[COVID-19] 18 IDEAS TO HELP YOUTH CHANGE WHAT THEY CAN | Social Emotional Learning | Dr. Jackie M. Marquette

“I’m bored.” “I want to see my friends.”“How much longer is this virus going to last?”

These are some of the comments I hear from my friends who have teenagers at home. Some kids young and older are taking it hard as they are isolated from their peers.

Other teens and young adults face the COVID-19 crises with multiple challenges, such as, worried about an elderly family member who contracted COVID-19, parents working at home, or a parent’s job loss. Parents struggle to keep young children and/or young adults (on the autism spectrum or with disabilities) active and engaged at home. Families have never confronted challenging times like these.

I believe we can all get through this pandemic together and become more resilient and prepared to seek new experiences and live life to its fullest when the virus diminishes.

There is a quote that has helped me learn, practice, and support my adult son with autism. “Our strength grows out of our weakness.” by Ralph Waldo Emerson.

 18 ideas parents and teachers: Helping youth find strength during COVID-19 adversity.

1. Let youth know that even with a weakness or a challenge such as, living with adversity during difficult times, they can get through it all and get stronger. Yes it isn’t fair. But it is this generation’s call to duty. We all have to do it because it is our time. We know powerful real life stories of people from the past overcoming challenges or adversities. And we can overcome this as well.

2. Help the teen or young adult see that it is OKAY to have weaknesses. What’s more, help the teen or young adult accept their weaknesses such as, having a learning disability. Show our youth who have disabilities that many have become artists, entertainers, and mathematicians. We all have weaknesses and with them we can gain strength.

3. Help teens leverage a weakness. For example, a disorganization weakness can limit a student in starting or completing class assignments. Yet a student can recognize how to improve upon a weakness by putting into place a creative routine for online schoolingsuccess.

4. Encourage teens to find relief and comfort by seeking out teachers and parents to listen to their concerns or worries.

5. Recognize and validate to a young person the worries and anxiety they feel.

6. Help youth see and name small daily acts of courage that shape coping or help getting them get through one day at a time. For example, something as simple as getting away from the TV and doing self-care by walking their Golden Retriever for a daily walk around the neighborhood is an act of courage.

7. Help youth see how important it is to give themselves permission to initiate various ways of self-care such as, spending some needed time in a room away from family members, resting while listening to music, exercising, eating healthy snacks, all of which are actions of self-compassion.

8. Encourage youth to connect and keep in touch with others via electronic devices: grandparents, family members, and friends.

9. Encourage youth to create a visual routine of activities. Help them see that the routine can give meaning to their day which can also ground their day or week like a boat anchor.

10. Suggest that a teen might create a personalized artsy or crafty checklist of their routine. When youth create through drawings, pictures, a diagram, or a video, it can be fun.

11. Encourage youth to create daily or weekly goals. Suggest that h-she start with this question: “What would I have to have in place to feel better, to start, and stay with my (fill the goal in this blank).

12. Let youth know that during highly stressed times, it is OKAY to initiate just a few tasks. This is HUGE because this may be the best that the teen can do in one day, given the emotional stress h-she is feeling.

13. Teach teens to not be hard on themselves and to accept h-her weaknesses and adversity. Accepting is the first step in getting through. Help youth see what they are going through isn’t their fault and most importantly, isn’t permanent. The teen or young adult can be part of changing their daily life on their way to the new normal part of life in the future.

14. Help youth become more aware of the things they focus their attention upon and the emotions that unfold from that attention. For example: the act of worry and anxiety brings low energy which may result in listless activity, such as, staying in bed most of the day. In contrast, the teen can initiate the act of bike riding or skateboarding which delivers good feelings and increased energy from being in the sunshine and open air.

15. Help youth see the value of their goodness to other people when they focus their attention on (some examples): playing a board game with family (leisure), unloading the dishwasher (helping out the family), chatting with friends about collaborative online assignments, or just sitting on a porch swing to practice deep breathing (mindfulness).

16. Do express to the teen when you notice simple actions of h-her contribution, however so small in: self-care, planning, contributing to others, or completing tasks. This will reflect back that h-her efforts are working on their own behalf.

17. Support youth to self-advocate and to choose a person they trust to voice a need or concern.

18. Most importantly, you the parent/teacher do these things to emotionally balance yourself, walk the walk, talk the talk to what you teach. You are an example to the teen or young adult.

