Enter to Win the Kids Can Cope Series!

Enter to Win the Kids Can Cope SeriesThis month we are giving away the complete set of eight books in the Kids Can Cope series. These books offer kids a wide range of practical strategies they can use to cope with difficult feelings and situations. One lucky reader will win:

To Enter: Leave a comment below describing how you help kids cope with challenges.

For additional entries, leave a separate comment below for each of the following tasks you complete:

Each comment counts as a separate entry. Entries must be received by midnight, January 22, 2021.

The winners will be contacted via email on or around January 25, 2021, and will need to respond within 72 hours to claim his or her prize or another winner will be chosen. This giveaway is in no way affiliated with, administered, or endorsed by Facebook, Twitter, or Pinterest. Winners must be US residents, 18 years of age or older.


FSP Springybook Signature(c)© 2021 by Free Spirit Publishing. All rights reserved. The views expressed in this post represent the opinion of the author and not necessarily Free Spirit Publishing.

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190 Responses to Enter to Win the Kids Can Cope Series!

  1. Angie Scaffe says:

    I am an AIG specialist and I feel as though this year more than ever my students need some SEL. I would love to have this to utilize with my students since a lot fo them have been struggling this year. Thanks for considering me!

  2. Andri Burhans says:

    I am a kindergarten teacher. Beside academics, I teach social emotional skills including recognizing feelings and worries, how to cope and use them in a positive way. These books seem to be in alignment.

  3. Dorene Strang says:

    I am a care provider. I help my little people cope with
    the world around them by being there to listen to their
    worries and guide them in finding constructive ways of
    traversing the issues that may be troubling them. Finding
    stories and/or craft activities that demonstrate what I am
    trying to instill or teach the children can sometimes pose
    a challenge.
    With books such as are offered here l can teach the children
    better ways of coping with whatever they may be facing
    in their little lives and present them with alternatives that they
    or I may not have thought about.
    Thank you for the opportunity to add to my arsenal of resources.

  4. Rachel Scherz says:

    My name is Rachel and I have started a free neighborhood (socially distant, outside) support program for young children while school is closed during the pandemic. I am a counselor and have been trying to support struggling children both in work and out of work time. Trying to get donations to keep us going! Books would help tremendously. Thank you!

  5. Genni Luberda says:

    I am a trainer for Pyramid Model. By providing these trainings to child care providers we are helping them understand how to help children in a variety of ways. I would love these books to give to my child care providers.

  6. Karla says:

    I’m an elementary school counselor and help kids daily cope with a variety of issues! As a new counselor, this series would really boost my library. I love using books to help students.

  7. Ellen says:

    Let them know every day they are safe and they are loved!

  8. I love free spirit books for my students and parents.

  9. Roslyn Lacrouts says:

    Following on Pinterest!!!

  10. Roslyn Lacrouts says:

    Liked on Facebook!

  11. Fran Ben Avi says:

    Following on FB

  12. fran says:

    I work in San Diego for the District and serve Deaf and Hard of Hearing children. I read social stories weekly to classes and in my individual counseling sessions too. I support goals for their Social/ Emotional development.

    The characters and stories that we share generate many discussions and feelings that help validate their emotions. Counselors benefit so much from having books that communicate how to cope with everyday emotions and anxieties. Thank you!

  13. Diana Yefanova says:

    I am a Mom of a 3-year old bilingual boy and hope to be able to support him as he re-integrates within pre-K after the pandemic. We have been reading books on caring and how to work through emotions so I hope this book with help him identify his feelings and learn empathy and respect for self and others. It will help him be a better peer and cope with toddler’s emotional challenges.

  14. Brooke Barry says:

    I run my own in home childcare business, and I help young children all day long work on their feelings and expressing them!

  15. Sherry Gardner says:

    I work with kindergarten students and I feel these books would benefit them, because they face a lot of these situations and they do not know how to handle the them.

  16. janeice Tallsalt says:

    I am school counselor k-8, I provide SEL in the classrooms and work with the parents.

  17. Donna Johnson-Short says:

    I work with gifted and high achieving students. I teach them strategies to develop a growth mindset to help them deal with challenges.

  18. Kim says:

    I am a school social worker and we use Second Step SEL curriculum, as well as support from people like the counselor, me, etc. using various interventions.

  19. Lisa Gregor says:

    I teach Deaf and Hard of Hearing students 2/3 grade. We use mindfulness and SEL strategies that are supported by our school counselor to help kids cope with a variety of challenges.

  20. Christina says:

    I am a Child and Youth Counsellor that works within the Halton Catholic District School Board in a school in Georgetown, Ontario Canada. I work with students from Kindergarten to grade eight and regularly use books in my work with them.

  21. KIMBERLY WERNER says:

    I work with the birth to three population. Parents often want to know ways to help kids express their emotions and books are one important and impactful way to teach them.

  22. Trina Taylor says:

    As a librarian, I make sure the kids know that this is a safe place for them to come and talk about their feelings and I, also, share books that deal with the feelings they have inside them.

  23. Denise Griffin says:

    I teach students with severe multiple disabilities. I emphasize social emotional learning. We read social stories and books on feelings monthly.

  24. Dreena M Tischler says:

    I use conscious breathing that we teach throughout the year and various curriculum to support skills. .

