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BREAKING Trump ENTIRE Wall Just Got Paid For By ONE Person & You Won't Believe Who! - News - Duration: 2:24.
For more infomation >> BREAKING Trump ENTIRE Wall Just Got Paid For By ONE Person & You Won't Believe Who! - News - Duration: 2:24. -------------------------------------------
Best Indian Dresses for Girls Kids Party in Flipkart and amazon shopping online 840 - Duration: 0:38.
Indian Dresses for Girls Kids Party in Flipkart and amazon shopping online
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Going green shouldn't be this hard - Duration: 8:59.
Okay, so I try to recycle.
I've got my grocery tote bag.
I even have solar panels on my roof.
But in the back of my mind, I can't help thinking:
Does any of this actually make a difference when it comes to climate change?
If you read the headlines, you quickly begin to see that climate change is a massive problem.
So is my reusable bag really going to change the world?
But not everyone feels that way.
This is all of my trash from the past four years…
Oh, my god.
This is Lauren Singer.
She runs a website where she gives tips and answers questions about living a zero-waste
life.
Okay, so you've got tiny little ends and bits and things…
Yeah.
Are you really telling me that everything else that you use for four years—
Is—
You've found some other use for?
Totally, is compostable, infinitely reusable, or 100% easily recyclable.
You may look at the extremely eco-friendly way Lauren is living and find it inspiring.
Or maybe, like me, you're totally skeptical.
But a lot of what she's doing is actually pretty simple.
When she wants coffee, she brings her own cup.
Or let's say she wants to buy a pastry; she'll put it into a reusable cotton bag.
A safety razor instead of plastic ones.
There's all this disposable stuff in our lives that we're not even thinking about.
And what Lauren's done is find some easy substitutes.
Everything else ends up in the jar.
This is macaroni-and-cheese packaging, and this was, like, four years ago, right when
I started.
That was, that was my weekend at Dad's house.
So these are…
Oh, I know what these are.
Plastic straws…
Hot chocolate.
This was a bad day, wasn't it, for you?
No, actually someone sent that to me in the mail.
These aren't huge trash problems.
The EPA isn't up in arms about plastic straws.
But you can see how these little bits of waste can really add up.
The United States is the No. 1 trash-producing country in the world.
If every country lived like the US, we'd need over four Earths to make all the stuff
we consume.
Do you think little things make a big difference?
Totally.
If you reduce single-use coffee cups from your routine and you're a daily coffee drinker,
that's 365 cups per year.
That's not an insignificant change.
If every single person did that,
that's a massive shift toward a more sustainable future.
And good policy can encourage this kind of shift.
Take plastic bags.
Americans throw away about 100 billion a year.
But California is trying to change this.
Three communities have found that if you offer a plastic bag for free, 75 percent of people
will take it.
But if you charge 10 cents for a bag, only 16 percent take it.
It's subtle, but this small fee makes people question whether they really need a bag.
And it reminds people to bring their own.
Communities across the country are beginning to
adopt this policy,
and it could create a large-scale shift.
If New York City had a bag fee, we could save roughly 7 billion plastic bags a year.
And without good policy, it can be really hard to do the right thing.
Take recycling: In a place like Missoula, Montana, where I live, you can't recycle
glass because doing so, it turns out, costs my city too much.
I think this is a fundamental flaw of governments and their relationship with businesses.
Businesses aren't held accountable for products that they're putting into the waste stream.
So they're allowed to sell glass in Montana, where there's no adequate recycling,
and completely wipe their hands free
and not have to subsidize any infrastructure to adequately recycle their product.
So that responsibility for disposing of that product falls on you, as a resident and the
government.
That is completely unfair.
The funny thing is, we used to have a really great system for dealing with glass.
After you were done with a bottle, you would just return it.
Companies would clean it and use it again and again.
Around the 1950s, companies began experimenting with single-use bottles and cans.
Lots of other things became single use too.
Like Don Draper here, people were just tossing their garbage wherever.
And all this trash started to annoy people.
Do you remember that very famous commercial?
Of this Native American,
he's, like, going down a river and there's all this waste, and a tear goes down.
People start pollution; people can stop it.
And it's often credited for quote unquote "cleaning up America"
because we were reminded that we need to pick up our trash.
You see this commercial every Earth Day, but it was actually funded by a group of companies
— many of them from the can and bottle industry.
They were worried that states would ban their single-use products because people were getting
sick of all the trash.
So they created this incredible ad, which is very powerful, which made us pick up trash.
Which is actually trash that they were creating…
And selling to us…
Yeah—
And profiting off of—
It actually shifted.
That was the moment…
I'm not suggesting that you shouldn't pick up trash.
But as far as I can tell, it was the first moment where we shifted this responsibility
from the person selling to the person buying.
That needs to change really quick.
And once it does, we won't even have to talk about
providing adequate recycling systems because businesses will create products
that are easily and conveniently recyclable because it will make more economic sense
for them if that burden is put on the business instead of the consumer and the government.
This gets to the heart of the matter.
Climate change is a giant problem.
We're not going to solve it without government and industry taking action.
We live in this complicated web of carbon emissions.
I mean, every single thing we do as individuals creates pollution.
It's overwhelming.
But there's one simple policy that could make going green easier for all of us
— and it could have an enormous impact: We could put a price on carbon.
Right now, companies can emit as much pollution as they like.
We're basically treating our sky like a giant sewer.
As long as it's free to pollute,
no one's going to stop doing it.
You can't just go out there and find one source or one factory, one business,
and shut it down and clean up your air.
Everybody in a sense is part of the problem.
If companies had to pay for the carbon they produce, it would encourage better behavior.
This is what California did in 2006.
The state set a cap on carbon and
other greenhouse gas emissions and they lowered it over the next few years.
Companies could either reduce their pollution or pay for carbon allowances.
And so far, it's worked.
The state is on track to hit its 2020 goal
— and they are looking to cut emissions by another 40% by 2030.
Now, California isn't perfect, but this is a huge reduction in emissions.
It's really larger than anything a person could achieve on their own.
The fears that were raised by opponents have not come to pass.
We've not seen an exodus of industries from California or people unable to drive their
cars.
And as the state cut emissions, California's economy has actually grown by 12%
— outpacing the national average.
Going green at this scale isn't an overnight process.
People like Mary Nichols have spent decades fighting for better policies.
We certainly have enjoyed a lot of political support from all sides.
I think that's largely just because the public in California has demanded that clean,
healthy air is something that everybody ought to have access to.
So individual climate action does matter, in the sense that it creates cultural change.
When Lauren makes a video tutorial or shares one of her zero-waste tips on Instagram,
it has a social ripple effect.
Do you want everyone to live the lifestyle you're living?
I would never tell anyone how to live their life.
But I'd like to show everyone that there are options.
That the way that we're told we have to live in this hyper-consumeristic way
isn't the only way we have to live in order to live in a modern world with modern luxuries.
Folks like Lauren really help build the bottom-up support you need for large-scale transformation.
Look, climate policy can be complicated, and sometimes it can be boring.
But we need it to solve global warming.
And to get better policies like a price on carbon, you need to have public support.
Because politicians and businesses won't take action unless people come together and
demand it.
So you may not be able to fit all your trash into a Mason jar.
But psychologists have been developing "green nudges" that trick us into being more green.
Want to know whether they are working their magic on you?
Visit
to learn more.
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Johny Johny Yes Papa Nursery Rhymes and Simple Songs, Learn Colors with M&M Candy for Children - Duration: 2:06.
Johny Johny Yes Papa Nursery Rhymes and Simple Songs, Learn Colors with M&M Candy for Children
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Communication and Referral Pathways: Streamlining the Continuum of Care for a Seamless Transition - Duration: 1:19:19.
(Joanne Oshel) Welcome, everyone, to today's
Now Is The Time TA Center webinar entitled,
"Communication and Referral Pathways:
"Streamlining the Continuum of Care for a Seamless Transition.
An Introduction to the CRP Toolkit."
And we have two great presenters with us today: Dr. Christina Borbely
and Amanda Lipp, both of who are with the TA Center.
So I will go ahead and pass it on to Dr. Christina Borbely to get started.
(Christina Borbely) Thank you, Joanne.
I appreciate it.
So welcome, everybody.
My name is Christina Borbely and I am the Project Director
at the Now Is The Time Technical Assistance Center.
I'm really pleased to be here with all of you today,
and I'm gonna be introducing my colleague, Amanda Lipp, shortly.
I did wanna welcome everybody to today's session
with a couple of quick updates.
So we are a small group, and we are going to be having
a really rich topic to unpack,
and so I'm hoping that we can keep it conversational,
and in anticipation of that I wanted to let folks know
that we're really excited today
because we are able to invite both the grantees
from the Healthy Transitions portion of the initiative
as well as from the Project AWARE cohort of this initiative.
So what you can see in front of you is kind of the overview
of the Now Is The Time overarching kind of White House initiative,
and I think most of you probably know that there are two,
and now more recently three main cohorts funded under this federal initiative.
And there are lots of areas of overlap.
So in general we are all committed to building systems
and supporting young people and their families
to address mental health and wellness,
and so I think we'll find a lot of common ground there,
and there are some kind of key differences that distinguish
across the cohorts, and so just as a quick reference point
the Healthy Transitions initiative are grantees who are supporting
young people ages 16 to 25 in navigating access to
and systems of mental health supports.
And then on the Project AWARE side,
grantees are tasked with serving school age youth,
so basically running K through 12,
and those grants are funded through state departments of education
and then support partnered local level education agencies.
On the Project AWARE side, there are 20 state departments of education
that are funded, and each of those grantees supports
three partner communities or three partnered local education agencies.
And so on the Healthy Transitions side, we have 17 grantees,
and they're kind of funded through a variety of entities.
A number of them through state departments of mental health,
but that's not exclusively the case.
And so I wanna welcome you all here together.
I know that there have been a few other opportunities
for this kind of cross-pollination of ideas,
cross-pollination bridging the two initiatives.
But this particular topic, I think there's going to be
a lot of opportunity to kind of share points of view,
share perspectives, and that's really what today is going to be about.
As you may have noticed, this particular session is
built around the Communication and Referral Pathways toolkit.
That is a compilation of recommendations and resources,
concrete tools that can guide our efforts to engage young people
and then help them navigate systems of care,
help them navigate provider choices, help them continue
and sustain their participation in self-care
as well as supported care through service providers.
And so our kind of spin-off session today is really gonna
focus on what are youth and young adults--
what are their kind of experiences, what are their perspectives,
what are their points of view?
And kind of tying that back to what are the practices
that we engage in as providers?
And so, again, I know so many of you are coming to this table
with really diverse experiences, and I'm hoping that we can ping
on you to share with each other some of the practices,
innovations, lessons learned throughout the conversation.
And I have a partner in this conversation today.
I'm very excited to introduce Amanda Lipp.
I have had the pleasure of working with Amanda
for almost a handful of years now, all around bringing information and access
and points of view related to youth mental health,
youth and young adult mental health to service providers,
to educators, to adult allies.
And so, Amanda, I'm gonna go ahead and turn it over
and let you introduce yourself and then we can go ahead
and begin the session.
(Amanda Lipp) All right, awesome.
Thanks so much, Christina.
I'm so excited to be with you all today to discuss
one of my favorite topics in mental health care, in this industry:
engagement and access with care.
I've been working with Now Is The Time for about a year and a half,
developing curriculum for trainings and working
with various multimedia products to really get this message out, right?
How we understand youth and young adults more,
how can we engage with them, understand their culture
so we can do our work better,
we can collaborate with our networks and understand really
the perspective that they have so we can utilize tools
to reach them where they're at.
And I'll say, too, that, you know, I really came into this work
fueled by my own personal experience.
When I was a freshman in college in 2010,
I experienced psychosis and hospitalization
and really that was what-- that experience was what motivated me
and my passion working in the system.
And transitioning between the child and adult-serving system
had its challenges, right?
But I learned that there is so much room for growth
and opportunity as we all work together to understand
the system better and how we all take part in what that means
and how we can create tools and utilize tools that we bring
to help serve youth and young adults better.
So thank you so much for everyone being here today.
Christina and I are really looking forward to having this
be a conversation, hearing what you all have to say,
what your experiences are,
and so we can all collaborate and use these tools
the best way we can with our communities.
So thank you for being here.
And I'll pass it back to Christina, yeah.
(Christina) Sure, thanks.
And just to kind of give folks a quick overview of how
we organized the conversation for today.
As I mentioned, in developing
the Communication and Referral Pathways toolkit--
now that's a resource that was attached in the reminder email
that Joanne sent out earlier today-- and so we are doing kind of the spin-off
or the unpacking of some very particular aspects of that tool.