I believe youth can get through this difficult time, become resilient, and become more prepared to live life to its fullest.

End note: These suggestions can be adapted to all, young children and teensand young adults with Autism Spectrum and disabilities.

[Distance Learning] If you could give students entertaining and engaging activities to learn more about themselves in order to make emotional adaptations, wouldn’t you want them to have the resources? There are numerous resources on:

Jackie’s Store on Teacher Pay Teachers

Made for Google Drive, Google Slides

CCSSCCA.R.1

PDF CCSSCCA.R.1

For more resources students will enjoy learning at home.

Jackie’s Store on Teacher Pay Teachers

To Be Notified of New Promotions or Releases

Jackie’s website

I love creating tools to invite youth to experience:

*self-awareness to help direct their decisions, emotionally cope, and socially adapt.

*self-value to know they matter greatly.

*self-advocacy to express their voice and choice about what they need, what they enjoy, and who they want to become.

What Gets Between Youth and Their Goals

After decades of teaching youth with disabilities in all grades and researching what youth with autism spectrum need to make better work adaptations, Dr. Jackie Marquette discovered what youth need to acquire employment. It is as simple as a two sided coin. One side is for employers to acknowledge a candidate’s skills, strengths, and support needs, and the other side of the coin involves preparing youth to see their skills and interests from a wide range of strengths, personalized supports, and gainful social emotional awareness. Jackie has an adult son with autism and she has walked the walk, with ups and downs, failures and successes. Trent had employment at Meijer, a retail store for 13 years with innovative supports and for 19 years Trent has created abstract paintings for his art business. Many youth fall short in getting employed or getting in the right workplace environment because of limited opportunities and experiences to prepare for personal/social awareness to self-advocate. Very few educators, counselors, and employment professionals understand why or how to prevent the high unemployment rate among youth.

LINKED IN

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TWITTER

Dr. Jackie Marquette writes curriculum for student career preparation as it relates to skill development and social emotional learning. She is the  founder of the Transition Career Academy teaching online courses and face-to-face workshops. Her trainings are approved for 6 CE’s by the Commission on Rehabilitation Counselor Certification (CRCC). She has been endorsed by highly recognized colleagues in the disability field for skills in Autism Spectrum Disorders, Training, and Research. Her extensive experiences span teaching students with learning/developmental disabilities and ‘at risk’, spearheading autism community workplace projects, implementing school district transition programs, consulting and using her own tools, one-to-one with youth seeking employment through the Office of Vocational Rehabilitation. She researched and interviewed over 800 youth with autism and their advocates, professionals, family members. As the owner of Youth Rescue© DBA Marquette Index, LLC, her program is engineered to be a catalyst for leaders, employers, and youth with their advocates. The purpose is to enhance everyone’s performance to make a meaningful difference in schools, companies, and the lives of all youth including those on who struggle socially and emotionally.

 

[COVID-19] Seven Empowering Actions We Can Give Teens

Hello Everybody

With the Stay at Home Order Youth need:

-a structure to do school work, exercise, leisure, and task(s) to contribute to the household.

-validation for any or all low emotions they feel: anxiety, anger, powerlessness.

-a game plan to recognize and name the full range of emotions they experience.

-an approach to feel and recognize the energy levels tied to activities/tasks.

-a plan to avoid letting low emotions take over and to know the steps to gain control.

-tools that will allow them to gain perspective over their emotions and have the emotions they want. [reframing]

-a process to see options and make daily decisions on their own behalf.

Many youth don’t know this question to ask: “How do I live in a world that is so different from what I knew before?” Youth need reassurance from us giving them hope for a good life and to believe in their own power to adapt to a world they are living in now.

The sooner youth have a grasp of their own power, the sooner they can shape their daily life and their goals. Here is my resource.

COVID-19 TEEN EMPOWERMENT [SEL]

To see additional resources for Distance Learning, go to:

‘Youth Rescue’ Teachers Pay Teachers’ Store

To Be Notified of New Promotions or Releases

Jackie’s website

I love creating tools to invite youth to experience:

*self-awareness to help direct their decisions, emotionally cope, and socially adapt.

*self-value to know they matter greatly.

*self-advocacy to express their voice and choice about what they need, what they enjoy, and who they want to become.

