Fathers at the Forefront: Celebrating Fatherhood Well-being Month

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June marks the beginning of summer, a monumental occasion for many. However, at Children’s Institute, June holds even deeper significance and is a month we recognize and celebrate healthy fathers and families. “Fatherhood Well-being Month” was declared through a resolution (HR 36[1]) passed in California on June 27, 2023. This resolution was the result of collaborative efforts between Children’s Institute’s “Project Fatherhood” program, the Government Relations & Advocacy team and Assemblymember Mike Gipson. Assemblymember Gipson has been a vocal advocate for fathers in Los Angeles, ensuring their presence and voices are recognized in meaningful forums.

The presence of healthy fathers in their children’s lives is invaluable. According to a study by the University of Wisconsin-Madison’s Institute for Research on Poverty[2], positive father involvement is associated with children’s higher academic achievement, greater school readiness, stronger math and verbal skills, greater emotional security, higher self-esteem, fewer behavioral problems and greater social competence among other peers.

A recent  New York Times article by Claire Cain Miller[3] underscored the unique and profound influence a male teacher can have on children, particularly boys. This highlights the critical role positive, nurturing male figures play in children’s lives – which, if influential in the classroom, is even more profound within a home.

Project Fatherhood, a program at Children’s Institute, empowers dads to build strong relationships with their children. This unique program provides parenting support to men in caregiving roles through an integrated network of activities that promote effective and nurturing parenting, relationship-building skills and robust economic stability services.

Recognizing the essential role of fathers, Children’s Institute’s advocacy efforts led to a county motion calling for a report to identify service gaps and recommendations to improve public social service access. This initiative organized community meetings, inviting fathers and partners across communities to share, listen and strategize on better serving fathers and ensuring they can access much-needed public benefits while remaining connected to their children’s lives.

From November 2023 to January 2024, a series of listening sessions allowed LA County representatives to hear directly from fathers impacted by systemic inequity. These sessions resulted in:

  • 60 challenges raised regarding child services, mental health, economic support and the justice system.
  • 27 recommendations advanced by the County to address these challenges.
  • 8 recommendations directly from Children’s Institute identified for continued action and advocacy for fathers.

This collaborative effort underscores the importance of supporting fathers and ensuring their well-being, ultimately benefiting children and communities at large. We recognize that these changes are a result of our fathers’ advocacy and through their efforts, advocacy will continue to support thriving families.

For more information on Project Fatherhood, please visit our website: www.childrensinstitute.org/PF

 

 

For over 20 years, Children’s Institute’s Project Fatherhood program has provided parenting supports to more than 15,000 men in caregiving roles across Los Angeles. Fathers are integral to families and provide a strong foundation for educational success and emotional well-being, which build pathways to economic mobility and lifelong health.

 

[1] Presentation on HR 36 Declaring June Fatherhood Well-Being Month

[2] Involved fathers play an important role in children’s lives

[3] https://www.nytimes.com

 

What Does Community Empowerment Look Like?

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Get a glimpse into the Community Public Health Teams initiative

Jocelyn Medina’s journey began in the heart of Los Angeles, within the vibrant neighborhood of Koreatown. With a passion for social justice and a commitment to underserved communities, Jocelyn beams with joy when talking about her community, her work at Children’s Institute and the Community Public Health Teams (CPHT).

Jocelyn first joined Children’s Institute in February 2020 as a Transitional Development Specialist where she guided foster youth aged 16 through 21 into adulthood, aiding their transition out of foster care. She assisted with employment, housing and vital document procurement, all vital steps towards independence. Becoming a Community Health Worker for CPHT was a natural progression. Her deep-rooted desire to continue supporting families and individuals aligned perfectly with the household and community-level activities that CPHT implements.

Jocelyn immerses herself in the Watts community, leveraging her prior experiences and familial connections to bridge gaps and foster relationships. Home visits are a pivotal aspect of Jocelyn’s work, offering an eyewitness perspective of community dynamics. Despite the stigma often associated with Watts, Jocelyn only found warmth and hospitality. Whether talking with clients or neighbors, she experiences respect and camaraderie, which allows her to dispel misconceptions and foster trust.

Jocelyn actively engages with the community through initiatives like the Watts Community Conversations which is a monthly event that provides Watts residents to share with Children’s Institute and other partners so there is mutual understanding of their concerns and the ability to identify areas for collective improvement.

Reflecting on the challenges facing Watts and Lynwood neighborhoods, Jocelyn names two major obstacles: limited awareness of available resources and transportation barriers. She believes engaging community to connect them to resources is critical, emphasizing the importance of building trust and accessibility.

