Center on Halsted provides a vast array of programs and services designed to advance Chicago’s Lesbian, Gay, Bisexual, Transgender, Queer (LGBTQ) and allied community, including mental health support with therapy, trauma services, assistance for violence survivors, LGBTQ+ affirming youth groups, youth development programs, arts programming, family programming, and young adult resources.
In plain language, this guide provides a helpful glossary of terms, background information and resources to help people with intellectual/developmental disabilities access what they need to lead healthy lives. People with IDD face many challenges to staying healthy, but they can still live good lives in the community with relationships, jobs, and responsibilities. Their disabilities don’t cause these challenges; a lack of support does. The World Health Organization says that helping people with disabilities stay healthy can’t be a “siloed activity” that just one group does. Instead, everyone must work together. School communities play an important part in getting youth with IDD what they need to be healthy and happy. Included in the guide are some government rules, resources, and recommendations to support good health and fair treatment for people with IDD.
Youth Services is a nonprofit organization which provides individualized, activities-based mental health care for children and adolescents in Chicago’s northern suburbs. With a focus on the social-emotional well-being of the community’s youth, they offer a variety of programs which address the individual needs of each child. Services include individual therapy, group therapy, crisis intervention, socialization groups, after-school groups, pride, sexuality education, academic support, juvenile diversion, financial assistance, and referrals. For questions about services or to schedule an intake appointment, please email intake@ysgn.org or call 847-724-2620.
The Trevor Project’s 2024 U.S. National Survey on the Mental Health of LGBTQ+ Young People amplifies the experiences of more than 18,000 LGBTQ+ young people ages 13 to 24 across the United States.
For the sixth year, the U.S. National Survey uncovers the reality that there is a significant association between anti-LGBTQ+ victimization and disproportionately high rates of suicide risk — and that far too many young people struggle to access the mental health care they need.
The survey critically provides data-driven ways we can all show support and acceptance for the LGBTQ+ young people in our lives, based on their own responses — as well as the potentially life-saving benefits of creating affirming spaces and communities.
The List is a Chicagoland-based collection of resources for Trans and Gender Nonconforming folx and those who support them, including advocacy, crisis information, camps and retreats, an additional education.
This short course provides an overview of what we mean when we use the term “ally,” which is a person who uses their privileged social identity to empower, support, and defend individuals and groups who are being marginalized. Learners gain an understanding of the different types of allies: a confidant, champion, amplifier, sponsor, or upstander. Allies play important roles in school environments, helping children, youth and staff members feel safe and included, leading to a more positive culture and climate.
This downloadable tip sheet offers tips for showing support and acceptance for transgender, gender diverse, and intersex (TGI) youth.
Transphobia, or discrimination against transgender people, can and does occur in spaces where youth deserve to feel safe and included, such as school. School staff are responsible for fostering a school climate that supports learning and healthy development. Research shows that a student’s sense of belonging improves academic outcomes, increases continuing enrollment, and protects mental health.
This course provides steps you can take to help make your school more safe and inclusive.
Zaretta Hammond explains why one of the biggest challenges teachers struggle with when first embracing this approach is trying to operationalize it in their classrooms. They worry that they have to learn 19 different cultures – their customs, holidays, foods, and language. This simply isn’t true. The other instinct is to reduce it to a set of checklists for each culture as a way to make it manageable. Cultural responsiveness is more of a process than a strategy. The process begins when a teacher recognizes the cultural capital and tools students of color bring to the classroom. She then responds positively by noticing, naming and affirming when students use them in the service of learning. The teacher is “responsive” when she is able to mirror these cultural ways of learning in her instruction, using similar strategies and tools to scaffold learning. The author offers three easy starting points to help make the process more manageable.
Making Culturally Responsive Teaching More Manageable Read More »
Since 2015, the AAMC has produced an annual series of Community Engagement Toolkits in collaboration with our members and their communities. These toolkits provide unvarnished community perspectives on crucial issues and views about how our members can be better partners.
Principles of Trustworthiness: Community Engagement Read More »
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