. 26, 6:30 PM
Monica Moore, EdS
Beila Lugo, MS, NCSP
Learn about coping strategies from the viewpoint of their student. This workshop is designed to help parents/caregivers connect with their student as they relate to their new skills.
Mon., Dec. 13, 6:30 PM
|Malik Williams, M.Ed.
Matthew Henson Middle School
Learn about what makes healthy friendships from the viewpoint of their student. This workshop is designed to help parent/caregiver connect with their student as they learn how to determine if their friendships are healthy and what to do if they aren't.
Wed., Dec. 15, 6:30 PM
|Abby Pherson, NCC
La Plata High School
Learn about communication from the viewpoint of their student. This workshop is designed to help parent/caregiver connect with their student as they find their way to improve communication.
Jan. 12, 6:30 PM
|Monica Cherry, M. Ed.
Pupil Personnel Worker
North Point High School
Vone Della McKithen, M. Ed.
Professional School Counselor
North Point High School
Learn about motivation from the viewpoint of their student. This workshop is designed to help parent/caregiver connect with your student as they find their way to improve motivation.
Feb. 15, 6:30 PM
Tamika Parker, MA, CAS
Learn about stress management skills from the viewpoint of their student. This workshop is designed to help parent/caregiver connect with their student as they look at the way they see themselves and the world around them.
Feb. 16, 6:30 PM
Kristin Carter, MS Pupil Personnel Worker
Monica Moore, Ed. S.
Learn about anxiety from the viewpoint of your child. In this workshop, we will break down anxiety so that you really get a sense of what it is, why you feel it, and how it happens.
March 15, 6:30 PM
|Kristin Carter, MS,
Pupil Personnel Worker
Thomas Stone High School
Monica Moore, Ed.S.
Thomas Stone High School
|Life Changes and Adjustments
Learn about how to cope with changes from the viewpoint of your child. This workshop is designed to help parents/caregivers connect with their student as they look at how they see themselves and the world around them.
April 13, 6:30 PM
|Kristin Carter, MS
Pupil Personnel Worker
Thomas Stone High School
Monica Moore, Ed.S.
Thomas Stone High School
|The Adolescent Mind: You down with ODD (Oppositional Defiant Disorder)? Yeah, you know me! We will explore what makes the minds of our middle and high school students tick and hopefully answer the "why" of their behaviors. This presentation is focused on all behaviors and not only ODD.||
May 17, 6:30 PM
|Neal Bankenstein, MA
Pupil Personnel Worker
St. Charles High School
Calendar & Category Legend:
- Mental Health
- Mental Health Workshops
|Topic/Audience||Description||Resource Type||Host Organization||Link|
|Crime Crisis / General Public||Compiled list of resources, services and helplines for victims of crimes in Maryland.||Help Line(s) Resources/Resource Guides/Resource List||Governor's Office of Crime Prevention||Resources for Victims of Crime During COVID-19|
|Mental Health / General Public, Health Care Providers||Compiled tips from the Mental Health First Aid curriculum to help you care for your own and your loved ones’ mental health.||Fact Sheet||National Council for Behavioral Health||How to #BeTheDifference For People With Mental Health Concerns During COVID-19|
|Mental Health Self Care / General Public||Website with a variety of resources for families, children, and older adults.||Fact Sheet Website||Mental Health Association of Maryland||Coronavirus: Protecting Your Wellbeing|
|Mental Health / General Public||A webpage dedicated to providing guidance for taking care of mental health during COVID-19, with advice from professionals, fact sheets and social media outreach ideas.||Fact Sheet Website||American Foundation for Suicide Prevention (AFSP)||Mental Health & COVID-19|
|Mental Health / General Public, Individuals that have a Mental Illness||Resources and information to deal with mental illness during COVID-19.||Resources/Resource Guides/Resource List||National Alliance on Mental Illness||COVID-19 Resource and Information Guide|
|Mental Health Suicide Prevention / General Public, Behavioral Health Professionals||Compilation of a selection of web pages and information sheets on mental health and coping with the effects of COVID-19.||Fact Sheet Resources/Resource Guides/Resource List||Suicide Prevention Resource Center (SPRC)||Resources to Support Mental Health and Coping with the Coronaviurs (COVID-19)|