  25. Jenny Lindstrom says:

    Validate their feelings. Truly listen. What are they telling you? What else might be underneath? Help them know that challenges are normal. Life isn’t all smooth sailing, and it’s ok if that hurts and is hard—these are normal feelings. Then let them know that change is also normal, and things so t always have to feel like this or be this way. Explore choices and options

  26. Brenda Green says:

    I read a social emotional book at the beginning of each week. We then talk about the moral or feelings in the story and complete learning tasks.

  27. Kelly says:

    I’m a marriage and family therapist and I like to use books in therapy to help them identify with the characters and their choices. It encourages them to expand their choices in coping with life’s difficulties.

  28. Sharon Yee-Garbade says:

    Teaching children to focus on their breath when they have strong feelings is one way I help my students stay calm and focused on learning. It is important for them to have a strategy for coping with difficulty no matter where they are, and breathing is something we’re always doing.

  29. Elif says:

    Just if I win I’ll give this set to my niece!
    Thanks

  30. Jatera Maing says:

    I help children cope with challenges by helping them recognize their strengths and build their toolbox with effective coping strategies to better manage life challenges.

  31. Autumn M Shaffer says:

    Follow on pintrest

  32. Annette Messier says:

    Follow on Pintrest.

  33. Autumn M Shaffer says:

    I help children cope with challenges by providing support and belief in their abilities. I work with them to identify the challenge and figure out what they can do to help deal with it.

  34. Annette Messier says:

    Follow on Twitter.

  35. Annette Messier says:

    Liked on Facebook,

  36. Annette Messier says:

    I teach preschool special needs and try to help my students by modeling and explaining how I deal with various challenges. I set up scenarios to role play my response to mistakes, frustrations, disappointments, etc. I also provide them visual supports to help remind them of strategies we discuss. Some strategies we practice at times when they are not needed, like taking deep breathes, to make it easier to use when needed.

  37. amyc24 says:

    I find that diffusing in the moment with humor is the first step. Then, we read one a very carefully selected book that describes the situation and ways to cope. We love free spirit publishing series for this very reason!!

  38. Denise Waldner says:

    Followed on twitter

  39. Denise Waldner says:

    Liked on facebook

  40. Denise Waldner says:

    I’m an educational assistant who works with high needs students. A major part of my job is to help guide my student through self-regulation while co-regulating with them.

  41. Maria Aiello says:

    I am an RSP teacher and I make it a priority to connect with my students and make sure that they know I care and am there for them. I help them cope by allowing time to talk about things they are concerned about.

  42. Karla says:

    I empathize and repeat back what I heard the child say they are feeling. We love your books in our house!

  43. Krista Hong says:

    Stop, breathe, remember that you are valuable as you are.

  44. We love Role Play at our Preschool. The children are so much more focused when they engage their minds and their bodies in the learning experience. And it is so much fun to “pretend”! Especially if you get to be the teacher!

  45. Annmarie LaConte says:

    These are perfect for read alouds in the online learning format. I miss doing read alouds with kids gathered on the carpet around me… We could use these for multiple grade levels, too. I’d love this set!

  46. Samantha Perreault says:

    As a Preschool teacher we find “Big feelings” happen all the time. Young learners are learning how to cope with one another and problem solve. By recognizing and validating these feelings we can help our youngest learners learn how to manage their big feelings and solve problems independently now and in the future! I think these books would be an amazing asset to our classroom library and add to our current strategy for teaching children about managing feelings and problem solving.

  47. Annmarie LaConte says:

    Liked the Facebook page! 🙂

  48. Rachelle A says:

    In my school, teachers host morning meetings daily. Morning meetings create a safe space for students to converse, discuss and share their thoughts, concerns and questions about things that trouble them. All morning meetings are student driven. As teachers, we provide coping mechanisms during tryng times.

  49. Denise Cole says:

    I use literature to foster empathy and encourage discussion.

  50. Anna Viscioni says:

    I am an elementary school counselor. I love looking for new books to share with children! Books are such a powerful tool!

  51. Jessica Esperon-Meneilly says:

    As a Middle and High School Family & Consumer Sciences teachers, I work with students on two different levels, their personal interactions and as advocates when they see or hear interactions with peers.

    With personal interactions, it is important to allow a student a chance to cool down, express what action has occured truthfully and what they are thinking or feeling that is fueling their difficulty. Intentionally working with students to name and identify when cognitive errors occur give students active steps to look outside of their emotions. Cognitive errors could be as simple as “if I feel this way in one class, it must apply to all of my classes” or “if I feel this way everyone else must be feeling this way”. Acknowledging and accepting emotions, naming them and identifying that challenging emotions are a moment in our time. Practicing stress relieving and mindfulness techniques, identifying gratitude and expressing it, and developing positive feelings with an action plan are all strategies that I utilize in my Health, FACS classes and Child Development & Psychology Class.

    All conversations with students, individually/small group/class wide, are facilitated in a manner that is non-judgemental, accepting of all perspectives with a focus on human rights. As a class, we reference the Universal Declaration of Human Rights and break down the part that applies to the situation with texts, classroom posters, and memorable phrases such as “everyone has the right to love to learn”.

