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Mind-Body Connection Activities for Kids

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Mind-Body Connection Activities for Kids

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Teaching Your Child About the Mind-Body Connection

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Teaching Your Child About the Mind-Body Connection

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The mind-body connection is an important concept for kids to understand. Children are regularly taught about physical health and feelings. But what may often get left unexplained or unexplored with kids is the powerful link between our bodies and our brains.

Knowing what the mind-body connection is can help children (from toddlers to teens) to better understand-and achieve- physical and emotional well-being. Learn how to teach your kids about the connection between how they think and feel emotionally and how they feel in their bodies.

What Is the Mind-Body Connection?

The mind-body connection describes the idea that how you think and feel is inextricably linked to how your body feels and functions. The reverse is also true-your physical health has a profound impact on your thoughts and emotions.

This connection is at play in the way experiencing anxiety can impact how your body feels. Conversely, the way your body feels physically can impact your psychological stress levels.

For example, if you're under a deadline, feel annoyed, or are upset about something, you may get a headache or stomachache, your muscles may tighten up, you may feel tired or wired, or generally unwell.

Alternatively, if you have an illness or injury, you may feel excess stress or concern, or even become depressed or anxious. Self-care and other stress coping measures (more on this below) can be used to help mitigate this potentially harmful cycle.

On the other hand, when you're happy or excited, your body may feel energized, more coordinated, or lighter. When your body is feeling good, you're likely to feel less stress and greater contentment.

In this situation, you can use your good mood or good physical health to boost the other, in a positive self-affirming loop. In fact, studies show that people with a more positive outlook tend to enjoy better health, tolerate pain more effectively, and recover faster from injury or illness.

How the Mind-Body Connection Works

The brain is connected to the body through a complex web of neural pathways that send signals back and forth. The scientific process behind this mechanism includes chemicals that the brain produces that impact your physical health.

Examples include gamma-globin, which boosts the immune system, and endorphins, which act as natural painkillers, dulling discomfort and boosting pleasure and relaxation.

Fear, stress, and worry can also trigger the body's fight, flight, or freeze instincts, even when no true physical danger is present. This innate response to physical threats causes rapid changes in the body, such as rapid heartbeat, rapid breathing, and a flood of hormones (such as adrenaline) to prepare the body to deal with impending danger.

Alternatively, studies show that having a positive, hopeful outlook contributes to many physical health benefits, including the following:

Better heart health, including lower risk of heart disease

Better sleep

Faster healing and better recovery from illness

Healthier blood sugar levels

Healthier body weight

Longer life

Lower blood pressure

It's challenging to know exactly how much influence a positive or negative mindset will have on physical health, but a strong association has been conclusively found. Researchers also note that good or poor physical health can boost or diminish one's positive outlook, too.

This means that a negative perspective coupled with health problems can potentially make both situations worse. Likewise, enjoying good health may contribute to a more upbeat attitude and resiliency, especially if you're already more positively minded.

How to Explain It to Kids

Explaining how the science of the mind-body connection works to kids may be most impactful if you use examples they can relate to.

For instance, if they play baseball, you can explain that the fear of getting hit may cause a batter's body to freeze up instead of swinging-or the excitement may make them swing too fast and miss the ball. A dancer might understand that a soloist might rush through their leaps or over-rotate their twirls because of anxiety or self-consciousness.

Additionally, explain that many kids experience stomachaches when faced with stressful or distressing situations. Little kids who worry about monsters under the bed or "bad guys" coming to the house may notice that their heart is racing and their body has tensed up.

Many kids may also have experienced that physical movement coping techniques like taking a walk, stretching, yoga, or deep breathing often help to regulate emotions. Plus, when they talk about their feelings or concerns, they may notice that as their emotions feel better, their body does, too.

Also, when we're scared, excited, or upset we often don't feel hungry-or we overeat. These are all examples of the mind-body connection in action.

Putting It in Practice

Let kids know that caring for the mind is just as important as taking care of the body, as both systems working in harmony is vital to their overall well-being. Once kids understand the general principle of the mind-body connection, they can begin to use it to their advantage.

Coping skills like mindfulness, meditation, yoga, asking for help, sleeping and eating well, breathing exercises, or simply hanging out with friends can help kids manage their stress levels. These relaxation practices may feel more compelling to kids when they know that they will also be positively impacting their physical health.

Kids who are familiar with how emotions affect the body (and vice versa), may also be more likely to ask for help if they are struggling with mental health issues. Knowing that physical distress may be reduced with emotional regulation and that big feelings may be alleviated with physical activity offers powerful coping skills to kids.

A Word From Verywell

Knowing how and why the mind-body connection works can help kids thrive. Appreciating the impact of effective coping skills and emotional regulation on their health may motivate them to engage in self-care and pay attention to their feelings.

Likewise, they can better understand the interplay of their physical health with their emotions, enabling them to feel more agency in keeping their mind and body healthy.

By Sarah Vanbuskirk
Sarah Vanbuskirk is a writer and editor with 20 years of experience covering parenting, health, wellness, lifestyle, and family-related topics. Her work has been published in numerous magazines, newspapers, and websites, including Activity Connection, Glamour, PDX Parent, Self, TripSavvy, Marie Claire, and TimeOut NY.

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How to Teach Your Child About the Mind-Body Connection

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The mind-body connection is an important concept for kids to understand. Children are regularly taught about physical health and feelings. But what may often get left unexplained or unexplored with kids is the powerful link between our bodies and our brains.

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Self-Monitoring for Kids with Special Needs

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Self-Monitoring for Kids with Special Needs

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What is Self-Monitoring?

Self-monitoring is a fundamental aspect of human behavior. It is the process of identifying, observing, and evaluating one's behavior against what is deemed socially "normal." Unlike adults, most young children cannot self-monitor. A young child's response to dissatisfaction is typically shown through screaming or crying. An adult is significantly less likely to react this way due to their ability to regulate emotions against what is socially acceptable.

While most children learn to self-monitor as they age, children with developmental disabilities may not master these skills without support and instruction. At special schools like The Deron School, our staff are professionally trained to help students self-monitor their behaviors and regulate their emotions.

Let's look at a few self-monitoring strategies that instructors can use in the classroom:

Self-Monitoring Strategies for the Classroom

Create Flexible Seating

Children that have difficulty with self-monitoring typically struggle with regulating their movement. To combat this, providing flexible seating charts allows children to move throughout the day and witness a change of scenery. By doing this, children won't feel confined to their original seat and will help them focus more effectively on the lesson.

Assign Classroom Jobs

Another way to get children excited about a lesson is to set up jobs/tasks for each student. This will help them self-regulate their attention and emotions. Instructors will also benefit by getting a few extra sets of helping hands.

Use Movement Breaks

When children that struggle with self-monitoring get overwhelmed, it can cause a wide array of classroom disruptions. To alleviate this, instructors should implement regular movement breaks throughout the day. This will help children get their energy out and get back on track for the remainder of their lesson time.

Rethink Lesson Time

For children with developmental disabilities, sitting through long lessons or lectures can be extremely difficult. Instructors should rethink the length of their lessons or, if that isn't possible, implement more interactive lessons and activities into the classroom to keep children stimulated and engaged.

Utilize Sensory Tools

For special needs children, especially those with Autism, adding sensory toys and tools into a lesson can tremendously help with self-monitoring. Sensory play helps these children stimulate the brain, improve sensory processing, and develop gross motor skills. Additionally, sensory stimulation provides children with the ability to self-regulate and calm down when overworked or overwhelmed.

How The Deron School Can Help

Since 1967, the Deron School has offered a state-approved private school program and services tailored to fit your child's needs. If you believe that your child would benefit from our wide array of resources and services, don't hesitate to reach out to our leadership team with any admission inquiries.

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Self-Monitoring Strategies for Special Needs Students | Deron School

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Self-monitoring is a fundamental aspect of human behavior. It is the process of identifying, observing, and evaluating one's behavior against what is deemed socially "normal." Unlike adults, most young children cannot self-monitor. A young child's response to dissatisfaction is typically shown through screaming or crying.

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If you're a parent, chances are you've witnessed a tantrum or two in your day. We expect them in two-year-olds. But if your child reaches school age and meltdowns and outbursts are still frequent, it may be a sign that they have difficulty with emotional self-regulation.

Simply put, self-regulation is the difference between a two-year-old and a five-year-old who is more able to control their emotions. Helping kids who haven't developed self-regulation skills at the typical age is the goal of parent training programs. And many older children, even if they're beyond tantrums, continue to struggle with impulsive and inappropriate behavior.

What is self-regulation?

Self-regulation is the ability to manage your emotions and behavior in accordance with the demands of the situation. It includes being able to resist highly emotional reactions to upsetting stimuli, to calm yourself down when you get upset, to adjust to a change in expectations, and to handle frustration without an outburst. It is a set of skills that enables children, as they mature, to direct their own behavior towards a goal, despite the unpredictability of the world and our own feelings.

What does emotional dysregulation look like?

Problems with self-regulation manifest in different ways depending on the child, says Matthew Rouse, PhD, a clinical psychologist. "Some kids are instantaneous - they have a huge, strong reaction and there's no lead-in or build-up," he says. "They can't inhibit that immediate behavior response."

For other kids, he notes, distress seems to build up and they can only take it for so long. Eventually it leads to some sort of behavioral outburst. "You can see them going down the wrong path but you don't know how to stop it."

The key for both kinds of kids is to learn to handle those strong reactions and find ways to express their emotions that are more effective (and less disruptive) than having a meltdown.

Why do some kids struggle with self-regulation?

Dr. Rouse sees emotional control issues as a combination of temperament and learned behavior.

"A child's innate capacities for self-regulation are temperament and personality-based," he explains. Some babies have trouble self-soothing, he adds, and get very distressed when you're trying to bathe them or put on clothes. Those kids may be more likely to experience trouble with emotional self-regulation when they're older.

But the environment plays a role as well. When parents give in to tantrums or work overtime to soothe their children when they get upset and act out, kids have a hard time developing self-discipline. "In those situations, the child is basically looking to the parents to be external self-regulators," Dr. Rouse says. "If that's a pattern that happens again and again, and a child is able to 'outsource' self-regulation, then that's something that might develop as a habit."

Children with ADHD or anxiety may find it particularly challenging to manage their emotions, and need more help to develop emotional regulation skills.

How do we teach self-regulation skills?

Scott Bezsylko, the executive director of the Winston Prep schools for children with learning differences, says that acting out is essentially an ineffective response to a stimulus. The parent or teacher needs to help the child slow down and more carefully choose an effective response instead of being impulsive.

"We approach self-regulation skills in the same way we approach other skills, academic or social: isolate that skill and provide practice," Bezsylko explains. "When you think of it as a skill to be taught - rather than, say, just bad behavior - it changes the tone and content of the feedback you give kids. "

The key to learning self-regulation skills, says Dr. Rouse, is not to avoid situations that are difficult for kids to handle, but to coach kids through them and provide a supportive framework - clinicians call it "scaffolding" the behavior you want to encourage - until they can handle these challenges on their own.

Imagine a situation that can produce strong negative emotions, like a frustrating math homework assignment. If a parent hovers too much, they risk taking over the regulation role. "Instead of the child recognizing that the work is frustrating and figuring out how to handle it," Dr. Rouse explains, "what they feel is that the parent is frustrating them by making them do it."

Scaffolding in this situation might be helping the child with one problem, and then expecting them to try the rest. If they feel frustrated, they might get up and get a drink. They might use a timer to give themselves periodic breaks. The parent would check in on them at intervals, and offer praise for their efforts.

If a child is prone to melting down when they're asked to stop playing a video game, scaffolding might be practicing transitioning away from the game. "You'd want to practice with a game in which they're not overly invested - you don't want to begin with high-stakes," Dr. Rouse explains. "Have them practice playing for two or three minutes and then handing you the game. They get points towards something they want every time they do it."

Dry runs are another way to scaffold self-regulation. For instance, if you've had trouble with a child reacting impulsively or having a tantrum in a store, make a short visit when you don't need to do serious shopping. Have them practice walking with you, keeping their hands to themselves. They get points towards some goal every time they are successful.

Dr. Rouse says that often parents get discouraged when things don't go well the first time they try skill-building, but consistency and starting at a level that is appropriate for your child are key. Rather than giving up, try paring down the activity so it is more doable, and slowly give your child more and more independence to handle it.

For instance, if brushing their teeth is a problem for your child, you might start by focusing just on putting toothpaste on the brush, and respond with positive feedback and rewards when they do it. Once they've practiced that a few times, add the next step in the chain.

Similarly, if getting out the door in the morning is causing meltdowns, target one step at a time. First, say, getting dressed by 7:15. Once they've mastered that, set a target time for breakfast, and add that. Breaking the chain into small steps allows them to build self-regulation skills in manageable increments.

Help kids become self-reflective

Bezsylko stresses that when parents or teachers approach impulsive, inappropriate behavior calmly and give them time, kids can learn to choose better ways to respond to that situation. The feedback kids need is non-judgmental and non-emotional: what went wrong, and why, and how they can fix it next time.

"When kids are part of an environment that's reflective and analytic as opposed to emotional and fast-paced," Bezsylko explains, "they can learn to make better choices." Slowing down allows children to become more thoughtful, reflective and self-aware. "We need to slow down and model self-reflection and self-awareness and self-regulation for our kids," he notes, "but it's also helpful and good for us, too."