|Mental Health / General Public||A toolkit for Mental Health Awareness Month with fact sheets and social media posts focused on caring for your mental health.||Fact Sheet Social Media||Mental Health America||Mental Health Awareness Month: Tools to Thrive|
|Anxiety Mental Health / General Public, Clinicians||A compilation of resources related to handling anxiety and depression during COVID-19. Resources are specified for specific mental health conditions, and divided for general public, clinicians, parents and families.||Blog(s) Fact Sheet Video(s)||Anxiety and Depression Association of America (ADAA)||Managing COVID-19 Anxiety|
|Anxiety / General Public||Videos discussing how to manage anxiety and mental health during COVID-19.||Video(s)||Anxiety and Depression Association of America (ADAA)||ADAA Got Anxiety|
|Self Care / General Public||Strategies for personal wellness||Fact Sheet||Northeast & Caribbean MHTTC||Taking Care of Your Mental Health During a Public Health Emergency|
|Suicide Prevention / Public Messengers||Guidance on how to responsibly and appropriately reports suicides.||Guidance||International Association of Suicide Prevention||Reporting on Suicide During COVID-19|
|Suicide Prevention / General public||Strategies to deal with thoughts of suicide and resources.||Fact Sheet||Maryland Department of Health||Managing Thoughts of Suicide During COVID-19|
|Disability / People with Disabilities||Compilation of Guidance and fact sheets for people with disabilities in Maryland during COVID-19.||FAQs Fact Sheet||Maryland Department of Disabilities||COVID-19 Resources for People with Disabilities|
|Substance Use / Behavioral Health Providers, Individuals in Recovery||Comprehensive resource guide for recovery services in Maryland and Nationally during COVID-19 pandemic.||Resources/Resource Guides/Resource List||Maryland Behavioral Health Administration||Recovery and Wellness Support Resource Guide|
|Mental Health / General Public||List of free digital media apps that can be used during COVID-19.||Apps||NYC Well- App Library||COVID-19 and Digital Mental Health Resources|
|Mental Health / General Public||Tips and support to stay mentally healthy while staying home||Fact Sheet Social Media||World Health Organization||#HealthyAtHome- Mental Health|
|Suicide / General Public||How suicide firearm deaths could be exacerbated during COVID-19, and how to reduce access.||Guidance Resources/Resource Guides/Resource List||Education Fund to Stop Gun Violence||Firearm Suicide & COVID-19: Mitigating Risk During a Pandemic|
|IPV SA / General Public||Up to Date resources for victims of Sexual Assault and Intimate Partner Violence.||Guidance Resources/Resource Guides/Resource List||Maryland Coalition Against Sexual Assault||Updates and Information on COVID-19|
|Mental Health / General Public||The app is free, secure, and helps connect you to important resources for coping and adapting during the COVID-19 pandemic. Focus on stress management, mood, and staying healthy.||Apple App||US Department of Veterans Affairs||COVID Coach|
|Mental Health / Teachers, School Professionals||Products and resources specific to school mental health that can be useful when coping with the effects of widespread public health crises. A compilation of school mental health resources from other reputable organizations is available.||Fact Sheet Webinars/Webinar List||Mental Health Technology Transfer Center (MHTTC)||Responding to COVID-19: School Mental Health Resources|
|School Trauma / Teachers||Experts from the National Child Traumatic Stress Network share their recommendations for educators supporting students during the COVID-19 crisis.||Article(s)||Teaching Tolerance||A Trauma-Informed Approach to Teaching through Coronavirus|
|School Teachers / School Professionals||Guidance for elementary, secondary and higher education schools.||Guidance Website||U.S. Department of Education||COVID-19 Information for Schools and School Personnel|
|School / Teachers, Parents and Families||Compilation of useful resources for teachers and parents during COVID-19.||Fact Sheet Teaching Tools||Education Development Center||Resources for the COVID-19 Crisis|
|School / Teachers||Tools to help with personal wellness||Fact Sheet||Northeast & Caribbean MHTTC||Tools for Educators During a Public Health Crisis|
|Health Care LGBTQ / LGBT||Fact sheet about the spread of COVID-19 and potential risk related to sexual contact.||Fact Sheet||National LGBT Health Education Center||COVID-19 and Your Sexual Health|
|LGBTQ / LGBTQ+||News Article Identifying best ways to access resources specific for LGBTQ+||Article(s) Resources/Resource Guides/Resource List||them.||How LGBTQ+ People Can Get Help During Coronavirus|
