The
Toolbox

Prevention and intervention tool

Goals: 
– To define the role of communication between the family and school in order to promote students’ development.
– To explain the needs and strategies associated with optimal parent-teacher communication.

Prevention and intervention tool

Fostering school engagement is about promoting students’ active commitment to school and learning activities. To support this commitment, we first need to focus on AFFECTIVE engagement, so that the EMOTIONS influence cognitions and, eventually, actions.

Only available in French.

Prevention tool

Goals
– To improve the social awareness of adults in educational relationships with children
– To enhance children’s ability to read non-verbal communication and better detect emotions

Prevention and intervention tool

The classroom is an ideal context for promoting and structuring relationships in elementary and secondary school.

An educational approach based on cooperative teamwork and active student participation promotes the development of positive relationships among students.

Prevention and intervention tool

Goals:
– To take preventive action to help teenagers with their post-confinement transition to school.
– To screen children with post-confinement adjustment or mental health difficulties upon returning to school.

Prevention and intervention tool

Parents are recognized as the primary educators of their children. They play a key role in their academic development by adopting a positive attitude towards school, acting as role models and being engaged in their children’s academic monitoring. This guiding parental role is even more important in the current context of uncertainty, as it will enable children to deal confidently and safely with new or stressful situations.

Not available in English.

Prevention and intervention tool
By : Centre RBC d'expertise universitaire en santé mentale

Goals: 
– To cope better with stress and mindfully set goals for what we want/desire;
– To develop simple mindful communication tools for ourselves and with our loved ones and colleagues;
– To enhance emotional intelligence (self-knowledge/self-management/motivation/empathy/social skills).

Prevention and intervention tool
By : Centre RBC d'expertise universitaire en santé mentale

To provide concrete strategies and practical tools to better manage stress and anxiety.

Prevention and intervention tool
By : Camil Sanfaçon, with the collaboration of Joudie Dubois and CQJDC

Dear caregivers, this tool is intended for you. Its goal is to introduce a few concepts to underscore that everyone in helping relationships needs to know themselves well, listen to the signals that their bodies are sending them, and take care of themselves.

Intervention tool
By : Centre RBC d'expertise universitaire en santé mentale

To provide psychosocial workers with practical tools to better intervene with adolescents with anxiety symptoms.

Prevention tool
By : Centre RBC d'expertise universitaire en santé mentale

To provide parents with practical strategies to help their children deal with anxiety.

Prevention tool
By : Centre RBC d'expertise universitaire en santé mentale

To provide elementary and secondary school teachers with practical strategies to help students deal with anxiety.

Prevention tool
By : Centre RBC d'expertise universitaire en santé mentale

To provide parents with practical strategies to support their children during their transition to secondary school.

Prevention and intervention tool

In the current context, with major changes and many uncertainties, students’ well-being and educational success should be everyone’s concern. This is a shared responsibility that should be based on a school-family-community partnership. Better school-community partnerships will strengthen the response to new vulnerabilities of youth and families during the pandemic and beyond.

Prevention and intervention tool
By : Caroline Boudreau, Geneviève Forest, Annie Bérubé, Evelyne Touchette, and Marie-Hélène Pennestri

Prevention and intervention tool
By : Deuil-Jeunesse

The purpose of this booklet is to provide intervention tools for school staff and parents of children and teens dealing with the realities of life, such as death, serious illness or disappearance of a loved one, parental separation, abandonment or adoption. It was designed to meet certain needs arising from the COVID-19 pandemic. However, the concepts may also be applied to other circumstances.

Prevention and intervention tool
By : Julie Beaulieu, and Sarah Kirouac

To help children and teens properly manage stress and anxiety, parents and professionals should have concrete, practical tools. This section of the toolbox introduces tools to help support and guide intervention with children and teens in order to better understand fear, stress and anxiety, identify potential triggers, recognize cognitive, emotional, physical and behavioural signs, and promote proper stress and anxiety management by calming their thoughts, body, heart and behavioural responses. While professional and parental support is essential for properly managing stress and anxiety, the main goal of this toolbox is to encourage children and teens to take responsibility for managing stress and anxiety so that they become as independent as possible when choosing and using strategies.

Intervention tool
By : Nancy Gaudreau, and Marie-Pier Duchaine

To Identify intervention techniques and strategies to effectively manage student behaviour problems in the classroom.

Prevention tool
By: Nancy Gaudreau, and Marie-Pier Duchaine

This tool is used to Identify intervention techniques and strategies that can prevent the emergence of student behaviour problems in the classroom and analyze your professional practice in order to identify development targets.

Prevention and intervention tool
By : Nancy Gaudreau, and Marie-Pier Duchaine

GOALS: 
1)To identify techniques and strategies that can prevent and manage children’s behaviour problems.
2) To analyze parenting practices in order to identify development targets.