One of them is that in developing that toolkit we were able
to collect youth and young adult perspective from a number
of individuals, and so what we wanna do here
is really unpack what is the human perspective on this.
So I was telling Amanda as we were preparing, you know,
when you say toolkit, it sounds pretty dry,
and really when you take a look at this one
and we talk through kind of what's in there today,
you're gonna find, I mean, it really is about real world point of view,
how do people see it, what do people want,
what have people felt before, and how do we make sure
that we are using tools and resources that are
going to be meaningful, that are gonna be authentic,
and that are gonna really encourage engagement in care.
And so that's what we're gonna be working on today,
together as a collective,
and hopefully we can move that conversation forward.
I'm sure it's not lost on any of you that the systems
to be navigated in anybody's life are quite complex.
And so when we're thinking about it from a youth
or young adult perspective and what their needs might be
and what doors they might be knocking on,
more often than not it's not a single issue.
And so part of what we're gonna be discussing today
is the complexity of navigating multiple systems
and what that looks like from a young--
youth or young adult's perspective who may be engaging in this for the first time.
And so again, you know, what we show here in this beautiful graphic
is there's kind of clarity, all right, on who's involved
and who they're trying to support.
But if we switch this graphic around, I think,
and represented it from a young adult's perspective,
you know, it might not look as ideal as this one.
You know, the arrows might not be as clear,
the lines of communication, the points of access
might be more convoluted,
there might be more loop-de-loops in here.
And so that's what we're trying to tease apart,
and it's an ongoing effort.
It's an ongoing process, so, you know, it's never done,
it's never--you don't get to cross it off the list,
but when we think about serving young people,
it's just a constant effort to inform
and refine the work that we're doing to make it as responsive
and easy to navigate as possible.
And so that's, again, I'm probably preaching to the choir here
because that's really what our aim is.
I'm sure that we can all kind of get on board in looking
for how do we provide networks of support that are gonna be accessible,
that are going to be appealing to young people and to their families,
and so before we kind of start looking at how to translate that,
I do just wanna remind folks that in this kind of mixed group today
that there are gonna be kind of a couple of nuances
that are important to remember.
So some of us are serving young adults,
and some of us are only serving youth.
Some of us are serving both.
And so there may be kind of some difference experiences
or recommendations that are gonna be age-group specific,
so we could think about that.
And it also has implications as we start discussing
kind of the nature of this work.
It also has implications for the role of family and caregivers,
and so depending on age, support may be youth driven,
or it may be youth guided, depending on the age groups
that we're talking about.
And so I did just want to highlight that for everybody,
because there are kind of differentials,
and in this conversation we really wanna be open to thinking about it
from those multiple perspectives, okay?
So that said, you know, when we think about again putting this
into the perspective of the youth and young adult
and how do we achieve this goal of services
that are responsive, seamless, collaboratively, culturally informed,
I think that there are some key considerations,
and Amanda really helped me think about what are some key aspects
of the paradigm that informs this.
So, Amanda, I'm gonna turn it back over to you
so you can kind of give people that kind of bird's eye view
of what we're gonna be unpacking today.
(Amanda) All right, thank you, Christina.
I'm gonna switch to the next slide here.
So, what you're seeing here is a framework that not only reflects
the Communication and Referral Pathways toolkit
that Christina referenced, and we'll be kinda referencing
throughout this webinar,
but this framework here further encapsulates really
an overarching paradigm for unpacking the youth
and young adult perspective.
What are those values?
How do they see it from their perspective?
So, in the four red boxes you see here,
from left to right you see identity, choice, engagement,
and then access and help-seeking,
which really could be considered gateways, right,
for how we can meaningfully approach the process
and values of supporting youth and young adults.
And at the center or at the heart, if you will,
of these gateways, you will see trust and empowerment,
because, really, what do we have without trust and empowerment?
So one interpretation of this framework or paradigm,
if you will, might be that trust and empowerment
of a particular person can be achieved through leveraging
the values you see in these red boxes,
depending really on where the young person enters, right?
So for example, a young person may enter the system, if you will,
through a particular identity.
So that then becomes a pivoting point
or a leveraging point through which the agency
or network earns the trust of the young person
and then empowers the young person by way
of offering choices and then engaging them in those choices
for the purpose of ultimately accessing or seeking care for they--
for the young person to do it themselves with the support
of the network or provider that they are working with.
So think of these red boxes as gateways or access points.
That really, you know, depending on a young person, you know,
it could be one of them, it could be all of them at the same time,
and at the heart of all of this is trust and empowerment,
which is really--without that, we have nothing, right?
And then, of course, the common denominator
throughout this process or framework is partnership, right?
Seeing the young person as someone your network is working
with as opposed to working for, and I think seeing it
in terms of with as opposed to for also promotes that this is
a shared process and that the young person
seeking services is also a leader of their own care
and not just something to be fixed.
So we'll be referring to this framework throughout this webinar
and kind of diving into each of these areas a bit more
and hopefully also hearing from you and your experiences
with each of these areas and maybe the challenges or access points
that you've had in respect to this framework
that we're using to kind of piggy-back off the tools
and the toolkit and also your experiences
with your community's individuals you may have worked with.
And so now I'm gonna pass it back to Christina.
(Christina) Thanks, Amanda.
So I do just wanna remind folks that we are planning on making
this conversational, so there are a couple of ways that you can do that.
We do wanna kind of start by exploring some of these overarching aspects,
but as you have questions or resources or recommendations,
if you wanna add them in the chatbox,
that actually provides us with documentation and a record
that we can then add to the summary follow-up to this discussion.
And we'll also be able to participate in some dialogue
along the way so we'll encourage you to unmute your phone
and contribute at that point.
But in terms of navigating pathways to support,
we wanted to start unpacking, looking at the different elements
of the paradigm that Amanda just introduced
and think about it from two kind of somatic questions.
So one is thinking about these elements in terms of what are
the perspectives of the youth and young adults
that you are working with, and then how are we incorporating
those perspectives into our service models, right?
So for some of you that might, right away,
kind of raise some recognition of, like, yeah,
we did a focus group last year or we have youth
and young adults who are on our advisory board,
we use a peer-to-peer support model.
So there are kind of probably different examples
that are coming to mind for folks.
What we wanna look at is really how do they inform each element
of that paradigm that contributes to trust and empowerment, okay?
Because when we're thinking about supporting youth
and young adult and those pathways, really what we are doing is playing
a key developmental role in making sure that young people recognize
needs and opportunities, have the tools that they need to be able
to identify supports for those needs and opportunities,
and can kind of consistently access and engage in them.
And so not only are we the provider of supports and services,
we are also kind of the provider of the model for
and kind of learning about how to meet one's individual needs
and how to kind of developmentally transition from that kind
of children's supports and services perspective
through youth and young adulthood into an adult perspective on
how to identify one's needs and then get supports
that are appropriate for them.
And so, again, what we really wanna do is think about
from our agency perspective when it comes to youth identity,
when it comes to helping them negotiate and understand their choices,
when we wanna know their opportunities and preferences for engagement
and the status of the opportunity that they perceive
for accessing and getting help, we wanna make sure
that we're tying it back to the particular communities
or populations that we're working with
and the practices that we're engaged in.
That said, I'm going to lay the foundation for this,
and Amanda knows how important this is to me
that we get to think about this right up front.
One of the things that is essential to any of these
elements of youth and young adult identity is cultural
and linguistic considerations, right?
So this is kind of core and fundamental to the work that we do.
And when we're talking about considerations for cultural
and linguistic factors, I wanna make sure that we're thinking about it
in the big picture, in the biggest sense of the word.
So in terms of the different factors that contribute
to one's sense of self and one's sense of identity,
culture can mean so many different things
beyond just race or ethnicity, beyond gender.
There are so many kind of different facets to that
and so we wanna make sure that as we are thinking about how we are
engaging the young people that we work with and the services
that we're providing them, really being aware and doing
our due diligence to understand the diversity of young people
that we are serving.
And so right off the bat, we wanna start with the hard stuff.
I wanted to just highlight kind of what are some of the tools
within the toolkit itself that can help you achieve kind of
effective communication, facilitation of referrals,
and then provision of appropriate supports and services.
That said, in addition to kind of bringing your awareness
to these tools and resources, Amanda's gonna help me
by kind of acknowledging the piece of it that is
the human common denominator.
So as much as we wanna have our ducks in a row
as service and support providers, we might not necessarily
want to kick off our relationship building
or our intake process at this particular level.
But let's look at it first from our kind of agency perspective.
So, one of the tools--and there are many of them in the toolkit--
but one of the tools that I wanted to highlight for folks
was this step-by-step guide to developing your
Behavioral Health Disparities Impact Statement,
which is a really long term for something that should be
pretty fundamental to the work that you're doing,
which is making sure that you have a good read
on who you're serving, what are some of the disparity issues
that could be impacting those populations,
so not only the populations that you currently have engaged
but the populations that you intend to engage
who might traditionally have challenges or experience
kind of marginalization that makes it difficult to engage them
in supports and services.
And so within the toolkit itself, there is a process--
step-by-step processes-- seven different steps for making sure
that you know your population,
that you have a continuous quality improvement plan,
and that you are on an ongoing basis integrating
or building readiness for the CLAS Standards for Service.
So CLAS is the Cultural and Linguistic Appropriateness Standards
for service-providers.
And it's an area that provides I think at this point
it's 12 or more different steps that your agency can engage in
to make sure that there are kind of strategic approaches
to minimizing disparities in access to supports and services.
So I do wanna pause there, and from an agency perspective
we're gonna talk about from a youth
and young adult perspective in just a moment.
But from an agency perspective, are folks on the line
engaged in kind of active pursuit of integrating CLAS Standards?
Is this kind of a new piece of information for folks?
How does that resonate with you?
Does anybody wanna press star-6 and contribute verbally?
Or you can go ahead and let us know kind of where you are
in terms of CLAS Standards integration by typing it in the chatbox.
So it looks for some folks that it's a new process.
So I think other folks who have been engaged in this for a while
would agree with me and say to me that if it's new just,
you know, be ready for the--
It's never-ending, so I like to think about kind of cultural competence
and the work that we do in those areas as a spectrum
and we are always engaged in learning and asking questions
and in integrating new information into our perspectives
and then into our practices and actions that we take.
So, again, thinking about it from the agency perspective,
again engaging in a concerted effort to recognize not only who is
the demographic that you're serving, you know,
what are their cultural considerations but then also thinking about, well,
what are the disparity issues that they're facing?
You know, I think a lot of times it's so easy to become immersed
in the work that it can be a challenge to kind of lift
our head up from our desks and look around and see, you know,
who wasn't able to get an appointment or who didn't know
where the office was located or who couldn't get there
within the hours of operation.
And so addressing Behavioral Health Disparity Impact Statement
provides a concrete kind of working plan for how to keep tabs
on these issues and make sure that there's
kind of thoughtful approach to organizing the agency around addressing them.
I wanna shift gears just a little bit unless folks
wanna unpack that anymore.
I wanna shift gears a little bit and put it from the perspective
of the youth or young adult.
So, as I mentioned before, we do have such a myriad
of young people that we're serving, right,
with any number of kind of sense of cultural identities,
cultural factors, background information,
where they're--what they're kind of unpacking or exploring
about themselves at the current time
and where they're going with that.
So another tool that could be a useful springboard
towards exploring that is tool 4.2 in the toolkit.
this is the Cultural Awareness and Cultural Identity Worksheet.
And while it is designed for youth and young adults,
it may be something that you adapt or kind of think about building in
in a more graduated level.
Again, some of these topics are really sensitive topics,
and I'm sure Amanda's gonna underscore for me the importance of building
trust and building rapport before we-- and also mutuality,
so as opposed to just kind of handing this out as a worksheet
to our youth and young adult, thinking about creative ways
to build it into early or kind of phased conversations,
thinking about it as a reflection tool, so these might be topics
that youth and young adults haven't thought of before.
You know, when you ask questions like, you know--
so if someone asked me a question about what expectations I have
with people from other races or other ethnic groups,
other socioeconomic classes.
If someone asked me those questions, you know,
within the first few times of meeting them,
I might be a little put off,
so thinking about how to integrate these tools in ways
that are gonna be productive and that are gonna be useful
in getting to know people, while at the same time
creating a space that feels safe is gonna be important.
(Amanda) Right, right.
