Old National Bank Foundation to Award $50,000 to Youth First, Inc.

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Gift Supports the Social and Emotional Needs of Students in Multiple Indiana Counties

April 30, 2019

Old National Bank Foundation has committed $25,000 per year for two years to Youth First, Inc. to strengthen the social and emotional well-being of students in Daviess, Gibson, Orange, Posey, and Vanderburgh counties. A check presentation was held on April 30 at Youth First’s downtown Evansville office.

Sara Miller, Old National Bank’s Southern Region Chief Executive Officer stated, “We are proud to partner with Youth First so that kids in our communities receive the services that they need. This $50,000 grant will help fund those efforts and ONB is proud to play a part in that development.” 

Youth First partners with school districts to embed social workers in school buildings, where they become specialized mentors for students and prevention coaches for parents and teachers. Youth First Social Workers build caring relationships, foster readiness for positive change, and boost resiliency along with other valuable life skills.

Research shows these protective factors are the keys to preventing addiction, suicide, violence, and similar outcomes for young people. The organization’s positive impact is driving growth, with more schools seeking Youth First’s help to address the growing social and emotional needs of students.

Youth First President & CEO Parri O. Black stated, “Our children are growing up in a complex and challenging world that puts them at greater risk for substance use, suicide, violence and harmful behaviors,” said Parri O. Black, President & CEO of Youth First, Inc. “Old National Bank Foundation’s continued investment is critical to achieving Youth First’s mission. Working together, we can protect and heal the hearts of more young people and their families in these counties.”

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Managing Test Anxiety

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By Laura Arrick, LCSW – April 30, 2019

It is a very busy time of year in local schools. ISTEP and ILEARN have taken over the past couple of months. Finals and end-of-year exams will closely follow. These tests can bring about a lot of pressure and stress for our students.

Learning how to manage that stress is important as students face these testing demands from year to year. These tests often heighten anxiety, which we know is something that affects children on a regular basis.

When we look at test anxiety in particular it’s not all bad. We want our children to have some anxiety and nervousness that will push them to perform and take testing seriously. But for some kids, their fears kick in and overwhelm them, which can lead to irrational thinking and powerful physical symptoms of anxiety.

“Anxiety has the potential to shut you down,” explains neuropsychologist Ken Schuster. “When kids are having test anxiety they can’t think clearly, they can’t judge things the way they could if they weren’t anxious.  All of your other abilities get clouded up by anxiety.”

Your overall ability to perform and think clearly when the test is in front of you is diminished. Add on the time restraint of a test, and you have a recipe for feeling out of control and helpless.

When thinking about how to best help your child it’s important to listen. You don’t want to dismiss their fears and worries by saying things like, “It’s not that big of a deal” or “Quit worrying.” Instead, spend time with them and help them rationalize a plan to feel more in control.

Tips for students:

  • Control what you can control. Spend your time learning how to manage your physical symptoms, practicing positive self-talk, and preparing to the best of your ability.
  • Manage your physical symptoms. Anxiety often manifests through physical symptoms, and we know the body and mind are connected. Identify what physical symptoms you experience and work to calm your body through deep breathing and visualization techniques. Practice this at home before you start studying. Close your eyes, focus on concentrating on your breath, and feel your body relax and your physical symptoms slow down.
  • Practice positive self-talk. Your attitude will reflect your performance. If the words you are preparing with are, “I’m a failure,” “I might as well not even try,” or “I can’t do anything right,” your performance will match that. Work on developing new habits around how you talk to yourself. Replace those thoughts with things like, “I am prepared for this,” “I will do my best,” and “I am in control.”
  • Prepare and study. When you know you have a test coming up, spend time each day studying a little bit at a time. It is not effective to cram the night before and expect the information to stay in your memory. Spending time mastering sections in small doses will definitely aid in the comprehension of the material and not just memorizing. Also, think about the test format the teacher uses and study with that in mind. Make practice tests or flashcards that match that style. 

Talk to your kids about how they can be at their best when taking a test. Test anxiety is real, but it can be managed and controlled by using the above tips.

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Values in Today’s Society

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Teresa Mercer, LCSW, LCAC – April 23, 2019

Upholding Values in Today’s Society
By Teresa Mercer, Youth First, Inc.