    My goal is to utilize these books as tools within the classroom to empower students to navigate their way to healthy mindsets and add additional coping strategies, assist their peers and educate future generations using the learner as the teacher.

    Practing my mindset of gratitude, I want to thank you for this opportunity.

  52. Rona Brodrick says:

    Professionally: I help kids by promoting SEL lessons and books (including many of yours!) through YMCA Project Cornerstone.

    Personally: I try to be mindful of my language and behaviors.

    Thanks for all you do. These are great books.

  53. Jenene Holcomb says:

    In my preschool classroom, we learn calming down steps, breathing, yoga, and have a cozy corner. We talk about feelings and how to be safe.

  54. Martha Thibodeau says:

    I help kids cope by giving them a way to express themselves using technology. I visit classrooms and help student learn about drawing tools they have available on their iPads. Then we draw things that they are thinking about.

  55. Gina Little says:

    I help kids cope by giving them tools to put in their toolbox. Different situations need different tools. Breathing, books, and safe places are my go-to’s.

  56. Shelby Schmit says:

    I am the district secondary social worker at my school. I help kids cope with traumatic events they have experienced; as well as, daily social anxieties. I think these books would be very beneficial for a lot of the students I work with.

  57. Deborah Lovell says:

    My biggest thing is to REALLY listen to them. A lot of my kids just want someone to listen to their feelings without jumping in with immediate solutions. I have found that often students come around to what a solution might be if they are just allowed to talk it through.

  58. Amber says:

    I help children cope by giving them space to have their emotions. I also help them put words to their feelings.. It is so important that we give children the tools to manage their emotions.

  59. g1april says:

    I provide mental health therapy to children and parents. These books would be great to read together to help a child find support from their parent – talking about strategies and how they could begin to use them.

  60. Kristy Pitt says:

    My main priority is to make sure the child feels safe and acknowledge their feelings. Social stories and puppets are great tools to help the child express himself.

  61. Laran Lofton says:

    I just taught my students a series on Coping Skills. I didn’t use these books, but boy would they have been helpful. Even if I don’t win, I may have to look into getting these.

  62. Monica M says:

    We work intentionally to build a sense of community, fostering peer relationships across grades. We facilitate morning meetings where we practice mindfulness and set group agreements. We offer yoga to slow down and collaborative art or games throughout the day. We find that children forming connections with other children not of their expected friend-group (ages, grades, gender, interests) gives the whole group a strong feeling of support and collegiality. In that environment when a child is struggling, they have not only trusted adults but a variety of peers they can reach out to for advice, comfort, and care.

  63. Maria Trujillo says:

    Hello,
    My name is Maria Trujillo and I am the mental health and disabilities coordinator for Community Service Agency Head Start in Reno Nevada, Our head start program provides free services to low income families with children 0-5 years old. The free services that our families obtain while in our program are education, health, nutrition, free meals , mental health , disabilities and family engagement services to our families . These books would be a great benefit for our children in the classrooms.

  64. Caroline Accorsini says:

    I teach elementary students. We work on these skills as the students show the need for help. We normally talk about the situation and then discuss what could be done different.

  65. Diana E says:

    I like to use the take a deep breath approach with children so they can calm down and tell me what they are feeling.

  66. Danielle Indri says:

    I help students cope with challenges by teaching them coping strategies such as deep breathing, stretches, journaling, talking about their feelings, and more.

  67. Following on Pinterest!!! 🙂

  68. Michelle Gerlach says:

    I am a provider in my home….. recently became a 4 star provider! Between making a more cozy reading area this books would be great to read and leave in the area for the kiddies! Thanks for the chance to win……

  69. Following on Facebook!!!!! 🙂

  70. I am a SCHOOL SOCIAL WORKER and I teach social emotional skills to grades K-6, as well as doing individual therapy. I love using books as a means of telling a story about how a particular skill is being utilized by the character and then leading a discussion about how my students can implement a specific skill or problem solving technique. These books would be AMAZING to have in my room 🙂

  71. The program I train is titled ‘REACH’ in the State of Arkansas. We bring training & follow-up coaching to Early Childhood Centers that supports the positive management of children’s behaviors & promotes social-emotional development. The strategies or interventions are specifically designed to help the teachers & children establish a Caring & Nurturing, Predictable, Fun & Engaging, Age Appropriate environment with each other where children know understanding & learning how to manage their social-emotional skills is a foundational part of the program. We provide a variety of free materials the teachers can immediately start using with the children including books discussing feelings & the management of them. We are always grateful for new age appropriate books!

  72. Laurie Peterson says:

    I am a Sunday school teacher for children age 3 through grade 5. While I do focus on faithful teachings, I also realize that each child is different. Each child has emotions that can be addressed, and I feel our Sunday school class is a great place, a safe place, for them to learn about these emotions. Not to mention they will be growing up together so would be able to relate to one another! Helping to build strong, helpful, happy people!

  73. Sharon says:

    Hi, I work with the EC Department and would love to have these books. It would help me teach my students how to deal with emotions during these difficult times. I think it is wonderful that you are doing this to help teachers and parents out. Thanks

  74. Jenny Koelsch says:

    Reading books like this really help kids. We create a library and do read-aloud to develop compassionate vocabulary and cultivate empathy. Teaching kids to write notes and giving them private responses also helps.