And just to add to that, Christina, you know,
in respect to the youth and young adult population
and what we consider perhaps a youth culture, it's interesting, right,
because we all could-- I would imagine--
could put on our youth/young adult hats
whether it's now or it was maybe 10 years ago
whenever you identified as a youth or young adult
and it becomes this question of well,
what is that youth culture now with the youth that your agency is serving?
What is it?
How do we define that youth culture?
And then how do we go about approaching it and optimizing--
operationalizing what that means?
Where are youth hanging out? What are their preferences?
What's the trend going on?
And really, the only way to find that out is to involve the experts, right,
which are the youth and young adults themselves.
In respect to the worksheet here and these questions,
as Christina pointed out, you know, they are very personal, right?
I mean, you can--they could be very sensitive to certain individuals,
youth and young adults who are being prompted,
these types of questions and they may recluse or they may,
you know, go full on and answer them and share a lot.
And you know, I think one way perhaps to approach these--
this worksheet or the concept of these questions themselves
is by way of providers and agencies, not just facilitating these
questions to youth and young adults,
but also they themselves attempting to answer the questions, right?
How would you answer these from your own experience
as a current self-identified youth/young adult
or putting your youth/young adult hat on 10, 20, 30 years ago
and thinking about, you know, what would it be like for you?
How would you want to be engaged in the system
or in a particular focus group if you were young
and perhaps going through a challenging time?
And I think thinking of it that way in terms of that empathy
and leveraging that empathy and, again, thinking of it more
as a question amongst each other, rather than asking it, you know,
to youth, I think levels the playing field in terms of youth
and young adult feeling respected, that it's not just about
what they are going through, but as the partner--
feeling as partners in the agency work in the service model
that you are providing with them as well.
(Christina) Yeah, you know,
when we think about culture, a lot of times it can be
a sensitive and loaded point of conversation.
But I also wanna highlight that, you know, there's--
it does create an opportunity for relationship building.
I personally don't subscribe to this,
but I can see that there are some very clear cultural differences,
depending on what football team you advocate for
or what baseball team you're passionate about
and those kind of cross-cultural conversations
are often interesting ways so we can--to build rapport.
Music is another one where I feel like a lot of times
people have strong sense of identity and are willing to discuss it
with somebody who's either the same--
coming from the same cultural perspective
or from a different cultural perspective.
That said, I think it is one of the areas where we did hear
most strongly from our youth and young adults
who were commenting on this.
You know, their insights into wanting to have not only
recognition for who they are and who they're becoming
but also to recognize kind of the value
they find in having reciprocity in relationship building.
And so to that end, you know, just to kind of set--
just to kind of, like, underscore what we're talking about,
you know, we were able to pull together from so many different perspectives,
you know, what our wishes, what our to-do lists,
what our--what's on the no-go zone,
from youth and young adults when it comes to establishing
communication with youth and young adults,
when it comes to building referral pathways
for youth and young adults.
And for those of you who are taking a look at this slide,
you know, even if you don't wanna read
all of the quotes right now, you know,
the general point here is that there is plenty of perspective
to be had, so just kind of opening the door
to that voice really, I think, has demonstrated that there are--
there's no shortage of opinions.
And so, you know, I think that these are just a smattering
of pieces of input that youth and young adult had
as we were asking them about their preferences
for communication pathways and for referral pathways.
Amanda, I didn't know if you wanted to say anything else
about this or if you wanted to go ahead and move forward
to talking more about identity?
(Amanda) Yeah.
No, I echo what you said, Christina, and this--
the process of not only creating the toolkit that we're touching on today
but I think, also, the model for agencies moving forward
or to optimize currently is really leveraging that youth voice.
And not just in terms of the youth being young by way of their age,
you know, the circumstance of them being a youth/young adult
is really the circumstance inevitably of being young, right?
So I think another strategy as well is to not only see
the youth and young adult and engaging them because they're young
but to also engage them by way of their experiences,
their culture, their interests.
Like you touched on, Christina, what's their favorite baseball team,
their--what music do they listen to,
these different cultural gateways that we can enter through.
I think sometimes what I hear youth and young adults saying
is that they don't want to just be engaged
because they're young and they're youthful, right?
That can be--it can feel condescending, right?
They wanna be engaged because there's something
that they can contribute beyond their inevitable circumstance of age:
their passions, their interests, their skill sets, their expertise,
their racial ethnic background, their sexual orientation.
So, again, just not thinking about engaging youth and their perspective
by way of their age but also their other interests
and cultural background and affiliations as well.
And here again, we kind of reintroduce this paradigm
that we talked about a little bit earlier to just kind of set
the stage here for how we can think about the engagement of youth
and young adults and their various cultures
and how we can package that in this paradigm.
And so just to unpack that a little bit here,
in that first square box, we see identity.
And then the three items below that:
person-centered, strength-based, and non-stigmatizing.
And really, again, just echoing the youth coordinators
who helped put together this toolkit and helped really teach us
about their perspectives and what their identities were.
We learned a lot about what identity meant in respect
to engagement in service models.
And so just to unpack that a little bit more and, again,
be curious to hear as well--
put on your thinking caps about what your service agencies' approaches are
in terms of identity-driven service models, right?
And just to break that down, a person-centered one,
really to define that would be meeting youth and young adult
where they're at, right, emotionally and culturally.
So to quote one of the youth coordinators
who reported on this, they said, quote,
"They felt more positive about service providers
"and organizations that represented their own diversity
in terms of race, ethnicity, language, and sexual orientation."
So, again, meeting them where they're at.
Where--what is that pivotal perhaps dominant identity
through which that they are identifying at, and how can we align them
with the service or with a particular individual
who can have that empathy with that individual
from a cultural perspective as well.
I think oftentimes, you know, the first concern and validly so is
what symptoms or, you know, what diagnoses or things like that,
but oftentimes the best way to uncover symptoms
or what someone is experiencing and what those mental health challenges might be
is often very much intersecting and relating to their cultural background.
Because I think indeed mental health challenges and cultural are--
culture are two sides of the same coin, right?
So person-centered care is one of the big ones
that youth coordinators definitely helped resonate
throughout the toolkit that we're talking about today.
And then, of course, strength-based care.
Focusing and leveraging on the opportunity in the challenge.
So how can we translate the challenge or the adversity that
the particular young person is facing as an opportunity,
for example, for self-advocacy or for leadership
or for a career path that they are interested in?
If we're not focusing on the problem but translating that
into strength-based verbiage that can help build again
that trust and empowerment in the services
that they may be accessing.
And if we can support that process, then,
they're probably more likely to sustain their own engagement
in the service model as well.
And then that third bullet, the non-stigmatizing.
Now, I'm sure we all know stigma is a pretty tricky topic, right?
There's arguably many different definitions out there for what
that means in individuals' own narratives and how they
experience it institutionally, how they experience it
within their own sense of self.
Stigma is something that is always gonna, I think,
be an issue that we are trying to define ourselves and as a system.
But where it gets interesting is that oftentimes stigma
is associated with labels or diagnoses.
And while those diagnoses have the intention to help people
get access and coverage to the services that they may need,
at the heart of that diagnosis is what the interpretation is, right?
What the interpretation is of that label or diagnoses.
It's really at the heart of what either empowers individuals
or can leave them feeling a sense of self-stigma
or shame and embarrassment which will then disable them
from the services that they may have otherwise accessed.
So, again, going back to how we can translate what a diagnosis may mean
to the individual in their own language,
in their own terms, that can help empower them to sustain services,
to engage in services, and to access the care
that they need-- that they may need.
And just to end this slide on another quote
that a youth coordinator provided in the creation of this toolkit
was that they said, quote,
"That they would be less likely to seek further contact with human services
"if they perceived the system to be focused solely on identifying
and labeling their disabilities or deficiencies."
So you can see there sort of the emphasis
I put on dis-ability or de-ficiency.
And it's interesting because, again as a system,
we sort of label these things for the young person or the youth,
and that can feel--that can feel difficult when you're young
and you're trying to find your identity, find your purpose,
and build your own career
and yet you're sort of left with this disabling sort of tone
on your own sense of self.
So, again, how can we translate this quote-unquote "disability"
into something that is actually an ability
and an opportunity to promote self-wellness and self-determination.
And, well, I'm gonna actually pass it now over to Christina.
(Christina) Yeah, Amanda.
I was just gonna say I really appreciate you
making that point so clearly, you know, and it kind of--
it's so powerful to hear it from that point of view.
When I'm talking to mental health providers,
one of the things that I like to remind folks about
from kind of that agency perspective is that, you know, as--
from the provider perspective, you know, and even if we broaden it
so, you know, whether you're a teacher or whether you're a school counselor
or whether you're an administrator, you know, a lot of times,
or, you know, if you're a community partner
providing mental health services, you know, in any of these roles
where we are providing support to youth and young adults,
oftentimes, you know, it could be the hundredth time
or the thousandth time or the ten-thousandth time
that we have quote-unquote "seen this," you know?
And so I'd like--I really like to remind people, you know,
that even if you-- if you think you recognize it
or you think you have seen this before,
that each of us is a unique individual and for a young person
or a young person's family, this could be the--
or not this could be.
I mean, this is their first time being this person, all right?
So whether it's a 10-year-old who has maybe
or maybe not an official ADD diagnosis in the classroom
or whether it's a 22-year-old who is navigating, you know,
stress or anxiety or depression and seeking out, you know,
support from a, you know, community college campus health center,
it's their--it's likely their first time, and so, you know,
really making sure that we are doing our due diligence
to support this person in, you know,
learning about what are their needs, what are their strengths,
what are their abilities, what are their preferences,
can be a very powerful way to reconnect them
to this sense of identity and, you know, oftentimes
again the human element of it gets lost in the paperwork element
or the bureaucratic element or the fact that we have,
you know, 25 hats that we're wearing.
And so one of the tools that I really appreciate in kind of supporting
this approach to identity is this SNAP assessment,
which is the Strengths, Needs, Abilities, and Preferences tool.
And this is just a snapshot of it that you see in front of you.
It's actually, you know, it's a very clear and concise way
for you and probably most likely a youth or young adult
to really just kind of think through, like, wait,
where am I in this equation, like, how do I fit in?
Like, where do I fall on these kind of different elements of,
you know, experiences that everybody has, right?
The sense that we all have strengths and abilities,
we all have needs.
And it's fair and we all have preferences for how we want things to go.
And so this can be just kind of a really straightforward way
to begin to integrate that sense of connecting with each person
for who they are and where they are with things into the kind
of service practices that you're engaged in.
So it's one of my favorites.
But I think it's also a nice springboard right into this next step,
Amanda, where it goes from, you know, really creating a space for,
you know, a strengths-based, an asset-based approach
to identity and also creating a space where there's identity
that's yet to be determined or defined and how that links to choice.
So I wondered if you could talk a little bit about the kind of choice
element in our paradigm for supports and services.
(Amanda) Right, yeah.
The SNAP tool is awesome, the fact that even just in the title right there,
we see strengths and abilities.
And it's really empowering, right?
I'm already feeling drawn to it personally.
I'm thinking, like, okay, which boxes can I check
and how can I use the tool myself or with other peers that I'm working with
who are young and who may be entering services
for the first time and--
(Christina) We could do it together later,
Amanda, if you want.
(Amanda) You know, I think we should, you know?
(Christina) Okay.
[laughing]
(Amanda) Yeah, and it's meant to be
a collaborative tool, right, that we're working on together
with our providers and, you know,
we're both providing information to this tool, right?
Oftentimes we get kind of caught in that verbiage of, you know,
a provider and a consumer, but really, you know,
the way I see it personally is we're both providing,
and we're both consuming information, right?
It's really the flat model of-- and it's a lot more equal power dynamic
in that each person is bringing something to the table
and offering options and choices really, which leads us into really
the next slide in terms of this paradigm.
Again, going back to this to kind of just help capture these tools
is now the gateway-- I'm calling again,
these red boxes, gateways.
Now, the gateway of choice.
And within choice we can unpack that in terms of mutuality
and customizing care and then the third bullet here,
negotiating options and perspectives, right?
So that way, we don't see this as just a one-size-fits-all in that,
you know, one person's providing, one person is receiving
but we're really seeing this as a team-based effort
and empowering the youth and young adult to really pull up a seat
to a table and take a lead and take charge in their own care.
So, in terms of mutuality, you know, arguably most youth
and young adults don't want to feel they are the subject of
or the problem to be fixed, right?
Especially when they are presumably vulnerable, right,
or in need of supportive services.
As Christina pointed out, you know, this might be their first time
accessing services or seeking care, which is extremely vulnerable,
but it can also be extremely empowering, right?
They want to be the leader of their own solution
and their own wellness plan, or we want to at least facilitate
and set them up for success
in terms of being able to speak about it in that way.