I have worked with people of all ages, and that has given me the unique experience of learning about the different value systems of many people. It has been very interesting to listen to every person’s story and what is important in their life, whether they are 6 or 60 years old.

Values reflect our sense of right and wrong. They help us grow and develop. They help us create the future we want. The decisions we make every day are a reflection of our values.

We learn most of our values from our parents and extended families. Our family values stem from our social and cultural values. Sometimes new life experiences may change values we previously held.

Individual values reflect how we live our life and what we consider important for our own self-interests. Individual values include enthusiasm, creativity, humility and personal fulfillment.

Relationship values reflect how we relate to other people in our life, such as friends, family, teachers, managers, etc. Relationship values include openness, trust, generosity and caring.

Social values reflect how we relate to society. Social values include justice, freedom, respect, community, and responsibility.

In today’s world, it may seem our society doesn’t practice many values. We have a rise in discrimination, abuse of power, greed, etc. What are we leaving behind for our future generations? Maybe it’s time society takes a hard look at its values.

Here are some things I feel our society needs more of:

  • Empathy – Empathy is defined as understanding and sharing the feelings of another. People need to understand who others are and accept who they are.  Focusing on how we can grow together should be our ultimate goal.
  • Respect – Mutual respect is needed for all of us. This is what makes us human. Having respect for everyone, despite the differences between us, is vital in order for a society to function well.
  • Love – Having love in our hearts keeps us from feeling the need to harm others. Love helps us acknowledge the similarities we all share rather than the differences of color, religion or sexual orientation.
  • Loyalty – Loyalty is a value that binds us to a person, thing or sentiment. With loyalty, we do not betray. If we all shared loyalty, it would help us build the strength needed to stand up against something that would harm our society.
  • Honesty – One form of honesty in society is accepting yourself. With honesty, you can admit your flaws and take the necessary steps to improve yourself. When we can admit to our flaws it can help someone else admit theirs. Ultimately, we can all help each other become better people.

Values can be contagious; if you practice them, many others will also, including our children. Hopefully more practice from all of us will leave the world a better place for future generations.

This column is written by Teresa Mercer, LCSW, LCAC, school social worker for Youth First, Inc., a local nonprofit dedicated to strengthening youth and families. Youth First provides 55 Master’s level social workers to 76 schools in 10 Indiana counties. Over 38,000 youth and families per year have access to Youth First’s school social work and afterschool programs that prevent substance abuse, promote healthy behaviors, and maximize student success.

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Youth First Honors Students and Educators at Annual Fundraiser

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Youth First’s Passport to Adventure Auction, presented by Edward Jones, was held at the DoubleTree by Hilton in Evansville on Thursday, April 11, 2019. Guests enjoyed a live and silent auction, program and awards reception. The awards reception was sponsored by Deaconess Health System.

Young people and supporters who have benefitted from or advocated for Youth First’s programs and services were honored.

The Don Mattingly Youth First Award was launched in 2012 to salute young people who share his strengths. Don, an Evansville native, New York Yankees legend, and current Miami Marlins Manager, embodies many winning characteristics, including:

  • A Winning Attitude
  • A Commitment to Self-Improvement
  • A Strong Work Ethic
  • Overcoming Adversity in Life
  • A Commitment to Help Others Succeed

Each year, Youth First Social Workers and staff nominate young people who exhibit these qualities, and a committee of community leaders carefully reviews the applications. This year, the Don Mattingly Youth First Award was presented to middle school student Ian Simmons of St. Joe Catholic School and high school student Brittney Willis of Pike Central High School.

The Carol Lynch Award Honoring Advocates is named for Founding Board Member and past Board Chair Carol Lynch, who has championed the organization since 1998. Joely Yaser, a junior at New Tech Institute, was named this year’s winner. She has been a frequent and impactful spokesperson for Youth First ever since she benefitted from the support of her Youth First Social Worker at Thompkins Middle School.

The Steve Fritz Award Honoring Educators celebrates Youth First Champion and past Youth First Board Chair Steve Fritz, a long-time teacher, coach, administrator, and mentor in the EVSC. This award honors outstanding educators who value and champion Youth First programs and services. Dr. Shane Browder, principal of Plaza Park International Prep Academy, was named the first-ever recipient of this award.

Proceeds from the evening will be used to fund Youth First’s school social work services and prevention programs available to students and their families at no charge across 10 Indiana counties.