Prevention and intervention tool
By : Caroline Boudreau, Geneviève Forest, Annie Bérubé, Evelyne Touchette, and Marie-Hélène Pennestri

Nightmares are defined as disruptive mental experiences that often end in awakening. It’s normal for children or teens to report nightmares. Nightmares are common in preschool and school-aged children (between 3 and 8 years of age), during which time children learn to differentiate between reality and imagination. In general, 20% to 40% of children aged 5 to 12 report having nightmares. Beginning in adolescence, girls tend to report more nightmares than boys. As a parent, when is it appropriate to use some tips to overcome your children’s nightmares? When they are frequent and intense and, most importantly, when the children complain about them.

Prevention and intervention tool
By : Kristel Tardif-Grenier, Isabelle Archambault, and Véronique Dupéré

School climate directly influences the quality of students’ school experience and well-being at school. By influencing the school climate, we can prevent various problems and reach a larger number of students than if we limit ourselves to individual interventions. Given the extraordinary circumstances they have experienced, students need to have a harmonious and safe return to their school environment.

Prevention and intervention tool
By : Line Massé, Jeanne Lagacé-Leblanc, and Claudia Verret

Tool that allows the child to reflect on how they feel when experiencing an emotion.

Prevention and intervention tool
By : Jeanne Lagacé-Leblanc, Line Massé, and Claudia Verret

As you may know, it’s sometimes difficult to recognize the emotions that we or others experience. This step is important to be able to stay calm. It’s therefore important to practise detecting various clues that can help you decode emotions or feelings. The following is a fun activity that will allow you to practise.

Prevention and intervention tool
By : Jeanne Lagacé-Leblanc, Line Massé, and Claudia Verret

In this activity, you are asked to create your own emotions dictionary. To do so, complete the following steps.

Prevention and intervention tool
By : Jeanne Lagacé-Leblanc, Claudia Verret, and Line Massé

It’s sometimes difficult to manage the range of emotions that we may experience during adolescence. We may feel more emotional, edgy and we may also have more intense reactions. Sometimes our emotions “are all mixed up” or we keep everything inside when we don’t know what to do with these overly intense emotions. There are various strategies to help you calm the negative emotions you feel. It’s best that you try several strategies, since there isn’t only one right way to calm down. The following are some tips to help you better manage your emotions.

Prevention and intervention tool
By : Line Massé, Jeanne Lagacé-Leblanc, and Claudia Verret

Thoughts and emotions are closely connected. Sometimes children come up with negative ideas that can lead to angry, anxious or sad feelings. These thoughts are considered unhelpful. Depending on the situation, they may be realistic (they reflect the situation) or unrealistic (the children have misconceptions).

Prevention and intervention tool
By : Line Massé, and Claudia Verret

Appropriately expressing emotions is an important aspect to work on. The following are some suggestions to help children appropriately express their emotions.

Prevention tool
By : Centre RBC d'expertise universitaire en santé mentale

Prevention and intervention tool
By : Jeanne Lagacé-Leblanc, Line Massé, and Claudia Verret

Adolescence is a time of change for both parents and youth. This period is characterized not only by teens’ physical changes, but also by the significant development of their identity and their desire to gain autonomy.

Prevention and intervention tool
By : Line Massé, Jeanne Lagacé-Leblanc, and Claudia Verret

You will find a collection of tools to help manage children's emotions.

Prevention and intervention tool
By : Line Massé, and Claudia Verret

Several simple strategies can be used on a daily basis to help children identify their emotions.

Prevention and intervention tool
By : Nancy Gaudreau, and Marie-Pier Duchaine

To do this exercise, we suggest that you take a critical look at one of your teaching periods. For in-person instruction, we suggest that you film or record (audio recording using a mobile device). If this is not possible, you can still do the exercise based on your memory.

Prevention and intervention tool
By : Nancy Gaudreau, and Marie-Pier Duchaine

Tool for preventing the emergence of behaviour problems during the pandemic.

Prevention and intervention tool
By : Line Massé, Jeanne Lagacé-Leblanc, and Claudia Verret

Thoughts and emotions are closely connected. Sometimes teens come up with negative ideas that can lead to angry, anxious or sad feelings. These thoughts are considered unhelpful. Depending on the situation, they may be realistic (they reflect the situation) or unrealistic (the teens have misconceptions). 

Prevention and intervention tool
By : Line Massé, Jeanne Lagacé-Leblanc, and Claudia Verret

You will find a children's book collection to help teens better manage their emotions.

Prevention and intervention tool
By : Line Massé, Jeanne Lagacé-Leblanc, and Claudia Verret

You will find a children's book collection to help preschool children better manage their anger.

Prevention and intervention tool
By : Line Massé, Jeanne Lagacé-Leblanc et Claudia Verret

You will find a children's book collection to help elementary school children better manage their anger.

Prevention and intervention tool
By : Claudia Verret, and Line Massé

There are a variety of strategies that allow children to regulate the intensity of their emotions and regain their comfort zone. In order for this to be effective, they must first be able to recognize their emotions, assess their degree of discomfort and assess perceived changes (body, thoughts, movements, etc.) before choosing the appropriate strategy to calm the negative emotion. Depending on the aim, the following are some strategies.

Prevention and intervention tool
By : Line Massé, Jeanne Lagacé-Leblanc, and Claudia Verret

Write your emotions diary every day of the week. It will help you manage your emotions on a daily basis. If you prefer, you can also use a diary that you already have. Here are the key steps for your diary.