Jocelyn’s motivation stems from her upbringing in an underserved community, where language barriers and limited access to resources posed significant hurdles for her own family. Jocelyn knew that if her community had a person who could help them understand the health system and the process, it would have made a difference and she’s determined to be that kind of person, “I saw my family face all these challenges that I see some of the community members struggle with as well.” She knows people may hesitate or feel intimidated, but she remains undeterred.

Sometimes we just need someone to push us, to motivate us, to support us, so that we don’t feel alone… We want to make sure that our community members do not feel alone and know they have someone there to help them no matter what they are struggling with.

Jocelyn’s drive to empower communities embodies the values of CPHT and serves as a beacon of hope for Watts and beyond.

An interview of Jocelyn Medina by James K. Miller Jr. from the LA County Department of Public Health.

 

To learn more about Children’s Institute’s new initiative in partnership with the LA County Department of Public Health, please see here.

Deskside Chat with the Board: Andrew Vogel

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Welcome to Children’s Institute, Andrew. Since you are new to Children’s Institute, could you please introduce yourself and share some insights about your journey up to this point?

I was born and raised in Sydney, Australia, and I’ve always been very driven. I started at KPMG right out of high school. So, while working full time, I was also attending university. After about 10 years of establishing myself professionally in Australia, I decided to move to the biggest market in the world, the United States. I have been with KPMG for over 20 years. I am currently a Principal & Leader in KPMG’s advisory practice.

Throughout my life, I’ve been committed to giving back to my community. In high school, I was the Head of Community & Social Services, which was foundational to my current priorities in corporate philanthropy. In 2009, I lived in an Aboriginal community in Australia called Aurukun, for four months to help the community establish a timber milling business through an Indigenous reconciliation program.

Aurukun is an extremely remote place, but what makes this area interesting, is that the people who live on that land live on bauxite, which is a compound that is used to produce aluminum. Through this program, I helped the community create their business plan and permit to successfully obtain a timber milling license through the government so that they could properly fell the timber and start their business. This would allow them, as traditional stewards of the land, to benefit from its resources. With my continued desire to give back to the community, I joined KPMG’s Family for Literacy Program in Los Angeles which serves low-income communities by aiming to eradicate childhood illiteracy and most currently, became a member of the Board at Children’s Institute.

What about Children’s Institute’s mission and north star attracts you to the agency?

I come from a humble, working-class family and my parents worked their backsides off to give me an education. Since my youth, I have felt the need to give back. So, here I am doing something I’m passionate about! In this role, I hope to influence others and give of myself through different opportunities – not only through corporate donations and dollars but also by providing pathways to internship and career opportunities.

One of the reasons why I’m passionate about joining Children’s Institute is that my mother was once a school librarian for 30 years and was also passionate about childhood education.

Children’s Institute emphasizes the importance of early childhood education, in addition to providing material support, in safe environments, ultimately, providing pathways to a better life. That resonates with me.

What would you like to achieve while you’re here?

On a macro-level, I want to make a lasting impact on the Board. I am currently on the program and finance committees, and at a bare minimum, I’d like to ensure that finance is a real partner to the overall business.

My skills set includes assisting clients in thinking through their problems in a holistic manner. I help clients improve their business operationally; ranging from enabling tech to streamlining processes to thinking through how organizations should be run and governed. I would like to apply the same rigor I’ve learned from KPMG to Children’s Institute – to be forward-thinking, while asking the right questions to support improvements that benefit the overall organization.

Can you think of a childhood memory that has both impacted you and led you to this point?

The memory I have is three-fold. First, is in memory of my mother and her desire to help children. There’s something innate in me that wants to continue her legacy. Second,

from my own childhood, I was always encouraged to serve others, whether that was through my parents or my school. I was always motivated to serve the community.

Finally, I had an amazing childhood growing up in Australia where I didn’t have much to worry about. I had access to lots of clean, outdoor space and an excellent education – I was brought up in a wonderful society. I couldn’t have had a better childhood, so I want that for others.

What are some of your favorite hobbies?

From childhood onward, I have loved sports – rugby, cricket and Australian Olympic sports. A big part of my life was being outdoors, running, swimming in the ocean – things that drew me to live in Los Angeles.

I’m also an avid reader. I especially love reading about American history because I appreciate learning about the ideals that American society was founded on as they’re very different from Australia’s.

One of my favorite novels is, “A Team of Rivals,” which is about Abraham Lincoln, and his Cabinet during the Civil War. He had a team of people around him that would challenge his ideas. Members of his own Cabinet would work against him, yet those were moments that helped him rise above to forget his own path to victory. These types of stories are what I love to read, because they help me reflect on how to become a better leader – even in my role as a Board member.