Bezsylko notes that mindfulness and meditation are good for everyone, but especially for children with self-regulation challenges. And Dr. Rouse mentions the many parent training programs available to help them become better coaches for their kids. For older kids, dialectical behavior therapy (DBT) is also an option, as it focuses on distress tolerance and emotion regulation.

At the end of the day, though, nothing can replace the work of the parent. "It seems to me," says Dr. Rouse, "that the family environment is the most important piece."

Frequently Asked Questions

How can I help my child regulate their emotions?

What is self-regulation in child development?

At what age can a child control their emotions?

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How Can We Help Kids With Self-Regulation? - Child Mind Institute

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Tips for helping kids improve their self-regulation skills when they need help to control emotions, handle frustration and resist impulsive behavior. Advice from experts.

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One of the big executive functioning skills is the ability to self-monitor oneself. Self-monitoring strategies play a part in the ability to notice what is happening in the world around us and what is happening in our own body. The ability to "check" oneself and monitor actions, behaviors, and thoughts as they happen play into our ability to problem solve. Use the tips below to help kids learn how to self-monitor and problem solve. These self-monitoring strategies for kids are applicable in the classroom, home, sports field, or in social situations.

As a related resources, try these self-reflection activities for kids. You'll also love these other free handouts for executive functioning skills: Organization Handouts.

Related read: Here are more executive functioning resources to fill your therapy toolbox!

What is self-monitoring

Self-monitoring is a process of metacognition. Metacognition is the ability to plan for and execute a task, monitor one's actions, analyze a problem, apply a strategy, maintain attention, and evaluate or monitor completion of an activity. Ideally, metacognition should occur naturally and instinctively as we engage in an activity.

The ability to self-monitor is made up of two main areas:

1.) Observation- In this stage, a child is able to identify a specific behavior, thought, or action that occurred. This might happen during the action or afterwards.

In a child who struggles with talking out in class, they may catch themselves as they are interrupting. Another child may realize they spoke out of turn only after the teacher mentions the interruption.

In both cases, the child is able to identify what behavior has occurred through self-assessment. This level of self-monitoring is a real struggle for some students and working on the ability to notice the behaviors or actions that are inefficient or inappropriate for the situation. The ability to observe and recognize behaviors or actions is a skill, and that self-monitoring ability requires a lot of reflection, as well as the ability to recognize an ideal response or appropriate behavior for a specific situation.

2.) Recording- This stage of self-monitoring is a means for moving from an awareness of actions and behaviors to function. In the recording stage of self-monitoring, children are able to note their actions and make changes based on what happened in specific situations.

Having a set of strategies in place to address self-regulation needs, attention needs, or emotional supports is beneficial for use in the moment. Jotting down deviances of targeted behavior can help kids to become more aware of what happened in a specific situation and how they can make adjustments in the future to avoid specific behaviors, or how they can use accommodations and self-regulation tools to respond and react more appropriately.

3.) Look at what needs addressed to get to a future that is desired- So often, kids know they are making poor choices, but don't know how to stop the routine of those poor choices. If they can use introspection to identify how and what they are feeling and why, they can respond to those choices with a plan in place.

This letter to future self is a great tool to identify areas of change and to start breaking down goals. Follow up with our goal ladder as another strategy to make step by step progress toward that future visualization.

Self-Monitoring Strategies

In talking about self-monitoring skills, let's first discuss what exactly self-monitoring is and what it means for kids to self-monitor their actions, thoughts, and behaviors.

Observation, or self-assessment may require work in order for the child to understand targeted behaviors.
Recording or measurement of actions can occur through several methods:

Checklists

Parent/Teacher/Student communication sheets (where the child inputs behaviors throughout the day)

Journaling in a notebook or a tool such as the Impulse Control Journal

Data collection sheets

Frequency collection forms

Self-graphing

Self-Monitoring Examples

Lists of appropriate actions or behaviors

Simple strategies to impact self-control

Visual cues

Verbal cues

Reminder notes

Goal setting

Journaling in a notebook or a tool such as the Impulse Control Journal

Coaching

Role-playing practice

Modeling from peers

The goal of this stage is to get students to move from a teacher/parent/therapist/adult support of self-assessment to a self-assessment status where the child identifies behaviors and actions that are off-target.

A child's ability to stay organized can make a big impact on self-monitoring. Use the organization activities and strategies identified here.

Why is Self-Monitoring important?

When children self-monitor their actions and thoughts, so many areas are developed and progressed:

You can see how each of the executive functioning skills play into the ability to self-monitor and how self-monitoring skills play into the development and use of each of the other executive functioning skills.

The ability to self-monitor actions, behaviors, thoughts impacts learning, mindset, social and emotional skills, and functional participation in everyday tasks.

Self-Monitoring Impacts Function

There are also functional skills that are developed and improved through self-monitoring:

Learning

Communication

Behavior

Task initiation

Task completion

Social-emotional interaction

Follow-through on learned skills

Self-Monitoring Strategies

Below, you will find additional self-monitoring strategies that can help children with the ability to identify and self-assess and self-adjust behaviors that may occur within the classroom, home, or other environment.

There are many examples of self-monitoring strategies that can be used to help students develop this skill. One technique is to use text-to-self connections, which involves asking students to relate new information to their own experiences or prior knowledge.

This can help them to better understand the material and make connections that will improve their memory and retention. Another strategy is to focus on executive function skills, such as time management, organization, and planning. By teaching students how to self-monitor these skills, they can become more independent and successful in their academic and personal lives.

These strategies should be viewed as supports that can be used independently by the child following instruction and input to teach strategy methods.

Make an outline for writing tasks, homework assignments, or multi-step assignments in order to keep the child on task.

Utilize a self-monitoring schedule- Ask the child to stop and self-check their actions, behaviors, or thoughts to make sure they are on-task.

Try an index card or other visual reminder on desks for a list of appropriate behaviors.

Use social stories to teach appropriate actions and reactions to specific situations in the home or classroom.

Incorporate a schedule of self-regulation strategies to address sensory, attention, and focusing needs. A sensory diet can help with this.

Teach the child to check and recheck- Teach children to stop and check and then re-check their behaviors.

Teach the child self-talk strategies.

Teach students to look at their finished assignment from their teacher's eyes. This can help them have an outside view of completed work or actions in the classroom and adjust as appropriate.

Sensory or coping strategies scheduled throughout the day for sensory input or movement breaks.

Use a timer for scheduled self-assessment and self-reflection of behaviors or actions and recording of data.

Work toward fading self-monitoring visual and physical cues as well as data collection means.

Teach the child to journal experiences. The Impulse Control Journal can be a helpful tool for children who are able to write or dictate to an adult.

Related read- Find many strategies and activities to boost attention in kids here.

Self-Monitoring Handout

Want to access this article as a printable PDF to use as a handout? Use the printable version in education to parents, teachers, therapists, and other professionals. Simply print off the printable version and add it to your therapy toolbox.

Note: In order to access this file, you will need to enter your email address. This allows us to send the PDF directly to your email. This is a 5 page printable self-monitoring strategy outline for educating those who work with kids with self-monitoring skills in kids.

self-monitoring

Self-monitoring is an essential skill for individuals to develop, especially those working with executive functioning skills. It involves paying attention to one's own behavior, thoughts, and emotions, and adjusting them as necessary. Self-monitoring can help individuals identify their strengths and weaknesses, recognize patterns of behavior that may be problematic, and develop strategies for improving performance. By using self-monitoring strategies to address behavior and academic issues, professionals and educators can help students become more self-aware and develop greater self-control.
Step-by-step self-monitoring
Step-by-step teaching of self-monitoring is an effective way to help students learn this skill. It begins with identifying the behavior or skill that needs to be monitored, setting specific goals for improvement, and teaching the student how to keep track of their progress.

This can be done using a self-monitoring checklist, which outlines the steps involved in the process and provides a clear roadmap for success. With practice, students can become more proficient at using self-monitoring strategies to track their own behavior and improve their academic and social skills.

For students with ADHD, a self-monitoring checklist can be a helpful tool. It can help them stay focused and on task, monitor their own behavior, and track their progress towards goals.

The checklist can include items like:

staying on task

following instructions

completing assignments on time

By checking off items on the list, students can see their progress and feel a sense of accomplishment. It can also be used to provide feedback to parents and teachers, who can provide support and encouragement as needed.

Self-monitoring can also be used as an intervention for students who are struggling with behavior or academic issues. By identifying the problem behavior or skill and teaching the student how to monitor and adjust it, professionals and educators can help the student improve their performance and develop greater self-control. Self-monitoring skills can be used in a variety of settings, including the classroom, home, and community.

There are many different self-monitoring tools available that can help students develop this skill. These tools can include visual aids, like charts and checklists, or digital tools, like apps and software programs.

The key is to find the right tool for the individual student and to provide ongoing support and encouragement as they develop their self-monitoring skills. With practice and persistence, individuals can become more self-aware, improve their behavior and academic performance, and develop greater confidence and independence.

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Self-Monitoring Strategies for Kids - The OT Toolbox

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One of the big executive functioning skills is the ability to self-monitor oneself. Self-monitoring strategies play a part in the ability to notice what is happening in the world around us and what is happening in our own body. The ability to "check" oneself and monitor actions, behaviors, and thoughts as they happen play into our ability to problem solve.

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Links updated, November 2021
This information in Spanish

The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years. ( 1)

We refer to mental disorders using different "umbrella" terms such as emotional disturbance, behavioral disorders, or mental illness. Beneath these umbrella terms, there is actually a wide range of specific conditions that differ from one another in their characteristics and treatment. These include (but are not limited to):

anxiety disorders;

bipolar disorder (sometimes called manic-depression);

conduct disorders;

eating disorders;

obsessive-compulsive disorder (OCD); and

psychotic disorders.

You may be reading this fact sheet with one of these specific disorders in mind, or you may be looking for information about emotional disturbances in general. In either case, keep reading to find out what different emotional distubances have in common, how they are defined in federal law, and where to find more detailed information on specific disorders.
Quick-Jump Menu
Definition
IDEA defines emotional disturbance as follows:
We've chosen to use the term "emotional disturbance" in this fact sheet because that is the term used in the nation's special education law, the Individuals with Disabilities Education Act (IDEA).

"...a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:

(A) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(B) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C) Inappropriate types of behavior or feelings under normal circumstances.

(D) A general pervasive mood of unhappiness or depression.

(E) A tendency to develop physical symptoms or fears associated with personal or school problems." ( 2)

As defined by IDEA, emotional disturbance includes schizophrenia but does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. ( 3)

Characteristics

As is evident in IDEA's definition, emotional disturbances can affect an individual in areas beyond the emotional. Depending on the specific mental disorder involved, a person's physical, social, or cognitive skills may also be affected. The National Alliance on Mental Illness of Southern Arizona puts this very well:

Mental illnesses are medical conditions that disrupt a person's thinking, feeling, mood, ability to relate to others and daily functioning. Just as diabetes is a disorder of the pancreas, mental illnesses are medical conditions that often result in a diminished capacity for coping with the ordinary demands of life. ( 4)

Some of the characteristics and behaviors seen in children who have an emotional disturbance include:

Hyperactivity (short attention span, impulsiveness);

Aggression or self-injurious behavior (acting out, fighting);

Withdrawal (not interacting socially with others, excessive fear or anxiety);

Immaturity (inappropriate crying, temper tantrums, poor coping skills); and

Learning difficulties (academically performing below grade level).

Children with the most serious emotional disturbances may exhibit distorted thinking, excessive anxiety, bizarre motor acts, and abnormal mood swings.

Many children who do not have emotional disturbance may display some of these same behaviors at various times during their development. However, when children have an emotional disturbance, these behaviors continue over long periods of time. Their behavior signals that they are not coping with their environment or peers.

Causes

No one knows the actual cause or causes of emotional disturbance, although several factors-heredity, brain disorder, diet, stress, and family functioning-have been suggested and vigorously researched. A great deal of research goes on every day, but to date, researchers have not found that any of these factors are the direct cause of behavioral or emotional problems.

According to NAMI, mental illnesses can affect persons of any age, race, religion, or income. Further:

Mental illnesses are not the result of personal weakness, lack of character, or poor upbringing. Mental illnesses are treatable. Most people diagnosed with a serious mental illness can experience relief from their symptoms by actively participating in an individual treatment plan. ( 5)

Frequency

Of the 74.5 million children in the United States, an estimated 17.1 million have or have had a psychiatric disorder. ( 6) Half of all psychiatric illness occurs before the age of 14, and 75% by the age of 24. The most common psychiatric disorders in childhood are anxiety disorders, AD/HD and disruptive behavior, depression and bipolar disorders, and eating disorders. ( 7)

Help for School-Aged Children

IDEA requires that special education and related services be made available free of charge to every eligible child with a disability, including preschoolers (ages 3-21). These services are specially designed to address the child's individual needs associated with the disability-in this case, emotional disturbance, as defined by IDEA (and further specified by states). In the 2016 school year, more than 349,000 children and youth with emotional disturbance received these services to address their individual needs related to emotional disturbance. ( 8)

Determining a child's eligibility for special education and related services begins with a full and individual evaluation of the child. Under IDEA, this evaluation is provided free of charge in public schools.
10 Basic Steps in Special Education Questions Often Asked by Parents about Special Education Services Evaluating Children for Disability Developing Your Child's IEP
There is a lot to know about the special education process, much of which you can learn here on the CPIR site. We invite you to read the wide range of publications we offer on the topic, especially:

A Look at Specific Emotional Disturbances

As we mentioned, emotional disturbance is a commonly used umbrella term for a number of different mental disorders. Let's take a brief look at some of the most common of these.