Prevention and intervention tool
By : Jeanne Lagacé-Leblanc, Line Massé, and Claudia Verret

Help the children write their emotions diary every day of the week.

Prevention and intervention tool
By : Jeanne Lagacé-Leblanc, Line Massé, and Claudia Verret

Managing everyday emotions isn’t always easy. That’s why it’s important to take care of yourself during everything you’re going through. By having habits that promote your well-being, you’ll be in a better state of mind to manage emotions in your daily life. The following are some helpful tips to take care of yourself.

Prevention and intervention tool
By : Jeanne Lagacé-Leblanc, Line Massé, and Claudia Verret

You will find a collection of anger management intervention programs for teens.

Prevention and intervention tool
By : Line Massé, Jeanne Lagacé-Leblanc, and Claudia Verret

You will find a collection of anger management intervention programs for children.

Prevention and intervention tool
By : Jeanne Lagacé-Leblanc, Line Massé et Claudia Verret

You will find a collection of emotional management intervention programs for teens.

Prevention and intervention tool
By : Line Massé, Jeanne Lagacé-Leblanc, and Claudia Verret

You will find a collection of emotional management intervention programs for children.

Prevention and intervention tool
By : Line Massé, Claudia Verret, and Jeanne Lagacé-Leblanc

Emotional regulation is a key skill that helps people adapt. It means that teens are able to identify, modulate and appropriately express their emotions if necessary. To help teens better manage their emotions, you first need to identify the difficulties they are experiencing.

Prevention and intervention tool
By : Line Massé, and Claudia Verret

Emotional regulation is a skill that develops from childhood. It means that children are able to identify, modulate and appropriately express their emotions if necessary.

Prevention tool
By : Claire Baudry, Caroline Couture, and Charlyne Nobert

The quality of parent-teen relationships plays an essential role. In quality relationships, parents are responsive to their teen’s cues and try to interpret the meaning of and adjust to their teen’s behaviour. In addition, parents will be able to adjust their response based on their teen’s reactions.

Prevention tool
By : Caroline Couture, Claire Baudry, and Charlyne Nobert

Building positive relationships is an essential practice in schools. This consists in providing support to students in addition to creating meaningful relationships, enabling teens to develop in a pleasant, positive environment. They will thus be more inclined to learn and show more respect for school rules. Positive relationships will also support their feelings of being appreciated and being viewed as individuals.

Prevention tool
By : Claire Baudry, Caroline Couture, and Charlyne Nobert

The quality of parent-child relationships plays an essential role. In quality relationships, parents are responsive to their children’s cues and try to interpret the meaning of and adjust to their children’s behaviour.

Prevention tool
By : Caroline Couture, Claire Baudry, and Charlyne Nobert

Developing positive relationships is an essential practice in early childhood settings, as it contributes to children’s overall development.

Prevention tool
By : Claire Baudry, Caroline Couture, and Charlyne Nobert

The quality of parent-child relationships plays an essential role. In quality relationships, parents are responsive to their children’s cues and try to interpret the meaning of and adjust to their children’s behaviour. To promote their children’s well-being, parents can try to respond to their demands in a predictable manner. The more children know what to expect, the greater their sense of security; this will allow them to focus on various learning.

Prevention tool
By :  Caroline Couture, Claire Baudry, and Charlyne Nobert

Building positive relationships is an essential practice in schools. This consists in providing support to students in addition to creating meaningful relationships, enabling children to develop in a pleasant, positive environment. If they feel recognized and appreciated for who they are, they will be more inclined to learn and show more respect for the teachers’ instructions. Gradually, they will develop a sense of security in their environment.

Prevention and intervention tool
By: Caroline Boudreau, Evelyne Touchette, and Nancy Gaudreau

A tool designed to meet the children’s needs for safety and rhythmicity throughout the day, to reduce externalized behavioral difficulties during the day, and to reduce internalized behavioral difficulties during the day.

Prevention and intervention tool
By: Line Massé, Jeanne Lagacé-Leblanc, and Claudia Verret

Practical tool to help the child identify the emotions they experienced in different situations.

Prevention and intervention tool
By : Line Massé, and Claudia Verret

It’s not easy to express how you feel, particularly when you’re feeling bad or angry. Sometimes you can’t find the words. Sometimes you prefer to hide it because you don’t know how to express it or you’re afraid of being ridiculed or rejected. It’s important to appropriately express your emotions.

Prevention and Intervention Tool
By : Line Massé and Claudia Verret

When you’re angry or frustrated, you often feel like a bomb about to explode. Exploding is not a solution, as it can cause damage. We can break things or damage relationships with those around us. Nobody likes to be near a person who explodes all the time! The following are some tips to prevent you from exploding and calm down when you’re angry or frustrated.

Prevention and Intervention Tool
By : Claudia Verret, Jeanne Lagacé-Leblanc, Line Massé

When children experience negative emotions, it’s sometimes difficult to recognize the signs that lead to a tantrum or loss of control or to choose a way to help them calm down and regain a state of well-being. When the children are calm, help them use the thermometer for one of the emotions they have difficulty managing.