  75. As a Montessori teacher, we try to educate the child not just in academics but in life skills such as conflict resolution using verbal and listening skills. We use a Peace Rose for this. During the discussion in addressing only the person holding the rose can speak. We also use books like it’s listed on here to reinforce the lessons taught in our classroom.

  76. Monica says:

    I tend to use a catch-phrase or something that will stick for the kids, “Like, let’s not mope, but find a way to cope”. My office is the Affirmation Station, so I encourage kids to leave with saying something positive about themselves, or something they will try for the week.

  77. Angela Syhlman says:

    All our Head Start and Early Head Start classrooms have calm down corners/Be by Myself spaces. A comfy place where we help them regulate with breathing techniques and calming items of interest.

  78. Sarah Staudt says:

    As a district K-12 teacher librarian who serves 7 school libraries, one of my top priorities and commitments is to make sure our school libraries have book collections that not only are diverse, but also provide connection and guidance, which social emotional books do just that. I am committed to have a collection of social emotional books in every building for teachers to use in their classrooms, as well as for students to take home! Social emotional learning and mental health are huge passions of mine!

  79. JULIE says:

    Liked on FB. As part of our school MTSS team, I often support teachers who are implementing strategies to build their students emotional intelligence. The challenges our students are facing now, and will continue to face for quite some time are unfathomable. We need to have toolbox full of resources to support them in all aspects of their lives, and books are one of the best tools to provide learning around challenging topics. This collection of kids-can-cope books would be a treasure to our team!

  80. Jen says:

    I work in youth services at a public library and we do our best to help kids cope with different challenges through one-on-one interactions, through programs, and through books.

  81. Sherry Purvis says:

    I teach gifted students. We have a weekly check-in or journal where students can share their feelings or what is going on in their lives. I also use bibliotherapy to discuss social/emotional skills. We look at how the character handles a situation or feeling and then try to learn from that and discuss how they can apply that in their own situation or in their life.

  82. June E Klawuhn-Whitmer says:

    I can use these to help children learn about certain feelings. How they can cope with these feelings and to let them know it is alright to feel this way. I am an afterschool program coordinator and work with children ages five (5) to eighteen (18). A lot of these children struggle with there feelings and then it can explode into another feeling very quickly because they don’t know how they are feeling and get mad, frustrated and sometimes violent. This will also be a great refresher for the staff. To let them know that all children don’t know emotions, how to cope with these emotions or how to express them in a healthy matter. It can also serve as a new tool for the staff themselves and to teach the children these tools. This can open a door for staff and children to have a new relationship after coming to realize where they come from and being a role model for emotions. These books would open a new world to the afterschool program. Please consider us for this amazing opportunity.

  83. JULIE THOLE says:

    Following on Pinterest. I am a big advocate of proactively building social and emotional skills. These books would be a fabulous addition to my curriculum!

  84. Candice Thompson says:

    I am an early childhood special education resources teacher for a school-based program that offers an array of services for over 300 children ages 2-5 years. I work closely with families, teachers, and therapists as well as local preschool programs within my school district to better prepare young learners as they enter kindergarten. We offer groups dealing with feelings, sensory, communication, and dealing with opposition. I would love to have this resource available to use in my small group lessons and share with my colleagues to use in their classrooms.

  85. Bonnie L. Garza says:

    To help my students cope with different issues I always let them go to the cool down space in the classroom or close their books and journals and take deep breaths. When they feel they are ready to rejoin us they will come back with the group. I try to let them cool off on their own or if they need to talk about it. They can even write me a note or draw a picture.

  86. Talha Oz says:

    I guide and encourage kids in face of challenges. I try to hit the balance between “solving the problem for them” and “not helping at all”. –I followed/liked you in all three platforms.

  87. I am a library media specialist and having these books in our collection would be valuable for all staff that need materials to use with students. So, having books to share with the counselor, social worker, and teachers who are looking for resources would be helpful.

  88. Kristin Calvert says:

    I use mindfulness with my students and teach them different deep breathing exercises. I teach them that there are many different coping strategies and it’s important to find the one that works for them because what works for each person is different.

  89. Karen Jones says:

    As a Elementary School Counselor, each of these book titles would be a great resource for helping students on a daily basis.

  90. I am an elementary school counselor and visit with children individually, in small groups, and whole group classroom instruction. I help children deal with the challenges of big and small feelings. These books are wonderful and would be an important addition to the lessons I teach and very useful when helping children one-on-one. Thank you for this opportunity.

  91. Jen says:

    Following on FB.

  92. Mrs. Hoskey says:

    I’m a librarian at two different schools, and to help kids cope with challenges, I mainly provide a safe “space” virtually where the students can explore, talk things out, and even write about the challenges they face. I also consider it part of my job to equip our teachers and guidance counselors with the tools to help students cope with challenges, so I provide them with as many resources as they need to help the students we serve.

  93. Jen says:

    I’m a child life specialist, so it’s my job to help kids cope with medical experiences. We do this by providing developmentally-appropriate education, creating a coping plan and plenty of opportunity for exploration and expression.