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Youth First Receives Donation from D-Patrick Boonville Ford for Warrick County Schools

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Today D-Patrick Boonville Ford presented a check for $1,000 to Youth First, Inc. for support of programs and services in Warrick County schools. During the month of March, D-Patrick Boonville Ford awarded $10 per test drive (up to $1,000) to Youth First each time a new Ford was test driven through their “Charity Drives” Program.

“We are grateful to the D-Patrick Boonville Ford team for this generous gift and for supporting Youth First’s work in Warrick County schools. This donation allows Youth First to fulfill its mission of strengthening youth and families in our community,” states Julie Hoon, Youth First’s Vice President of Philanthropy.

So far in the 2018-19 school year, over 7,000 Warrick County students have been impacted by Youth First. There are 7 Youth First Social Workers embedded in 11 Warrick County schools as a free, onsite mental health resource for students, parents, and educators. Additionally, Youth First programs strengthen families and enhance life skills in young people by providing effective prevention strategies for youth, families, and communities.

Donations like the check from D-Patrick Boonville Ford make a lasting impact by providing life-saving help and hope. Tony Toomey, General Manager of D-Patrick Boonville Ford, explained: “We are proud to give back to our community and support Youth First through our ‘Charity Drives’ Program. Having Youth First Social Workers in Warrick County schools makes a significant impact for our community’s kids, and D-Patrick is proud to be a part of this transformational work.”

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Binge-Watching and Your Brain

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By, Diane Braun

We all know that sitting for long periods of time isn’t good for your body, but what does sitting in front of the television do to your brain?

A recent conversation with a colleague made me curious about this phenomenon called “binge-watching.”

Binge-watching is defined as watching between two and six episodes of the same TV show in one sitting. A recent Netflix survey found that 61 percent of about 1500 on-line respondents say they binge-watch regularly.

Why do we do it?  According to Robert F. Potter, PhD., director of the Institute for Communication Research at Indiana University, we do it for a few reasons:

  • Production companies encourage us by offering up the next episode as soon as the previous one ends.
  • Writers structure dramas with cliffhangers at the end of every episode.
  • We want to keep watching. Television captures our attention in more ways than one.  Plots, subplots and dialogue require us to pay close attention to scene changes.  Our brain is hard-wired to monitor changes in our environment as a survival mechanism, so it’s hard for us to tear our eyes away.  As long as something’s moving onscreen, we’re watching.

Sitting still for long periods of time slows one’s circulation and metabolism, resulting in sluggishness.  At the same time, great TV shows with complicated storylines and complex characters can wear you out emotionally and mentally. Excessive TV watching has long been associated with health problems such as obesity and diabetes as well as mental health problems like depression.

Cliffhangers, on the other hand, leave us with a heightened sense of excitement.  If something positive happens afterward, the excitement may carry over into your real life and make it more intense.

Your emotional state at the end of a show is also affected by how you felt when you started it up.  Research shows that people who tried to forget about their anxieties by watching television had a 4 percent increased risk of developing insomnia. 

This is similar to any addictive behavior, Potter says.  If you use something to help you escape from problems you almost always feel worse later.  Research shows that the longer you stay in the world of a TV show, the more it influences the way you see the real world.  A better strategy is to use TV as a reward for confronting and dealing with an issue.

Want to break the binge addiction? If you are addicted to hour-long dramas, watch one episode and then just 20 minutes of the next episode.  That will likely resolve the previous episode’s cliffhanger but won’t draw you in for the entire hour.

As this behavior continues to be a part of our culture, just remember to exercise some caution once one episode concludes and resist the urge to click that “next” button.

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Enhancing Organizational Skills

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By Valorie Dassel, LCSW, LCAC – April 9, 2019

Organizational skills are important, whether we are professionals in the work force, parents, teenagers or children. 

Mastering this life skill will be valuable in every phase of our lives.  It is never too late to evaluate how your child is doing in enhancing this skill and help them develop the necessary strategies to be successful.  

When it comes to be organized, I firmly believe we all have the best of intentions.  I have yet to meet a student who wants to fail or be the student who doesn’t turn in their homework.  Just like with adults, children’s good intentions may not always yield good results.    