My favorite childhood book is “Charlotte’s Web.” I’m fond of it because it’s a heartfelt children’s story but more importantly, because it connected me to my mother.

 

Trauma-Focused Cognitive Behavioral Therapy at CII

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What is Trauma-Focused Cognitive Behavioral Therapy (TF-CBT)?

Trauma-Focused Cognitive Behavioral Therapy is a structured, short-term evidence-based treatment developed by Drs. Anthony Mannarino, Judith Cohen and Esther Deblinger that effectively improves a range of trauma-related outcomes in 8-25 sessions with the child/adolescent and caregiver. This form of therapy can be useful for a variety of experiences and traumas and has proven to be highly effective at improving youth post-traumatic stress disorder (PTSD) symptoms and diagnosis (Trauma-Focused Cognitive Behavioral Therapy, 2024).

Currently, 25 randomized controlled trials have been conducted in the U.S., Europe and Africa, comparing TF-CBT to other active treatment conditions. The totality of this research is what distinguishes TF-CBT from other child trauma interventions and finding it superior for improving children’s trauma symptoms and responses (Trauma-Focused Cognitive Behavioral Therapy, 2024).

At Children’s Institute, TF-CBT can be an important tool in helping children and families who have experienced trauma and/or violence in their life.

First-Hand Experience from Ingrid E. MĂĽrrle, LMFT, CII Therapist and Training Center Clinical Manager

“One of the adjunct benefits of TF-CBT is caregiver involvement. Studies have shown that the more involved a caregiver is in treatment, the better the outcome.

In one case, we had a caregiver who was feeling hopeless; yet she came to our sessions each week. I had the opportunity to work closely with her and we went through each of the TF-CBT components just like we did with the child, both separately and together. During the treatment, we began to look at how thoughts can impact behaviors which impact feelings. This is an intervention we use with the kids and with caregivers. We approached it little differently by helping them work backwards from what they see to what the child is experiencing.

With this caregiver, we made a list of the child’s behaviors that were challenging. After going through the list, I challenged this caregiver to think about the internal effect a child behaving in those ways would feel. The last step was to imagine what someone with all these behaviors and feelings would be thinking of themselves. The caregiver began to cry as she realized that the child was feeling unworthy, unloved, and unimportant. It was one of those sessions where you walk out drained yet knowing something powerful had just happened.”

At CII, Trauma-Focused Cognitive Behavioral Therapy has been proven to help children and their families process and heal from the effects of traumatic experiences. If you would like to learn more about TF-CBT as a clinician or parent, please visit tfcbt.org.

Resources:

Deskside Chat with the Board: Mary Rohlich

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Thank you for making time to meet, Mary, and of course, thank you for joining Children’s Institute (CII) as a new board member. We’re excited to have you here and are eager to learn more about you. Could you start by sharing about yourself, including some of your professional and personal milestones?

I grew up in Iowa until I was 14 and then I moved to Massachusetts, including a couple years in Japan. I mention this because moving around throughout my childhood has impacted my life quite significantly.

I am now living in Los Angeles and have been here for over 20 years, so this is my home. Before my senior year of college at the University of Wisconsin Madison, I interned in LA to see if I wanted to pursue a career in the film industry. I did.

Being half-Japanese in Iowa, I didn’t get to see myself represented on screen. I want to show underrepresented communities on screen so they can see that there are people that look like them and encourage them to reach for that and find connection. Once I made the move, I started temping as a receptionist which grew into a role as a development assistant. From there, I worked my way up to working alongside a director. Over time, that director and I built a film and tv production company together.

Another major milestone was during my pregnancy. I was about to embark on major life changes, in more ways than one. I gave birth to my first and only daughter in 2017, while becoming an independent producer for the first time. After four years in that role, I transitioned to my current role as the Head of Purple Pebble Pictures. Looking back, it was a huge, daunting step for me to take into the unknown, but with my own personal changes came a desire to make my own big and bold moves, professionally.

Tell us about your day-to-day as the Head of Purple Pebble Productions.

As Head of TV and Film, my job is to build out the company through various projects that are all-encompassing. My work as a producer involves tv, film, narrative, unscripted – everything across the board. In my role, I collaborate with writers, actors and directors to get all the pieces of an idea together from inception all the way to the finished product.

I find myself having to read a lot – from books to scripts and everything else in between.

You mention you read a lot as a producer. Do you think all that reading connects back to your childhood in any way?