We all experience anxiety from time to time, but for many people, including children, anxiety can be excessive, persistent, seemingly uncontrollable, and overwhelming. An irrational fear of everyday situations may be involved. This high level of anxiety is a definite warning sign that a person may have an anxiety disorder.

The term "anxiety disorder" is a broad term covering several different disabilities that share the core symptom of irrational fear. These include such different disorders as generalized anxiety disorder, panic disorder, obsessive-compulsive disorder (OCD), post-traumatic stress disorder (PTSD), social anxiety disorder (also called social phobia), and specific phobias. ( 9)

According to the Anxiety Disorders Association of America, anxiety disorders are the most common psychiatric illnesses affecting children and adults. ( 10) They are also highly treatable. Unfortunately, only about 36.9% of those affected receive treatment. ( 11)

Also known as manic-depressive illness, bipolar disorder is a serious medical condition that causes dramatic mood swings from overly "high" and/or irritable to sad and hopeless, and then back again, often with periods of normal mood in between. Severe changes in energy and behavior go along with these changes in mood. ( 12)

For most people with bipolar disorder, these mood swings and related symptoms can be stabilized over time using an approach that combines medication and psychosocial treatment. ( 13)

Conduct Disorder

Conduct disorder refers to a group of behavioral and emotional problems in youngsters. Children and adolescents with this disorder have great difficulty following rules and behaving in a socially acceptable way. ( 14) This may include some of the following behaviors:

aggression to people and animals;

destruction of property;

deceitfulness, lying, or stealing; or

truancy or other serious violations of rules. (15)

Treatment will depend on the child's symptoms, age, and general health. It will also depend on how severe the condition is. Treatment may include:

helping the child learn how to better solve problems, communicate, and handle stress, as well as how to control impulses and anger (what's known as cognitive-behavioral therapy);

family therapy;

peer group therapy (to help better social and interpersonal skills); and

medications (although these are not typically used to treat conduct disorder). (16)

Eating disorders are characterized by extremes in eating behavior-either too much or too little-or feelings of extreme distress or concern about body weight or shape. Females are much more likely than males to develop an eating disorder. ( 17)

Anorexia nervosa and bulimia nervosa are the two most common types of eating disorders. Anorexia nervosa is characterized by self-starvation and dramatic loss of weight. Bulimia nervosa involves a cycle of binge eating, then self-induced vomiting or purging. Both of these disorders are potentially life-threatening. ( 18)

Binge eating is also considered an eating disorder. It's characterized by eating excessive amounts of food, while feeling unable to control how much or what is eaten. Unlike with bulimia, people who binge eat usually do not purge afterward by vomiting or using laxatives. ( 19)

According to the National Eating Disorders Association:

Treating an eating disorder generally involves a combination of psychological and nutritional counseling, along with medical and psychiatric monitoring. Treatment must address the eating disorder symptoms and medical consequences, as well as psychological, biological, interpersonal, and cultural forces that contribute to or maintain the eating disorder... Many people utilize a treatment team to treat the multi-faceted aspects of an eating disorder. ( 20)

Obsessive-Compulsive Disorder

Often referred to as OCD, obsessive-compulsive disorder is actually considered an anxiety disorder (which was discussed earlier in this fact sheet). OCD is characterized by recurrent, unwanted thoughts (obsessions) and/or repetitive behaviors (compulsions). Repetitive behaviors (handwashing, counting, checking, or cleaning) are often performed with the hope of preventing obsessive thoughts or making them go away. Performing these so-called "rituals," however, provides only temporary relief, and not performing them markedly increases anxiety. ( 21)

A large body of scientific evidence suggests that OCD results from a chemical imbalance in the brain. ( 22) Treatment for most people with OCD should include one or more of the following:

therapist trained in behavior therapy;

Cognitive Behavior Therapy (CBT);

medication (usually an antidepressant). (23)

"Psychotic disorders" is another umbrella term used to refer to severe mental disorders that cause abnormal thinking and perceptions. Two of the main symptoms are delusions and hallucinations. Delusions are false beliefs, such as thinking that someone is plotting against you. Hallucinations are false perceptions, such as hearing, seeing, or feeling something that is not there. Schizophrenia is one type of psychotic disorder. ( 24) There are others as well.

Treatment for psychotic disorders will differ from person to person, depending on the specific disorder involved. Most are treated with a combination of medications and psychotherapy (a type of counseling). ( 25)

More about School

As mentioned, emotional disturbance is one of the categories of disability specified in IDEA. This means that a child with an emotional disturbance may be eligible for special education and related services in public school. These services can be of tremendous help to students who have an emotional disturbance.

Typically, educational programs for children with an emotional disturbance need to include attention to providing emotional and behavioral support as well as helping them to master academics, develop social skills, and increase self-awareness, self-control, and self-esteem. A large body of research exists regarding methods of providing students with positive behavioral support (PBS) in the school environment, so that problem behaviors are minimized and positive, appropriate behaviors are fostered. (See the resource section at the end of this fact sheet for more information on PBS.) It is also important to know that, within the school setting:

For a child whose behavior impedes learning (including the learning of others), the team developing the child's Individualized Education Program (IEP) needs to consider, if appropriate, strategies to address that behavior, including positive behavioral interventions, strategies, and supports.

Students eligible for special education services under the category of emotional disturbance may have IEPs that include psychological or counseling services. These are important related services available under IDEA and are to be provided by a qualified social worker, psychologist, guidance counselor, or other qualified personnel.

Recognizing and Addressing the Impact of COVID-19 | As young people return to in-person schooling in the 2021-2022 school year, they may bring with them the impact of the pandemic's trauma. This makes it essential that schools consider the possibility that many students will need to be re-evaluated to determine if they need additional services, especially behavioral support and mental health services, than they needed prior to COVID-19. Two resources of great relevance to reopening schools and returning students are the following:

Other Considerations

Children and adolescents with an emotional disturbance should receive services based on their individual needs, and everyone involved in their education or care needs to be well-informed about the care that they are receiving. It's important to coordinate services between home, school, and community, keeping the communication channels open between all parties involved.

The Importance of Support

Families often need help in understanding their child's disability and how to address the needs that arise from the disability. Help is available from psychiatrists, psychologists, and other mental health professionals that work in the public or private sector. There is also a network of mental health support operating in every state as well as locally.

To locate systems of support in your community or state, visit the organizations we've listed below. They can connect you with local resources, including support groups that provide connection and understanding, information, referral, and advocacy for those living with emotional disturbance.

There are also support groups available from organizations that address specific mental disorders under the umbrella term of emotional disturbance. See the resources at the end of this fact sheet to identify some of these groups.

Resources of More Information

AACAP | American Academy of Child and Adolescent Psychiatry | AACAP offers Facts for Families, a series in English, Spanish, and several other languages that includes many briefs on specific mental disorders, including the ones mentioned in this publication.

AACAP also operates different Resource Centers, which offer consumer-friendly definitions, answers to frequently asked questions, clinical resources, expert videos, Facts for Families, and much more. Visit the Resource Center home page if you are concerned with one of the following:

Anxiety Disorders

Autism

Bipolar Disorder

Conduct Disorder

Depression

Oppositional Defiant Disorder

NIMH | National Institute of Mental Health | NIMH is clearly a source of authoritative information on specific mental disorders. Phone: 1.866.615.6464. TTY: 1.866.415.8051

NAMI | National Alliance on Mental Illness | NAMI is an excellent source of information and connection on mental illness, including the individual disorders mentioned in this fact sheet. NAMI's website and toll-free helpline are available in English and Spanish.

SAMHSA is the Substance Abuse & Mental Health Services Administration. It offers many resources to consumers, including:.

Detailed information on specific emotional disturbances, or related issues such as positive behavior supports, is also available from these sources:

Anxiety Disorders Association of America | https://adaa.org/

Center on Positive Behavioral Interventions and Supports | The PBIS Center provides research-based information on how to provide behavioral supports to children who need them. | https://www.pbis.org

Conduct Disorders | A soft place to land for battle-weary parents
https://www.conductdisorders.com/community/

Encyclopedia of Mental Disorders | http://www.minddisorders.com/index.html

National Eating Disorders Association
1.800.931.2237 | www.nationaleatingdisorders.org

Something Fishy | (eating disorders)
https://www.something-fishy.org

**Highly Rated Resource! This resource was reviewed by 3-member panels of Parent Center staff working independently from one another to rate the quality, relevance, and usefulness of CPIR resources. This resource was found to be of "High Quality, High Relevance, High Usefulness" to Parent Centers.
________________________________________

References

2 | Code of Federal Regulations, Title 34, §300.8(c)(4)(i)

3 | Code of Federal Regulations, Title 34, §300.8(c)(4)(ii)

5 | Ibid.

7 | Ibid.

11 | Ibid.

13 | Ibid.

14 | American Academy of Adolescent and Child Psychiatry. (2013, August). Conduct disorder: Facts for families. Washington, DC: Author. Available online at:
http://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/Facts_for_Families_Pages/Conduct_Disorder_33.aspx

15 | Ibid.

16 | Johns Hopkins Medicine Health Library. (n.d.). Conduct disorder in children. Baltimore, MD: Author. Online at:
https://www.hopkinsmedicine.org/healthlibrary/conditions/mental_health_disorders/conduct_disorder_90,P02560

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Links updated, November 2021 This information in Spanish The mental health of our children is a natural and important concern for us all. The fact is, many mental disorders have their beginnings in childhood or adolescence, yet may go undiagnosed and untreated for years.

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NO PARENT OR CAREGIVER SHOULD SUFFER ALONE AND IN SILENCE WHEN A CHILD IS STRUGGLING WITH HIS OR HER MENTAL HEALTH.
Meetings are confidential, free and open to any parent or guardian who is concerned about their kids (ages 1 - 25) who struggle with anxiety, depression, mood dysregulation, or other emotional, behavioral or mental health problems.

Supporting our kids means supporting their parents and caregivers! Parenting can be challenging under the best of circumstances. But when a child, teenager, or young adult struggles with emotional, mental or behavioral health problems, parenting can be overwhelming and isolating.

The Parent Support Network provides parents and caregivers who are concerned about their children's mental health with an opportunity to find and support each other in a confidential and safe space.

Regional chapters of The Parent Support Network, listed below, hold confidential and free parent support meetings which are run by volunteer, trained Facilitators. ALL Facilitators are parents with experience raising a child who has struggled with his or her mental health. In addition, National virtual meetings are available every week for parents residing anywhere in the United States.

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The Parent Support Network - The Youth Mental Health Project

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Our Parent Support Networks will empower and equip you to better understand your children's mental health needs, recognize warning signs when your children are struggling, and better advocate and find resources for your children.

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Parents Helping Parents- Children with Emotional, Mental, and Behavioral Problems

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Parents Helping Parents- Children with Emotional, Mental, and Behavioral Problems

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United Parents | Parents Helping Parents.

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What We Do

United Parents provides staff and resources to empower, strengthen and support parents who have children with emotional, behavioral, mental health disorders and family preservation needs.

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United Parents provides staff and resources to empower, strengthen and support parents who have children with emotional, behavioral, mental health disorders and family preservation needs.

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Resource Library - Children's Mental Health Matters

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The Campaign's online Resource Directory is a rich library full of curated toolkits, activity sheets, information to support children across the lifespan, covering a variety of topics related to children's [...]

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Prevalence of Mental Health Conditions in Specific Populations

Black/African American Community

Percent of African Americans with Mental Illness: 16% [Source]

Number of African Americans with Mental Illness: 7 million

Latinx/Hispanic American Community

Percent of Latinx/Hispanic Americans with Mental Illness: 16% [Source]

Number of Latinx/Hispanic Americans with Mental Illness: 10 million

Asian American/Pacific Islander Community

Percent of Asian Americans with Mental Illness: 15% [Source]

Number of Asian Americans with Mental Illness: 2.9 million

Native American/Alaskan Native Community

Percent of Native Americans/Alaskan Natives with Mental Illness: 19% [Source]

Number of Native Americans/Alaskan Natives with Mental Illness: 827,000

Multiracial

Percent of people who identify as being two or more races with mental illness: 25% [Source]

People who identity as being two or more races are most likely to report any mental illness within the past year than any other race/ethnic group.