|LGBTQ Suicide Prevention / Health Care Providers||Research report that identifies how social distancing, isolation and increased anxiety can have a negative impact on LGBTQ youth who are already at higher risk for mental illness and suicide.||Report||The Trevor Project||Implications of COVID-19 for LGBTQ Youth Mental Health And Suicide Prevention|
|Mental Health Youth / Youth, Young Adults, Students||This resource guide created by the Behavioral Health Administration has skills, tips and resources to help students maintain their mental health during the 2020/2021 school year.||Resources/Resource Guides/Resource List||Maryland Department of Health- BHA||BHA Student Resource Guide|
|Family / Military Families||Updated guidance and resources for military families during COVID-19||Website||Department of Defense||DOD Response to Coronavirus|
|Family Mental Health / Parents, Families||Fact sheet on preparing for COVID-19, how to discuss it with your children and symptoms of stress to look for in children.||Fact Sheet||National Childhood Traumatic Stress Network||Guide to Helping Families Cope with the Coronavirus Disease|
|Family Mental Health / Parents, Families||Up-to date Mental Health resources for children.||Resources/Resource Guides/Resource List||Mountain Plains MHTTC||Mental Health Resources for Parents and Caregivers during COVID-19|
|CARES Act Family / Latino Families||CARES Act discussion on what the package includes and what it means for the Latino community from the health, education, jobs and housing, and immigration perspectives.||Video(s)||UnidosUS||UnidosUS CARES: Explaining COVID-19 Relief for Latino Families|
|Family Mental Health / Parents, Families||Resources for talking to children about COVID-19 and positive coping skills.||Fact Sheet||National Association of School Psychologists||Helping Children Cope with Changes Resulting from COVID-19|
|Family Mental Health / Families||Resources and tools to utilized to keep families healthy and children engaged during COVID-19.||Resources/Resource Guides/Resource List Tools||Mental Health Association of Maryland||Support for Children & Families: Coronavirus|
|Mental Health Youth / Families, Children||A variety of resources addressing racism community violence and trauma for families and children.||Fact Sheet Resources/Resource Guides/Resource List||Children's Mental Health Matters||Racism, Community Violence and Trauma|
|Mental Health Young Adults / College Students||Mental Health advocacy group with chapters nationally, providing remote resources, student chats and webinars to support young adults during COVID-19 pandemic.||Resources/Resource Guides/Resource List Tools Webinars/Webinar List||Active Minds||Mental Health Amid the Coronavirus Pandemic|
|Mental Health Young Adults / College Students||List of Mental Health Resources||Resources/Resource Guides/Resource List||BHIPP||College Student COVID-19 Resources|
|Violence Prevention / General Public, Families||Resources for public health and safety during COVID-19.||Fact Sheet Guidance||Safe States||COVID-19: Injury and Violence Prevention Resource Hub|
|Mental Health / Parents, Families||NAMI Basics OnDemand is a free, six-session online education program for parents, caregivers and other family who provide care for youth aged 22 or younger who are experiencing mental health symptoms.||Training Webinars/Webinar List||National Alliance on Mental Illness||NAMI Basics OnDemand|
|Mental Health / Children, Families||Educational material for "how kids can fight COVID-19"||Book||Inter-Agency Standing Committee Reference Group on Mental Health and Psychosocial Support in Emergency Settings (IASC MHPSS RG)||My Hero Is You, Storybook for Children on COVID-19|
|Grief / Families||Our staff are available to offer phone support, online and community resources, as well as reading recommendations and other useful tools.||Resources/Resource Guides/Resource List||CaringMatters||COVID-19 Resources & Response|
Social Emotional Learning (SEL) is critical for building healthy relationships, communicating effectively, and living a meaningful life. At the elementary school level, Charles County Public Schools utilizes the Move This World SEL program to develop students’ techniques for processing and managing emotions as well as essential social skills. It includes topics such as goal setting to stress management and provides both children and adults with tools they can use to express themselves authentically and appropriately.