And what tools can we give them, what competence can we support
within their own development to help that process,
to foster that relationship with them, and have this just shared
decision-making to also enhance their own competency, right?
We're not just seeing this youth and young adult as someone to help
in their own mental health but also in terms of their career
and all the other intersections we saw earlier
with employment, housing, education, right?
This is not in a vacuum.
We're seen as in a developmental spectrum
across different domains in life.
And part of doing that is customizing care, right?
Meeting them where they are at and giving them
a menu of options that they can choose from
that best fits their identity, right?
Because they're not gonna go down that path
if it doesn't resonate with their culture, their language,
and with folks that can relate with them.
And of course, it's also a direct reflection of the network
of care the youth is involved in and how that network
is collaborating with other service providers or non-profits
who are in that geographic location perhaps.
And so how can we collaborate together
so we can meet the youth where they're at
and really optimize each agency's strengths
and options so we can create a package of customized care
for this young person so we can keep them engaged
in accessing help.
And I'll also quote a youth coordinator who reported, quote,
"I think the choices is huge.
"It allows people to feel a sense of control over themselves
"and shows that the adult/professional believes
"that they are mature and capable of choosing
the right decision for themselves."
So I think that was a really powerful quote that this young person
really provided us in creating this toolkit and really emphasizes
the power dynamic in terms of the ultimate goal
being that the young person feels that they are in charge
and that they have the tools to do so based on their own capacity.
And then, of course, the last bullet.
How do we negotiate options and perspectives, right?
And I think this one is huge because there really is no one size fits all.
And I think, you know,
sometimes there's different camps in mental health,
and it can be controversial in terms of how these different labels
and diagnoses provide opportunities for young people
because, of course, the ideal is to have the intention
for a diagnosis or a--
or what can be considered a label to provide this access
and to provide this coverage and to provide this sort of path for care,
but oftentimes this really hinders the identity or it--
the young person is left feeling like their identity
is pivoting around this diagnosis which oftentimes has
a lot of historical or perceived stigma attached to it.
And so how do we negotiate options with this young person?
How do we help them understand that a diagnosis is
just one perspective and one way in which we are providing care
and providing tools and providing options?
And then, of course, allowing time for the young person
to disagree or to agree, and that being okay, right?
And not seeing the young person in denial of something
but as trying to understand where their identity fits in all of this.
Because it can be really confusing, it can be really difficult,
and I can personally relate to having received a diagnosis
and immediately shutting off, immediately disengaging
and feeling like the diagnosis became-- you know, replaced my name, right?
But instead, it should promote a conversation, right?
It should promote an opportunity to discuss what that means
culturally and scientifically what's happening, as well,
in terms of maybe symptoms that one is experiencing.
So mutuality, customizing care, and negotiating options is,
I think, as well at the heart of this trust and empowerment
in providing care to youth and young adults.
(Christina) And Amanda, I wanna say thank you
so much for being so candid
and kind of sharing your own personal experience with this.
You know, I think, you know, one of the things that I heard you say
that I just feel like, you know, we should probably make
some T-shirts and hand them out to folks who participated today
is that, you know, just this idea that, like, there should--
it should be a dialogue that, like, there should be room to disagree,
there should be room to, kind of like, have different opinions
and really kind of honor the different experiences of it.
And you know, to that end, the toolkit has so many awesome tools,
and I'm not gonna spend time going through each one of them.
I couldn't pick which one so I just included, like,
my top five favorites.
But you will see here, you know, just kind of in overview
and what you have in your resources in front of you are these
kind of concrete tools that young people,
youth and young adults can use to ask questions,
you know, to be present and be part of that dialogue
with some prompts, with some supports,
that might help them recognize, like, well, what do I care about?
You know, do I want a provider who's had experience with,
you know, the stuff that I'm dealing with
or does that not matter to me?
You know, I wanna--I'm gonna just kind of move around
on these slides so you can see the different tools
but I'm gonna be talking about something different
than what you're seeing, so you can focus on whichever one you want,
but I, you know, was thinking about this young adult,
a young lady who's 16 and really going through a tough time
and recognizing the need that she needed more support
than she was getting, and she was kind of considering what would be
possible if she decided to pursue an inpatient program.
And so, you know, she and I were talking about, you know,
how that would feel and kind of what might be some next steps
in pursuing that and anticipating having a conversation
with a director at an inpatient therapeutic program.
And you know, I said, "Look, okay, well,
"what kinds of questions would we ask, you know,
"so when we get to talk to this person, you know,
"what kinds of questions are important,
what answers are important for you to have?"
And of course, in my mind as an adult, I'm, like,
"Well, you wanna find out if they take your insurance."
I didn't say that. That was my internal dialogue.
Her questions were, like, right off the top of her head,
she wanted to make sure that she'd be allowed to bring
and wear her makeup if she went into inpatient treatment
and she also wanted to make sure that she would have a say
over whether she was doing individual therapy
or whether she was gonna have to participate
in group therapy sessions.
So, I mean, she had really strong opinions about both of those things,
and, like, we crafted her list of things that
she wanted to make sure that she had the answer for
and, you know, it just kind of goes to show you like it's really,
I think, creating a space and giving some concrete examples of like
are these questions that you care about
and even just introducing the idea that you're, to a certain extent,
you are able to kind of guide this and make some choices
about what is a good fit for you, and in doing so,
you're letting the other people who are supporting you
or the other people who are part of your,
you know, quote-unquote kind of, "care team," know what,
you know, what your priorities are and kind of what
are some of the considerations so that there is more
information for kind of how to accommodate you as a person.
And so, again, I did over-include a number of tools
here as examples just because I thought that there were
some really kind of meaningful opportunities to kind of either
use these as springboards or kind of starting points
for those conversations and empowering young people
to have a role in collecting information that matters to them.
And then the other thing that's kind of mixed in here
that I'm gonna land on for just one moment is
in this top left corner, Tool 1.6.
And this kind of loops back to what I was talking about earlier
in the conversation around, you know,
being part of this developmental trajectory.
So, you know, youth and young adults, you know,
moving out of being children and moving closer to adulthood
and kind of navigating how we can model for them
this increasing opportunity for them to contribute to decisions,
to demonstrate autonomy, to, you know, be informed
in their choice-making.
And so Tool 1.6, I think, can be a helpful reference point for us
as providers or supporters of young people,
it can be helpful for families and caregivers
to be aware of kind of the different roles
and how things transition from childhood to youth
to young adulthood and then into adulthood.
So that said, Amanda, I do wanna be a little bit conscious of the time,
and I had this idea that now thinking about
where we are in things, we've--we have covered identity
and we've covered choice and we are feeling
nice and cozy right here in the middle of trust and empowerment.
And moving on to engagement and access of help-seeking,
so I wondered if maybe now is a good time to just pause
and check in with folks about identity and choice before we move on
to the other two facets.
(Amanda) Absolutely.
It would be great to hear from folks and what your thoughts are
and what experience you've had or even just what challenges are,
what are you working on, where are your roadblocks
or where do you see things going in your service model
or your agency.
If you feel comfortable writing it in the chatbox or star-6,
unmute your phone.
Please chime in and let us know what you're thinking.
(Christina) I'm wondering if folks
have other tools other than some of the examples that we've given,
that they would recommend to others in kind of supporting
the approach to honoring identity and then integrating choice.
(Christina) Sometimes I feel like--
so I'll just keep talking until somebody can interrupt me,
but, I mean, I don't know what your perspective is
but just kind of going back to the choice point piece,
I feel like in my general sense, like, this is one of the harder
kind of cultural norms to break, and I mean culture in the biggest sense,
you know, but this idea of, you know, having youth
and young adults be empowered to have choice in this process
gets confounded, I think, by a number of things like,
first of all, you know, it's kind of oftentimes this is a new experience
and so maybe not having previous experiences to draw from
and not necessarily knowing how to advocate for one's self
at younger ages compared to older ages
and then kind of combined with the fact that a lot of times as adults
we do have that kind of backdrop or those previous experiences
to draw from so it's, like, as kind of veteran adults we're, like,
automatically in choice-making mode and sometimes forget
to kind of be quiet for a minute, I think, and create a space
for folks to sort out, like, you know,
maybe even just like articulating what they don't know,
if they're not in a decision-making point, you know,
at the, like, point of, like,
"Wow, I haven't even thought about these things."
(Amanda) Mm-hmm, you know,
absolutely, and I think, you know, in terms of transitioning
from a child-serving system to the adult-serving system
and having perhaps adults in the young adult's corner
who are advocating to them, offering them choices
and as you, you know, mentioned earlier, Christina,
getting on that logistical hat and trying to uncover
if there's healthcare opportunities there,
is there coverage, do we-- can we actually access it?
And I think having those options, those people in your court
to be a springboard for those different questions is huge, right?
And I think the big part of how we can set up choices for youth
and young adults might be just simply in the way
in which we're approaching it.
For example, when my mom tells me to do something,
I'm probably not gonna do it,
but if she shares with me a story about how she accessed
something similar when she was young and kind of gives me
an anecdotal story about her experience accessing
it or approaching it from a-- maybe a difficult time and really,
you know, the point being to use that empathy and storytelling
to inspire or empower me to understand from my perspective
can be a way to sort of use, I guess,
reverse psychology to empower me to make my own decision.
And so I think that's another big thing that, at least for me
as a young person, worked was when my parents
would strategically reframe it in terms of,
"Well, in my experience, when I went through something,
"you know, it was tough.
But when I tried this," and really what they were saying
was, "You might consider this option, Amanda,
"but we're gonna let you put it in your own words
"rather than us telling you what you should do
or how you should do it," right?
(Christina) Well, I can tell you
that I'm 43 this month, and when my mom tells me
to do something my initial instinct is to not do it.
So that might be more a function of personality than age
after a certain point, but I definitely agree with you
in the sense that, you know, I think it is an opportunity
to allow kind of for this.
Sorry.
So, you know, I was thinking about it in the sense of, like,
when I teach about adult learning principles, you know,
one of the kind of best practices for adult learning
principles which is certainly what's beginning to emerge
and come into play for our youth and young adults is this idea
that the individuals are their own experts to a certain right.
And so, you know, tapping into what their strengths are
and tapping into what their abilities are and then letting
them kind of build or kind of scaffold off of that is
oftentimes gonna be more successful and gain more
traction than the didactic approach of, like, well,
let me tell you what you need to do,
or, you know, you should really do this.
And so I definitely resonate with that point.
Thank you for bringing it up.
(Amanda) I--right.
Yeah, absolutely.
Do other folks have stories that they've experienced,
perhaps in your own, you know, personal lives
or professional work that you're doing
or maybe you've had a goal in mind, you've had,
you know, an outcome that you envisioned for a young person.
You think it's the best way, you think it's the best approach,
but now you're trying to package it in a way
that would resonate with them.
You're trying to, essentially, get them to consider
what this outcome might be and how they might get there.
And I'm wondering, you know, if folks have ideas
or stories about this and if it worked or if it didn't.
And what might be a next step?
(Amanda) Okay, folks are reflecting
and thinking very hard about this topic.
Well, we're happy to keep sharing some stories
and some strategies about what that has been like
and kind of piggy-backing off of these tools.
I'll just share one more quick story about an engagement approach
from a campus-based perspective.
I graduated a few years ago from college,
but I still try to always kind of go back to that place
and put myself on campus in terms of, you know,
a young person and if I were needing help and support,
where would I go?
And the visual I want you to have in your head is that campus club day
where there is a bunch of tables and all the freshmen
or, you know, seniors are all trying to join clubs
or understand what clubs are out there and get involved.
And when I was on the college campus I noticed a NAMI
on Campus Club which NAMI stands for, if you aren't aware,
the National Alliance on Mental Illness.
And NAMI has this campus club, right,
that is about programs in service and supporting mental health,
but it was interesting because I didn't see any youth
or young adults at this NAMI table,
and I was kind of wondering why there was
no one grouped around this NAMI on Campus table.
And there could be, I'm sure, a bunch of reasons why,
but I began thinking of engagement and trying to--
flipping engagement on its head and thinking about how to sort of creatively,
strategically engage folks in their own wellness.
Something to consider in terms of these mental health wellness clubs
or that specialize in sort of what mental illness might be
is to then partner perhaps with these other agencies,
these other clubs on campus, that are about hobbies and interests
and passions that young people might have,
and if we can think about engagement in terms of a partnership
and perhaps these campus clubs about mental health
and mental illness being on all of these different campus
club tables and not just on one table
where we're expecting youth might go who are having trouble.
And so how can we basically reach folks
where they're naturally going to go?