I think about that a lot, actually. While I grew up loving stories and watching shows and movies, I wouldn’t describe my childhood self as an avid reader. I do remember going to the video store as a child to rent movies and discovering new experiences through film. There were a few my dad showed me that made a lasting impact.

I love all forms of storytelling, but through my work, I must admit that I’m surprised about how much I am now reading as part of the job. And I love it!

That’s wonderful! What a beautiful connection you have from watching movies and enjoying storytelling as a child to what you currently do in the film industry. With such a colorful background, can you share about the thing that draws you to Children’s Institute’s North Star?

Opportunities and access are important avenues that allow a person to dream. What I love about Children’s Institute is that it gives people access to education and fundamental needs that all children deserve.

If you have the resources that Children’s Institute provides, from early childhood education to emotional wellbeing and beyond, people can get out of tough situations and find the freedom to go beyond, to discover and fulfill lifelong dreams. The ability to dream can seem out of reach to those who are too busy obtaining basic needs for survival, but Children’s Institute works in communities to provide access to these essential resources.

Going back to education, how do you think your education has paved the way to be where you are today? What opportunities did they create?

Both my parents were teachers – my mom was a math teacher and my father was a professor of East Asian languages and literature. As a child, education was big in my home, and because of that, I took my education very seriously. I enjoyed learning.

Something I’ve realized as an adult is my desire to learn for the sake of learning and not just for testing and benchmarking. What’s evolved in me is my hunger for knowledge and joining Children’s Institute is part of my own personal growth and desire for continual learning.

Could you share some of your future goals? And more specifically, what is it that gets you excited to start each day?

Professionally, I’m constantly excited about what I’m doing and what I’m working on. I love collaboration – as a producer, you can’t do your work alone. It requires working with other people and my joy comes from finding people that I connect with and telling the stories that I want to tell.

Ultimately, my dream is to work on projects that I love with the people that I love. If I can continue doing that and come home to be with my family, I’ve achieved my dream.

Is there a certain story or message that you’d like to share with others?

This is the thing that I think about every day – what is it that I want to say? I want to tell stories that have heart. Stories that connect with people because that’s what happens when I read and watch movies. I get sucked into stories and I want others to experience that as well.

I believe in human connection. The world can be very isolating, but we’re meant to be in community. The human experience, feeling connection, seeing yourself on screen – the way a character looks or even what they’re experiencing emotionally – those things are what’s really important for me.

And finally, for a light-hearted question, what’s your favorite movie and how has it impacted you?

This is not necessarily my “favorite” movie, (because even if I had to narrow my list down, it would be at least ten films long), but since this is for Children’s Institute, I’ll share my favorite kid’s movie which is the original “Teenage Mutant Ninja Turtles” movie. I remember going to the theater to watch it, and I absolutely loved it. I’d say I was obsessed with it. I wore the t-shirts and recited lines from the movie with my brother – we both loved it together.

Into my twenties, I bonded with my now-husband through the movie. When we first met, we quoted that movie to each other without knowing if the other person knew the movie reference, only to find out that we both were obsessed with it!

The movie still impacts me. Right before the new “Teenage Mutant Ninja Turtles” movie came out, my daughter and I watched the original together and she loved the fact that my family embraced that movie as a family-unit. You can call that our full-circle moment. It’s so fun for me to experience something like that with the two people I’m closest to.

L.A. Times: Preschool or TK? Parents are Stressing Out.

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Jenny Gold, the Early Childhood Education & Development staff writer & reporter from the L.A. Times goes in-depth on the topic of choosing between preschool and transitional kindergarten (TK). In the article, she features interviews and insights from teachers and parents across California, including Micaela Elias, a parent of a child that attends Children’s Institute’s Head Start program.

“California is in the midst of a $2.7-billion initiative to provide an additional year of free, high-quality education during the crucial early years. Yet while TK is a statewide program, the details that often matter most to parents – the balance of play and academics and how the program differs from preschool – vary greatly by district. The last major assessment of TK curriculum was done in 2016, long before the current expansion, and the state is not currently evaluating TK classrooms to see how districts are educating their youngest students,” reports Jenny.

As she delves into this hot topic, you can hear all sides and different considerations – some proponents of preschool and others, of the expansion of transitional kindergarten. Read more about this current issue affecting parents as they are in the midst of making this critical decision for their children.

Please see here for the full article in English and Spanish.