Move This World provides free complimentary resources for families to utilize at home. Please take to time to explore Supporting Mental Health During COVID-19 SEL video resources for the home.
The Maryland Department of Health (MDH) Behavioral Health Administration (BHA) developed this behavioral health resource guide for middle and high school students, adolescents and young adults coping during the school year. We hope that this guide will help spotlight issues and find resources so that Maryland students and young adults can know how to help themselves, and each other, manage stress and recognize signs of crisis during the pandemic. Please use and share these resources on mental health, substance use, suicide prevention, and grief and loss with your peers.
The Tri-County Youth Services Bureau, Inc. (TCYSB) School-Based Program is a program offered to provide integrated mental health services for school-aged children throughout Charles County. Our TCYSB school-based clinicians work with students in elementary, middle, and high school, to support students in overcoming behavioral, emotional, and social challenges that interfere with success at school and at home.
Common challenges may include:
- Poor social skills
TCYSB School-Based Clinicians help students reduce disruptive behavior and improve self-monitoring skills. Integrated as members of the school team, we can serve youth in a familiar setting, offering minimal interruption to their school day. We are currently providing services virtually via telehealth through a secure, HIPAA compliant platform for the 2020-2021 school year.
School-Based Therapy includes:
- Individual and group therapy
- Family counseling
- Risk assessments, as needed (suicidal or homicidal)
- Specialized training and support services for parents and teachers
- Collaboration with other community providers
- Linkage to additional community resources
TCYSB School-Based Therapists are master’s level credentialed to provide services based on their degree in social work, counseling or psychology. These creative professionals partner with teachers, school administrators and parents to develop individualized treatment plans and behavioral interventions for students.
Teachers, school counselors school psychologists, pupil personnel workers, principals, or parents may refer students for these services. To make a referral or sign up, contact your child’s school to request a referral packet including the consent forms to begin services. Once the referral packet is complete, parents must return the forms to the school counselor/personnel. School counselors/personnel will then send the referral packet to our secure, monitored email address at firstname.lastname@example.org.
TCYSB is funded by the Charles County Public Schools through grants and operating budget to support the mental health of our students.
TCSYB School-Based Program is offered to each public school throughout Charles County. Please contact your child’s school for more information. Students enrolled in Charles County Public Schools do not pay for counseling services provided through the school-based program.
All Welcome Here!
Take a break, find space to unwind, and recharge. Use any of these resources to put your mind at ease, reduce stress, calm any chaos, and recharge your spirit.
Charles County Public Schools cares about you!
- Breath Relaxation | Use Your Breathing
- Sound Relaxation | Listen to Soothing Sounds
- Visual Relaxation | Your Eyes Will Do All the Work
- Cuteness Overload Cams | Smile Warning
- Art Relaxation | Creativity for the Soul
- Mindful Movement | Release the Tension
- Explore New Places | Let Your Eyes Do the Walking
- Motivational Quotes | You Can Do It
- Mindful Moments
- Brain Teasers
Describes how young children, school-age children, and adolescents react to traumatic events and offers suggestions on how parents and caregivers can help and support them.