For example, if they're interested in the snowboard club
or the photography club, how can we partner
with the mental health club on campus to put their brochures
on the snowboard club so when someone goes to engage
and sign up for the snowboard club,
they're gonna see that they're also going to get supported
with mental health resources and programs.
And working it from both sides of it,
in terms of just one example for how your agency can approach
putting services and programs and resources where
the youth are actually going and not trying to get them
into your door but to just meet them where they're at,
where their interests, passions, and cultures are.
(Christina) So, Amanda,
I really like that example because I think it also,
I mean, it does that and so much more, right,
in the sense that it also connects the dots of, like,
when we're looking at mental health promotion,
when we're looking at promoting health and wellness
and this idea that, you know, mental wellness is,
you know, something that we're all aiming for,
you know, and how engaging in exercise or how engaging
in the arts or how engaging in, like, these other activities
can be one of the kind of coping mechanisms
or kind of stress reduction techniques or--
there's a lot more I could say about it but just this idea that it's like--
that mental health and wellness is not isolated to one table,
but that it really comes up on probably the majority of tables
in this scenario and letting people know
that it is kind of like in addition to being really awesomely fun,
it's actually positive for your mental health in these different ways.
(Amanda) Right, right.
(Christina) So it seems like we covered
a number of points under engagement.
Were there other pieces that you wanted to make sure, Amanda,
that we addressed, or should I kind of briefly check in
with folks about the tools that we have available in this area?
(Amanda) I think we covered a lot,
and we gave some examples.
Let's check in with folks to see where we're at
and go on from there.
(Christina) Okay, well,
I wanted to remind folks-- I'm not sure,
the Now Is The Time TA Center has at a number of different events
been sharing this resource called "Coping Cards,"
which are literally like a deck of cards on a key ring
that provide different strategies for coping with
kind of different scenarios.
So anything from around, like, stress, anxiety, depression,
eating disorders, and so they're just kind of like a quick
handy resource that we've been disseminating for folks,
and we're actually thinking about adapting some of the tools
around engagement into the new version of the deck.
So we've had the Coping Cards around for a couple of years,
and we're thinking it's time to augment the deck
with some additional resources, and one of them has to do
with just kind of these simple activities on building engagement
and trust with other people, you know.
So, obviously, here they're in the context of providers or adult allies
or others kind of engaging youth and young adults
through these kind of specific trust-building strategies.
But again, I think, you know, just as easily youth
and young adult peers could be sharing these decks
with each other in terms of some of our grantees
who are doing peer support models that they could really be
a powerful resource and so, you know,
if folks either now or separately kind of wanna give feedback
on whether that's a good idea or not,
we're just kind of toying around with it but, you know,
it does seem like there are such kind of straightforward things
that folks could easily be reminded to do through kind of a new deck
of cards that's about engagement and trust.
And again, it's so important to building that ongoing relationship.
And I wanted to point out before we move forward from here that
that ongoing relationship may or may not be with you personally
or a member of your staff or a colleague but just this idea
that we are kind of going back to the earlier impetus
or the values behind this session where it's this kind of seamless
network of services and supports for young people.
And I feel like we each play a role in building that,
not only in terms of how long we have the opportunity to intersect,
engage with a youth or young adult but the fact that we are
kind of one point in a fabric of supports and services
that they will experience over the short term
or over the long term, like, I wanna make sure
that I'm holding up my end of things.
And certainly kind of hold other folks on, you know,
more broadly in the field, in the collective,
in the Now Is The Time family, you know,
however you wanna think about it, you know,
that we're all accountable for making sure that we are approaching our
young people with integrity, with authenticity,
and making sure that their experience of seeking,
accessing, and engaging in supports and services is a positive
and kind of that we're doing no harm, essentially,
and that we're--they're creating a positive experience
so that over their lifetime they see seeking care
and engaging in care as something that's value-added
and an essential part of their wellness.
So again, I wanna make sure that we do have some time
for open dialogue before we wrap up the session,
so, Amanda, I'm gonna suggest that we go ahead
and move forward and talk about,
you know, kind of how both identity and then access to services
and help-seeking strategies contributes to trust and empowerment.
(Amanda) Yeah, absolutely,
and quick question before we move on,
you know, just to go off what you were saying about Coping Cards.
We do have a question from one of the audience members, Tammy,
thank you for your question.
She's asking, "Do we have permission to reproduce
"the Coping Cards to provide them for all of our school counselors
and social workers or give them for their use?"
(Christina) Oh, yeah.
Yeah, Tammy, please do. And if you need--yes.
The short answer's yes and the slightly longer answer is
if you wanna follow up to--with an email to us, we can actually
provide you with the template and the printer instructions
if you wanna take those to production.
So we're happy to provide that resource.
(Amanda) Any other questions
from folks about the Coping Cards as we move on?
Okay, good, we answered Tammy's question.
Thank you for your question, Tammy,
and I hope it answered other folks's questions too.
Okay, well, yeah, and so just looking at this slide now,
you see the same framework we've sort of been touching on
throughout this webinar but now you see the arrows coming
from both the left side of identity and the right side of access
and help-seeking.
And the reason we sort of denoted that in that way is
that we're really just trying to make the point here that youth
and young adults may come-- may access from by way of how
they identify or in terms of where they're accessing support and services.
And how do we align the supportive service with
the young person's identity so it feels like a partnership
between identity and the service being provided?
And again, just how do we meet these young folks
where they're at.
And sometimes doing that requires us to put on our youth
and young adult hats as well and relating and using empathy
to engage them in what support that they may need,
and as Christina said, in the sort of relationship
that's ongoing and always evolving
and adapting to the needs of that youth and the culture
in a broader sense as well.
And so when we think about the individual and where they are at
and how we can provide tools that align and sort of allow them
to be successful as a leader in their own care.
And it's interesting because, you know,
when we put on our youth hat,
that might look different for all of us, right,
depending on what generation and cohort that we grew up in.
And arguably in this 21st century information age, Google
and the internet is often considered the "modern first responder," right?
When folks are going through something, whether it's,
you know, a feeling or they're hearing voices
or they're feeling depressed or they're feeling lonely or--
they might Google it.
They might put that into Google and say, "I'm feeling lonely.
"I'm hearing voices. I'm feeling lost.
I'm feeling depressed."
And they're gonna get a myriad of resources and support
that are popping up on Google and then the young person
is trying to reconcile and negotiate between all those different
supportive services and tools that are being offered in terms
of how they can get help or how they can at least relate
with a particular community of thought or group or agency
that may be able to confirm or affirm
what that young person is feeling.
And so that question then becomes for our agencies
and for the networks that you're working with as far as
how do we maintain up-to-date, user-friendly culture online
as well as in person?
And how do those two align with each other?
If I was to walk through your door at your agency,
what would it feel like and then if I was to enter
through the site-page on your website,
what would that feel like?
And how do we create these different tools online,
in person, to feel like a welcoming, user-friendly, open environment?
And how do we align that customer service, if you will,
to be that first impression that will help sustain
and engage that trust or that individual.
And so with that said, I think that really feeds
into the next tool that we want to showcase
for you real quick that Christina can go over with us
as far as tools that we can use in support
to ensure that our tools are up to date and user friendly,
both online and in person as well.
(Christina) So, Amanda,
I am really appreciative of you making that point
and I was--I actually, like, just got lost in thought
about the fact that you kind of used the term that oftentimes
the internet is the "first responder", you know,
that that's what youth are using as kind of like
the first place that they go, was, I thought,
so articulate and also, like, jarring for me to hear.
And so, you know, I kind of--it makes me think about, like,
given how much of a Luddite that I am with technology
and, like, the fact that I'm not quite onboard, like,
with the whole social media thing, okay, like,
we can make jokes about that til' the cows come home,
but the point is, like, it actually is creating, like,
that much more distance between me and me being able to provide help
to the people I wanna make sure get the help that they need.
And so, you know, this idea of, "Oh my gosh," you know,
even if I don't really wanna be on Facebook, like,
how can I make sure that I am meeting young people where they are
and able to create points of access
that are appealing and that are responsive
and, you know, some of the tools that we have in the toolkit
are really kind of these helpful, bottom line, like,
here's what's gotta be on your website and here's what
not to bother with on your website, kinds of tools.
But I also think, like, it just underscores
and there's also some resources around this,
the idea that, like, even though I have an Instagram account now,
the fact that I can't figure out how to get people to not follow me,
that I don't want following me is, like,
I'm not moving at light speed here in my catching up.
And so, like, I feel like what I need is a real strategy,
you know, is to make sure that I'm using all the tools
that I can and engaging in all of the strategies
that I can to make sure that if it's not gonna be me directly
who's accountable that at least I have somebody that I can count on
to make sure that I'm getting kind of the up-to-date information
for what's gonna make it most useful and most user-friendly
to the youth and young people that I wanna make sure are getting,
you know, supports and are feeling safe
and are getting access to things that they need to be safe and to be well
and so, you know, again I think it's so articulate the way
that you framed it in terms of not only kind of what's the reality of the situation
but what's our accountability in this equation.
(Amanda) You know, what you were saying,
Christina, about maybe not being lightning-speed fast at Instagram
or Facebook and I think--
I appreciate your humility with that, because while you might not know
how to, you know, at lightning speed update a post
or unfollow or follow people, I can attest to not being lightning speed
at understanding very quickly what my healthcare access options
might be and so that's where, you know,
folks who have different experience and perspective and expertise,
easily become partners in this work together given
the cohort and cultures that we're inevitably growing up in,
and so I appreciate your humility and that, I think,
is really speaking to the fact that that common denominator
for this whole thing is really partnership.
(Christina) Cheers to that.
So you know, I mean, it's a perfect time in partnership
to say, like, you know, we began this conversation with the idea
of, you know, who are the young people in your community
that you intend--whether you're achieving that or not
is another question but that you're intending to support and serve,
and what practices are you engaged in to make sure
that the perspectives from those communities are integrated
into your work?
And so we do have about 10 minutes left and I think,
you know, again, it would be so valuable to have
some more contributions from folks who are on the line.
And I think, Joanne, I wonder if we could try the unmute all
at this point to see if folks can respond to what resonates with them
about this conversation and kind of where they are with it
in their own experiences in their local communities.
(operator) All guests have been unmuted.
(Christina) Okay, so that means
we can hear you now.
So, what do you think?
Does anybody--do folks wanna share kind of how this
translates to the work that you're doing or how it doesn't
translate to the work that you're doing with young people in your community?
(Courtney) This is Courtney
with [inaudible] School District and I'm--
(Christina) Hi, Courtney.
(Courtney) Hi.
I don't have the opportunity to work directly with students,
but I do work directly with counselors.
And what was going through my mind as you were speaking
and it's a lot of great information, I take a lot of notes here,
was how can we work better with young parents who are battling
with the idea or the concerns they may have with their child
may having or actually having a diagnosis and sometimes
being in denial and refusing services.
So looking at it from that perspective of choice
and identity and how-- what kind of guidance
can a counselor provide our young parents.
But also in terms of our young people who are old enough
to make the choice to take their medication
or not take their medication, to participate in counseling services
or not to participate in counseling services.
Some of the tools that our counselors might be able
to employ when it comes to encouraging young people
to take that step in getting the services that they need
when they're referred to those services.
(Christina) So I definitely think, again,
when we're thinking about communication pathways
and we're thinking about referral pathways,
especially when we have older children or youth,
you know, kind of before we get to the young adult stage,
that making sure that we do have strategies, supports,
and tools for family engagement
and really making sure in some of the same ways
that we were talking about from a youth
and young adult perspective,
making sure that we have all of the facets in place
so that families and caregivers can experience trust and empowerment.
And so I heard you, Courtney, kind of talking a little bit about
how for any variety of reasons, there may be some resistance
from parents when they're considering
whether their child needs additional support
for services and, you know, I think that goes back to, you know,
what Amanda's been talking about in terms of building trust
and empowerment by being really thoughtful and strategic
in creating a space for kind of different cultural or parental identities,
making sure that parents understand kind of
what are their choice points or how do they get information
about the decisions that they can make
and then kind of leveraging that into readiness
or increased readiness towards engagement in services
and, you know, what their experiences might be like
when they do try and access support through services,
whether it be a family or family member or caregiver,
or whether it be a youth and young adult themselves,
that oftentimes that initial point of engagement
or point of access can be a defining moment
in kind of what happens next and whether that young person
is able to get the support or services that would benefit them.
(Courtney) In an effort to be transparent
I actually hung up when I-- I was calling myself trying to mute--
go back on mute so I missed most of your response, so I do apologize.