(Photo credit: Irfan Khan/Los Angeles Times)

Top Ten Children’s Books with Mental & Behavioral Health Benefits

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A recently published Ipsos research report on parenting, “What the Future: Parenting,” finds that mental health is now the top concern parents have as they’re raising children. Kate MacArthur, a research editor at Ipsos says, “Thinking about all the things that parents could worry about for their children, seeing that 40% of parents indicating that they are extremely or very worried their children will struggle with anxiety or depression is a key finding.”

At Children’s Institute (CII), the therapists that work with children are aware of the importance of addressing mental and behavioral health issues from an early age. Children are growing up in a time defined by one global crisis after another, on top of the everyday struggles of trying to be a kid navigating the world around them, which can magnify existing mental health issues.

Children’s Institute serves children that experience this in addition to having to cope with community violence and economic hardship. It may not be easy to talk about difficult emotions with children but there are books and resources that facilitate these conversations in safe, accessible ways.

The therapists, teachers and staff at Children’s Institute came up with a list of resources and books that facilitate these types of conversations between parent and child. Here are their recommendations.

The Invisible String by Patrice Karst

The Invisible String is a great book as it helps children cope with separation anxiety, loss and grief. The book can help a child when they experience the death of a family member and even in class, when they need support while missing home.

In My Heart: A Book of Feelings by Jo Witek

This book helps children talk about their emotions and the issues they hold in their hearts. During the pandemic, I used this book to help kids verbalize their worries and anxieties, which helped facilitate those conversations.

Moody Cow Meditates by Kerry Lee MacLean

The child in this book has a very bad day and his uncle, who is a sensei, teaches him about regulating his feelings. The book has important lessons to hold onto and it even includes a children’s activity to make a calming jar.

Have You Filled Your Bucket Today? by Carol McCloud

This book helps children develop empathy and kindness. My daughter’s school read this book and it became the basis for their school-wide program to help students empathize with their classmates.

El Libro de los Sentimientos (The Feelings Book) by Todd Parr

This beginner’s book illustrates the wide range of emotions humans – including children, can experience through the use of simple vocabulary and eye-catching illustrations. Instead of children bottling up their emotions, this book creates opportunities for your child to open up.

B is for Breathe: The ABCs of Coping by Dr. Melissa Munro Boyd

This book uses the ABCs in a way that helps children with coping skills to help manage their fussy and frustrating feelings. The story has fun illustrations which helps promote positive behaviors and self-regulating skills for children 2-5.

The Color Monster: A Story About Emotions by Anna Llenas

This story focuses on investigating feelings and introduces a method to help children identify their emotions. Children learn to identify their emotions by associating them with colors, helping them share how they are feeling.

The Bad Seed by Jory John

The Bad Seed introduces the concept of trauma and how it affects the way children think about themselves, behave and perceive others. Children can learn that positive changes are possible for each and every one of us.

The Goodbye Book by Todd Parr

This book is helpful when children deal with heavy emotions such as grief and anguish. It’s a touching story that discusses loss and how it is okay to not know how to feel in those times while establishing a feeling of safety and support.

My Many Colored Days by Dr. Seuss

This Dr. Seuss book utilizes colors and animals to describe different moods and emotions. Reading this book helps children validate their emotional experiences and get back to their baseline.

 

Additional Resources for Caregivers:

Conscious Discipline

Social Stories – ABA Resources 

The Best Behavior Series

NASP’s Book List for Children Dealing with Trauma and Loss

 

*Many thanks to Dr. Brandi Eichstedt, Dr. Diane Elias, Odalys DeLeon, Ingrid MĂĽrrle and Riley Solorzano for contributing to this list of books & resources.

Deskside Chat with the Board: Ariff Sidi

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We had the privilege of sitting down with one of our newest Board members, Ariff Sidi, former GM & Chief Product Officer at Edgecast, a division of Verizon Media. During our conversation, Sidi shared some of his major career accomplishments and his convictions as a father and how these experiences led him to join the Board at Children’s Institute.

Ariff, you’ve had quite an impressive career – from engineering to product management to media and tech! Could you walk us through your professional journey, highlighting some of your achievements?

I started off in software engineering at Qualcomm, having graduated from the University of California, San Diego. In the beginning, my work was hands-on, writing code. While it was intellectually challenging, it was also a bit removed from the consumer experience, and I wanted to create products that touched people’s lives more directly. That led me to Disney, where I began migrating from engineering to product management.

During my 12-year tenure at Disney, I built a variety of products and technology that people were using and enjoying daily, which I loved. I also played a central role in the development of ABC’s industry-first video streaming platform, which my team built in only 62 days, and kicked off an entire industry transformation that is still ongoing today! In the process, I filed 10 patents, won an Emmy award and two additional Emmy nominations. I also earned an MBA from UCLA during this time.

