The Bulletin Board is your place to find classes, ongoing programs, job listings, local contests, scholarships, and other opportunities. Events (one time & unique happenings) are also posted on the calendar.  You may submit a post to the bulletin board here.

Volunteer 2021 Position The Neighborhood Developers

In order to better serve our community, The Neighborhood Developers is running a survey of the
local community and will need people to help administer these surveys. This position entails
going out to assigned addresses in the community and encouraging residents to fill out
community surveys. The persons must be able to accurately and quickly record responses and
return these responses, in good condition, to a recorder at the TND office. Due to the nature of
the work, surveyors will work in pairs, making punctuality and interpersonal skills necessary.
There are positions available for the Chelsea Resident Satisfaction Survey. Position runs
through August 2021.
● 18 years old or older
● Proficient in English or Spanish (Bilingual preferred)
● Able to navigate a 10 block area, map provided
● Reliable and punctual
● Works well with others
● Able to record information legibly
● Able to work with little or no supervision
● Able to walk and stand for 2 hour periods

What Are You Doing on April 24th?

GreenRoots Annual Earth Day Celebration
In Person!

Bring a mask, stay socially distant, but come out and help us
clean-up Chelsea & Eastie!

We will meet at Chelsea City Hall & at the Condor Urban Wild in East Boston
April 24 ~ 9am

Join Us in Chelsea…


Join Us in East Boston…


A-TÍPICO: A New Latinx Play Festival

Virtual Readings on
April 9-10 & 15-17 at 7pm EST
Tickets are Free ($10 suggested donation)
• April 9 @ 7pm: Before We Focus on Others by Diego Lanao
• April 10 @ 7pm: Malas Mañas by Alejandra Ramos Riera
• April 15 @ 7pm: Anormales by Fernando Vieira & SAA (not that one) by Luis Roberto Herrera
• April 16 @ 7pm: Binary Star by Guadalupe Flores
• April 17 @ 7pm: Flood by Alicia Margarita Olivo
Before We Focus on Others by Diego Lanao
Presented in English (with a bit of Spanish)
An overly confident relationship counselor’s attempts to save his marriage of 21 years when his wife announces she wants a divorce, ultimately propelling him to seek out advice from his own children…and from a different relationship therapist.
Malas Mañas by Alejandra Ramos Riera
Presented in Spanish (no subtitles)
A 37-year-old former inmate is released after serving a long sentence for a crime he committed in self-defense. Once on probation, he decides to reconnect with his father, facing the difficulties of adjusting and reintegrating into society, starting with his own family.
Apollinaire Theatre Company
announces call to performing artists for the 2021/22
Resident Artist Program at the Chelsea Theatre Works
Q&A sessions on April 7th, at 1:00 and 6:00.
RSVP to: at least an hour before the gathering for a link.
Open House on Saturday April 24 from 2-5
Choose your performances at any time through December 2022.
Save on your tickets & Support Apollinaire at this crucial time! With your support Apollinaire will return to the stage strong in 2021!

Research Enrollment Coordinator



GENERAL SUMMARY/ OVERVIEW STATEMENT: Summarize the nature and level of work performed.


We are looking for a highly motivated Research Enrollment Coordinator I to engage, recruit, enroll, and retain participants into the All of Us Research Program at one or more of our multiple locations including, Brigham and Women’s Hospital, Massachusetts General Hospital, Brigham and Women’s Faulkner Hospital, Newton-Wellesley Hospital, North Shore Medical Center, Brookside Community Health Center, Chelsea HealthCare Center, Revere HealthCare Center, and Southern Jamaica Plain Health Center. The Research Enrollment Coordinator I’s work is conducted with patients in multiple settings (primarily clinic-based approach of patients, engagement with patients from a Program table, and phone-based outreach).  The position requires periodic evening and weekend hours. We may have part-time and full-time positions available.


The All of Us Research Program is a nationwide initiative with the goal of building a diverse cohort of one million U.S. volunteers. The Program strives to represent the diversity of the U.S. population with participants from different socioeconomic backgrounds, ancestral backgrounds, health conditions, lifestyles and environments. Samples and data are collected from participants and are stored in a secure database to provide researchers with baseline data, biospecimens, healthcare records, survey data, wearable device information and genetic results. All of Us Research Program will support research in various areas including pharmacogenetics, precision medicine, prediction and prevention to advance treatments of diseases.


Access to training is available, including but not limited to: phlebotomy; taking physical measurements such as heart rate, and blood pressure; how to engage with participants; as well as program software.


For more information:   |


“When Kolbi Brown joined All of Us at NYC Health + Hospitals Harlem in 2017, he wasn’t just starting a new job. He was changing careers. Kolbi had worked in real estate and property management for about 10 years, mostly in Harlem. He saw the issues that people around him were facing—including health problems. And he started to wonder what he could do to help the community where he lived and worked. “All of Us came along,” he says, “and gave me the opportunity to be a part of something that will be really meaningful.”

To learn more about Kolbi and his work, watch this video.


PRINCIPAL DUTIES AND RESPONSIBILITIES:     Indicate key areas of responsibility, major job duties, special projects and key objectives for this position.  These items should be evaluated throughout the year and included in the written annual evaluation.