Describes the psychological and behavioral impact of trauma on elementary school students.
Describes the psychological and behavioral impact of trauma on middle school students.
Describes the psychological and behavioral impact of trauma on high school students.
Offers information on coping after mass violence. This fact sheet provides common reactions children and families may be experiencing after a mass violence event, as well as what they can do to take care of themselves.
WHAT IS TRAUMA?
- Trauma is relative
- Perception and response to trauma varies by individual
- Trauma is cumulative
- Traumatic experiences can be isolated events or can be compounded by repetitive trauma throughout a lifetime
- Trauma is complex
- Exposure to trauma and an individual’s responses to it are complex and related to physical, social, and cultural factors
Individual trauma results from an event, series of events, or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional, or spiritual well-being.
DESCRIPTION OF CHILD TRAUMA
Defines child traumatic stress. This fact sheet gives an overview of trauma, describes traumatic stress symptoms, and ways children may be impacted.
- Trauma and Learning
- Trauma Informed Care
- Trauma Informed School System
- Families and Trauma
- Youth and Trauma
- Staff and Trauma
Situations that can be traumatic:
- Physical or sexual abuse
- The death or loss of a loved one
- Life-threatening violence in a caregiver
- Witnessing domestic violence
- Automobile accidents or other serious accidents
- Life-threatening health situations and/or painful medical procedures
- Witnessing or experiencing community violence (e.g., shootings, stabbings, robbery, or fighting at home, in the neighborhood, or at school)
- Witnessing police activity or having a close relative incarcerated
- Life-threatening natural disasters
- Acts or threats of terrorism (viewed in person or on television)
- Living in chronically chaotic environments in which housing and financial resources are not consistently available
NCTSN Child Trauma Toolkit for Educators
Students might be distracted by intrusive thoughts about the event that prevent them from paying attention in class, studying, or doing well on a test. Exposure to violence can lead to decreased IQ and reading ability. Some students might avoid going to school altogether.
Exposure to violence and other traumatic events can disrupt youths’ ability to relate to others and to successfully manage emotions. In the classroom setting, this can lead to poor behavior, which can result in reduced instructional time, suspensions, and expulsions. Long-term results of exposure to violence include lower grade point averages and reduced graduation rates, along with increased incidences of teen pregnancy, joblessness, and poverty.
Adapted from traumaawareschools.org
Trauma-informed care seeks to:
Realize the widespread impact of trauma and understand paths for recovery;
Recognize the signs and symptoms of trauma in patients, families, and staff;
Integrate knowledge about trauma into policies, procedures, and practices; and
Actively avoid re-traumatization.
Adapted from the Substance Abuse and Mental Health Services Administration’s Trauma-Informed Approach
Schools systems are charged with educational achievement. In order to reach this goal, students must feel safe, supported and ready to learn. When children are exposed to violence and trauma, they may not feel safe and ready to learn. These events can impact the entire school community including children directly affected by traumatic experiences, other students, school staff and all who interact or work with a student who has experienced trauma. As schools maintain a focus on education and achievement, Charles County Public Schools acknowledges that mental health and wellness are innately connected to students’ success in their classes and school environment.
A trauma informed school recognizes that trauma impacts staff, students, families and communities and systems. Charles County Public Schools is committed to the development of organizational support, partnerships and capacity-building as it relates to a trauma informed school.
The school system is dedicated to the continued development of the 10 essential elements of a trauma informed school as identified by the National Child Traumatic Stress Network.
Essential Elements of a Trauma Informed School System
- Identifying and assessing traumatic stress
- Addressing and treating traumatic stress
- Teaching trauma education and awareness.