(Christina) I appreciate your transparency, Courtney.
And basically I was just saying, like, yes, I hear what you're saying.
Like, that a lot of the same points that we have applied
or talked about in the context of youth and young adults
applies the same way to our parents and caregivers.
Did I hear someone else chiming in?
(Evelyn Roberts) Oh, yes.
This is Evelyn Roberts.
I'm from Project Launch, and we actually work with Courtney
and Tammy, and our agency focuses on younger kids.
So the young adult aspect doesn't necessarily pertain to us,
but at the same time, in helping the young adults
speak for themselves they also, you know, sets the tone
for the up and coming, you know, siblings that may be within
our age bracket now, so that they may know how to advocate
for themself when they get older, too,
just by seeing that example.
So I do like that aspect of it.
(Christina) Oh, thank you.
(Amanda) Yeah, I appreciate that you said that, too, because I think that really
is important to underscore here, too, that while we were kind of
focusing on the lens of young adult perspective,
that these values and access points, if you will,
can really--should be applied for any age group, right?
Identity, choice, engagement, access and help-seeking,
hopefully those are values that are throughout
the developmental continuum and not just--
they don't just stop when people un-identify
from being considered young or youth, right?
(Christina) No, absolutely.
What about other folks?
I wonder if there's anybody on the line who wants to contribute
from the young adult perspective or the folks
who are providing supports and services to young adults.
All right, I guess not.
Well, again, you know, we do wanna make sure
that the information that we're able to share with each other
and that the Now Is The Time TA Center
is able to share with you is gonna be valuable to
the work that you're doing, so to the extent that we can help
translate any of the concepts or specific tools
that we talked about today into something that's actionable
for your projects or your efforts, you know,
we continue to be available.
I wondered if there were any other questions that folks might have
for Amanda or with regards to what's in the toolkit
or how it can be accessed or used.
Anything else that we can make sure that we address for you
before we wrap up today?
You guys are making it too easy on us.
So, again, I'm so glad that Amanda and I had the chance to connect
with each of you about this topic, and, you know, it's something
that really, I think, probably not a surprise at this point
that Amanda and I are both passionate about,
and so, again, it's something that we're
really interested in continued conversation on.
So to the extent that we can be a resource so we can connect you
with additional resources to make, you know, the tools and make
the concepts applicable to the work that you're doing,
we're happy to do so and you can contact us through the TA Center.
Amanda, was there anything that you wanted to add
before we wrap up today?
(Amanda) You know, I just really appreciate that
you all came on to learn with us and ask questions
and propose some feedback, and I'm constantly learning,
as I'm sure we all can attest to.
And as Christina said, we're here to support you
in what you're going through from both the youth and young adult lens,
but also, you know, whatever age or cohort your constituents are
and so please feel free to reach out,
offer support and challenges or opportunities you're working with
or if you have any questions, we're here to support you,
and we just thank you for your involvement
and your passion working with us too.
It's always a constant journey and learning experience,
so thank you for your continued investment in this work.
(Christina) And to that end,
I do wanna encourage folks to just take a couple of minutes.
Once we sign off today, you'll have the opportunity
to fill out a feedback form, and as Amanda mentioned,
we are interested in continuing to refine this information
and how we present it.
And so any recommendations or feedback that you can offer
will help us do that.
So please do take a minute to fill out the feedback form.
And again, we do appreciate your time and look forward
to connecting with you on this topic or on other related topics
as we move forward together in our work.
Thanks, everybody. Have a good afternoon.
(Amanda) Thank you, everyone.
Virtual hands in, Go Team!
(Christina) Thanks, Amanda.
All right, bye everybody.
(female) Bye.
-------------------------------------------
Mega Gummy Bear Crying McDonald Hambuger Challenge - Finger Family Nursery Rhymes for Kids - Duration: 10:04.
Mega Gummy Bear Crying McDonald Hambuger Challenge - Finger Family Nursery Rhymes for Kids
-------------------------------------------
Life Hacks for Kids - Duration: 5:53.
Grand Mom Mom's House...Hurray!
Grand Mom Mom's House...Hurray!
Hi Guys...It's Zoey Again.
I'm just sitting around waiting for Zack
to finish up the last cake at the Bakery
for today and I was wondering
I was thinking...Hmmm??
Maybe I could think of
10 Life Hacks for Kids
So, here we go.
Number 10
Did you know that you can use Baking soda
in a "pinch"
if you need to brush your teeth
or even as deodorant.
Number 9
If you take a 2 Liter bottle of soda
and fill it with only dimes
by the time you reach the top
you'll have almost close to $700!
Number 8
Have you ever had heartburn
and you don't have any of the pills
you could take to get rid of it?
well
you could try a nice tall glass of milk
try that
and if milk doesn't work
try a can of coke.
It works EVERY time
Number 7
Have you ever been sitting around
with your friends and playing
hangman? Want the secret to win?
Use any of these words -
Zephyr, numb, myth or rhythm
they'll never get it!
Do you need a fun website?
try snesfun.com
that way you can play
old nintendo games
snesfun.com
number 5
this is a good one
Have you ever painted your fingernails
and had to wait
5 to 10 minutes for them to dry
well paint your nails,
then spray them with cooking spray
like this
they dry almost instantly
Number 4
Trying to make some homemade paint?
You need 1 cup of salt,
1 cup of flour
and food coloring.
and you'll have great paint...homemade too!
Number 3
Let's play the "haha" game.
Have you and your friends sit around
for a little while
one person says "ha"
another person says "haha"
then another person says "hahaha"
then another person says "hahahaha"
keep going and by the time you reach
number 10
everybody will be rolling on the floor laughing
and with REAL laughter too.
Number 2
Let's say you've got some dry feet
if you put some vaseline on your foot'
and then put a sock over it
go to sleep
when you wake up
you'll have warm, moisturized feet
it works EVERY Time
Uh-Oh...I think Zack is almost done
finishing up with the bakery
...all the cakes that we made today
so let me go ahead and finish up with
Life Hacks for Kids
Number 1
Have you ever gone to McDonalds
and you just don't know what kind of fries
you're gonna get?
the hard, crunchy kind
or the nice soft kind
it's almost like a 50/50 shot.
well...
if you go to McDonalds
and you ask them for fries with NO salt
they have to make a fresh batch
just for YOU!
and then you can put your own salt on them
but it will be nice, and hot
and fresh and just the way you like it.
so the next time you go to McDonalds
roll up or go to the window
and ask them for
french fries with NO salt
they will be perfect every time.
Oh, ok Zack, I am on my way!
Thanks guys!
Remember - Grandmommoms
Like & Subscribe
See You Next Time!
-------------------------------------------
"Overcoming Spiritual Attack" - Time for Hope with Dr. Freda Crews - Duration: 28:31.
For more infomation >> "Overcoming Spiritual Attack" - Time for Hope with Dr. Freda Crews - Duration: 28:31. -------------------------------------------
Join us for Gamer Confessions at RuPaul's DragCon! - Duration: 0:26.
If you're going to be in LA on April 30th, I hope you'll join me, along with drag queen
Pandora Boxx, Twitch streamer Dylan Zaner, YouTuber Will Shepherd, and game industry
insider Gordon Bellamy at RuPaul's DragCon for our panel Gamer Confessions.
We'll be talking about our favorite queer game characters, LGBT storylines, drag cosplay,
romance, finding queer geeks, and more.
That's DragCon at the LA Convention center on April 30th at 2pm.
See you there!
-------------------------------------------
Tulip Coloring Pages How to Draw and Coloring Book for Kids with Colored Markers - Duration: 2:42.
Tulip Coloring Pages How to Draw and Coloring Book for Kids with Colored Markers
-------------------------------------------
American Tries READING DUTCH SIGNS in Amsterdam!! - Duration: 9:51.
Hey everyone, Dana here!
And right now I am in Amsterdam for the first ever Vidcon Europe.
Actually, the first ever VidCon outside of the U.S. anywhere.
And while I've been here in Amsterdam, I have seen some signs in Dutch, where I've thought, like,
hmmm I think that maybe I can read that sign or figure out what it says because of
my English and my German skills.
And the same with hearing people speak Dutch.
Sometimes I've thought, like, I think I heard a few words in there that I know.
So today we're gonna go to VidCon and play a little game that I like to call
What The Futch Is That Dutch?
Mr. German Man has found me a very tricky sign or two of them for my first attempt at
this game.
I have no idea.
Well, I see in this, in the yellow one, the word "weg."
W-E-G, like the German word "away."
This one, I don't know how to say this.
V-R-I-J-H...I don't...Vrrriihhh. No.
I don't know how to say this, and I have no idea what that could mean.
Okay, so in this sign I notice a few street names, and that I can tell because it seems
to be the same as in German: "Str." for street.
For "Strasse" in German or whatever it is in Dutch.
But that means street.
So there's two streets in there.
The first word we have "Kruising."
I think that's like the English word "cruising."
So maybe, ah, driving on that street is "aufgesloten."
I would say...afgesloten, afgesloten.
So maybe that's like, would be the German, "af" is like "ab," and "ge," you know so it's like,
it's saying what has happened to this street.
So maybe it's closed.
Perhaps that could be "afgesloten" is closed.
And bereikbaar...I'm thinking this B-A-A-R is like the German "bar."
I would say it's useable.
Like this other, the first street is closed.
Driving, "kruising," driving on the first street is closed.
But this other street is available.
Did I get it right?
I think I can really figure out a lot of the stuff here.
So "verboden" that would be like the German "verboten" I guess.
Not allowed. "Toegang." Maybe that's like toe in English.
So you're not allowed to go in.
Ah, I don't know what this means.
You're not allowed to go in.
Ah, "melden bij," so maybe that's like the German, so maybe you need to contact, ah,
I don't know what this is.
Maybe the landlord or something?
And then "betreden," so maybe "betreten."
"Terrein op eigen risico."
Okay so, you go in at your own risk.
I think I got it there.
So you're not allowed to go in...?
You have to contact something.
And then going in at your own risk.
That kind of confuses me.
You're not allowed to go in.
I guess you're not allowed to go in, but then you contact, then you're allowed to go in.
But still it's at your own risk.
I can help you. - Okay. "Voor onbevoegen." -Yeah? What is that, maybe?
"Bevogen." - Yeah. - "Befugt." - Okay, I still... -"Anbefugt." - I don't know that word in German. - German "anbefugt."
I don't know.
It's for, um, non-allowed people that have no right to be there.
Okay, so people who aren't allowed to be there are not allowed to be there.
People who are allowed to be there should contact - Maybe. - whoever this is.
But anyway, then you enter at your own risk. - Yes. - I think together we got it.
That gets a high five. Nice.
Alright, I think I've got this one even without the little pictures.
So I think it says "allen," or closest to that in Dutch pronunciation.
So everyone before the lines...um, you have...no.
I think I, no.
No, I don't think I got it.
I was gonna say you have to have...no actually I don't know what that would possibly mean.
Okay I go with "Alleen voor opladen elektrische voertuigen."
I think it's in German "Allein für, um, zum auf...alleine zum aufladen von elektrischen Fahrzeugen."
Oh. - The parking spaces here. - Yeah. - So, only for
charging electrical vehicles. - Okay. That makes sense.
"Denk aan onze kindern."
So I think that's "think about our kids."
You know, drive slowly.
So now I'm with Hilde. - Hi.
You're going to say a sentence for me, right? In Dutch. - Yes, yes.
And I'm gonna see if I can figure it out.
[Something in Dutch] - I heard YouTube in there.
And "Ik." I think that's something like "ich."
So that's like "I." Okay, one more time maybe.
[Something in Dutch] - I think I heard something about "film" at the end? - Uh-huh.
I'm filming a YouTube video! - No. - No. Ah, I don't know. Okay, I can't get it. What is it?
It's "I like to watch YouTube videos."
Say it one more time a little bit slower let's see if I can...- [Something in Dutch] - Okay.
Now I hear it. Like "kijk" is "like." Or no? - "Kijk" is "watch."
Oh, watch! You stumped me.
What's your name? - Roland. - Roland? - Yes.
Okay, and you're going to also give me a Dutch sentence. - I, yeah. - Okay. What is it?
[Something in Dutch] - Again? - [Something in Dutch]
I think, "I have to ask my mom." I heard "moeder."
Right, is that... - Yeah, yeah, yeah. - "mom"? And "vragen" is that like "fragen"?
Is that "to ask"? - Yeah. And what was the beginning part?
"Even." - "Even." Like, is that like "eben" in German? - Ah, yeah. - Like, right soon. Okay, what does it mean?
What did you say?
"I have to ask my mom," basically. - Hey, so I got it! - Yeah, you got it. - Cool!