  1. Communicate, educate and invite inpatient & outpatient populations, and the surrounding community, about the mission and objectives of the All of Us Research Program (AoURP) and articulate how our mission can benefit future generations and further health research.


  1. Participate in pre-enrollment engagement activities including, but not limited to, a) engaging and inviting patients at Program tables in hospitals, community health centers and community-based events; b) approaching patients in the clinical setting (community health centers and hospital-based clinics); and c) calling patients on the phone.


  1. Recruit study participants at community health centers and hospital-based clinics/inpatient services. Approach patients on inpatient floors and educate them on the program’s mission. Gauge patient’s interest and ability to participate in our program. Guide interested patients through the process of signing up for and consenting to the program.


  1. Assist with electronic informed consent using specialized software, answering questions from participants.


  1. Make phone calls to potential study participants and schedule them for enrollment visits using specialized software.


  1. Conduct physical measurements and vital signs and perform phlebotomy (blood draws) on research subjects.


  1. Track and record engagement and enrollment activities in program-specific software. Responsible for data validation and quality control.


  1. Conduct retention activities by making phone calls and mailing letters to study participants about follow up surveys and any new/additional program activities. Engage with participants in various clinical settings about programmatic updates and activities.


  1. All other duties as assigned.


QUALIFICATIONS:  (MUST be realistic, neither overstated nor understated, and related to the essential functions of the job.)


  1. High School Diploma or GED required.
  2. Experience in customer service or a position requiring strong communication skills is preferred.
  3. Bachelor’s degree preferred but not required.
  4. The ideal candidate enjoys interacting with diverse communities, is flexible, positive, friendly and a team player with excellent communication and organizational skills.
  5. Comfortable working flexible hours, including some evenings and weekends
  6. Phlebotomy certification preferred but not required. Training will be provided.
  7. Spanish fluency strongly preferred.
  8. Fluency in languages other than English is a plus.





SKILLS/ ABILITIES/ COMPETENCIES REQUIRED:                  (MUST be realistic, neither overstated nor understated, and related to the essential functions of the job.)

  1. People: Focus on serving the community through collaboration and respect.
  2. Inclusiveness: Maintain an environment where individuals value and respect differences in all situations. Stand firm against and work to identify, address and prevent intolerance and bias in research to create a welcoming environment and respect all individuals regardless of race, gender identity, ethnicity, language, sexual orientation, age, physical or mental ability, religion, socio-economic status, or national origin.
  3. Must have interpersonal skills to interact effectively with patients from varied backgrounds, MDs, researchers and other team members.
  4. Work effectively with others who have diverse perspectives, talents, roles, backgrounds and/or styles
  5. Contribute to a positive team environment where differences are respected, supported and are free from stereotyping and offensive comments.
  6. Be receptive to feedback from team members and managers and be able to give feedback to others. Must have strong analytical and problem-solving skills.
  7. Must be able to prioritize and organize work responsibilities to meet deadlines.
  8. Must possess integrity to maintain patient confidentiality.
  9. Must be detail-oriented and organized. Must possess strong overall computer skills.
  10. Must be able to make independent judgments for these job duties and responsibilities.
  11. Ability to perform phlebotomy and take vital signs. Training will be provided.


WORKING CONDITIONS:          Describe the conditions in which the work is performed.

Work in hospital settings (this may include inpatient units, outpatient practices; hospital waiting rooms) and normal office environment where there are no discomforts due to extreme temperature, dust, and the like. During the pandemic and recovery, some work activities may be done remotely.


SUPERVISORY RESPONSIBILITY:  List the number of FTEs supervised.



FISCAL RESPONSIBILITY:      Indicate financial “scope” information, i.e.: size of budget, volume, revenue, etc.



Immigrant Parents: Claim Credits For Their Children / Padres Inmigrantes: Reclamen Creditos Para Sus Hijos

All low-income and no-income parents who have ITINs are being encouraged to file their 2020 tax returns to claim the third stimulus if their kids or other dependents have social security numbers (it’s $1,400 per dependent child or dependent parent, no matter how old) and the new and improved child tax credit, which is for kids under 18– $300 per month for kids 0-6 and $250/month for kids 7-18, starting July 1, 2021.

Returning to the Classroom During COVID-19: How to Support Kids and Teens


Posted in: Hot TopicsParenting ConcernsYou & Your Family

Topics: COVID-19 + Family Mental HealthStress

Many families have been homebound due to COVID-19, and kids and teens have been learning online across much of the country. As the pandemic continues, there are growing concerns about how the disruptions in norms and routines are affecting their mental health.

After almost a year of remote learning, more communities are preparing to bring students back to school in person. But this transition poses new challenges and concerns for families. Is it safe to go back? Will kids feel ready for a full schedule of in-person or hybrid learning? Will they be able to catch up academically?

Recently, on our podcast, Dr. Gene Beresin and Dr. Khadijah Booth Watkins took a look at the different anxieties and concerns of kids and teens, and how parents can address them as families prepare to return to school. Below are highlights from their conversation.