After my time at Disney, FOX and a couple of start-ups, I went on to become the Chief Product Officer at a division of Verizon During my time at Verizon, I led the business through two private equity transactions, after which I decided to take some time out to spend with my family.

 Wow, what an incredible impact you’ve made across multiple industries! It must’ve been a rollercoaster of an adventure to be part of an unprecedented transition from traditional media to streaming, and congrats to you!

Can you share about what motivated you to join Children’s Institute’s Board of Trustees?

Ultimately, being a father of two young kids in the same age range as Children’s Institute’s children is what motivated me to join and why Children’s Institute’s mission and work resonates with me personally.  I recognize that a stable and healthy childhood makes a huge difference in launching young people into successful and happy adults. If I were to think of my own kids in anything but the best conditions – not being cared for, not having access to education, feeling unsafe, not having the opportunities they currently have, not having their dad around, etc. – it’s heartbreaking.

Knowing that not all children are afforded these opportunities, and that Children’s Institute is pushing hard to change that is the source of my motivation to get involved. I’m hoping that I can use my skills as a technologist, business leader, and dad to support Children’s Institute and the great work it does.

That’s wonderful to hear and thank you for your incredibly big heart and desire to help the children of Los Angeles, particularly those who are consistently marginalized and underserved. Children’s Institute’s North Star states that all children and families can achieve educational success and emotional wellbeing to build lasting pathways to lifelong health and economic mobility. Can you share what specifically connects you to Children’s Institute’s North Star?

I want to start off by sharing a quote by Martin Luther King Jr, from his book, “Why We Can’t Wait.”

It is obvious that if a man is entered at the starting line of a race 300 years after another man, the first would have to perform some impossible feat in order to catch up.

While this quote is specifically about racial inequality and reflects the challenges that many African Americans face today, I think it is has quite a lot of relevance to the work of Children’s Institute. It is difficult to compete if your starting line is so far behind your peers. That’s why the work of Children’s Institute and its work in early childhood education and head start programs is so important. How one starts their lives impacts their future and their early years in childhood carry forward into adulthood. I believe in a fair playing field, for kids most of all.

Let’s give these kids a better start to ensure better outcomes in the future.

What a powerful motivator. It’s true that to make a lasting impact, it often starts with the early stages of childhood. That relates to a statement that was recently made by a fellow Board member, Sunil Gunderia, who said, “The most effective and efficient societal investments in education are those made in early childhood education.”

Now that you are a member of Children’s Institute’s Board, what is something you would like to accomplish in your work and advocacy through Children’s Institute?

There are three parts to what I’d like to accomplish as a Board member of Children’s Institute:

First, in an early meeting with Martine Singer and Catherine Atack, before I became a member of the Board, they had mentioned that Children’s Institute has been around for over a hundred years – since 1906, which is about the time LA Children’s Hospital was established. But a major difference is the level of public awareness between the two. I would like to help build awareness for Children’s Institute and its work through my efforts and connections.

Second, because of my background in tech, I hope to be helpful in guiding the use of technology to drive and improve efficiencies to contribute to better outcomes internally.

And third, also related to technology, but more specifically as it relates to its externally facing products. I hope to be helpful in guiding the use of technology to improve products and services delivered to CII’s children and families.

That’s wonderful! We’re so excited to have you onboard! On a personal level, can you share some of your hobbies?

I have a bunch of hobbies, most of which lean pretty technical. I enjoy photography; I also enjoy sailing and powerboating; I’ve always been big into cars and had an amateur racing license at one point; I do a lot of DIY from electrical to plumbing to carpentry to metal work; I do some content creation; and I’m building an AI home automation system. I’m probably forgetting something. One day I will get a private pilot license, but my wife has forbidden me to do that while we have young kids!

Are there any other interesting facts about yourself?

I mentioned I had several patents from my time at Disney. There’s a high likelihood, probably a certainty, that you have come across and experienced one of my patents if you’ve ever watched a streamed video with ads in it. If you’ve noticed the countdown timer during an ad or how you can’t skip the ads, you’ve come into contact with one of my patents!

Thank you so much for your time, Ariff. It was a pleasure getting to know you and your desire to make a positive impact on the lives of children. Welcome to Children’s Institute!

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Alarming Suicide Rates Impacting Latino Youth – NBC News Featuring CII

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NBC News recently published an article reporting on the increase in youth suicide rates, featuring insights by Dr. Diane Elias, Vice President of Behavioral Health at Children’s Institute (CII). While the findings may not be surprising, especially to those familiar with recent mental and behavioral health trends, it serves as a sobering reminder of the importance of understanding and bringing awareness to this complex youth mental health crisis.