I got one! - It's from a pretty well known Dutch song.
Oh really? - Yeah. - Okay, which song? - "Even Aan Mijn Moeder Vragen." - Okay.
Okay, so I found another person who speaks Dutch!
Yeah! - I'm with Catherine now.
And what is your channel?
What do you make videos about?
Uh, my channel name is Styling with Cath.
And, um, it's a mix, um, actually because I do beauty, fashion, also vlog a lot.
And I do some challenges, and I also give advice.
So it's a mix of everything.
And what Dutch sentence do you have for me?
Okay, it goes like this: [Something in Dutch] - Okay, so I think the first one was "hello."
Yeah. - And say the next one again. - [Something in Dutch] - What's up?
Yeah, it can be. But, yeah. - So what is it? What is it actually? - Um, how are you?
How are you? Okay.
Okay, so I don't think that sounded anything - No. - like German or English.
Okay, I have just come across this really awesome thing.
And it's got words written on it.
So first of all, I can already tell just by looking at this, it's just outside of a park
area and so I guess this is where people can put any things that they have found lost and
found items from in the park or around this area.
And, alright, let's try this.
"Vin...ah, vind je verloren voorwerp terug."
Or something like that.
But I definitely see one that I recognize.
"Verloren."
"Lost."
And that would make sense since this is clearly a place to put lost items.
What the rest of those words mean...I don't know.
I actually have no idea what "uitgezonderd" says.
I don't know, but I'm gonna put Mr. German Man on and maybe he can crack the code.
Okay, so, let's try it.
"Uitgezonderd."
I think that it, it...there's some clues here.
Um, I think this is a one-way street sign.
And there's a bicycle on it and a moped.
And "uitgezonderd," I would say in German "ausgesondert, ausgegrenzt."
So I would deduct from it that the bike and the moped are excluded from the rule of the
one-way street. So that they can go both ways. Am I right?
So my question for you is: Could you read these signs?
Do you know what they said or what the people that I talked to said?
And what language should I try next?
Please let me know in the comments below.
Thanks so much for watching.
I really hope that you enjoyed this video.
If you would like to make sure that you are notified of new videos that I put out, be
sure to click on the little bell down there.
And also a huge thank you to our patrons on Patreon, who help make these videos possible.
Thank you so much for your support.
If you would like to check out my Patreon page, you can find a link to that down in
the description box below.
Until next time, auf Wiedersehen!
Okay, it's recording.
I don't get what we're doing.
I don't want to take the sign out of the...
Okay. - Ready? - Yep.
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Írd felül, amit az agyad kíván! - Duration: 10:34.
For more infomation >> Írd felül, amit az agyad kíván! - Duration: 10:34. -------------------------------------------
What On Earth Am I Here For - Who Am I ? - Duration: 1:00.
there's something about the declaration
of another individual over our life
that can make a huge difference in how we see ourselves
or who how we go forward so
parents I hope you're starting to
declare over your children not who they are
but who you see them becoming
mighty warriors for God
men and women with a destiny a call and a future in their life
speak it over your children
call out their destiny
wake up the warrior in them
because no one else is going to do it
-------------------------------------------
BotCast Episode 12 feat. Dia Mirza - Books That Talk About Nature Part 2 - Duration: 20:06.
Sharin: so if there was someone trying to discover reading through nature, or books
that marry the theme of nature and literature, what would you recommend be there starting point
Dia: I would say start with something as simple as this by Shel SIlverstein, it's called the
Giving Tree.
It's a picture book, it's very simple.
It's something a child can read and a grown up can read.
I want more grown ups to read it because that the lessons in this book are unbelievable.
Dia: i think they would come in great use even in adult life.
Like what's really beautiful about this book is that there is a tree and the tree
is best friends with a little boy.
And the little boy spends a lot of time with the tree while he is a boy.
Swings from the branches, eats it's apples, they play hide go seek.
And then the boy gets older and his visits to the tree become infrequent.
And it's a story about a relationship between the tree and the boy and how the tree's
life purpose is to give this boy happiness.
Sharin: wow, so poignant, so lovely Dia: it's beautiful, it's one of the simples
stories ever written but it's so beautiful.
Sharin: that's nice
Dia: it's my favourite book to point anybody towards.
infact I actually want to make a film on this.
Like a short animated, because i think more people now like to watch stuff
so maybe it will help people get through it.
But it's special.
It's really really special.
Sharin: so i infact read a book recently by Helen Macdonald called H is for Hawk.
It's really...so you were talking about geographical boundaries not existing.
So Helen macdonald's father was an award winning photojournalist
and he made a career
out of shooting hawks.
And her father passed away and as a way of grieving his absence, she decides to adopt
a hawk and train that hawk.
So when she lived on the outskirts of Cambridge, in the countryside, she would just let the
hawk free but also train it to keep coming back.
And at some point she starts associating her vision with the Hawk's vision.
Whatever he was flying through, all the cities and the villages started merging.
She did it over three years because goshawk, the kind of hawk she was training was the
most difficult hawk to train.
They are just naturally very wild beings.
They don't like to answer to somebody asking them to do something, which is like a lot
of us.
So the kind of stuff the hawk saw, she kind of imagined herself seeing.
And it spans many seasons, so she talks about, earth, water, wind, fire, also ice.
Anuya: not heart?
Sharin: oh my god
Anuya: I've already made this joke before,
but you even said it in the same order!
You wanted me to say heart!
Sharin: this is Captain Planet, strangely, ironically loved.
Anuya: but we should talk about captain planet.
Watching that show as kids, and it really did create a regard in me for the environment.
You've seen Captain Planet?
Dia: no Anuya: Cartoon Network, all 90s kids.
Dia: I didn't grow up watching...
Anuya: TV?
Sharin: well done Anuya: cause she was playing outside.
So me, i had the misfortune of sitting at home and watching lots of cartoons, and one
of the cartoons I watched and loved was Captain Planet.
And the whole message of Captain Planet was to...
Every episode had one lesson about the environment.
His villain was Captain Pollution, like his alter ego.
Dia: nice Anuya: and earth, fire, wind, water, and heart.
So there is this little kid whose superpower is heart bechara, he was bullied by all the
other kids.
Dia: I have never watched it.
Is it available somewhere?I'd love to watch it.
Anuya: DVDs and maybe on youtube yeah, or you know torrents
Anuya: so incidentally you know.
Since we are talking about this, there is a theory that Game of Thrones is one big parable
on Global Warming Dia: could be
Anuya: yeah, ice and fire Dia: i feel like the Batman series is that as well
Anuya: really?
Dia: yeah i think it gives a lot of insight on where the world is headed and what are the fights we are fighting
yeah because the way Gotham city looks, it is really a representation of what we are doing to this planet.
Where we are going as human beings Anuya: the children of the forest, the White
Walkers, so there is a lot of Dia: and one of my favourite movies is Avatar.
It's one of the most beautiful films made on kind of reiterating that message.
That nature is all giving
That you are a part of it.
And we take, take, take everything and never give anything back.
This is what this books is also about.
Sharin: the Giving tree
Anuya: there is this book by a Chilean author
called Isabel Allende, who writes a lot of similar stuff, and she has this book called
CIty of Beasts where this American kid (of course it is an American kid), who goes with
his grandmother who is a writer for a National Geographic like magazine into the Amazon
And they go deeper and deeper looking for this one ancient being so not only do you
discover a lot about the rainforest, but it is a story of indigenous people and their
flora and fauna that they are trying to save
And she uses magic realism with fact of today to showcase what the cost of development is.
And it's young adult, so it can be given to young people and they can start imbibing these things early.
So another really interesting book that gives amazing perspective on the idea of wellbeing
and life, is a book called the Story of Stuff.
It is perhaps, possibly one of the best books written on this world that we inhabit where
we are constantly being told to buy something.
Like somebody selling stuff to you all the time.
Sharin: that is all of American culture Dia: no its even us
Anuya: yeah it's here now Dia: i mean look at it, everything is an advertisement.
Anuya: Story of Stuff can be my life.
It is my life.
Dia: you are telling teenagers that until they get XYZ things they are not cool enough.
You are telling grown ups that until they have the latest mobile, the latest cars.
the latest air conditioner, or the latest whatever, they are not cool enough.
Sharin: it's an economy of peer pressure Anuya: yeah electronic waste is
Dia: and it is an economy created by heightened consumption.
And constantly making people want to consume more.
Anuya: so what is the solution?
What can we, or the people around here, what can we do?
Dia: i can tell you what i do Anuya: tell us what you do
Dia: i feel like my entire life is a dichotomy.
I feel like I'm dealing with a constant state of paradox.
What is this world I'm living in?
Why do I need to have all these things?
So the stuff that I have identified as really, really bad, I have stopped using it as much as possible
Okay, I'll give you an example.
If I would change my car every four years for the sake of status, or the idea that
I need to like oh I am an actor, I have this line of work, I need to seen in a certain way
Those ideas have changed.
Dia: as long as my car works and it's in
good condition, I am not gonna change it.
Yes, it is a diesel engine, and I wish I had an electric car, and I wish electric cars
were priced better in my country but hey I carpool, I will not change my car just for
the sake of change and I will find solutions because I have this brain that is constantly,
actively thinking how to readdress the way I live my life.
So the other things I do, I have replaced all the plastic bottles with glass.
I carry a bottle to work
So even when i'm going for a shoot,
About 6 glass bottles travel with me from home
so I am not using these guys at all.
So that's my way a little bit.
Waste segregation at its source so we don't mix wet and dry waste.
There are so many little things.
I don't know whether that's enough but I do know that when you become actively aware,
then you start seeking out ways.
Like the one thing I really want to change is my sanitary napkin
Anuya: yeah but what are you gonna do?
Dia: we need a sanitary napkin that is biodegradable!
And I don't understand why with all the money in the world and all this innovation,
we can't just make it.
Sharin: one last book I want to talk about, you talked about global warming, I just finished
reading a young adult book yesterday called Love in the Time of Global Warming
Dia: i've heard about this and I wanna get my hands on it
Sharin: it is amazing, so it's basically a tsunami has hit Los Angeles and it's told
from the point of view of one eleven year old survivor who is trying to find a family
but because tsunami has hit, immediately the environment of Los Angeles has shifted to
people who have adapted to live underwater and people who have adapted to live over water.
and there are suddenly giants who are cannibalizing people.
This is like I think, the fact that it's an over exaggeration of what a future could
look like is something we should all be taking seriously as well because I mean our demons
are within us, we are polluting our own environment and we could be the giants who are cannibalizing
people in the end Anuya: I can't think of book but so many
movies have this overriding theme right, there was Intersteller
Dia: absolutely Anuya: then there is, do you guys remember Tera Nova
Terra Nova. you dont remember Tera Nova?
Let's get into the clickbait round before I kill myself
Dia: no no we have to save the world ok?
We will save it Sharin: we are the warriors
Dia: we are the warriors.
Anuya: that makes me very very sad
Sharin: the green crusaders!
So we are just gonna do a quick rapidfire with you.
All about books don't worry, we won't ask about Kareena Kapoor or
Dia: they are all wishing you raid me
Like what is this conversation why are they not
discussing somebody's sex life.
Anuya: correct Dia: or hers
Sharin: like a chain
Anuya: you can discuss my sex life whenever you want
Barbara what?
Dia: cartland.
Shobhaa De, sorry Anuya: we just we have already discussed my
sex life so move on Dia: hey Shobha De is not writing anymore.
Sharin: She is writing columns and getting angry at, i think twitter destroyed her
Anuya: yeah tweeting unfortunate things
Sharin: yeah man Dia: nice ya
Anuya: she fat shamed a policeman Dia: i heard
Anuya: this will go viral Sharin: on this note, clickbait this was clickbait
Anuya: so we'll ask you a bunch of really
quick questions, tell us what are the first things that come to mind okay, everything
is about books, I'll ask one you ask one Sharin: yeah you go first
Anuya: so the world is ending but there is a spaceship coming to save you, you can only
take two books with you, what would they be?
Two books, two whole books Sharin: to survive in the universe
Dia: can I take a blank book?
Like, plain sheets to write on, that would save me.
Umm aah I think I'll take the Hitchhiker's Guide to the Galaxy
Sharin: I love her already, that's it, we are friends now, I love this book, I love Douglas Adams
Anuya: this book keeps coming up in every podcast
Sharin: it is the most amazing book
Dia: it is also one of the most read books in India amongst the reading community.
Do you know how many books people have to sell for it to become a bestseller in India?
Anuya: 2000 Dia: 10,000.