  94. Stephen C. says:

    I am an elementary school special needs teacher. These books would be ideal for my SEL curriculum. I have students that require emotional support and emotional regulation teaching. They would be a great addition to our Learning Centre.

  95. Trina Mastley says:

    “liked” on Facebook

  96. Trina Mastley says:

    As a school counselor I have used various strategies to help students find the coping skills that work best for them. I have used Zones of Regulation, mindfulness strategies, strategies for building executive functioning skills, and others. Books/stories are always a great starting point to get buy-in from the students.

  97. J. Makoujy says:

    As one of the few public libraries which have returned to having in-person visits in our region, we found a need for books which parents could use to explain to their children that the feelings they are experiencing during the Covid lockdown are normal. Kids are frustrated that they can’t see their school friends, shy about using Zoom to stay connected, angry at siblings and parents that they can’t do “normal” things right now, sad about loss of family members and friends and feeling uncomfortable about mask wearing. There is a real need for materials to help parents share with their children that these are all normal emotions and that together, they will be able to cope. our library’s “Parenting” collection would certainly benefit from the addition of these titles.

  98. JULIE THOLE says:

    As an instructional coach, my conversations with teachers often end up focusing on the social and emotional needs of particular students. Being able to share these resources with the teachers I work with would be amazing!

  99. Crystal Armijo says:

    I facilitate guidance lessons in all classrooms to help students learn appropriate coping strategies to deal with strong feelings as a preventative strategy. I work with students who need more intervention with feeling management in a small group setting, using games, activities, and discussions to teach the basics of recognizing triggers and signs and utilizing calming strategies. I work individually with students on problem solving for specific situations. Above all, I prioritize listening to their feelings and needs and helping them recognize those feelings and needs in themselves. I model breathing techniques, meditation, and movement when I cope with stress.

  100. As a special education teacher, I have had a Breakfast club. The students bring their breakfast, and I show videos of social skills, read stories, provide worksheets, and then discuss. Some autistic students have social stories read with them and practice roles/parts of “play” before heading to class.

  101. Susan M Antico says:

    As an elementary school counselor I am able to go into classrooms and target these behaviors. We have developed strategies that are universal throughout the school and the students are reminded with visuals that are consistent in our school. We are working towards Calming Corners for all classrooms for next year and we provide resources, such as the ones you are offering, to all classroom teachers to utilize as they teach SEL.

  102. Toni says:

    As a parent of two adolescents who face challenges daily, my approach varies depending on the need – everything from modelling deep breathing in the moment, to allowing space and time –

  103. A listening ear means so much!

  104. Gail says:

    We spend a lot of time, especially at the beginning of the school year talking and sharing about feelings. During whole group sharing circle we talk about our favorite things. Each day we share about a different feeling; what makes us happy, sad, scared, mad. It’s important for us to teach that we are all unique and yet in some ways we are the same. We all have likes and dislikes, but we can still be friends.

  105. Daniella Plumb says:

    I allow students the space they need to figure out their feelings before speaking with them. Children need to be given the time to cool down and sort themselves/their emotions out before dealing with another person.

  106. Jane says:

    I teach student who are gifted. We explicitly teach SEL skills weekly, but I also incorporate them in other ways. We focus on growth mindsets and mindfulness.

  107. DeAnn says:

    These books are awesome! I’m a behavior specialist working with intervention teachers on how to set students up for success, set goals and respond rather than react to their environment.

  108. Michelle Strickland says:

    We had a beloved teacher pass away this year because of Covid. It has been a challenge trying to help kids in our district cope with the loss. I helped set up a website for (high school) students to put their memories and messages to her family so that they could begin to process their feelings. We also put a box and her photo in the front office for people to leave the family messages about how she impacted their lives. It has been an emotional start to a semester for sure.

  109. Cristina Brussolo-Johnson says:

    It’s important for adults to recognize and to know how to deal with children’s feelings.

  110. Jenny Lynch says:

    I work as a school social worker in two districts in Pa. This would assist me with my groups.

  111. Meg says:

    Coping Skills. It encompasses so much!
    My initial ‘go to’ is teaching students the importance of deep, slow breathing to physically regulate themselves. Then I teach strategies that might be specific to what has the student upset. Self – talk and perspective taking often are strategies that comes next.

    Thank you Free Spirit for all of your wonderful titles!

  112. Debra Armstrong says:

    Books can be a balm for our times, and these would be such an asset to all our teachers, students and support staff at our school.

  113. Roger Prive says:

    I am an Occupational Therapy Assistant and I help children with self regulation among other things.

  114. Janitza Arzola says:

    Like on Facebook

  115. As the Associate Director of Early Care and Education programs with the Early Learning Coalition of Florida’s Heartland, we support child care facilities and family child care homes with meeting the varied needs of the children they serve. This series would be a wonderful addition to the resources we could provide!

  116. Janitza Arzola says:

    I work at the Early Learning program as a Infant/Toddler teacher. The first years of life are very essential for children to learn how to manage their feelings and feel empathy for others as well. At our program we use the Conscious Discipline Curriculum to support children in managing their feelings (breathing techniques, books, songs, rituals, connection, routines, safe place, classroom materials…).

  117. Rosalita Garcia says:

    I am a Gifted and Talented program teacher and I am always looking for ways to help this population of students. Many of these students need help in many areas, not just academics. These books would be great to help open the conversation into some of the issues that these students are facing.