LGBTQ+ Community

Percent of Individuals who Identify as LGBTQIA+ with Mental Illness: 39%

Number of Individuals who Identify as LGBTQIA+ with Mental Illness: 5.8 million [Source]

Mental Health America released a report on LGBTQ+ mental health using data gathered from our online screening tools here.
Treatment

Percent of adults with mental illness who did not receive any mental health treatment: 56% [Source]

Number of adults with mental illness who did not receive any mental health treatment: 27 million [Source]

Percent of adults with mental Illness who report they try and can't get treatment: 24.7% [Source]

Number of adults with mental Illness who report they try and can't get treatment: 12.2 million [Source]

Percent of youth with depression who did not receive any mental health treatment: 60.3% [Source]

Number of youth with depression who did not receive any mental health treatment: 2.17 million [Source]

Percent of youth with severe depression who received some consistent treatment: 27.2% [Source]

Number of youth with severe depression who received some consistent treatment: 661,000 [Source]

Ratio of individuals in a state to available mental health providers: 504 to 1 [Source]

Insurance Coverage

Percent of US Adults with Mental Illness who are Uninsured: 11.1% [Source]

Number of US Adults with Mental Illness who are Uninsured: 5.5 million [Source]

Percent of youth with private insurance that did not cover mental or emotional problems: 8.1% [Source]

Number of youth with private insurance that did not cover mental or emotional problems: 950,000 [Source]

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Quick Facts and Statistics About Mental Health

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Prevalence of Mental Health Conditions in Specific Populations Percent of African Americans with Mental Illness: 16% [Source] Number of African Americans with Mental Illness: 7 million Percent of Latinx/Hispanic Americans with Mental Illness: 16% [Source] Number of Latinx/Hispanic Americans with Mental Illness: 10 million Percent of Asian Americans with Mental

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Strengthening Your Child's Mental Health

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Strengthening Your Child's Mental Health

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Inside: Every day is an opportunity for parents and caregivers to provide the best gift possible, a strong foundation for a child's mental health.
If you had only one wish for your child's future what would it be?

Many of us would say "I want my child to be happy", but what does that really mean?

Would it mean your child would grow up to love who they are as a person, knowing their strengths and challenges, and able to offer those gifts to the world in a meaningful way?

Would it mean your child would have the emotional intelligence skills to express and modulate their emotions in a healthy way as well as interacting positively and engaging in fulfilling relationships with those around them?

Would it mean your child would have the resilience and flexibility to cope with challenging and adverse life events that come their way?

Sometimes happiness sounds a lot like the main components of mental health.

It's easy to feel helpless when it comes to our child's mental health and well-being when we look around and feel the weight of scary statistics and trends bearing down on us.

What you may be forgetting amidst the fear-based headlines is that parents have a lot of power when it comes to their child's mental health.

The environment you provide for your child each day holds many opportunities for nourishing good mental health both now and into adulthood.

100 Ways to Nurture Your Child's Mental Health each day

1.Love them unconditionally

2.Talk about feelings

3.Listen first, talk second

4.Allow plenty of time for play

5.Discipline with respect not shame

6.Ask about your child's day

7.Let them do things on their own

8.Teach good sleep habits

9.Model positive self-care

10.Let them be independent when possible

11.Tell your child what you love about them

12.Be honest with them at an age-appropriate level

13.Apologize to them when you mess up

14.Let them appropriately express their emotions

15.Replace yelling and nagging with teaching

16.Help them engage in problem-solving

17.Make time for daily connection

18.Provide a physically safe environment for your child

19.Provide an emotionally safe environment for your child

20.Provide nutritious whole foods

21.Adhere to healthy screen time recommendations

22.Validate their feelings

25.Let them know mistakes are a chance to learn

26.Allow them to experience natural consequences

27.Share personal stories to teach important lessons

28.Give them specific praise

29.Teach them how to journal

30.Play family board games

31.Allow them to take healthy risks

32.Let your child know you are always there if they need to talk

33.Surround them with positive role-models

34.Teach your child their body belongs to them

35.Show them how to take deep breaths

37.Play with your child

38.Get to know their friends

40.Set healthy limits

41.Believe the best of them

42.Have family meetings

43.Teach your child to set goals

44.Give them downtime

46.Allow them to have their own ideas and opinions

47.Respect your child's boundaries

48.Show patience and grace when they mess up

49.Encourage them to try a new activity

51.Be aware of your own emotional triggers

52.Establish routines

53.Use respectful tones and gestures

54.Recognize that behavior is communication

55.Create family rituals

56.Get to know the person behind 'your kid'

57.Take them to therapy

58.Explore new things together

59.Teach them to respect others by modeling respect to them

60.Remember that growing up can be really stressful

61.Nurture your child's gifts

62.Be on your child's team

63.Put down your phone and be in the moment with them

66.Remember they want time with you more than new games or toys

67.Be consistent and follow through with what you say

68.Share the 'highs' and 'lows' of each day

69.Provide an abundance of good physical touch

70.Engage in random acts of kindness

72.Light up when you see them

73.Remind yourself that your child is not you but their own unique person

74.Promote creativity

75.Encourage regular exercise

76.Monitor electronic devices and content

77.Remember that discipline means 'to teach'

78.Communicate with your child's teacher

80.Provide opportunities for social interaction

81.Tell your child their strengths

82.Cuddle with them

83.Allow expression through art

84.Expect the best from your child

85.Teach and model healthy boundaries

86.Eat family meals together

89.Hug them often

90.Healthy living environment

91.Pay attention to your child's interests

92.Have uncomfortable conversations

93.Welcome do-over's

95.Read books that normalize emotions

97. Give them household responsibilities

99.Discover and enjoy mutual hobbies and activities

100.Accept your child exactly as they are

Your child's mental health matters

Good mental health is essential to overall health in every child. When you strengthen your child's mental health not only are you positively affecting how your child thinks feels and behaves, you are increasing their chances of success in school, with peers, and in life.

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Angela Pruess LMFT, Child Therapist + Parent Coach

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100 Everyday Ways To Strengthen Your Child's Mental Health

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Every day is an opportunity for parents and caregivers to provide the best gift possible, a strong foundation for a child's mental health

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This page contains affiliate links, read the disclosure statement Inside: Kid tested strategies used by child therapists for calming anxiety, including ideas to calm down, books to read and videos that can help
It's happening again. Your daughter is frustrated and stomping away down to her room, slamming the door and in general "has her cranky pants on". You say calm down, but she yells back "I don't know how to do that!!!"

We tend to tell our kids to "calm down" without ever giving them explicit directions on how to deal with stress and anxiety. Here's a collection of the best tools and tips I've found to teach children how to calm down and relax.

Sometimes you'll need a quick way to help your child calm down and you don't have much with you. Maybe it's when you're out at Target or stuck in traffic. These tips will come in handy at those times:

Imagine your favorite place - it's like taking a mini vacation wherever you are

Think of your favorite things

Name animals alphabetically (alligator, bear, cow, dog, etc...)

Squeeze Something (play dough, clay, silly putty, your fists, a stress ball)

Get a Cold Drink of Water

54321 Grounding - go through each of your 5 senses

1. Put your arms straight out in front of you, palms facing out.

2. Put one hand over the other at the wrists and interlace your fingers.

3. Swoop your hands and arms toward your body and then place your interlaced hands on your chest.

4. Cross your feet at the ankles and put your tongue on the roof of your mouth.

5. Stay still for one minute.

It's great to have a big list of coping skills to try when your child needs to calm down. Here are two more short lists of ideas for calming down at home or at school.

From Imperfect Families - Strategies to use at home

From Encourage Play - 10 Strategies to Help Kids Calm Down at school or home

People usually roll their eyes initially when they hear "breathing is important". But I will continue to say it and explain why. It's so simple, yet has such a big impact on your body's physiology.

When you and calm and relaxed, your body is in "rest and digest" mode. You breathe normally, your heart rate is lower and your muscles are relaxed. However, when stress or anxiety or anger occurs, your body automatically switches into "flight, fight or freeze" mode. Your muscles tense up, your heart rate increases and your breathing becomes more shallow.

Taking deep breaths, instead of shallow breaths, is one way to tell your body to get back to resting and digesting. That's why deep breathing is important!

Luckily, there are some fun ways to teach kids deep breathing techniques

Things to use

Things to say

Breathe in like you are smelling a flower, breathe out like you are blowing out birthday candles

Arms up and breathe in, arms down and breathe out

Pretend your belly is a balloon. Breathe in and make the balloon bigger, then breathe out and make the balloon shrink.

Videos to watch
4 - 7 - 8 Breathing by GoZen
Breathing at Sea Otter Cove from Stress Free Kids

A Coping Skills Toolbox is a kit that you create to help your child calm down when they are upset, anxious or worried. In order to get the most benefit from this, you should create this kit before an issue occurs. When your child experiences anxiety, then they can pick out an item from their Coping Skills Toolbox. This is one of my favorite ways to help kids learn to calm their anxiety.

Here are some other fantastic ideas for what to put in a coping skills toolbox/calm down kit from And Next Comes L

You can create a place specially designed to allow to calm down in a few steps

Find a spot and make it cozy (ask your child for help with that - maybe they can place a favorite blanket or stuffed animal inside)

Add calming tools

Explain how to use it and practice before

When they are starting to escalate, catch it early and give them a calm reminder about their calm down spot

Use the following phrases as a way to support your child, let them know that you're going to support them and help them in any way that you can.

"I'm here for you"

"Talk to me and tell me what's going on"

"How can I help?"

"Together, we can work on this. We're a great team"

"I love you"

"Do you want a hug?"

Here are some more ideas of what to say to calm an anxious child.

From Go Zen - 49 Phrases to Calm an Anxious Child

From Lemon Lime Adventures - What to Say to Calm an Anxious Child

Did you know there are podcasts with stories for children? Usually the hosts have a soothing voice and the stories tend to be pretty short. Your child can listen to these podcasts as a way to have some down time.

There are scripts you can read to your child to help them relax and calm down. Slowly and carefully read the words as your child listens and follows the instructions. Check out Inner Health Studios list of scripts you can use with your child. If you prefer not to read a script, there are ones that are pre-recorded.

There are also scripts to practice mindfulness with children. Eline Snel has written a great book on Mindfulness with Kids, Sitting Still Like a Frog. Here are the several scripts that can be used from that book!

Annaka Harris also has several pre-recorded scripts to help kids practice mindfulness

Confused about how to introduce mindfulness to kids? Check out these resources:
Simple Ways to Introduce Mindfulness and Meditation to Children 11 Simple But Effective Ways to Teach Mindfulness to Kids
What you need:

I've used empty soda bottles, empty water bottles, glass jars and plastic containers. Use whatever makes sense for you and your family. For instance, for the calming jars the kids have in their room, I used a heavy duty plastic bottle. I didn't want them to accidentally knock over a glass jar in the dark - that would be a huge mess!

I've had the best results when I've used warm water - it makes it easier for the water and paint to combine.
Glitter Paint
I prefer using glitter paint (or glitter glue) instead of glitter because then I'm not cleaning up glitter for weeks at my house after we make them :-)

To make your jar, add glitter paint to the bottom of the jar until it just covers the bottom of it. Add warm water. Put the cover on and shake to help the ingredients combine. Once you are satisfied with the look of your jar, then you can super glue the lid shut so it doesn't spill. In a pinch, I've also used duct tape to secure the lid.
Watch Make a Simple Calming Jar from Coping Skills for Kids on YouTube Wet Ingredients
Sometimes you want the glitter/other items to stay afloat longer or for a shorter amount of time. Here are some different ingredients you can use as the wet ingredients.
Dry Ingredients
To see several other ways to make calming jars, take a look at what Preschool Inspirations did.

One of the first things I always like to do with kids if they are struggling is to start using visuals. When you're stressed and anxious, it's harder to read and take in information. Visuals are easier.

I like to keep calming cue cards in my children's coping skills toolboxes so that they can make a decision about what coping skill they can use. Sometimes pulling out a list is too much in the moment. You can make your own cue cards.

1. Take several index cards or small pieces of cardstock

2. On each one, write or draw one coping skill

3. Hole punch the cards and place them on a keyring (to make them extra sturdy, you can laminate them)

4. Put them into the coping skills toolbox for easy access

Using visuals is a powerful way to help kids. When kids are overwhelmed, sometimes it's hard for them to figure out what to do. By having cue cards, your child can have a visual reminder of what calms and relaxes them.

To make things a little easier, I've created ready to use coping skills cue cardsfor you. There are four different sets: Calming, Physical, Distracting, and Processing. If you'd like all 4, I created a set where you can download them all together.

If your child is anxious, they may also be having a difficult time getting settled for bedtime. Here are some ideas to help your child get settled at bedtime.

PINPOINT WHAT THE FEAR IS

One of the most important things to do is to figure out exactly what is causing the anxiety. Is it fear of the dark? Is it a worry about something in the closet? Is it monsters? Is it spiders? Figuring out the cause of the fear will help you come up with ways you can help your child combat it.

REARRANGE THE ROOM

Are there particular spots of the room that seem to be darker or cause more fear at night than others? Go into the bedroom during the day with your child and talk about the spots that make your child nervous. Try moving night lights and furniture around for a more calming room arrangement.

TRANSITIONAL OBJECTS

If your child has a hard time separating from you, try a transitional object. This is a special item that helps your child feel comforted. It helps them feel like part of you is still present even when you're not there. It could be something like a stuffed animal or a special stone or necklace, or a sweatshirt of yours. The object isn't what matters, it's what the object represents. They can keep it and hold it all night long to help them relax and go to sleep.

Find more strategies here: 12 Kid Friendly Strategies to Calm Anxiety at Night

Looking for some calming guided meditation to help get to sleep at night? Try one of these: Best Guided Meditations for Sleep.

Whenever I sit down and talk with someone about their coping skills, one of the first
things I ask is if they have tried writing about it. Why do I always start with journaling as
a way of processing through difficult feelings?