Thank you for reading my blog

LINKED IN

FACEBOOK

TWITTER

After decades of teaching youth with disabilities in all grades and researching what youth with autism spectrum need to make better work adaptations, Dr. Jackie Marquette discovered what youth need to acquire employment. It is as simple as a two sided coin. One side is for employers to acknowledge a candidate’s skills, strengths, and support needs, and the other side of the coin involves preparing youth to see their skills and interests from a wide range of strengths, personalized supports, and gainful social emotional awareness. Jackie has an adult son with autism and she has walked the walk, with ups and downs, failures and successes. Trent had employment at Meijer, a retail store for 13 years with innovative supports and for 19 years Trent has created abstract paintings for his art business. Many youth fall short in getting employed or getting in the right workplace environment. Rather, it is the personally matched opportunities and experiences with personal/social awareness preparation that enables adaptation and self-advocacy. With high youth unemployment, we all suffer. Very few educators, counselors, and employment professionals understand why or how to prevent the high youth unemployment rate.

 

Dr. Jackie Marquette writes curriculum for student career preparation as it relates to skill development and social emotional learning. She is the founder of the Transition Career Academy teaching online courses and face-to-face workshops. Her trainings are approved for 6 CE’s by the Commission on Rehabilitation Counselor Certification (CRCC). She has been endorsed by highly recognized colleagues in the disability field for skills in Autism Spectrum Disorders, Training, and Research. Her extensive experiences span teaching students with learning/developmental disabilities and ‘at risk’, spearheading autism community workplace projects, implementing school district transition programs, consulting and using her own tools, one-to-one with youth seeking employment through the Office of Vocational Rehabilitation. She researched and interviewed over 800 youth with autism and their advocates, professionals, family members. As the owner of Youth Rescue© DBA Marquette Index, LLC, her program is engineered to be a catalyst for leaders, employers, and youth with their advocates. The purpose is to enhance everyone’s performance to make a meaningful difference in schools, companies, and the lives of all youth including those on who struggle socially and emotionally.

 

 

 

Making Career Development a ‘Work of Art’ | For All Youth Including Autism and ‘At Risk’ |Dr. Jackie M. Marquette

Youth with Social Emotional Challenges Pic 1 (pixabay.com)

Many students and adults who have social and emotional challenges  such as, autism, do want to work and certainly have the capability to perform well on jobs that match their strengths.

Yet preparing youth for a career or job isn’t an exact science. Rather, I see it more as an art form, because an employment design is so personalized. Consider these areas: a. identifying a strengths and matching these to an environment, b. structure, and c. people in the workplace (acceptance), and tools for communication and adaptation. Integrating all these to meet the student requires a creative approach, which I see as a ‘work of art’. Just as creating a sculpture or painting on canvas is a ‘work of art’ so is the design of supports that personally meet a person’s needs to perform on the job.

When students take part in career and college readiness programs, the goals are set to assist students to get into a job, career, or college. Yet these programs are not enough to assist students with social and emotional challenges, thus, the programs are incomplete. For example, it is no longer sufficient to place youth in jobs or careers based upon their capability to merely do a task. When considering the criteria to choose a student as a client for a career development program, educators and counselors must be cautious on how they accept students. Criteria for program entry should not be based upon a student’s cognitive functioning, test scores/academic success, independent levels, or behavior. These criteria do not serve youth well, because these factors are incomplete to meeting students’ needs to emotionally adapt.

Rather, it is crucial to design programs that emphasize individualized plans with supports and tools that help the student gain preparation, a. self-awareness, b. self-advocacy training, c. the negotiation of a daily routine to manage on-the-job capabilities, and d. team collaboration with coworkers. A creative design with these elements becomes the rich groundwork which can lead to a student’s experience of job satisfaction and where adaptation can unfold and blossom.

I discovered when youth receive preparation for career readiness through the lens of an design of an art form, it can make a positive difference to student capability and adaptation over time. I offer eleven employment design processes that get youth involved creatively and committed to their life and career possibilities.