Parents can start with children as young as 2 or 3 years old.  Developing organizational skills is much like learning to ride a bike.  We don’t just sit our children on the seat of a bike and let them go.  We hold the seat of their bike until they seem sturdy.  Even then, we often run beside them to catch them if they lose their balance.  

The same strategy should be used in teaching our children organizational skills.  In the beginning of the process a parent should be very involved.  As they are ready for more independence, children can be given more responsibility and the parent can become more of a monitor. 

The academic setting is the perfect place to begin teaching these life skills that can be carried over throughout a lifetime.  A key component is allowing a child to develop an organizational system that makes sense to them.  What may seem to make the most sense to you may not be what makes sense to your child.  Therefore, allow your child to have ownership as you guide them by gently pointing out suggestions and potential pitfalls of their plan. 

Here are some tips to help you as the teacher and role model of organizational skills:

  1. Begin with consistency at home.  Having a set study time after school will provide a consistent routine that promotes good time management.
  2. Aid your child in organizing their backpack and binder to provide a system that prevents papers from being shoved into books, etc. 
  3. Strongly support your child using his/her agenda.  Developing the habit of writing down assignments/tests/events in the agenda as soon as the teacher assigns it in class will set them up for success.  This habit will lead to independent success in the academic years to follow.  This task is often overlooked by students as they get busy or distracted and forget to write things down.  This step is extremely important, so you may consider a reward system in the initial phase of developing this strategy that supports creating the habit.
  4. Create a to-do list and break down big projects into smaller tasks.  In a different color ink, fill in extra-curricular plans to help your child plan in advance to avoid evenings which will not allow enough time to accomplish the necessary tasks. 

As Donna Goldberg from the NYU Child Study Center emphasizes the importance of these skills, she clarifies the need for students with special needs in particular.  Children with attention difficulties often miss details and find organization difficult.  Those with executive functioning issues often have trouble with prioritizing and sequencing.  Children with auditory processing difficulties often don’t take in everything that is being taught.  Recognizing your child’s individual needs and teaching them how to compensate with organizational skills will be a lesson leading to success for a lifetime.

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It’s Never Too Early to Talk About Boundaries

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By Sophia Blaha, LSW – April 2, 2019

For most parents, talking about boundaries begins with simple statements such as “No hitting,” “Don’t push,” and “Ask before taking things from someone else.”  

As a parent I know I say these statements often, but I also try to instill a deeper understanding of boundaries in my own children as well as the kids at the school where I work. I try to provide an understanding of why we have these boundaries and discuss how someone might feel if their boundaries have not been respected. This is an important step towards building empathetic individuals.  

For younger kids, a concept that may be difficult to grasp is physical boundaries or space. For example, my daughter recently met a new friend. After playing together my daughter ran up and gave her a tight, lovable hug (at least that is what she thought she was doing).  

I watched the girl’s expression and noticed she seemed a bit uncomfortable with that type of physical contact. On the way home I took the opportunity to have a casual conversation about that moment with my daughter. I mentioned that I noticed that she may have surprised her new friend when she gave her a hug. I made a reference to a time when another friend of hers hugged her when she did not want to.

We talked about what we could do next time, and together we were able come up with a solution to respect her new friend’s personal space and boundaries.

We also discussed paying attending to body language. This is a harder concept for smaller children to grasp but one that I feel it’s never too early to start to talk about. 

A simple way to do this: While watching a show or reading a book, point out a character and ask your child how the character is feeling. I like to then have my daughter match the feeling with her face by saying, “Can you show me what sad looks like on your face?”      

A common lesson that parents teach young children is, “Don’t talk to strangers,” but we often forget to continue the lesson as children grow older. What I’ve witnessed for school-aged children (and some adults) is a blurred line of relationship building from a stranger to a close peer. 

I’ve talked with several students who talk about a peer who turned out to be unhealthy and has used shared personal details against them. Unfortunately, when we have an unhealthy emotional boundary with other individuals, we may inadvertently share more than we should when getting to know someone. 

Simply put, it is unhealthy to share our life story and our secrets with someone we are just getting to know. As parents, it is important to discuss with our kids healthy conversation topics when getting to know someone. Explain that although we hope our new friends have the best intentions, it’s important to take time to get to know someone.

Teachable moments happen every day all around us.  I encourage you to take these opportunities to build boundaries and foster empathy. It is essential that adults and parents model healthy boundaries. Remember that children do as they see.  

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