School Concerns of Kids and Teens

School-Aged Kids

  • Fitting in at school. After nearly a year of only seeing classmates on a screen, many kids wonder if they’ll make friends again and get along with their peers. Younger children in particular are worried about whether their friends will still like them. They may wonder about how they’ll be able to play with other kids if they have to stay six feet apart. On the other hand, many kids with social anxiety have enjoyed remote learning without the pressures and expectations of interacting with their peers, and the idea of returning to school can seem scary for them.
  • Separation anxietyBecause many kids have spent more time with their parents at home, going back to school for a full day without them may be a difficult adjustment, even for kids who didn’t struggle with separation anxiety before the pandemic.
  • Adjusting to school routines. School-aged kids thrive on knowing what to do and when, but many have missed out on this kind of structure while learning at home. Many parents who are working remotely or on the front lines aren’t always able to enforce a fixed routine for their kids. Adjusting back to a full schedule for in-person or hybrid learning can be a challenging transition.


  • Maintaining social connections. Teens are at a stage in which they are developing their identities apart from their parents. Many are struggling with feelings of loneliness without the ability to spend time with their friends in person. They may also feel a sense of loss without the extracurricular activities and social events they enjoyed before the pandemic. As a result, many are feeling extremely eager to return to school.
  • Concerns about the future. Many high school juniors are worried about how to make an impression in college applications without standardized test scores and with less weight given to grades during online instruction. With still so much uncertainty about how the rest of the year will play out, what can they do to stand out from their peers? Some high school seniors may worry about being accepted to college, and others may not want to attend college, but worry about whether they’ll be able to find a job during the pandemic.
  • Health and safety. While many young people miss spending time with their friends in person, some still may not feel comfortable returning to school. Teens are more aware of the potential risks of COVID-19 than younger kids, and may worry about contracting the virus or bringing it home and infecting family members.
  • Catching up academically. Many teens have found it hard to stay motivated and focused during remote instruction and wonder whether they’ll be able to catch up when in-person learning resumes. Students with learning disabilities may feel further behind without the accommodations that were available to them before the pandemic, and worry about whether they’ll have the support they need when they return to school.
  • Conflict over safety guidelines. For some teens who have been conscientiously following COVID-19 safety guidelines – like physical distancing, and not gathering in large groups – it’s been stressful and frustrating to watch others who aren’t. On the other hand, they may feel uncomfortable speaking out and alienating their peers once they’re back at school in person.

Guidance for Parents and Caregivers

Signs to Watch Out For in Kids and Teens

As a parent, you know your child best. Here are some signs that your child’s or teen’s emotional or mental health could be struggling.

  • Changes in baseline functioning. Take note if your child starts to have trouble sleeping or if their appetite decreases. They may also have difficulty staying focused and keeping up with daily activities.
  • Shifts in behavior and mood. School-aged kids may become more restless and struggle to regulate their emotions. They may also show signs of anxiety by asking a lot of questions or expressing worries about their health and safety. Teens may become more irritable, anxious, and withdrawn. They might also express feelings of grief and loss over opportunities, celebrations, and time with friends that were lost due to the pandemic.
  • Physical discomfort. Kids might complain about having physical symptoms, such as headaches, stomach aches, and chest pain.

How to Support Kids and Teens

There are many ways to support kids of all ages and prepare them for returning to school. Here are some guidelines that can help.

  1. Manage your own anxiety. Kids look to the adults in their lives to keep them safe, and research shows that they pick up on their parents’ stress and anxiety. Prioritizing your own well-being is essential to taking care of your kids. As the airplane announcement goes, you need to put on your own oxygen mask before you can help the person next to you. Try to set aside time each day to practice self-care and take care of your mental health.
  2. Listen to your kids. Ask them about their concerns and what they’re thinking about. They may open up about how they’re feeling, or they may simply ask questions. Check in with them regularly and give them space to share what’s on their mind.
  3. Keep in touch with other parents and school administrators. Stay up to date on your school district’s plans for reopening. Talk to your child’s teachers and school administrators, and try to get as much information as possible so you can better prepare your kids for transitioning back to in-person learning. And remember, you don’t have to worry alone – keeping in touch with other parents can be a great way to share support, express concerns, and exchange ideas on helping kids cope with remote learning and preparing them for going back to school.
  4. Focus on gratitude. This pandemic has been hard in many ways, but reframing our perspective and practicing gratitude can help us manage stress and anxiety. Encourage your child to reflect on the silver linings of their time at home. Did they learn a new skill? Did they spend more time video calling friends and relatives? Choosing to focus on the positives, both big and small, can help you and your family build resilience.
  5. Seek professional help. If you have concerns about their mental, emotional, or behavioral health, it can be beneficial to seek professional help. Talk with your pediatrician and get a referral to a mental health professional. Many clinicians are offering telepsychiatry appointments due to COVID-19, and kids can benefit from the convenience of virtual visits from the comfort of their home.

We may not know how this pandemic will continue to unfold, and not having all the answers isn’t easy for any of us. However, thoughtfully addressing young people’s concerns and supporting them in building resilience can help them face the uncertainty ahead.

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