It's easier to write about than talk about hard things

Journaling helps you process what's happening.

It's convenient.

It's not graded

It can help you solve a problem

It can help you re-frame your thinking

Looking for a journal for a child or teen? Check out Big Life Journals!

General Anxiety

The Coping Skills for Kids Workbook by Janine Halloran. This book has over 75 strategies for kids to try to help them manage their stress and worry. This book also includes colorful worksheets to help kids learn more about their anxiety and what they can do to manage their stress.

Wilma Jean the Worry Machine by Julia Cook I love that when Wilma Jean's physical reactions are described, they're also illustrated. When is says she has knots in her stomach and her knees lock, her stomach really looks like it's tied in a knot and there's a real lock around her knees. I love the activity she does with her teacher, going over worries she can control and worries she can't, it's a great way to help kids manage their anxiety.

David and the Worry Beast by Anne Marie Guanci David's anxiety is a beast, and the more anxious he gets, the bigger it grows. David learns to control his thoughts, and his beast shrinks. There's also a couple of pages for parents and kids in the back.

When My Worries Get Too Big by Kari Dunn Buron This book is wonderful! There are several pages where kids can add in their own thoughts, worries and what helps them relax. This book also uses the 5 point scale to talk about stress and different ways to manage it.

What To Do When You Worry Too Much by Dawn Huebner, PhD This book goes through several ways that can help kids manage anxiety, including setting a time for worries, thinking about things that make you happy and resetting your body with activity or relaxation. There are some interactive places in this book, where a child can write down their worries, draw some images of things that might help, etc.

What To Do When You're Scared and Worried by James J. Crist This is one of my favorite books for kids to help them deal with anxiety. Near the beginning of the book is a checklist that helps kids narrow down what they are anxious about. The beginning of the book covers the basics of what anxiety is and how to help manage with coping skills. The next section of the book goes into detail about different types of anxiety kids might experience, including Separation Anxiety, Phobias and Panic Attacks.

Separation Anxiety

The Kissing Hand by Audrey Penn Classic about managing separation anxiety when kids start school. My daughter's kindergarten teacher read this on our visit to school the first day.

When I miss you by Cornelia Maude Spelman This is perfect for little ones who have a hard time dealing with the fact that they are away from their parents during the day. It suggests a couple of things they can do to help and reassurance that parents will come back at the end of the day.

Wemberley Worried by Kevin Henkes Poor Wemberley worries about everything, and then she gets really worried when she is about to start school.

This E-Course offers you instant support from a Child Therapist.
You will get:
12 Videos that are quick and bite size

14 Exercises that will expand on the skills taught

6 Cheat Sheets that will serve as a reference
Along with the course you get:
Access to the instructor for ongoing support

Downloadable PDF versions of all lessons

Lifetime access to the course

More from Coping Skills for Kids about Anxiety in Children...

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Calming Anxiety - Coping Skills for Kids

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Inside: Kid tested strategies used by child therapists for calming anxiety, including ideas to calm down, books to read and videos that can help

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It can be challenging to parent a child with anxiety...

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But you’re not alone! Here are some ways you can support them.

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This information has been compiled to help students develop and practice healthy living habits. It focuses on key areas including nutrition, exercise, sleep, recreational activities, social relationships and more.

The information has been adapted from CampusMindWorks.org, a website developed by experts at the University of Michigan Depression Center to help college students address mental health issues and improve their emotional wellness on campus and at home.

Taking steps to develop a healthier lifestyle can really pay off for everyone - especially for busy students. Reducing stress and improving physical health have both been shown to improve mental health as well. For individuals struggling with depression, the self-care tools outlined here are important to utilize in addition to receiving treatment from a mental health professional.

Click on one of the self-care topics below to find information, resources, exercises, and worksheets just for students.

Managing Stress

Click here to learn ways to reduce your academic stress and help manage your mental health symptoms by improving skills like time and stress management.

Exercise

There is strong evidence that regular physical activity reduces health risks and lessens the symptoms associated with some common mental health disorders. Read about the benefits of exercise and learn ways to overcome common barriers to exercise.

Nutrition

A healthy diet is a big part of any successful self-care plan. Nutrition has been linked with emotional, physical, and cognitive health. This section explains the benefits of eating a healthy diet and provides a number of resources you might find helpful.

Sleep

Here you'll find information on the importance of sleep, facts about sleep, frequent questions and concerns about sleep, and tips for a good night's sleep.

Goal Setting

Although none of us can predict or control the future, all of us benefit from thinking deliberately about where we want to be, and the steps most likely to take us there. Creating a manageable plan for reaching realistic goals has a positive effect on mental health, helping you feel more in control and less anxious. Goal setting is an essential skill of adulthood, and the exercises here can help you get started.

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This information has been compiled to help students develop and practice healthy living habits. It focuses on key areas including nutrition, exercise, sleep, recreational activities, social relationships and more. The information has been adapted from CampusMindWorks.org, a website developed by experts at the University of Michigan Depression Center to help college students address mental health issues and improve their emotional wellness on campus and at home.

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Recognizing Mental Health Struggles in Children

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Recognizing Mental Health Struggles in Children

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Children's mental health problems are real, common and treatable. Although one in five children has a diagnosable mental health problem, nearly two-thirds of them get little or no help.

Untreated mental health problems can disrupt children's functioning at home, school and in the community. Without treatment, children with mental health issues are at increased risk of school failure, contact with the criminal justice system, dependence on social services, and even suicide.

Parents and family members are usually the first to notice if a child has problems with emotions or behavior. Your observations, along with those of teachers and other caregivers, can help determine whether you need to seek help for your child.
The following signs may indicate the need for professional help:

Decline in school performance

Poor grades despite strong efforts

Constant worry or anxiety

Repeated refusal to go to school or to take part in normal activities

Hyperactivity or fidgeting

Persistent nightmares

Persistent disobedience or aggression

Frequent temper tantrums

Depression, sadness or irritability

Early identification, diagnosis and treatment can help children reach their full potential. A first step may be to have your child complete our youth screening which is intended for young people (age 11-17) who are concerned that their emotions, attention, or behaviors might be signs of a problem. A complementary parent screening is also available for your use.

The information from the completed screenings can be helpful in starting a conversation with your child about their mental health, and may be useful when talking with your child's pediatrician or a mental health professional.

An evaluation may include consultation with a child psychiatrist, psychological testing and medical tests to rule out any physical condition that could be causing the symptoms. Children also must be carefully evaluated to distinguish possible mental health conditions from learning disabilities or developmental delays.

If your child is diagnosed with a mental health problem, a comprehensive treatment plan should include psychotherapy and, in some cases, may include medication. The plan should be developed with the family. Whenever possible, the child should be involved in treatment decisions.
Additional Resources Time to Talk: Tips for Talking About Your Mental Health
Youth Mental Health: Emotions Matter (Infographic)

Helpful vs Harmful: Ways to Manage Emotions (For Youth)
Helping at Home: Tips for Parents Learn about IEPs and 504 Plans Prevention and Early Intervention in Mental Health- Puberty to Early Adulthood ADHD and Kids Healthy Mental and Emotional Development Take the Youth Screen Take the Parent Screen
Treatment of Children with Mental Illness. National Institute of Mental Health.

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Recognizing Mental Health Problems In Children

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Children's mental health problems are real, common and treatable. Although one in five children has a diagnosable mental health problem, nearly two-thirds of them get little or no help. Untreated mental health problems can disrupt children's functioning at home, school and in the community.

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Does My Child Need Help- and where to find it!

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Does My Child Need Help- and where to find it!

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Is your child struggling with a mental health or learning disorder? The Child Mind Institute's guide for evaluating clinicians, treatments, quality care.

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Adoption and Fostering: Child Discipline

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Adoption and Fostering: Child Discipline

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Foster parents are not allowed to use corporal punishment with foster children.﻿﻿ Adoptive parents are also wise to try other discipline techniques and to avoid corporal punishment due to many children's past experiences with abuse and neglect.

When someone becomes a foster parent or adopts a child, they are often put into a position to manage difficult behaviors. The children in the foster care system have usually endured abuse and neglect and often express their feelings through behavior. Some internationally adopted children may display similar behaviors due to living in an orphanage. Here are a few child discipline ideas that helped numerous foster and adoptive families.

Ways to Discipline Foster Children

Redirection. Often it is helpful to attempt to distract a child's undesirable behavior with redirection.﻿﻿ For example, if a child is focused on pestering a sibling, try interesting the child in a different activity in another room or engage the child in performing a chore together with you.

Ignore the Behavior. This is the toughest discipline for me as I find ignoring behavior to be very difficult. Make sure that you are ignoring a behavior that is not a danger to the child or others. Ignoring a fire starting behavior, for example, is not a wise decision. But it would not be difficult to ignore a child that sucks his thumb, refuses to pick up his socks, or flush the toilet. It's wise to pick your battles.

Utilize Love and Logic. I highly recommend the Becoming a Love and Logic Parent program to all parents, especially foster and adoptive parents. This program helps parents learn how to pick their battles like suggested above and make the words parents say to their children actually worthwhile and not empty threats.

Timeout. It's probably one of the oldest parenting tools in the book when it comes to child discipline. Timeout is the practice of placing a child in a corner or on a timeout bench for a set number of minutes. A good rule of thumb is the child's age plus one minute. The child is often placed so that they are facing the wall. Be aware that this may not be a good choice for children with attachment issues. Do more research or ask your child's therapist if timeout would be a good discipline method for a child that is struggling with attachment issues. If so, consider time in.

Time-In. Similar to timeout, but the child sticks by the adult caregiver's side for a set number of minutes. The child does whatever the adult is doing. If the parent is washing dishes, the child is standing right next to the parent. Only consider this discipline method if the parent is not overly stressed. A parent should not choose time-in when that child is already working on the parent's last shred of sanity.

Consult a Professional. Some behavioral issues may be too big for a parent to handle on their own. Consider setting up weekly sessions for the therapist to work with the child or the therapist may suggest family sessions. The therapist can help the child further work through past trauma to help reduce behavior issues.

Talk With the Child About Their Feelings. One of the easiest ways to work with a child's behaviors may be to talk with a child about their feelings. Help a child understand why they are acting out. A child slamming around the breakfast cereal bowls may be feeling anger. The child that is sulking may be feeling sad. It seems logical and easy to us, but many traumatized children may be detached from their emotions and not fully be able to identify what they are feeling or why. Help assign feelings with discussions. A great way to do this is with The 4 Whats technique.

Earning Privileges and Losing Privileges. Another easy disciple technique is to help children see how they are able to earn privileges with the right choices and lose privileges with wrong choices. It is how the world works most of the time; compare work and the earning of a paycheck and theft and earning prison time and the loss of freedom. Earning or losing privileges can also be the earning or loss of an important object or an opportunity or privilege.

Weekly Family Meetings. Meeting together as a family to discuss various topics can be a very effective way of dealing with difficult behaviors. Remember to not allow the meeting to get out of control. Find fun ways to allow everyone a chance to speak. Try to remain positive with the children. Don't allow the meeting to become a way for the other children in the home to attack one person. We use a family meeting right when new foster children first enter our home, but we also like to try to hold family meetings weekly. Here are guidelines on how to do weekly family meetings in your home.

Chart Child's Behaviors. I became informed about the usefulness on behavior charts while working at a children's home. We not only targeted behaviors that the children needed to work on, but also behaviors that the children were already successful. This allowed the children to experience success every day. Behavior charts help the caregiver and the child see how they are progressing with targeted behaviors, such as cussing, not doing school work, arguing, and more. They can also be useful in helping social workers and birth parents see how the child is doing in the foster home.

Combine Child Discipline Strategies. It would also be very easy to combine strategies when working with children. A behavior chart can very easily be turned into a token economy with stickers and the child is then earning privileges based on the chart.

Working with behaviors is one part of foster or adoptive parenting that is often not very pleasant, but it's probably one of the most important pieces of helping children and families get back on track. If we can help children manage these behaviors and understand why they do the things they do, understand their feelings, and overcome maladaptive coping or survival skills, we are helping them to one day become productive citizens.

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Child Discipline Techniques When You Have Adopted Kids

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Foster parents are not allowed to use corporal punishment with foster children.﻿﻿ Adoptive parents are also wise to try other discipline techniques and to avoid corporal punishment due to many children's past experiences with abuse and neglect. When someone becomes a foster parent or adopts a child, they are often put into a position to manage difficult behaviors.

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Kinship care is a growing trend for foster care placements in the United States. Kinship caregiving often includes grandparents raising grandkids, but the term also includes other extended family members raising the children. Approximately 30-35% of children in foster care are in the care of a family member. Of course, there are many benefits to placing a child in kinship care. However, there are also many challenges in kinship care that families face.

What are the Common Challenges in Kinship Care?

Let's take a look at some of the challenges by breaking them down into commonly experienced emotions kinship caregivers might feel.

Shame

Many kinship providers report feelings of shame. When caring for your grandchild, it is common to feel as if you have failed as a parent because your adult child cannot care for her child right now. You may also perceive others to be judging you. After all, the actions of your child have resulted in her child coming to your care.