  118. Evelyn Freytes says:

    I am a school social worker assisting students to find their own inner voice, encourage their resiliency and strengthen their advocacy. While promoting different coping strategies that build on executive functioning and life skills.

  119. Robin Snider says:

    I am a prevention educator for a domestic violence/sexual assault agency. This would be a good series to use with the children who come into our shelter who have experienced trauma. I also work an after school program were issues arise. Sometimes I address the issue one on one and sometimes we talk about it as a group.

  120. I am the Director of an Early Childhood Enrichment center and we serve 12 counties in our rural state. The counties include three Native American reservations whom we work closely with. We also support families of English Language Learners. These books would compliment the resources we will be sharing with our providers with Read for Resilience books. Through all of these resources, children will learn ways to manage their feelings in these difficult times.

  121. First I work to build a relationship with the child so I can connect when times are harder. I spend a lot of time reading stories to students that show a character with problems, situations and emotions. Then we talk about it and how the character could handle it. Lastly we bring it home and talk about if it happened to us, how could we handle it. Then when a situation arises – I will slowly bring in the character and how we all could handle the situation. Prepping and prevention always works better when you need to react=)

  122. Jennifer Goveronski says:

    I am a special education teacher and an MTSS Director. I am at a Charter School/Public School and the majority of students at the school could benefit from these books.

    I liked on FB
    Following on Twitter and Pinterest.

    Thank you
    Jen

  123. Beth VanBuren says:

    In my roll as a school counselor- we talk about their situation/challenges, we validate their feelings, concerns and talk about what they have done when in other challenging situations. I also give kids an opportunity to talk with each other about it, get support from one another, share coping skill ideas.

  124. Kristine Jacobs says:

    I love to move my body in a healthful way. Also reading is one of my favorites.

  125. Sara Cicelske says:

    I am a Family Educator (Home Visitor). I have quite a few students who need assistance in their social and emotional learning. I would love to be able to read these books to my families and help them to better understand their emotions and how to appropriately manage strong emotions.

  126. Kimberly Johnson says:

    I am a Related Service Counselor for students in grades K-12. I primarily work with students who have emotional disabilities, social skills deficits, and/or Autism. I mainly work one-on-one with students but I also run a social skills group once per month. We talk about how to recognize these feelings in our bodies before they get too big and how they can cope with them.

  127. Sara Cicelske says:

    Liked on Facebook

  128. Elizabeth Levesque says:

    I use books always to help students/children deal with tricky feelings and emotions. Listening to the story gives them time to reflect, listen, see that others can have the same problems and to see that there are different ways to deal with the problem. I am always on the lookout for new books and resources.

  129. June Sims says:

    I do mindfulness activities with my students and incorporate SEL lessons to help with coping skills.

  130. Christie Wolfe says:

    I am an Elementary School Counselor of nearly 600 students. These books address conversations that I frequently have with students. I love using books with students as it is an easy way to discuss real issues.

  131. Rebecca Palmer says:

    I’m a school social worker and I help kids cope with challenges by listening to their concerns, empowering them to make decisions, and teaching them practical coping skills that they can use.

  132. shantrell webb says:

    Hello my name is Shantrell Webb, I am a teacher with Head Start so I help children when they come to school upset and angry. I like to get on my children eye leave and ask questions like I see you not feeling good today. Can you tell me what is wrong so that I can help you feel better. We have a cozy spot in our classroom filled with different little objects to help children feel better and solve problems.

  133. Erin Swinney says:

    I’m an elementary school counselor and it starts in Kindergarten by teaching kids how to name their emotions! Once students can notice, identify, and name emotions, they are ready to learn how to manage them.

  134. Katharine Gindin says:

    following on facebook.

  135. Katharine Gindin says:

    following on pinterest.

  136. Katharine Gindin says:

    I love using books because kids love being understood and the characters validate feelings the kids experience in a way that is non-threatening.

  137. Shannon Malone says:

    I am a K-8 Reading Interventionist. Our school has designated calming corners in each classroom that the students have been taught how to use appropriately. They identify their feelings and then choose a calming tool to help them self-regulate.

  138. Hughena Covill says:

    I work with 0 – 5 yr olds in Head Start. We do a lot of work to set up the classrooms with supports for the children then teach them how to use things in the room. We teach yoga, deep breathing, have a safe place with lots of support equipment, such as latex stretch bands, sensory bottles, a rainstick, and so on. There are visuals around the rooms to assist the children and prompt them when they get overwhelmed, and some children have additional specialized supports.

  139. Melissa says:

    Followed on pinterest

  140. Melissa says:

    focusing on their strengths, and times they’ve been through situations like this before!

  141. I work for a Children’s Mental Health agency and I also have 6 children myself. One of the ways I help them cope is keeping check on my own regulation – keeping calm, cool and collected no matter what the situation is. This enables co-regulation, allowing for the kids to help find their own calm (we call it ‘Create the Calm’ at work). I also have a really good sense of humour, a great coping mechanism, which is quite a helpful tool as well!

