Services for children, families, caregivers, and educators
"What happened to the instruction manual? If only every child came with one!"
While we haven't found a cache of manuals, JPA does have a long track record of successfully working with children.
In Real Kids, Real Stories, our goal is to share ideas and approaches with you that can contribute to helping children feel and function better. Please let us know what you think!
Welcome to Real Kids, Real Stories!
JPA focuses on positive relationships. We don’t try to “fix” kids; we build relationships so they can heal. Instead, we harness children’s natural drive to learn, succeed, and to engage in positive relationships, while lowering psychological barriers that impede progress.
To show what we mean, each month we’ll present a new story about a real kid. We’ll share what is called the youth’s “presenting issue” and how we approached it. After the story, you'll find ideas, tips, and lessons you can use in the classroom or living room to build relationships with your students or children.
November's Story: Looking on the "Sonny" Side
We are excited to introduce a new monthly feature "Ask Jane" named after our founder, Jane Addams. Each month our clinical and social work teams will answer a question submitted by our readers. We welcome principals, teachers, community social workers, concerned citizens and especially parents to ask about concerns regarding children in school, the community or in your own home.
Please submit your questions to Jane...we can't wait to hear from you!
January 2018 Question:
I've heard about JPA's 9th Gear Mentoring program from a student who went through it and liked it. I have an 8th grader who's shy and even a little fearful about being thrown in with older kids from different neighborhoods when it's time for 9th grade. What do you mean by "mentoring" and how would a mentoring experience in the summer before high school help my child?
Previous Real Kids, Real Stories
Previous Dear Jane Questions:
I’m a grade school teacher with a lively but well-behaved classroom. Unfortunately, during free time on the playground a few students don’t know when their play becomes too rough or too dominating of other children. This situation not only intimidates the others, it also results in others’ not wanting to play with them. I’ve asked to meet with the parents, but they say it’s my problem and don’t want to come in. What can I do to help them get involved? I don’t want their children to get in trouble or be left out.
My daughter just entered Middle School and has her own phone. As parents, we have set guidelines about usage, social media apps she can download, etc. However, no matter how much I think we’re protecting her, I still know that cyber-bullying can happen. Can you give me any tips on how to talk with her about this issue? Should there be a problem, what are the best ways we can help her work through it, being mindful of not punishing her in the process (i.e. taking away her phone, etc).
My daughter, who is 16, appears to be really “down” lately. She is sleeping more than usual since she and her best friend had a fight and has been “a moodier version of herself.” How do I tell the difference between her “just going through normal ups and downs” and being clinically depressed? It seems like “depression” is such a buzzword these days, but I am starting to get concerned. Please help me!
-Mother of a Teenager
A girl has taken to calling me “mom” in my classroom. What is that all about? Is it okay? How should I as her teacher respond? Should the administration be involved? What should I think about and do?
- Why are women so prominent in health and childcare fields
Why aren't there more men?
- Should I keep my son back a year in Kindergarten?
- How can I as a parent ensure that I maintain healthy disciplinary boundaries when I feel like my kids are out of control?
- As a concerned adult, how can I help prevent child abuse?
- What can I do to if I see a student being bullied because of his or her perceived sexual and/or gender orientation?”