{"id":284,"date":"2021-09-20T20:28:50","date_gmt":"2021-09-20T20:28:50","guid":{"rendered":"https:\/\/mentalhealth.nad.uat.guildhousegroup.com\/?p=284"},"modified":"2022-04-06T16:27:29","modified_gmt":"2022-04-06T16:27:29","slug":"covid-19","status":"publish","type":"post","link":"https:\/\/mentalhealth.adventisteducation.org\/?p=284","title":{"rendered":"COVID-19 & War"},"content":{"rendered":"\n

“The Lord gives strength to his people; the Lord blesses His people with peace.” Psalm 29:11<\/em><\/h3>\n\n\n\n

The COVID-19 pandemic has impacted us significantly. For the past year and a half, we have canceled plans, been isolated from our loved ones, worked from home, closed schools, transitioned to virtual learning, we’ve dealt with grief, and much more. Oh, and we can’t forget the vaccine saga: to vaccinate or not to vaccinate. The stress and anxiety levels that we continue to experience have caused a rollercoaster of emotions. Throughout the pandemic, depression and sleep disruptions and thoughts of suicide have increased, especially among young adults. In addition, many people across the country have experienced job loss, and children have been affected by food insecurity. Thus, the pandemic has both short and long-term implications for mental health, and we must be prepared to address shortcomings in the months and years to come. Even after the novel coronavirus is in our rearview mirror, we will still have to deal with the emotional toll the invisible virus took on young and old. This section has a variety of resources that will help you with the ongoing pandemic.<\/p>\n\n\n\n

Helpings Students Needing Extra Help with Reading <\/h2>\n\n\n\n

The pandemic has impacted some students in the early grades, and the ability to read aloud quickly and accurately \u2013 largely came to a halt in March 2020, after the abrupt school closures brought on by COVID-19.  Students’ development of phonic, oral reading, and comprehension have all been affected. Reading is a fundamental academic development, and students who struggle with reading will have difficulty in other subjects. The question that many teachers are asking is, how can we help struggling students catch up? Controlled Phonetic Reading (CPR) is an Orton-Gillingham-based curriculum that includes a variety of HANDS-ON, MULTI-SENSORY, word-for-word teaching lessons specifically designed for EARLY readers, STRUGGLING readers, or students diagnosed with DYSLEXIA.<\/p>\n\n\n\n

To learn more about this resource watch an interview with the author of CPR, Melissa Hanson, and teacher Ruth Davis who has piloted this program for two years in her classroom. Also, visit the Creative Products 4 Reading<\/a><\/em> website for more details.<\/p>\n\n\n\n

Interview with Melissa Hanson and Ruth Davis<\/a> <\/p>\n\n\n\n

School Resource<\/h2>\n\n\n\n