  142. Gwendolyn Allen-Wilkerson says:

    I respond first by helping them recognize what feeling that they are experiencing at that moment. Say for instance John is upset/angry because he wants the bike that Julie got to first and starts crying. I would first sole him and calm him down then I would say John I see that you are crying cause Julie beat you to to the bike. That made you upset/angry am I right. I would give him time to respond. Then I would say its ok to get upset/angry but sometimes things like this happen and we have to wait our turn ok, You will be the next person to get a bike when one come available or we will let her ride for a little then you can ride after her ok remember we have to take turns riding our bikes. Then I would ask him if he would like to play catch with me while he waits his turn. The other thing I would do is read a book about feelings later on like for one “If You Angry and You Know It”. Then have kids show me different feeling throughout the book and we talk about them later to assure them its okay to have these feeling but it how we respond to them that counts even grow-ups feel this away.

  143. Carrie Wilson says:

    I am a primary school Occupational Therapist; I support students with sensory regulation, including social-emotional responses. I work closely with the teaching team and families. I find it is so important to expand their knowledge of emotions to support appropriate reactions across all settings, and I welcome every opportunity for modeling appropriate responses. We use visuals, social stories, and calming techniques throughout the day. We practice appropriate social responses when in the sensory swing, playing in tactile media, and in play. In this way the students are learning these skills when they are in a regulated state, so that they can better access
    and implement these practiced skills when needed.

  144. Paula Rehm says:

    I am a school psychologist that uses the zones of regulation curriculum and mindfulness tools to teach students appropriate coping strategies to deal with social and academic situations that result in negative emotions.

  145. Ruth Flores says:

    Children allowed to express their feelings and we have social emotional development activities using books, puppets.

  146. Tina Stevens says:

    I use various mindfulness strategies to help students cope with challenges. Taking a breath is the first thing we do. Then, we might practice some short mindfulness breaks such as a yoga pose, practicing another breathing exercise or using a finger labyrinth to help us focus. Often times they just need someone to listen to them and they need a chance to voice what is bothering them and get support from their teachers as well as their peers.

  147. Kendra Gibbs says:

    Following on Facebook…I don’t have the other accounts.

  148. Kendra Gibbs says:

    I’m a Elementary School Counselor that works with on these issues with students on a regular basis. The book will give a nice conversation starter and the opportunity to give some guidance on how to deal with these key issues. Thank you for producing them.

  149. Toni Day says:

    I am a 4th grade teacher who uses growth mind-set philosophy in the classroom. I build community in our classroom through life skills and a common belief system. Examples of our life skills are: responsibility, common sense, caring, friendship, problem solving, flexibility, effort, initiative, motivation, organization, pride, curiosity, sense of humor, integrity, resourcefulness, perseverance, cooperation, and courage. Our “we believe” system is the following: manners matter, the responsibility is ours, in excellence, learning is hard work, our words have power, books open doors, hard work makes a difference, mistakes happen and it’s okay, thinking is hard work, listening is polite, we’re a team, friendship is kindness, learning is beautiful, and everyone deserves respect. We take extra time in the beginning of the year to focus on these skills through lessons, read alouds, activities, etc. I encourage my students to use a growth mind-set attitude when dealing with problems or issues. After many lessons, discussions, and using the phrases/vocabulary, I start to hear the students using them in their speech as well.

  150. Troy Harris says:

    It really depends up the challenge. If the challenge is making friends…providing skills on how to make friends and make good choices. If the challenge is being a victim of bullying…skills on how to overcome and appropriately deal with a bully. If the challenge is testing anxiety…then providing skills to deal with this challenge. The list goes on and on… I am a School Counselor.

  151. Nicole Derby says:

    I’m an elementary school counselor so I have small groups, classroom lessons and counsel students individually about coping with challenges. One of my favorite and most needed groups right now focuses on anxiety and how to deal with it.

  152. KRIS STRAND says:

    Many adults are still sorting out their own resiliancy and coping skills. Will we continue to learn and develop these strenths, we may still struggle to find the appropriate words to help our children and students with difficult social emotions situations. Having a lending library where we could help quide parents on effective stategies while also reinforcing these concepts at the same time is immensely helpful

  153. Lisa Rae Templin says:

    I always talk to the kids about their feeling and how others may feel too.

  154. Julie Gesinger says:

    We work through these coping skills within our social skills lessons. These would be great resources.

  155. Amy Carlos says:

    I have open storytime on Google Meet that I provide video read alouds on a fun theme weekly, so my students can pop in and hear a story from different voices. If they want to talk, we can also talk, but most just curl up on their couch with a snack and enjoy listening to the stories.

  156. Emily Pool says:

    Following on Pinterest

  157. Emily Pool says:

    Following on Twitter

  158. Emily Pool says:

    I am a School Social Worker and provide mental health counseling to students in the school setting, among other things. This resource would be valuable to my work with students and I could share it with district Guidance Counselors as well.

  159. lisa elam says:

    I love, love, love this! Helping kids with all little and BIG emotions and getting through the sometimes yucky stuff that happens in life is such a treat!! I know I feel amazing when I know that someone cares and is LISTENING to me to HEAR ME! Lots of LOVE and HUGS (virtual fist… toe… elbow pumps) and lots of LAUGHTER! 🙂

  160. Patty says:

    As an itinerant Early Childhood Social Worker, I work with 3- and 4-year olds in both private and public school settings. I model social-emotional learning, including “pro-social” skills, identifying feelings and coping strategies in and out of the classroom for children, teaching staff, and caregivers. I facilitate bilingual family workshops (I prefer to call them “conversations”) exploring the importance of SEL with caregivers and the ways they (can) support this learning at home.