That's nothing Sharin: in a country full of billions, we
can only sell Dia: yeah 10,000 books and you become a bestseller
Anuya: that's what we are trying to remedy with this right now, like that's literally
what we are trying to remedy Sharin: please read guys.
Ride Dia: read!
Anuya: ride Dia: ride too.
We must read and ride
Anuya: but you know what this makes me happy,
im not the only bad joke maker on this botcast.
Ok favourite author 1 Dia: aiyo no ya no no ya
Anuya: ok fine 3 Sharin: no 1
Dia: that's a really impossible question.
It's like asking me what is my favourite movie.
I don't have an answer there is not one. It's impossible.
Ok ok ok ok life defining, life altering book Tuesdays with Morrie
Sharin: ah nice Anuya: Mitch Albom
Dia: Mitch Albom yeah.
I mean he hasn't authored that many books, all of that I know that, that's a book that
can really really shift perspective and do wonderful things
Anuya: okay book that defines you Dia: holy mother
Anuya: rightly said Sharin: well done
Dia: a book that defines me.
Bloody hell, I've never actually actively thought of that, it's a damn good question
Sharin: it's ok, you will try Dia: im trying
Sharin: introspect Anuya: you know for me the problem is that
everytime I think about a book that defines me, the answers I get are like shopaholic
and stuff and then I'm like tu ghar pe baith, kuch kaam mat kar
Yeah she was just talking about consumerism
so which one defines you? You've thought about this?
Sharin: no, I, this is not about me
Dia: no but answer the question I really want to know, I'm very inquisitive
Anuya: I think Hunger Games Sharin: define you
Anuya: which is weird right? But it does.
Sharin: a certain banned book defines me Anuya: you've named band books on this podcast
before, nobody cares if you name banned books, it's okay
Sharin: actually, Satanic Verses defines me Dia: you think?
Sharin: I love that book.
I can read it over and over again a million times over and I will still never be over this book
Anuya: but I also see myself in that conflicted heroine Katniss
Dia: but I see myself in a lot ya, I see myself in a lot of books, I mean, A Thousand Splendid Suns
Anuya: oh I love that book
Sharin: all that suffering Dia: yeah
Anuya: I cried so much Dia: yeah because I feel like if you can go
there, you can go anywhere and feel anything, because my reality is so removed from that,
so removed from that, but if I can feel it in my gut, like inside my being so strongly,
then it represents me.
Sharin: no it is one of those books where you feel ok now the suffering ill end and
there is more and there is more Dia: the Kite Runner did that for me as well.
I mean there are so many books that you just read and you're like.
Wow.
but i don't know if they define me.
Should I say the Secret Garden, for a sweeter definition of me.
Anuya: The Secret Garden yeah Dia: yeah the girl who healed everything through
a little magical garden.
Ok I'll take the Secret Garden.
Happy book, positive book.
Sharin: so continuing with that, what would be your autobiography called
Dia: born free Anuya: no that's taken you can't use it
Dia: The last child in the woods.
That is taken as well Anuya: yeah, didn't you just start the podcast
with this book Dia: the butterfly effect.
Don't tell me now that is also Anuya: ok ok
Dia: I know it's taken, but that's my autobiography yaar
Sharin: I get that the concept of born free is like a concept that seems to resonate a lot with you
Dia: yeah
Sharin: so give her born free na Dia: no give me butterfly effect im happier with it
Sharin: now she wants butterfly effect
Anuya: tarzan
Sharin: you've been warned about these things
Anuya: I didn't make a pun, I just made a joke
Dia: jane was here.
Dia: jane was here. Almost Jane
Anuya: almost jane is a great name.
I think you should write that book.
Dia: almost jane.
The mad max theory Anuya: yeah madmax is actually superb right
Dia: that's exactly what I am talking about.
Good one to leave you with no?
Anuya: so before we melt into puddles Dia: we have already melted into puddles
Anuya: let's, we have come to the end of this botcast
Dia: why is she not perspiring?
Sharin: i don't know Anuya: I don't perspire that much
Dia: like why are we both shining
Anuya: cause I grew up here so
Dia: But this was fun no, it wasn't so bad Sharin: thank you Dia for joining us ya
Dia: a lady from the industry reads and could have a real
Anuya: and talks about things Sharin: and feels things about the environment
Dia: no but we have to change that guys.
This is like a really bullshit perception and I feel very insulted by it not just for
myself but for all the girls and boys in my hood
Sharin: in your hood?
Dia: yeah Anuya: no but also we should all do whatever
we can to save the environment Dia: I am not sure all do but let's not
assume nobody does.
That's what I am saying.
And I don't judge those who don't either.
I really don't and nobody should.
I know you are like, you know champions of book reading and all.
Please read.
You lesser mortals who don't read, you substandard human beings
Anuya: no that's not what we want to do Dia: that is exactly what you do
Sharin: discover new worlds, discover new language
Dia: love it love it learn about it then maybe do it
Anuya: subscribe to our channel Dia: share, like this video, comment and say
nice things about Anuya and Sharin Sharin: and Dia
Dia: no you don't have to be nice to me Sharin: why be nice
Dia: no you don't have to tell them to be
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Games for Kids Learn Colors with Talking Tom Subway Surfers Cartoon Kids Video Android/IOS Gameplay - Duration: 11:09.
For more infomation >> Games for Kids Learn Colors with Talking Tom Subway Surfers Cartoon Kids Video Android/IOS Gameplay - Duration: 11:09. -------------------------------------------
Basic Gardening Tips for Beginners | How to Prepare a Spring Garden on a Budget in 9 Steps - Duration: 7:08.
Welcome to Basic Gardening Tips for Beginners
In this video, we will teach you how to prepare a spring garden on a budget in 9 steps
If you're a keen gardener when spring arrives, you're probably aware just how easy it is to spend a lot on new plants,
possibly way more than what you'd bargained for.
Yet, if you do a lot of the work yourself,
getting ready for a spring garden can be a wonderful weekly activity from planting to blooming,
and is a pleasant way to welcome in the new season without having to spend a fortune.
Step 01 Start with a budget.
If you know what your budget allowance for the garden is from the very beginning,
you will have something to stick to and if there is anything left over, you can reward yourself with something extra.
If you don't have a budget, you will probably overspend, so don't skip this essential step.
Step 02 Use your own seed.
Keep seeds back from the previous season from flowers and vegetables that grew in your garden.
Allow the seeds to dry (to prevent mildew over winter) and place in separate bags, well labeled.
Store somewhere that is warm and dry over winter.
As spring gets closer, plant the seeds in seedling trays and keep indoors near a window that gets a lot of sunshine.
Water and tend to them regularly and you will get a head start on the new season's plantings.
If you haven't managed to do this from last season, ask your neighbors or family members who garden for spare seeds that they saved from their gardens.
Look for discount days at your local garden center or hardware store to get seeds at a very good price.
Step 03 Strike cuttings.
If you fancy the plants that are growing in someone else's garden, ask if you can take cuttings from them to strike your own.
Many gardeners are very pleased to be asked this and will let you collect a few cuttings.
Botanical gardens often have mid-winter to early spring pruning clear outs in rose gardens.
Phone up to ask when this happening and to see whether members of the public can get cuttings from these tidy-ups
Just avoid picking out anything that is diseased or rotten.
Step 04 Wait until frost season has cleared.
Once the likelihood of frost has cleared, take the seedlings outdoors and continue watering them in their trays.
Do this for a week or two, to help them transition from the indoor environment to the outdoor one.
The budget-conscious gardener won't rush this step, otherwise you'll have to find more seedlings to replace the ones you've lost.
Step 05 Create a garden plan on paper.
In the same way that a shopping list helps you to curtail overspending in the store,
a garden plan helps you to avoid over-purchasing of whims when you go to the garden center.
Draw in the flowers, the vegetables, the ornamentals, the decorations, etc.
that you'd like in your garden this year, in their exact places.
This plan will guide you on buying "just enough" and no more.
And don't forget to take account of plants that you're already growing yourself.
Step 06 Keep an eye on garden sales in catalogs.
When the sales are on, this is an excellent time to buy the garden sale items in bulk.
Naturally, only buy what you will use but have an eye for a good bargain,
including for updating/replacing, and so forth of new garden tools, hoses, netting, and other essentials.
Only buy in bulk if it will be used and is a good price.
Don't go overboard on gimmicky things like plastic garden decorations.
They clutter the garden and may not be made from very good materials.
Put your money toward plants and gardening tools you really need instead.
Step 07 Buy plants that have been reduced due to lack of adequate attention or overstocking.
In some garden centers, there will be a section of plants that haven't been adequately cared for,
or that have not been selling as well as the store owner would like, going for a song.
If you've a green thumb and you can identify the likelihood of successfully salvaging
any of the poorer plants back to health, these finds can make incredible bargains.
Be sure to tend to the weaker plants from the moment you arrive home.
Give them better soil, keep them away from wind and heat to begin with, give them a tidy up and a nutritious feed.
Remember to water them regularly until they start to thrive again.
Spindly, too-tall tomato plants are a true bargain.
Repot them and bury a good bit of the spindly stems.
They will grow roots out of those stems into the new soil level and have a better root ball than the prettier ones that sold for full price.
Step 08 Make your own garden decorations.
Rather than buying decorative items for the garden,
recycle and reuse household items to create new and amazing garden sculptures, feature pieces, water features, etc.
Be as imaginative as you'd like and rope the kids in to help too.
They can have great fun making a dinosaur garden with their toys,
a fairy garden with their fairies, an animal garden for their pets, etc.
Following are some more suggestions for you to make on a budget:
Make your own bird feeder
Create your own mini Zen garden.
Use rhododendrons to make a rhododendron decoration.
Turn a part of your garden into a faerie garden.
Step 09 Keep it simple.
A budget conscious garden is a simple one that is pretty, effective, useful, and pleasant all at once.
If you can't afford a greenhouse to keep tropical flowers, don't aim for that.
Visit the local gardens instead and see theirs and think about how much extra work is involved anyway!
And there is nothing more appealing than a well-weeded, well tended garden, whatever your budget.
Note that some plants are best placed direct into the soil that they will grow in; research each plant's needs first.
Be careful of cheap garden items, from tools to decorations.
They may seem like a bargain but if they break,
they need replacing and they can also become hazards if they break when working with them.
Also, cheap decorations may contain hazardous parts for pets and infants,
and they might be made from toxic paint or other dangerous components that your family and your garden can do without being exposed to.
Wait for the soil temperature to be right.
If you plant too early, the seeds and/or seedlings won't succeed and you'll have wasted your money.
Thank you for watching
We hope you will like this video
If you do, please click like button and do not forget to comment and share.
Also, subscribe to get other videos about basic gardening tips for beginners
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Nordstrom Selling Muddy Jeans For $425 - Duration: 0:19.
THE WOMB.
AND THE FUNCTIONS OF THE
PLACENTA, GIVING PREMATURE
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Get What You Pay For: Tare - Duration: 2:43.
[MUSIC]
My name is Tina Butcher.
I work for the Office of Weights and
Measures at the National Institute of Standards and Technology.
Every day thousands of items are sold by weight, volume, and count.
The NIST Office of Weights and Measures works with weights and measures programs
around the country to help ensure that consumers get what they pay for.
And that businesses get paid fairly for the goods and products that they sell.
Items that are sold by weight, often packaged in boxes,
containers, bags, and other packaging material.
Whether they're packed ahead of time or at the time that the consumer purchases them,
that packaging material, or tare, can cost you money.
The heavier the container, the more the tare can cost if it's not deducted.
Most everybody has seen this plastic bag and
twist tie that appears in the produce section when you buy items like apples.
That plastic bag weighs with the twist tie maybe about a hundredth of a pound.
If you're purchasing something like apples that cost about $1.79 a pound,
each time that occurs if the bag is not deducted, it can cost you about $0.02.
That may not seem like a lot, but
every day hundreds of transactions are going on at every store.
If you look at the individual store and
maybe stores that have 200 stores in the chain,
that plastic bag can add up over the course of the year to $1.4 million.
That's $1.4 million of product that consumers are paying for but
aren't getting.
But equally important, if a business properly deducts tare and
they're competing with a business that's not deducting tare, that business
that is deducting is at a competitive disadvantage to the tune of $1.4 million.
So think of the numbers, the next time you go to the grocery store and
you buy an item in a box, a bag, a container.
Anything that you can't consume as part of the product, make sure that it's being
deducted from the weight of the product that you're purchasing.
[MUSIC]
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Kids cartoon tanks - car compilation | military vehicles for children - Duration: 19:38.
Kids cartoon tanks - car compilation | military vehicles for children
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