The rising rates of youth suicide and suicidal ideation can be seen locally in Los Angeles but also nationally, affecting rural, suburban, and urban areas, alike. What is interesting about the statistic is that not all groups are affected equally. According to NBC News, the suicide rate for Hispanic people in the United States has increased significantly over the past decade. Even elementary school-aged Hispanic children have tried to harm themselves or expressed suicidal thoughts.

The statistics show that the rise in youth suicide has been more pronounced in communities of color, including Latino communities, where there’s been a staggering 92.3% increase in suicide among Hispanic children 12 and younger from 2010 to 2019. There is a significant increase in emergency room visits and hospitalizations among young people for risky behavior and suicidal thoughts. Children as young as eight have required hospitalization for attempting to harm themselves, said Dr. Elias.

What makes this issue even more complex is that often, there are multiple layers and contributing factors and no one-size-fits-all solution. Issues including anxiety, a sense of uncertainty, a lack of access to mental health resources, and underlying mental health issues can exacerbate the problem but there are other factors that are unique to certain ethnic and racial groups that act as obstacles including, but not limited to, cultural and language barriers, stigma surrounding mental health, and even societal and economic pressures attributed to one’s residency status. The article states that, about one in five Spanish-language calls ended with the scheduler hanging up or informing the caller that no one was available to assist in Spanish, further proving how mental health care is often difficult to access. It’s critical to note these cultural and language factors in providing the right access to care.

Children’s Institute is keenly aware of and considers these factors when developing specialized approaches to treatment. According to Dr. Elias, Children’s Institute’s approach includes the following methods & services:

  • Trauma-Informed Care: addresses underlying issues and appropriately responds to the impact of trauma on mental health.
  • Cognitive-Behavioral Therapy (CBT): identifies and focuses on building coping skills and resilience.
  • Family Therapy: strengthens family support systems and communication within the family structure.
  • Crisis Intervention: provides immediate support and develops safety plans catered to the individual’s needs.
  • Collaborative Care: coordinates efforts with schools, other healthcare professionals, and community services for comprehensive care.
  • Holistic Approach: explores creative therapies, mindfulness, and self-care practices.
  • Culturally Competent Services: aligns with cultural sensitivities and beliefs held within different groups.

Additionally, Children’s Institute aims to support families and youth in reducing the risk of suicidal ideation by providing comprehensive mental health services. Individuals seeking help or those looking to support someone in need can benefit from Children’s Institute’s diverse and personalized approach to mental health and well-being. To start the process, you can call 213-260-7600.

It is critical to approach any warning sign seriously and with compassion. If you or someone you know is experiencing these signs, seek help immediately. Reach out to mental health professionals for support and guidance and if there is an immediate risk of harm, call emergency services or go to your nearest emergency room.

If you are someone you know is struggling with suicidal thoughts or ideation, it’s crucial to seek immediate help.

Steps to Reduce the Risk of Suicidal Ideations and Suicide for Families and Youth:

Open Communication:

  1. Encourage open and honest communication within the family.
  2. Create a safe space for youth to express their feelings without judgment.

Establish Support Networks:

  1. Build strong support networks involving family, friends, and community.
  2. Foster connections that provide emotional support during difficult times.

Encourage Professional Help:

  1. Promote the importance of seeking professional help including counseling/therapeutic services.
  2. Find mental health professionals and organizations that can provide support.

Identify Warning Signs:

  1. Changes in behavior such as sudden withdrawal from friends, family, or activities previously enjoyed.
  2. Communicating a sense of hopelessness
  3. Engaging in reckless or impulsive behaviors without regard for consequences
  4. Avoiding social interactions and isolation
  5. Persistent feelings of sadness, hopelessness, or sudden unexplained mood swings

Additional Resources and Other Steps to Take:

Suicide Prevention | CDC

Suicide Prevention: 12 Things Parents Can Do

Rising Latino Suicide Rates Worry Community Leaders | NBC News

National Suicide Prevention Lifeline: Call 1-800-273-TALK (1-800-273-8255) for free and confidential support 24/7. This Lifeline provides crisis intervention and emotional support for people in distress or for those around them.

988 Suicide & Crisis Lifeline: Call or text 988 if you or someone you know is struggling or in crisis. Help is available.

Crisis Text Line: Text HOME to 741741 in the United States to connect with a trained crisis counselor. This service is available 24/7 and provides support via text message.

Emergency Services: If the situation is urgent or life-threatening, call emergency services (911 in the United States) immediately.