  1. When students are guided and supported to deeply explore career pathways, they are eagerly taking part in curiosity and the art of imagining possible work options that may become a good match to their interests and strengths.
  2. When students experience job try outs, they are in the art and practice of discovering tasks they like or don’t like, experiencing environments that appeal to them or not, identifying settings they enjoy and find overall self-satisfaction,all within exposure to multiple workplace environments. 
  3. When students make mistakes or have emotional set backs within their career search, they are in the act of experiencing and with guidance reflecting about the effects of their choice-making. 
  4. When youth feel acceptance with assistance to identify personalized supports to move through challenges, they are involved in the process of choosing and implementing. This is the art of building self-awareness, self-determination, and self-advocacy. 
  5. When students learn and practice basic self-regulation skills, they are making personal choices to create favorable outcomes for themselves, thus, choice-making
  6. When students listen to suggestions or advice from people who see the best in them or from those who have their back, they are taking part in creating their life through accepting connections and mentorship.
  7. When students make a decision about a job or career choice they are creating a vision of how they see themselves in future careers. This is a work-of- art in self-awareness development.
  8. When students take small brave steps forward into their chosen life direction, they are becoming more self-aware through creating the moments of each day.
  9. When students are aware of the power of their own choices, they are pursuing the art of self-determination. 
  10. When students become aware of their problems and must seek out a solution, they are practicing the act of speaking up for themselves. This is true even when youth rely upon a tool or another person to speak up with them. This is the practice and art of self-advocacy.
  11. When students fall down (and they will) and with support and guidance they stand up wounded or scarred, this is artful living. 

Artful living requires artful choice-making. All students should take part in this early career preparation and career development.

Every choice a student makes has an impact, regardless if the circumstance is small or highly important. A student’s progress is created in the moments of choice-making. We must teach students how choice-making is tied so closely to their self-emotional awareness because awareness impacts capability and adaptability. This is artful career preparation in action and S.A.F.E.T.Y Works.

 

SAFETY WORKS PIC 2 (pixabay.com)

S.A.F.E.T.Y Works(c) (words on image)

S  A recognition of a unique set of strengths and challenges

A  Self-advocacy training fostering emotional self-   

    awareness and

E  Environment exposure with predictability

T  Transforming

Y  Young adults to emotional adaptation, i.e., favorable 

    outcomes employment or college.

THIS ONLINE COURSE for PROFESSIONAL DEVELOPMENT is for teachers, counselors, employment specialists, other professionals

If you need….transition and career implementation training for certification or CEU”s for your career, then take this course. How to Engage Youth to Discover their Dream Career and Adapt. 

Click link to see curriculum and registration https://www.drjackiemarquette.com/courses/

Save $50.00 Discount

Use Coupon Code: backtoschool50off    good through October 15

This course has been approved by the Commission on Rehabilitation Counselor Certification

Receive 6 CEU’s

 

Pic 3 (image by Jackie Marquette)

Pic 3: How to Engage Youth o Discover Dream Careers and Adapt (words on image)

-7 Mini-Modules of about 3 hours total viewing time.

-6 downloadable Templates

-2 Assessment Tools, the online Strengths and Career Index© and downloadable  & The Alternative Self-Awareness Assessment© (ASAA). Downloadable

-The Golden Wheel©, & The Predictability and Engagement Timeline©

-Completion: A Student Checklist, A downloadable

-Downloadable Course Workbook (107 pgs)

 

End Note:

I believe I bring something unique to the career and adulthood readiness table for youth with Autism Spectrum and Social and Emotional Challenges. This work is based upon my research in which I created an expansivestrengths based approach with user-friendly tools to support students interests, emotional self-awareness, and self-advocacy. I call this model SAFETY Works©.

In my research, I listened to the voices of hundreds of persons with autism, their advocate/parents and professionals who worked with these students. I wanted to learn how they searched to find meaning within their lives and discovered or created resources to reach goals and adapt. I used the data to create user-friendly tools to help guide young adults to have their right job/career, training/college, and/or to live both independently andinterdependently.

In my personal experience with my autistic son supporting and guiding him, I learned to listen. Over the years, he taught me how to support his self-determination, self-advocacy and adaptation. He personally experienced many trials and errors with set backs and progress. It hasn’t been a walk in a rose garden, but with supports he walked his own journey and has been a professional practicing accomplished abstract artist now for 17 years.

The tools I offer in S.A.F.E.T.Y Works came out of my work and my life’s experiences and I want to pass them to people with autism their advocates and the professionals who work with them.

LINKEDIN: https://www.linkedin.com/in/jackiemarquettephd/

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WEBSITE:https://www.drjackiemarquette.com

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Thank you for taking time to read my article.

