Acute Stress Responses

Adverse Childhood Experiences (ACEs): Important Knowledge for Educators

An Open Letter to Teachers From Saskatchewan Youth

Best Practices and Lessons Learned from a Multi-Jurisdictional Scan

Breathing to Reduce Negative Emotions

Breathing to Reduce Negative Emotions for Kids

Child Maltreatment (Part 1) - Reporting Rates Within Canada

Child Maltreatment (Part 2): Potential Signs of Child Abuse and Neglect

Child Maltreatment (Part 3) - How to Respond to Disclosures of Abuse and Neglect

Child Maltreatment (Part 4) - Regulations and Contact Information to Report Child Abuse in the Praries

Children who are Diffferently Abled

Children's Emotional Regulation (Part 1)

Children's Emotional Regulation (Part 2)

Disclosures (Part 1)

Disclosures (Part 2)

Disordered Eating

Enabling Significant Connections in the Context of COVID: Guidance for Governments

Externalizing Behaviours in Classroom and School Settings

Gender-Based Violence

Gender-Inclusive Language in Pregnancy Care

General Strategies for Anxiety Reduction and Managment for all Ages

Go Away Mr. WORRY

Guidance for Service Providers: Enabling Significant Connections for Youth in Care

Harm Reduction Strategies for People who use Drugs

Impacts of COVID-19 on Children and Youth in Care

Impacts of School Closures

Inclusive Language

Indirect Pandemic Risks for Children and Youth

Intentional Fostering of Relationships

Interim Care Protocols During COVID-19

Internalizing Behaviours in Classroom and School Settings

Managing Stress and Anxious Feelings in Children for Teachers

Managing Your Mental Health During Exam Season

Mental Health of Service Providers: Experiences and Coping Strategies

Mental Health: What Adults and Caregivers are Experiencing and What They Can Do

Mental Health: What Youth Are Experiencing and What They Can Do (COVID-19)

Moratorium on Youth Transitioning Out of Care

Navigating Social Media

Occupational Stressors (Part 1)

Occupational Stressors (Part 2)

Online Child Sexual Explotation

Pan-Canadian Knowledge Synthesis on Trauma-Informed/Sensitive Practices in Education

Prairie Overdose Crisis and COVID-19: A Pandemic Within a Pandemic

Pregnancy During COVID-19: Risks and Health Guidelines

Protecting Children During the Pandemic

Providing Psychological First Aid (PFA) Part 1 - Supporting Children and Youth

Providing Psychological First Aid (PFA) Part 2 - Common Reactions to Stress in Children

Reducing Back-to-School Anxiety for Children

Responding to Ongoing Effects of COVID-19

Risks Facing Youth Transitioning Out of Care During COVID-19

Saskatchewan Back-to-School Guidelines

Self-Care Checklist for Youth, by Youth

Self-Regulation

Sex and Gender Diversity and Substance Use

Shaping Positive and Trauma-Sensitive Interactions

Shaping Trauma-Sensitive Classrooms

Substance Use in Canada During COVID-19

Switching to Tele-Health Communications for Social Workers

Talking to Children & Youth About Traumatic Events

Talking to Children About COVID-19: Concrete Suggestions for Dialogue

Talking to Children About Loss and Grief

The Trauma Sensitive Classroom

Trauma-Layering: Practicing Trauma-Informed Care with Children and Youth

Trauma-Sensitive Classroom Activities Across the Grades

Trauma-Sensitive Classroom Activities for Secondary School Students

Trauma-Sensitive Schools Children in Care

Understanding Adverse Childhood Experiences (ACEs)

Understanding Children's Grief

Understanding What the Words Mean: Trauma, Trauma-Informed, & Trauma-Sensitive

Understanding and Building Resilience

Understanding and Managing Eco-Trauma

Violence Against Women (VAW) Shelters: Concerns and Adaptations During COVID-19

Virtual Communications in Child Welfare

Youth and Substance Use