- Partnerships with students and families
- Creating a trauma informed learning environment (social/emotional skills and wellness)
- Culturally Responsive
- Integration of emergency management and tragedy response
- Understanding and addressing staff self care and secondary traumatic stress
- Evaluating and revising school discipline policies and practices
- Collaborating across systems and establishing community partnerships
A Trauma-Informed School (TSA)
Approximately a 3-minute video which details the components of a trauma-informed school environment.
Offers parents information about child traumatic stress (CTS), the best way to treat CTS, what parents can do at home for their children, and how parents can make sure their children receive support at school.
Offers parents and caregivers information about trauma. This fact sheet defines traumatic stress and describes how common it is, how it can impact a family, and things a family can do to cope with traumatic stress.
Offers strategies to help parents/caregivers cope with collective traumas. This fact sheet also provides guidance on what parents/caregivers can do to care for their children as they cope.
Helps parents and caregivers address their children's concerns and worries arising from the COVID-19 pandemic and the disruptions of normal life that we are experiencing.
Helps parents understand how economic difficulties can affect their families, in terms of their sense of safety, connectedness, and hope. The fact sheet also helps families find ways to cope during uncertain times.
Provides information to help youth practice self-care. This fact sheet includes information on what it means to take care of yourself, as well as recommended hotlines and conversation starters. This resource is most helpful for youth ages 12 and older.
Offers information for teens about common reactions to mass violence, as well as tips for taking care of themselves and connecting with others.
Helps high school students and young adults understand how economic difficulties may affect them and provides suggestions on how they can cope during these uncertain times.
Offers teens information about trauma, how it can affect them, and why they might use alcohol or drugs to deal with their experiences.
Offers information for youth to help them understand the differences between grief and traumatic grief, the signs and symptoms of traumatic grief in children and youth, and what to do to feel better.
Provides school administrators, teachers, staff, and concerned parents with basic information about working with traumatized children in the school system.
Provides teachers with facts about the impact of trauma on students. This fact sheet, a part of the Child Trauma Toolkit for Educators, includes information on trauma reactions and how teachers can help.
Offers teachers guidance on helping students after a mass violence event. This fact sheet describes common reactions students may have, how teachers and school staff can help, as well as engage in self-care after a mass violence event.
Offers information on childhood traumatic grief. This fact sheet provides descriptions of childhood traumatic grief, normal and typical grief, and what to do for childhood traumatic grief for teachers and school personnel.
Offers information on why school personnel are important for grieving students. This fact sheet outlines how children grieve, what Childhood Traumatic Grief is, who develops Childhood Traumatic Grief, what traumatic stress reactions in Childhood Traumatic Grief can look like, the signs a student might have Childhood Traumatic Grief, and what school personnel can do to help their students.
Offers suggestions to educators about what can be done at a school to help a traumatized child. This tip sheet describes very practical ways school staff can help children who have experienced trauma.
Shares principles and examples of creating meaningful changes in the classroom that form an environment where children feel safe and willing to take risks.
Highlights useful strategies for and classroom examples of relationship-building and its positive impact on trauma-informed practice change in schools.
Describes risk factors for and signs of secondary traumatic stress in educators, as well as techniques for prevention and self-care.
Discusses how challenging financial circumstances may affect you, other school staff, students, and their families and provides specific ways to help.
Highlights tips for educators on self-care.
Charles County Public Schools is committed to the safety of students, staff, and our overall school community. As of September 1, 2019, the Maryland State Department of Education required each local Maryland school system to establish a threat assessment team whose functions includes (but are not limited to), the development of a process for regular assessment and intervention to identify, assess, and intervene with individuals whose behavior may pose a threat to the safety of the school or to an individual attending a public school. In Charles County Public Schools, School Administration and Student Services staff are trained to assess potential threats towards individuals and schools with support from a centralized threat assessment team. In addition, our threat assessment teams emphasize de-escalation, containment, control, and redirection of the individual(s) from plans and preparation for violence; and towards engaging with others, problem solving, adapting, developing social-emotional skills and improving coping skills and well-being. In addition, community resources are identified that may provide support to the individual(s).