  161. Liz M. says:

    I listen to them and meet them where they are. I use empathy and try to find solutions that might make things a little bit better today. Then we can work on making it a little better again next time.

  162. Debbie Kaufmann says:

    I work through their feelings with them by talking to them and explaining how to cope . I also give them the words to use if they do not have them.

  163. Nyala Edwards says:

    I am a Branch Manager for our local library. We include stories on coping in our rotation of Story Time. It is important that we share with parents who get overwhelmed with raing a child. I would love to have these books available for parents to read with their children and realize they are not alone.

  164. Gary Metzenbacher says:

    Always appreciate the materials you offer. Our students need these items. Thank you

  165. Dawn says:

    I talk with my students about specific feelings and how they might feel when they are having a certain feeling, as well as things that would make them feel that certain way.

  166. Marita Bazan Diaz says:

    I would suggest in this busy and challenging world that we live in to make a time to give love, hugs and listen to the children fears, worries or problems.
    That is the best children can get from us to deal with their needs.

  167. Susan says:

    Good to know that there are publications like these to help teachers, parents,families to have to harness the feelings that are being felt all across the globe.

  168. Hello! I’m Adina Oberman, I’m a preschool teacher, mom and blogger. I absolutely love children’s picture books. I love finding books that help families through difficult times and big milestones. Free Spirit books are my go-to titles because they’re clear, engaging and have great strategies for kids, parents and caregivers. I’d love to win the Kids Can Cope series and use it in my classroom. Thanks!

  169. Lisa Davisson says:

    liked on facebook

  170. Lisa Davisson says:

    I help my kids by staying calm myself and modeling and suggesting ways to cope that are healthy and beneficial such as deep breaths, counting, visualization.

  171. I offer parenting programs for Flint and Genesee County in flint Mi. Where we are still in a water crisis. Shearese Stapleton

  172. Deborah Sowden says:

    The first five minutes of class are devoted to student sharing – anything they want to say or share without any criticism from anyone.

  173. Rebecca Bradley says:

    I am a self contained special ed teacher and my students face many challenges. I always tell them that in Ms. Bradley’s class you are a SUPERSTAR! We are Bradley’s Superstars and I never let them leave my class each day until they repeat that they are a superstar. If they have a difficult day, I am patient and I give them a chance to “get it together” before I take matters any further. I am a firm believer in second chances no matter what. I love my students and I am passionate about them and I feel that no matter the severity of their disability they can learn, and if given a chance they can reach their fullest potential!

  174. Brenda Newman says:

    I am the curriculum director and I go into the classrooms and work directly with the children and dealing with issues that they may have in the classroom. These books would help me tremendously as I could go in and do stories with them and help them out.

  175. Diana L Waldron says:

    We work with children who have physical and emotional handicaps as well as other special needs. These books would be wonderful to have. Being a small rural school we have limited $ to purchase resources. Thank you for your consideration.
    Diana Waldron
    R.I.S.E. program, Thomson Primary School, Brush, CO

  176. Sarah Johnson says:

    Following on Facebook!

  177. Brittney Craig says:

    I am a behavior interventionist at an elementary school. I help children cope with the trauma and adversities that they have experienced in their lifetime. Due to the trauma they have endured, they feel emotions bigger and stronger. Using stories that they can relate to really helps them overcome difficult feelings and situations.

  178. Jacqueline Hancock says:

    I am someone stable in their life. A teacher is caring and always there for their students. We help in anyway that we can.

  179. Robin Snider says:

    I am a prevention educator and work an after school program. Many times issues come up that need to be addressed one on one or in a group setting. The book series would be beneficial for the program.

  180. Sarah Johnson says:

    I help my kids cope with anger through deep breaths and counting to 10!

  181. Teena Prentice says:

    I help our Head Start children make comfort boxes to use as a self regulation technique. The children decorate the box themselves and fill the box with items that bring them comfort and allow reflection. Some insert pictures of family members they have lost and miss. Some add familiar smells that bring them back to when they are younger. A piece of a soft baby blanket or clothing of a loved one to feel closer. Sometimes small pillows are made out of a loved ones shirt to hug.
    When it’s nap time on their mats is a good time to take out comfort boxes as a choice because everything in the box is a quiet and soothing activity such as a favorite book!!!! <3

  182. Judy Butler says:

    I would love to put these book in our Therapeutic Interagency Preschool classroom.

  183. Linda Jancola says:

    I help my students deal with challenges by establishing a classroom atmosphere where no topic is off limits. I try to keep my facial expression and tone neutral so they know they are not being judged on what they ask or what they share.

  184. Laura Filtness says:

    following on Twitter

  185. Laura Filtness says:

    follow on FB

  186. Laura Filtness says:

    I lead a morning yoga club at school.

  187. dayle denney says:

    I’m a school psychologist so I help students directly through counselling, or indirectly through teacher-led interventions!

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