Fear

Another common emotion that many kinship providers report is fear. It's understandable to grapple with many of these fears:

of the unknown, and that the child will go into foster care if you should fall ill or pass away

of the child's degree of needs and your ability to handle them as you age

that your kinship child will turn out like their parent

of "messing this kid up" and having Child Protective Services step in (again)

of being judged by "authorities" as too old, too poor, living in too small a house, etc.

of the impact that this placement will have on your relationship with your adult child or other extended family relationships

of financial struggle

of facing another round of the challenging teen years

Guilt

Closely related to shame is the feeling of guilt that many kinship providers have to confront. It is not uncommon to feel guilty for the mistakes you made as a parent. You might also feel guilty about the lack of time caregiving now leaves for your other grandkids or your other kids - even if they are adults.

You may even struggle with guilt over how kinship care is impacting your time with your spouse. This dismay might feel magnified if you are in a second marriage or partnership. After all, your (new) partner did not sign up to help you raise children (again).

Anger or Resentment

It's also understandable to feel anger or resentment when starting your caregiving experience. You may feel angry at your child or family member who "put you in this position." It's okay to resent that their decisions and life struggles have impacted you and this child. Just be careful not to linger or parent from that place of anger. Kids who have experienced trauma can be susceptible to that emotion.

Divided Loyalties

Many kinship providers experience the pain of divided loyalties. The feeling of having to "choose a side," whether it is between your child and her partner or between other family members, is painful for everyone - especially the child. It hurts to be in the middle.

Divided loyalties force you to reconcile your love for your child with a few things: the desire to protect him and the need to protect the best interest of his child. "Choosing a side" also means you have to manage your child's (or extended family member's) anger toward you. The impossible position of choosing sides also contributes to feelings of guilt and anger. It might feel like a vicious cycle.

Overcoming the Obstacles of Kinship Care

Once you've identified the emotions you might be feeling as kinship caregivers, it's natural to ask, "So what do I do about these challenges?" We've compiled a list of practical tips to help you overcome the common challenges of kinship caregiving.

1. Make a committment.

Decide together, as a family if you can, that the child's needs and best interest always comes first.

2. Bring in a professional.

Work with a social worker or therapist to help you all identify roles and define who does what.

3. Ditch the self-blame!

You did the best you could when you were raising your child. With age and life experience, you have learned things. "When you know better, you will do better." (a paraphrase from the oh, so wise Maya Angelou!)

4. Set firm rules.

Work some essential boundaries and rules out with the child's parent if possible. If alcohol or drugs are involved, begin attending Al-Anon or Nar-Anon for the support they offer. If the child in your care is old enough, encourage him to attend an Al-Anon or Nar-Anon Family Group.

5. Keep it positive.

Don't say negative things about the child's parents, especially to the child.

6. Keep the child out of the middle.

Please don't force the child to take sides between you and their parents. Remember that if divided loyalties are painful for you, they are more so for the child.

7. Get support.

Talk with the rest of the family about what help they might offer, from occasional meals to child care to a respite weekend. Look for a support group (in-person and online can both be beneficial). Check out Kinship Navigator Programs in your state.

8. Plan ahead.

Talk with your other family members about who would care for the child if you become unable to do so. Also, consult a family law attorney to get that arrangement and other legal protections set up for the child.
What Do Kinship Caregivers Need to Succeed? Listen here.
Grow and Thrive Together

As you know by now, kinship caregiving can bring many new challenges to your life when you were not expecting to be stretched and grown. At least not in these ways, right? However, try to remember, for your sanity and your new child's well-being, that kinship care also brings with it an opportunity for joy and healing for your family.

These tips will help prepare you if you are getting ready to embark on a new relationship with your kinship child. If kinship caregiving is not new to you, we hope these tips will refuel you to hang in there and find new ways to thrive together as a kinship family.

Image Credits:Jackie; Angus Fraser; Carandoom

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Common Challenges in Kinship Care & How to Overcome Them

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Kinship care is a growing trend for foster care placements in the United States. Kinship caregiving often includes grandparents raising grandkids, but the term also includes other extended family members raising the children. Approximately 30-35% of children in foster care are in the care of a family member.

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Successful schools begin by engaging students and making sure they come to school regularly. That may seem obvious. What's less obvious is that the consequences of low attendance are serious for all children and for the community, not just the students who miss school.

School attendance data on GreatSchools.org (which comes from the state Department of Education) gives you baseline information on the quality of a school. The type of data displayed depends on what each state Department of Education makes available. In Texas, for example, you will see the attendance rate and the mobility rate, while in Washington, you'll see the unexcused absence rate. Where available, you'll find this information under the School Environment tab under "Students" on each school profile.

What does the attendance rate tell you about a school?

The attendance rate tells you the average percentage of students attending school each day in the given year, as reported by the state Department of Education. (Some states report this attendance rate as the percentage of students with unexcused absences.) You can also see the state average for the attendance rate and compare how your school stacks up. In some states, you will see the mobility rate (which means the percentage of students who transfer out of the school). Most schools have high attendance rates. If your school's attendance rate is below the state average, the school may face challenges in getting students to come to school regularly. Ask the principal why the attendance rate is lower than the state average and what the school is doing to address this issue.

How important is attendance?

The attendance rate is important because students are more likely to succeed in academics when they attend school consistently. It's difficult for the teacher and the class to build their skills and progress if a large number of students are frequently absent. In addition to falling behind in academics, students who are not in school on a regular basis are more likely to get into trouble with the law and cause problems in their communities.

A 2008 study conducted by the Rodel Community Scholars at Arizona State University that tracked students from kindergarten through high school found that dropout patterns were linked with poor attendance, beginning in kindergarten. Gregory Hickman, director of the Rodel Community Scholars program and former director of the Arizona Dropout Initiative, notes they discovered that as early as kindergarten, behavioral differences are apparent between those who go on to graduate and those who drop out, with dropouts missing an average of 124 days by eighth grade.

School budgets may suffer when students don't attend. In many states, school budgets are based on the average daily attendance at a school. If many students enrolled at a school fail to consistently attend, the school has less money to pay for essential classroom needs.

How can schools increase their attendance rate?

According to the National Center for Student Engagement, schools are most effective in achieving high attendance rates when parents, school leaders and community members work together to focus on reducing absences and truancy, and keeping kids in schools. The center's Web site provides 10 tips for schools and communities to improve their attendance rates. Among them:

Make the school a place where parents and students feel welcome.

Forge a relationship with local law enforcement and make them allies in showing the community, family and students that school is the place to be.

Forge a relationship with local businesses so that they cooperate in encouraging students to go to school and not congregate at businesses during school hours.

Call parents - not an answering machine - when their children are not in school to let them know the school is concerned.

Talk to students about why they were gone and let them know they were missed.

What other factors should you consider when evaluating your school?

The attendance rate is just one factor to consider when sizing up your school. You'll want to look at the test scores, student-teacher ratio, Parent Reviews and other data that you can find on GreatSchools.org. You'll also want to find out more about the school climate, quality of school leadership, parent involvement and other factors that aren't apparent from school data.

Questions parents should ask

If you are concerned about the attendance rate at your school, here are some questions you might ask your principal and your school site council:

Does the school provide a welcoming atmosphere for students and parents?

Do students feel safe at school?

What actions does the school take to follow up on students who are absent?

Do teachers call parents when students are frequently absent?

Does the school know why students are absent? The school cannot address the problem if administrators don't understand the causes.

Has the school taken steps to forge a positive relationship with local law enforcement, business and community members to work together to encourage students to come to school?

Does the school reward students for good attendance?

What can parents do to help the school encourage all students to attend?

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Successful schools begin by engaging students and making sure they come to school regularly. That may seem obvious. What's less obvious is that the consequences of low attendance are serious for all children and for the community, not just the students who miss school.

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A family is a system where every member is connected to each other. For better or worse, people often cannot be understood apart from their family unit. Families pass onto each member patterns of social behavior, emotional processing, and ethical standards. When each member's needs are met and when each member makes important contributions, families often function cohesively and flourish. However, families can easily be knocked off balance, and the system needs adjusting.

Is your family unit facing any of these challenges?

● Parenting is harder than you or your spouse anticipated.
● The family is repeating a hurtful cycle of behavior over and over again.
● One person in the family is experiencing anger, anxiety, or frustration, and other members are affected.
● Lack of communication or poor communication has led to hard feelings.
● Family members are growing apart, but no one knows how to come back together again.

When families are having a hard time working together, they often need outside help to re-establish healthy interactions. A family counselor can help families understand their unique challenges and implement necessary adjustments that help each member.
Thriveworks Marriage and Family Counseling in Columbia, SC understands that every family faces challenges and needs help at times. That's why we provide family therapy. Our professionals may have the skills your family needs to overcome its challenges and start working together again. (803) 477-3736

What Is Family Therapy?

Family therapy rests upon the idea that families form people's behaviors and identities. Each individual must be understood within the context of their family. Family therapists generally focus on how the family offers comfort, copes with stress, defines each member's role, and gives expectations. During a session, a family counselor may explore how love languages, birth order, and/or personality types affect the challenges unique to each family. This often leads to adjustments that allow the family to meet each other's needs and/or contribute to the family in a meaningful way.

The goal of family therapy is to facilitate better communication, more interdependence (but not codependence), and more harmony in the family's life. Strong families offer many possible benefits to the community and to each member of the family, including ...

● More secure attachment between parents and children; therefore, an increased chance that children learn healthy relational skills.
● Decreased risk of poverty because parents have shared income potential.
● A greater capacity to handle stress and hardship because of emotional connection and comfort.
● Fewer cases of abuse, neglect, or problems with the law.
● Reduced cases of anxiety disorders and depression-related conditions.

Getting Help Together

Your family faces many challenges. More than one family member contributes to the dynamic? Family therapy may be helpful if your family faces...

1. Domineering parenting style with rebellious children
2. Hormonal fluctuations within a parent or teen that may be causing conflict
3. A special-needs family member who needs unique care/interaction
4. Inadequate/no premarital counseling and/or marriage maintenance guidance
5. Neglect, addiction, and/or abuse
6. Lax parenting style with out-of-control children
7. A family member whose needs are not met
8. Love/intimacy problems in the marriage relationship
9. Hostility/tension in any relationship
10. Particularly stressful times such as job loss of death as a divorce/separation prevention

There is no quick fix for overcoming these or similar problems, but family counseling has given many people a safe place to acknowledge unhealthy patterns of behavior and find new, more harmonious ways to work together. Each family member must be willing to do the work required to strengthen the family bond.

Thriveworks Marriage and Family Therapy in Columbia, SC helps families find practical answers to life their challenges. Our marriage and family therapists understand what knocks families off balance and what it takes to regain stability. We know that ...

● Listening and empathy go a long way to ease family tensions
● the family or individual who comes in for help is not the problem-the actual problem is the problem
● every family member needs a voice
● every conflict has a workable compromise

If your family needs help tackling life's challenges, call Thriveworks Marriage and Family Therapy in Columbia, SC today. We accept most major medical insurance and we have no waiting list for appointments. We make getting family therapy more convenient by offering day, evening, and weekend appointments. Your family deserves the best! Call Thriveworks Marriage and Family Therapy in Columbia, SC today! (803) 477-3736

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Columbia SC Family Therapy - Thriveworks

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A family is a system where every member is connected to each other. For better or worse, people often cannot be understood apart from their family unit. Families pass onto each member patterns of social behavior, emotional processing, and ethical standards.

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Parent Involvement Makes a Difference to School Kids

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"kids yoga" "yoga for kids" "yoga for children yoga story for kids" "children's yoga" "yoga adventure for kids" "kindergarten yoga" "preschool yoga" "kids me...

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YOGA | MINDFULNESS | RELAXATION FOR KIDS! Screentime that gives kids SUPERPOWERS! ⬇️ D O W N L O A D T H E C O S M I C K I D S A P P ⬇️ 🍏Apple: https://apps.apple.com/us/app/cosmic-kids/ 🛍️Android: https://play.google.com/store/apps/details?id=com.cosmickids 🖥️ Desktop (great for teachers!): https://app.cosmickids.com/ 📺 Roku: https://rb.gy/44r8d -------------------------------------------------------------------- Why watch on the App?

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Supporting Children's Mental Health at Home

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Supporting Children's Mental Health at Home

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Mental health affects the way people think, feel and act. Taking care of our mental health is just as important as having a healthy body. As a parent, you play an important role in your child's mental health:

You can promote good mental health by the things you say and do, and through the environment you create at home.

You can also learn about the early signs of mental health problems and know where to go for help.

How can I nurture my child's mental health?
Help children build strong, caring relationships:

It's important for children and youth to have strong relationships with family and friends. Spend some time together each night around the dinner table.

A significant person who is consistently present in a child's life plays a crucial role in helping them develop resilience. This person-often a parent or other family member-is someone your child spends a lot of time with and knows they can turn to when they need help.

Show your children how to solve problems.

Help children and youth develop self-esteem, so that they feel good about themselves:

Show lots of love and acceptance.

Praise them when they do well. Recognize their efforts as well as what they achieve.

Ask questions about their activities and interests.

Help them set realistic goals.

Listen, and respect their feelings:

It's OK for children and youth to feel sad or angry. Encourage them to talk about how they feel.

Keep communication and conversation flowing by asking questions and listening to your child. Mealtime can be a good time for talking.

Help your child find someone to talk to if they don't feel comfortable talking to you.

