Dr. Victor Carrión

We went to our control group and we taught those lessons there. And now it has served to identify even more tools that we can put in the toolbox of CCT. So we utilize some of the things there and here. So Pure Power and our program have been collaborating a lot because it covers the risk group and the treatment group. So sometimes when we go to schools and we do trainings,

We went to our control group and we taught those lessons there. And now it has served to identify even more tools that we can put in the toolbox of CCT. So we utilize some of the things there and here. So Pure Power and our program have been collaborating a lot because it covers the risk group and the treatment group. So sometimes when we go to schools and we do trainings,

We went to our control group and we taught those lessons there. And now it has served to identify even more tools that we can put in the toolbox of CCT. So we utilize some of the things there and here. So Pure Power and our program have been collaborating a lot because it covers the risk group and the treatment group. So sometimes when we go to schools and we do trainings,

we partner with them so that we have the yoga and the mindfulness and the Q Center therapy. And I by no means mean these are the two things that everybody should be using. I'm saying these are two more tools. In fact, I think we need more development, more development of interventions, both for treatment and for intervention.

we partner with them so that we have the yoga and the mindfulness and the Q Center therapy. And I by no means mean these are the two things that everybody should be using. I'm saying these are two more tools. In fact, I think we need more development, more development of interventions, both for treatment and for intervention.

we partner with them so that we have the yoga and the mindfulness and the Q Center therapy. And I by no means mean these are the two things that everybody should be using. I'm saying these are two more tools. In fact, I think we need more development, more development of interventions, both for treatment and for intervention.

And how do we identify who needs what and how is where we're moving next.

And how do we identify who needs what and how is where we're moving next.

And how do we identify who needs what and how is where we're moving next.

Well, we need to prioritize it, right? We need to prioritize education. For starters, right, we were talking about classes not even having physical education or arts, for example. And we need to prioritize mental health, and it needs to start early. And I think when we work our national budget, it needs to be...

Well, we need to prioritize it, right? We need to prioritize education. For starters, right, we were talking about classes not even having physical education or arts, for example. And we need to prioritize mental health, and it needs to start early. And I think when we work our national budget, it needs to be...

Well, we need to prioritize it, right? We need to prioritize education. For starters, right, we were talking about classes not even having physical education or arts, for example. And we need to prioritize mental health, and it needs to start early. And I think when we work our national budget, it needs to be...

There needs to be earmarks for these two areas that should go to the Department of Education. The Department of Education should make this a priority. Teachers are really, really overworked. They are under-resourced, and like pediatricians many times,

There needs to be earmarks for these two areas that should go to the Department of Education. The Department of Education should make this a priority. Teachers are really, really overworked. They are under-resourced, and like pediatricians many times,

There needs to be earmarks for these two areas that should go to the Department of Education. The Department of Education should make this a priority. Teachers are really, really overworked. They are under-resourced, and like pediatricians many times,

are responsible for doing somebody else's work right everybody tells them oh this will only take a minute or this will only take two minutes or if you make this assessment you know you can do that but but it the time is finite right and the space is finite so they need more space they need more time they need more support teachers um

are responsible for doing somebody else's work right everybody tells them oh this will only take a minute or this will only take two minutes or if you make this assessment you know you can do that but but it the time is finite right and the space is finite so they need more space they need more time they need more support teachers um

are responsible for doing somebody else's work right everybody tells them oh this will only take a minute or this will only take two minutes or if you make this assessment you know you can do that but but it the time is finite right and the space is finite so they need more space they need more time they need more support teachers um

And then this needs to be a priority from districts to really implement programs like this.

And then this needs to be a priority from districts to really implement programs like this.