 

 

Back-to-School Advice for Parents and Caregivers

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For many parents, caregivers, and children alike, the back-to-school season is rarely synonymous with an easy time. Instead, this time often entails a transition from long summer days to structured school hours, which for many can be exciting, but also anxiety-inducing and even chaotic for some families. Understandably so, from as early as 0-5 years old, kids can have a hard time adjusting to new routines, which can add stress to family dynamics. Given this, we’d like to provide caregivers with information and advice on how to help ease their child and themselves during this time of year and beyond.

Beginning with the little ones, ages 0 to 5, the back-to-school transition is just as much a new experience for the kids as it is for the parents. Up until then, many of the kids haven’t left their caregiver’s side for extended periods of time, so this can be a jarring change for all parties involved. According to Odalys DeLeon, ASW, CII’s Behavioral Health and Wellness Specialist, it is important for parents to observe and note their child’s temperament and consider sharing this with their teacher. Are they easy going or slow to warm up? Are they receptive to new experiences or do they take time to adapt? What is their frustration tolerance? These are all great questions Ms. DeLeon recommends you keep in mind during this time of year.

In some cases, little kids can start off very excited for the new year and new experiences, but as the year progresses and they settle into the routine, they may become increasingly dysregulated both at school and at home. Some warning signs include having a hard time with the morning routine and if there are tantrums before school and/or afterschool. These signs as far as one or two months into the school year should raise some alarms.

So, what can be done if a child is not adjusting that far into the school year? “Something to keep in mind,” Ms. DeLeon mentions, “is that consistency creates a sense of safety. Bedtime and morning routines can help with anxiety about school.” Creating a social story can allow a child to visualize these daily routines and ultimately feel grounded when they are doing their routines in real-time. To create a social story, first ensure that the child is in an emotionally regulated state. Then, allow the child to draw themselves during each stage of their daily routines and caption the images with a few words about what they are doing. Example, ask the child to draw a picture of themselves brushing their teeth and write “when I wake up, I brush my teeth.” Other helpful activities include exposing them to media which portrays school in a positive way, such as Bluey or Sesame Street, or allowing them to bring a small item or token with them to school that reminds them of their caregiver.

Though we can expect children to become more resilient as they grow older, it can still be hard for kids in higher grade levels to feel integrated, especially if they are starting at a new school. According to Dr. Karla Harness Brown, Inglewood Unified School District’s Child Welfare and Attendance Advisor, something to look out for in teens and pre-teens is “spill-over” from the school day into the evening time. This can look differently depending on the child, but some signs include withdrawal from social situations, wanting to stay in their room all the time, having negative conversations about school, and becoming heavily involved with the internet. Overall, the child is communicating that they had a hard time at school during the day.

Thankfully, it is possible to intervene when you sense that your child is struggling. Dr. Harness Brown recommends that caregivers use the window of time on the ride or walk home to naturally ask “What did you like about school today?” Even if it was just what they had for lunch, this is a good way to help the child feel safe to talk about their day to their caregiver. Also, it is still advised to reach out to their teachers. “Talk to the teacher. It’s okay to do that,” says Dr. Harness Brown, “In the beginning teachers are doing ice breaker activities that help build bonds between students. During this time of year, teachers can also set up a buddy system for recess and lunch.” If the child is a bit older, you can also encourage them to join clubs and school activities to help them integrate. “It’s hard for new students when their classmates have attended the same schools overtime.  In this situation, a parent can also connect with other parents at their child’s school to help create a social network with their child,” says Dr. Harness Brown. Building a social network of parents can also be very beneficial for neurodivergent children who have a harder time in social situations. If needed, talking with a school counselor is also an option as they can act as the liaison between the parent and the teacher.

Though it may feel natural to stay focused on the child’s experience during this time, it is just as important to simultaneously practice self-care as a parent. Both Odalys DeLeon and Dr. Harness Brown recommend finding a mindfulness activity to help parents understand their own feelings and soothe their emotions. Meditation, deep breathing, prayer, and yoga are all great ways to begin this practice. In addition, understanding one’s own triggers is essential to help navigate stressful situations both at home and at school.

Though this time of year brings many changes, it also allows an opportunity for growth and development. As with any transitional period, moments of uncertainty are common. Though tantrums or mood swings are uncomfortable to bear, caregivers are encouraged to approach tough situations with curiosity and know that children may lack the maturity and language to communicate that they are having a hard time adjusting. It is great to know that there are ways to help students integrate and there is a community of adults, including teachers and school counselors, dedicated to helping the child succeed at school and beyond. CII wishes everyone a great 2023-2024 school year!