Create a safe, positive home environment:

Be aware of your child's media use, both the content and the amount of time spent on screens. This includes TV, movies, Internet, and gaming devices. Be aware of who they might be interacting with on social media and online games.

Be careful about discussing serious family issues-such as finances, marital problems, or illness-around your children. Children can worry about these things.

Provide time for physical activity, play, and family activities.

Be a role model by taking care of your own mental health: Talk about your feelings. Make time for things you enjoy.

In difficult situations, help children and youth solve problems:

Teach your child how to relax when they feel upset. This could be deep breathing, doing something calming (such as a quiet activity they enjoy), taking some time alone, or going for a walk.

Talk about possible solutions or ideas to improve a situation and how to make it happen. Try not to take over.

How common are mental health problems among children and youth?

One out of every 5 children and youth in Canada (20%) has a diagnosable mental health condition. Examples include attention deficit hyperactivity disorder (ADHD), anxiety, depression, substance abuse, eating disorders and learning disabilities. Many more children have milder but significant emotional and behavioural problems.

Mental health issues can affect youth at any age. But certain situations can place some young people at a higher risk, including:

A family history of mental illness.

New immigrants and refugees who experience difficult economic circumstances.

Indigenous children and youth who have poorer overall health, live in isolated communities and have scarce educational and work-related opportunities.

LGBTQ children and youth who experience bullying and/or rejection from their families.

Big life changes such as moving to a new city or new school, caregiver separation or divorce, serious illness or death in a close relative or friend.

Facing or witnessing trauma, including abuse.

Substance use.

Unfortunately, too many children and youth don't get help soon enough. Mental health disorders can prevent children and youth from succeeding in school, from making friends, or becoming independent from their parents. Children and youth with mental health disorders may have trouble reaching their developmental milestones.

The good news is that mental health disorders are treatable. There are many different approaches to helping children and youth struggling with emotional or mental health problems. Getting help early is important. It can prevent problems from becoming more serious, and can lessen the effect they have on your child's development.

How do I know if my child or youth has a mental health problem?

All children and youth are different. If you're concerned your child may have a problem, look at whether there are changes in the way they think, feel or act. Mental health problems can also lead to physical changes. Ask yourself how your child is doing at home, at school and with friends.

Changes in thinking

Saying negative things about themselves or blaming themselves for things beyond their control.

Trouble concentrating.

Frequent negative thoughts.

Changes in school performance.

Changes in feelings

Reactions or feelings that seem bigger than the situation.

Seeming very unhappy, worried, guilty, fearful, irritable, sad, or angry.

Feeling helpless, hopeless, lonely or rejected.

Changes in behaviour

Wanting to be alone often.

Crying easily.

Showing less interest in or withdrawing from sports, games or other activities that they normally enjoy.

Over-reacting, or sudden outbursts of anger or tears over small incidents.

Seeming quieter than usual, less energetic.

Trouble relaxing or sleeping.

Spending a lot of time daydreaming.

Falling back to less mature behaviours.

Trouble getting along with friends.

Physical changes

Headaches, tummy aches, neck pain, or general aches and pains.

Lack of energy, or feeling tired all the time.

Sleeping or eating problems.

Too much energy or nervous habits such as nail biting, hair twisting or thumb sucking.

Remember: Just because you notice one or more of these changes does not mean your child or youth has a mental health problem.

Where do I go for help?

There are many ways to help your child achieve good mental health. Sharing your concerns with the doctor is one of them. Talk to your child's doctor:

if the behaviours described above last for a while, or if they interfere with your child's ability to function;

if you have concerns about your child's emotional and mental health;

about your child's behavioural development and emotional health at each well-child visit.

If your child or teen talks about suicide or harming themselves, call your doctor or local mental health crisis line right away.

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Taking care of our mental health is just as important as having a healthy body.

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Did you know that kids spend about 4-6 hours every day sitting in front of a screen? Considering kids get home from school about 3 o'clock and go to bed around 9-that means they may be watching TV, be on the computer or playing video games from the time they get home until they go to bed! No wonder we have an obesity problem today. Parents are almost as bad about inactivity when they get home from work. Now is the time to get up and get movin'. Below is a list of 101 Screen-Free Activities you can do when the TV, computer, cell phone, Xbox, and Playstation are finally turned off. So get your family motivated and tackle a few activities on the list.

We'll even help you out. Download our Get Movin' Activity Pyramid and see which activities you should do more of and which you should do less of. There's even a blank pyramid that you can fill in with activities you do every day. Can't think of anything to do? Here are some great ideas of things to do by yourself or with the family. Now Get Movin'!

Great resources here too.

Activities You Can Do at Home

* Listen or, better yet, dance to the radio.
* Write an article or story.
* Paint a picture, a mural, an accent wall or a room.
* Write to the President with some ideas you have for making life better in the US.
* Read a book. Read to someone else like a little brother or sister.
* Learn to change the oil or a tire on your car. Fix something. Wash your car.
* Write a letter to a friend or a relative. Write a letter to a soldier in the hospital.
* Wash your car.
* Read magazines or newspapers. Swap them with friends. Look for healthy activities to do.
* Go through your closets and donate items to Goodwill.
* Have a garage sale.
* Start a diary/journal.
* Play cards or board games.
* Make crafts to give as gifts. Try a new craft.
* Do a crossword puzzle.
* Save money! Cancel your cable or satellite TV!
* Learn about a different culture or country.
* Make an international dinner. Go to the grocery store and buy what you need.
* Teach your kids some of your favorite childhood games.
* Study sign-language.
* Write a letter to your favorite author.
* Cook dinner with friends and family.
* Make cards for holidays or birthdays.
* Play chess, bridge, or checkers.
* Play charades.
* Repair or refinish a piece of furniture.
* Make a wooden flowerbox.
* Wake up early and go for a walk. Take the dog with you!
* Read a favorite poem.

Activities You Can do Around Town

* Attend a community concert in the park. Listen to a local band.
* Go to the library. Borrow some books.
* Go to a local bookstore or the mall.
* Go to the zoo or the acquarium.
* Visit the countryside or town. Travel by bus or train.
* Go to church.
* Look for treasures at a yard sale. Have a yard sale.

Things You Can Do Outside

* Learn about the trees and flowers in your yard or neighborhood.
* Plan a picnic or barbecue.
* Go bird watching. Learn names of local birds.
* Walk the dog. Wash the dog.
* Plant a garden. Work in your garden.
* Take a nature hike.
* Feed fish or birds.
* Watch the night sky through binoculars. How many starts or planets can you name?
* Learn how to use a compass.
* Take photographs and then make a scrap book.
* Do yardwork. Rake leaves. Pull weeds.
* Go camping. Put up the tent in your back yard.
* Take an early morning walk.
* Climb a tree.
* Watch a sunset; watch the sunrise with a friend.

Get Moving!

* Go roller skating or ice skating.
* Go swimming. Join a community swim team.
* Start a community group that walks, runs, or bikes.
* Go for a bicycle ride.
* Learn yoga.
* Play soccer, softball, or volleyball.
* Play frisbee.
* Workout at home or go to the gym.
* Go dancing. Take a dance class.

Things You Can Do for Your Community

* Organize a community clean-up or volunteer
for charity.
* Become a tutor.
* Join a choir. Sing!
* Start a bowling league.
* Visit and get to know your neighbors.
* Start a book group.

Parents - Activities You Can Do With Your Kids

* Make paper bag costumes and have a parade.
* Design a poster with top 10 no-screen activities.
* Discover your community center or local park activities.
* Blow bubbles.
* Color the black and white funny papers.
* Build a fort in the living room and camp out one night.
* Research your family history and draw a family tree.
* Invent a new game and teach it to your friends.
* Make a 'No-TV' sign to put in front of the TV screen.
* Play hopscotch, hide & seek, red rover, or freeze-tag.
* Organize a neighborhood scavenger hunt.
* Play board games.
* Clean-up or re-decorate your room.
* Make puppets out of old socks and have a puppet show.
* Write a play with friends. Perform it at a nursing home.
* Build a kite. See if it will fly.
* Go on a family trip to see grandparents or historical site.
* In the snow, go sledding or make a snowman.
* Create a collage out of pictures from old magazines.
* Shoot hoops with friends.
* Make a friendship bracelet.
* Draw pictures of members of your family.
* Tell stories around a campfire.
* Plan a slumber party.
* Create a low-calorie dish from an old recipe.
* Make a miniature boat and float it on water.
* Write a letter to your grandparents. Make them a special card.
* Create sidewalk art with chalk.
* Everyone!! Have a huge party to celebrate no TV!
* Try out for a play. Go to a play.
* Collect recycling and drop it off at a recycling center.
* Learn to play a musical instrument.
* Go to a museum.

See there are lots of fun things you can do for entertainment than sit in front of the TV! You'll feel better and may learn something, too!

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101 Activities You Can Do When the TV is OFF!

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Did you know that kids spend about 4-6 hours every day sitting in front of a screen? Considering kids get home from school about 3 o'clock and go to bed around 9-that means they may be watching TV, be on the computer or playing video games from the time they get home until they go to bed!

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A behavior contract may help your student stay on track at school!

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At a glance

A behavior contract is a written agreement between your child, your child's teacher, and often you.

Children can have behavior contracts whether or not they have an IEP or a 504 plan.

A behavior contract can help kids improve their self-monitoring skills.

Kids with certain learning and thinking differences may have trouble managing their behavior at school. If your child often gets in trouble for acting out or for not following directions in class, a behavior contract could help. Your child's teacher may suggest one. Or you could bring up the idea to the teacher if you think it'd be helpful.

Here's what you need to know about behavior contracts.

What is a behavior contract?

A behavior contract is an agreement between your child and your child's teacher. It often includes you, too.

The contract outlines expectations for your child's behavior. It lays out any specific behaviors your child struggles with or is working on, along with goals for those behaviors. Ideally the goals will be attainable but still challenging.

For example, if kids have trouble remembering to raise their hand in class, the contract may include a goal that they call out less than three times a day. If handing in homework is a problem, the contract might specify that kids turn theirs in at least 90 percent of the time.

If your child follows the terms of the contract, your child gets a reward that's spelled out in the contract. For example, a reward could be extra computer time. And a week of good classroom behavior might mean a family movie night at home or a weekend sleepover.

Behavior contracts can take many forms. They may look like formal agreements, or they may be sticker charts. They may also include "daily report cards" that your child's teacher gives your child. No one form is better than another. What's important is for the contract to work well for your child.

Who's a good candidate for a behavior contract?

A behavior contract could benefit any student who needs to improve their behavior at school. It could be helpful for kids with ADHD, who can have issues with impulsivity, inattention, or hyperactivity. A behavior contract may work well for children who have trouble with organization and completing work. They could also be helpful for kids who often throw tantrums or for those who have oppositional behavior.

If your child has an IEP or a 504 plan, a behavior contract could help your child meet any behavior goals that may already be part of that plan. Or a behavior contract may follow a functional behavioral assessment and be part of a resulting behavior intervention plan.

Behavior contracts tend to work best for kids in second grade and above, all the way up through high school. Kids younger than second grade may have trouble understanding how the contract works and what's expected of them.

How can a behavior contract help your child?

A behavior contract can be an effective tool for many reasons. Here are some of the benefits:

It can improve communication between home and school. Ideally, your child, their teacher, and you will be present when the behavior contract goals are set. The school social worker, psychologist, and/or behaviorist may also attend that meeting. This keeps all of you on the same page.

It can make behavior expectations crystal clear. The behavior contract spells out specifically which behavior(s) your child needs to focus on. It also explains how rewards and consequences will work.

It can motivate your child to self-regulate. Your child is involved in the process of making the behavior plan goals and choosing their rewards. That can make your child more invested in achieving those goals. This "buy-in" can help motivate kids to improve their self-monitoring and self-control skills.

It can make kids more accountable for their actions. Even the word "contract" sounds formal. And a behavior contract is a written agreement, which makes it easy to go back to if there's any confusion. (This can help if your child says something like, "Oh, I forgot that was in there.")

It can provide valuable feedback for your child. Typically, each day the teacher or you would go over with your child how the day went. So every day kids can talk about and reflect on what they accomplished and what they could do better.

It can be used (and adjusted) over time. A behavior contract can be created any time during the school year. You don't need to wait for an intervention or an IEP meeting. Once a contract is created, it can be changed at any time, as long as you, your child, and the teacher agree to the new terms. And if a behavior contract is working, it can continue from year to year if everyone is on board.

Key takeaways

A behavior contract can help make kids more accountable for their actions.

It can be created or changed at any point during the school year.

Having a behavior contract can create opportunities for kids to reflect on their behavior, which can help them improve skills like self-monitoring and self-control.

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Behavior contracts: What you need to know

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A behavior contract can help improve your child's classroom behavior. Find out how behavior contracts can help kids who act out manage their behavior at school.

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Support for Students with Mental/Behavioral Health Issues

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Support for Students with Mental/Behavioral Health Issues

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Support for Students with Behavioral Disorders | Accredited Schools Online

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Children with diagnosed behavioral disorders require specialized support to succeed. Parents and educators can use this guide to learn more about behavior disorders and gain actionable advice and tips from experts.

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Support for Students with Behavioral Disorders

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The Short-and-Sweet IEP Overview | Center for Parent Information and Resources

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(2016, December) | Useful to Parent Centers for sharing with staff, students with disabilities, families, schools, and other stakeholders.