Helping Youth Get Employed | Professional Development | 6 CEU’S

Helping Youth Get Employed | Professional Development | 6 CEU’S

Announcing my ONLINE COURSE: ‘How to Engage Youth to Discover their Dream Career and Adapt’

Are you a counselor, educator, or a parent seeking ways to help youth with Autism Spectrum and special needs access their own blueprint for career preparation?

With this course, you will receive:

-Tools for student matched job/career options:

-Tools to create on-the job predictability for adaptation,

-Tools to create student acceptance in workplaces and community settings,

-Tools for building connections, and

-Checklists and tools to promote self-acceptance, self-advocacy, and self-satisfaction in life.

This course has been approved for 6 CEU Credit Hours by the

Commission on Rehabilitation Counselor Certification

See Curriculum and Registration:

https://www.drjackiemarquette.com/courses/

Receive  $50.00 Discount

Use Coupon Code: backtoschool50off

For Purchase orders or questions? 

Contact me: Dr. Jackie M. Marquette

drjackie@marquettestrengthsindex.com

Connecting Youth to their Strengths, Careers, and Emotional Adaptation

 

Jackie 20sec video august 12

 

 

Facing the Fear of Uncertainty

 

Mary is a delightful 19 year old woman who has autism. Now that she has graduated high school, she has tremendous fear that is preventing her from pursuing a career goal. Her days are filled with hiding in her room drawing and reading. Although she feels safe there, she really doesn’t like hiding in her room all day.

She had overwhelming fear about entering the community. Unexpected occurrences, sensory output from the environment was painful to her ears. What’s more, she feared interactions with unfamiliar people. She dreaded shopping trips because the idea of responding to a clerk or someone else was too much to handle.

Mary has a talent of drawing people’s faces. The detail is amazing. Many of her family members have her art exhibited in their homes. Despite the obstacles, Mary has a deep desire to pursue her talent.

With the Strengths and Career Index, she discovered all her strengths: talent in arts, personal preferences, and self-emotional awareness that altogether can support her talent. She learned about  tech tools that meet her personal preferences, reduces her anxiety, and brings ease to her life. Today Mary is in college and developing her talent.  She has increased her adaptability, has more positive experiences and a greater life satisfaction.

Do you have fears that hold you back from a job or a career?

or

Do you, or someone you know with autism or challenges (a student, client, or loved one)  have  fears?  Are they consuming  you? or Are they consuming the individual you know?

Try this activity to sort through fears.

List the fear(s)________________________________________________

__________________________________________________________

__________________________________________________________

Is the fear real (for example, if you pet a barking angry dog, you might get bit.) Write about the bad thing that will happen if you face your fear.

___________________________________________________________

___________________________________________________________

___________________________________________________________

Or

Is your fear unreal? (for example, the outcome may leave you to be uncomfortable for a moment, wait a while, or tolerate someone briefly). Write about the uncomfortable thing or feeling you might have to face. The fear may not be damaging or harmful, but may cause you to be  uncomfortable.

___________________________________________________________

___________________________________________________________

___________________________________________________________

If you have a fear in entering settings, do these things:

  1. Reach out to someone to help you sort through your fears.
  2. Take the Strengths and Career Index to reveal strengths and personal preferences that can support you to feel safe and overcome obstacles.

 

Sing your song

“Sing your song, turn your interests into fulfilling experiences, live the life of your own and one that you own.”

Dr. Jackie Marquette

Marquette Index, LLC.

Creator of the Marquette Strengths and Career Index 

Research | Consultant | Speaker | 4 time veteran of adult transition (39 year son with autism)

502 417-6063

drjackiemarquette@gmail.com

www.marquettestrengthsindex.com

#Employees with #ASD

“In job settings that are personally fitting, #success is likely when the individual feels #appreciate, #valued, #involved, #challenged, #mentored and #empowered.”

Dr. Jackie Marquette

Marquette Index, LLC.

Creator of the Marquette Strengths and Career Index 

Research | Consultant | Speaker | 4 time veteran of adult transition (39 year son with autism)

502 417-6063

drjackiemarquette@gmail.com

www.marquettestrengthsindex.com

Be Yourself

“By being yourself, you put something wonderful in the world that was not there before.”
– Edwin ElliotAutism Acceptance.001

Dr. Jackie Marquette

Marquette Index, LLC.

Creator of the Marquette Strengths and Career Index 

Research | Consultant | Speaker | 4 time veteran of adult transition (39 year son with autism)

502 417-6063

drjackiemarquette@gmail.com

www.marquettestrengthsindex.com