The Office for Civil Rights (OCR) at the U.S. Department of Education has released the Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools. The 52-page resource guide provides a broad overview of Section 504 of the Rehabilitation Act of 1973 (Section 504). The guidance describes school districts' nondiscrimination responsibilities, including obligations to provide educational services to students with disabilities. It also outlines the steps that parents can take to ensure that their children secure all of the services they are entitled to receive.

The Section 504 Parent and Educator Resource Guide also:

defines and provides examples to illustrate the meaning of key terms used in Section 504; and

highlights requirements of Section 504 in the area of public elementary and secondary education, including provisions related to the identification, evaluation, and placement of students with disabilities, and procedures for handling disputes and disagreements between parents and school districts.

The guide is available online in a PDF format (651 kb), at:
https://www2.ed.gov/about/offices/list/ocr/docs/504-resource-guide-201612.pdf

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Parent and Educator Resource Guide to Section 504

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(2016, December) | Useful to Parent Centers for sharing with staff, students with disabilities, families, schools, and other stakeholders. The Office for Civil Rights (OCR) at the U.S. Department of Education has released the Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools.

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Websites for Parents of Children with Special Needs

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Websites for Parents of Children with Special Needs

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Masters in Special Education Degree Program Guide |

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The following are 50 Great Websites for Parents of Children with Special Needs. This list of resources is great for parents of children with special needs. The list contains links for associations, councils, centers, and societies. It also has links for conferences, financial aid and internships, and helpful websites, articles, and research. Blogs and Facebook pages are also on the list.
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Associations, Councils, Centers, and Societies

Autism Society: Since 1965, the Autism Society has been providing information for individuals on the spectrum, family members, and professionals.
Council for Exceptional Children: The Council for Exceptional Children provides information and resources about Special Education.
Easter Seals: For almost 100 years, Easter Seals has been providing services to those with special needs and disabilities.
Family Voices: Children and youth with special health care needs can benefit from Family Voices.
Federation for Children with Special Needs: The focus of the Federation for Children with Special Needs is on the parents and providing support for them, which in turn benefits the child with special needs.
Family Hope Center: When children or adults have special needs, the Family Hope Center provides support to the entire family.
Family Resource Center on Disabilities: Training, assistance, and information are given to parents of children with disabilities by the Family Resource Center on Disabilities.
National Association of Parents with Children in Special Education (NAPCSE): Parents of Special Education students can learn how to be their child's best advocate.
National Council on Independent Living: NCIL promotes social change and strives to do away with disability driven discrimination.
National Center for Learning Disabilities: Children and adults with learning disabilities will benefit from the information and resources available from the National Center for Learning Disabilities.
National Collaborative on Workforce and Disability: NCWD for Youth provides strategies and development systems for youth with disabilities to join the workforce.
National Down Syndrome Society: The ndss supports people with Down Syndrome by providing resources such as wellness, education, and research.
Pacer Center: The Parent Advocacy Coalition for Educational Rights utilizes the idea of parents helping parents and provides support and resources for children and youth with disabilities and their families.
Parent to Parent USA: Parent to Parent USA offers support to parents of children with special needs.
United Spinal Association: The United Spinal Association offers support, advice, and resources for those with spinal cord injuries.

Conferences

Closing the Gap Conference: The 32nd annual Closing the Gap Conference will take place in Minneapolis, Minnesota.
COPAA Council of Parent Attorneys and Advocates: The 17th annual COPAA Conference will take place in March of 2015 in San Diego California.
Disability Rights Education and Defense Fund: DREDF provides Special Education conferences in Northern California.
EPICS: The Native American Conference on Special Education has a conference in Albuquerque, New Mexico in March of 2015.
Professional Education Resources & Conference Services: PERCS will have its 18th annual Great Beginnings Conference in Worcester, Massachusetts.

Financial Aid and Internships

National Center for Learning Disabilities: The Anne Ford and Allegra Ford Thomas Scholarships are given to two graduating high school seniors who have been diagnosed with a learning disability to use for post-secondary education.
Possibilities: This is a financial resource for parents of children with disabilities.
Project 10: This site provides information about scholarships, grants, and financial resources that are helpful to those with disabilities.

Helpful Websites, Articles and Research

Answers 4 Families: Families and professionals can find information and support from the Nebraska Department of Health and Human Services' Answers 4 Families.
Center for Parent Information and Resources: A training module for screening, evaluation, and assessment procedures for early intervention can be found here to help parents of babies and toddlers.
Center for Parent Information and Resources: 10 Basic Steps in Special Education explains the process special education services for a child.
Closing the Gap: Closing the Gap helps people learn how to utilize assistive technology to change lives.
Disabled Sports USA: Disables Sports USA provides recreation and sports opportunities to disabled youth, adults, and wounded warriors.
The M.O.R.G.A.N. Project: Children with health care needs and their families benefit from the volunteers in the M.O.R.G.A.N. Project provides support and promotes awareness.
National Center for Learning Disabilities: The National Center for Learning Disabilities answers frequently asked questions (FAQ) on this page of resources.
Office of Disability Employment Policy: The United States Department of Labor offers many different disability employment policy resources that are categorized by topic.
Parent Training Information: Education topics and laws are presented on this site along with local information for those who live in Massachusetts.
Reading Rockets: Back-to-School Tips for Parents of Children with Special Needs is a great article to get the school year off to a good start.
U.S. Department of Education: The U.S. Department of Education provides many resources and research for parents of children with special needs.

Teaching Tips

Ability Path: Ability Path and Temple Grandin offer teaching tips for children and adults with autism spectrum disorder.
Autism Web: Autism Web gives parents and teachers tips for autism.
Help Guide: Help Guide offers advice for helping children with learning disabilities at home and at school.
LD Online: LD Online helps parents build a relationship with their child's teacher.

Children's Books

Children's Disabilities Information: The website provides a list of children's books that are about special needs and disabilities.
Explaining Special Needs to Your Child: 15 Great Children's Books: Special Needs Resources lists 15 great children's books that help explain special needs to children.
Institute for Humane Education: Characters with special needs take center stage in these children's books.

Blogs

Autism and Oughtisms: The mom of 2 autistic boys is the author of this inspirational and informative blog about autism.
Love that Max: A magazine editor mom of a special needs child writes this inspirational blog about parenting a special needs child.
My Special Needs Network: Learning solutions for kids with special needs can be found on this blog.
The Life Unexpected: Marianne Russo gives advice and information through The Life Unexpected and also through The Coffee Klatch Special Needs Talk Radio Network.
The Shut-Down Learner: Dr. Richard Selznick offers information and practical advice to parents of special needs children.

Facebook Pages

Community of Practice for Supporting Families with Disabilities: The Community of Practice for Supporting Families with Disabilities is a place to share resources and knowledge and to discuss issues.
Federation for Children with Special Needs: To benefit those with special needs or disabilities, Federation for Children with Special Needs provides support and inspiration.
Parenting Special Needs Magazine: This Facebook page gives inspiration and support to those with special needs and their families.
Parents of Special Needs Children: Family members of special needs children can find support and information on the page.

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50 Great Websites for Parents of Children with Special Needs

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The following are 50 Great Websites for Parents of Children with Special Needs. This list of resources is great for parents of children with special needs. The list contains links for associations, councils, centers, and societies. It also has links for conferences, financial aid and internships, and helpful websites, articles, and research.

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There are many, many organizations and groups that deal with mental health. This page will help you find the one or ones that offer the type of assistance, intervention, or information you're seeking. We've organized the information into the following sections:

If It's a Crisis...

First things first, regardless of how frightening a note this is to begin on. If someone you know is having a mental health crisis and you need help fast, try the resources below that seem to fit the nature of the crisis.

Call 1.800.784.2433, the National Hopeline Network. You'll be connected automatically to a certified Crisis Center near your location. Crisis Center calls are answered by trained counselors 24 hours a day, 7 days a week. In the event that the nearest Crisis Center is at maximum volume, the call is seamlessly rerouted to the next closest center. Callers should never encounter a busy signal or voice mail. For easy recall, remember this: 1.800.SUICIDE. hopeline.com

Call 1.800.273.8255, the National Suicide Prevention Lifeline. Another excellent resource is the National Suicide Prevention Lifeline, which also provides access to trained telephone counselors, 24 hours a day, 7 days a week. For easy recall, think 1.800.273.TALK. For the same help in Spanish; call 1.888.628.9454. Individuals who are deaf or hard of hearing can contact the lifeline via TTY, at: 1.800.799.4889. suicidepreventionlifeline.org

Visit the American Association of Suicidology (AAS) online. AAC is dedicated to the understanding and prevention of suicide. For those seeking info and perspective on this difficult subject, including the warning signs and guidance on what to do, the association offers many publications that can help. www.suicidology.org

Find a residential placement for an individual. The Association of Children's Residential Centers concerns itself with therapeutic living environments for children and adolescents with behavioral health disorders. You can take a look at ACRC's member list to see what types of residential centers are available to help children who need this sort of residence. Find these detailed descriptions online at: togetherthevoice.org/our-members

A Quick-Read Fact Sheet

Read our fact sheet on emotional disturbance. If you're looking for an intro to emotional problems and the mental health field, this is a good place to start. Our fact sheet will hook you up with organizations that can help, online and print resources of more information, and an overview look at disabilities that cause mental health concerns. www.parentcenterhub.org/repository/emotionaldisturbance

Be Sure To Come Here

There are numerous sources of incredible information, support, and guidance on mental illness-across the gamut. We've listed a few starter links below where you can find out more about the range of specific mental disorders, interventions, family life, coping strategies, and much more.

National Federation of Families for Children's Mental Health (NFFCMH). The link below takes you to a wealth of resources for parents on specific mental health diagnoses as well as and other topics related to children's health and family involvement in systems that impact children. www.ffcmh.org/resources

MentalHealth.gov. MentalHealth.gov provides one-stop access to U.S. government mental health and mental health problems information. www.mentalhealth.gov

NAMI, the National Alliance for the Mentally Ill. NAMI calls itself the "Nation's Voice on Mental Illness" and is an invaluable source of information on the subject. In addition to the mountain of info you'll find on NAMI's site, you can also connect with state and local NAMI chapters. www.nami.org

Mental Health America. NMHA addresses all aspects of mental health and mental illness. Delve into their online resources about mental issues and identify NMHA affiliates in your area. www.nmha.org

American Academy of Child and Adolescent Psychiatry (AACAP). At the link below, you can find information on child and adolescent psychiatry, fact sheets for parents and caregivers, current research, practice guidelines, and managed care information, among other things. www.aacap.org

American Academy of Pediatrics (AAP). AAP offers the family-friendly site called Healthy Children, where you can find a wealth of information in English and Spanish about emotional problems in children. www.healthychildren.org/English/health-issues/conditions/emotional-problems/Pages/default.aspx

Mental Help Net. A vast amount of info here on specific mental disorders, mental health, wellness, and family and relationship issues and concerns. mentalhelp.net

National Mental Health Information Center. This service of the Substance Abuse and Mental Health Services Administration's (SAMHSA) provides information about mental health via a toll-free telephone number, more than 600 publications, and a website located at: www.samhsa.gov

National Institute of Mental Health (NIMH). Another very rich resource. At NIMH, you'll find health info on a very wide range of mental health disorders; all about different medications; and the latest info on clinical trials and research. Find all this-and publications in English and Spanish-at: www.nimh.nih.gov/health/index.shtml

Finding Mental Health Services

Find mental health services. The Center for Mental Health Services (CMHS) offers a state resource sheet for every state in the U.S., useful for identifying the range of agencies and mental health assistance that's available in the state and nationally. store.samhsa.gov/facet/Location

Health care insurance for uninsured children. Did you know that each state has a health insurance program for children? Children who don't have health insurance right now are very often eligible for state medical coverage. The insurance is available to children in working families, including families that include individuals with a variety of immigration status. To find out what your state's policies are, what's covered, and how to apply, call 1.877.543.7669 or find your state at: www.insurekidsnow.gov/state/index.html

Medicaid benefits for mental health services. If you're eligible for Medicaid, you may be able to access mental health services through Medicaid. States vary, however, in what types of mental health services they provide under Medicaid. Use the database at the link below to find what Medicaid benefits are available in your state. tinyurl.com/yhuos2j

Mental Health in Schools

Mental health in schools. Starting in 1995, two national training and technical assistance centers were established to improve how schools address barriers to learning and enhance healthy development. Each of these centers is a source of information and technical assistance regarding mental health in schools. Take advantage of each of their databases, materials, and expertise:

Center for Mental Health in Schools, UCLA smhp.psych.ucla.edu Under "Search and Quick Find" in the main menu, you can search the Center's resources for just about everything but the kitchen sink related to mental health in schools.

Center for School Mental Health Assistance, University of Maryland csmh.umaryland.edu This center maintains a library of resource materials including reprints, articles, and publications specific to school-based mental health. It also offers a comprehensive directory of school mental health programs around the world.

For educators. Educators are often the first to notice mental health problems. Here are some ways educators can help students and their families. From mentalhealth.gov. www.mentalhealth.gov/talk/educators/index.html

Organizations on Specific Disorders

Looking for info and assistance related to a specific mental condition? In addition to what you'd find by visiting the organizations listed above under "Be Sure to Come Here," look over the quick alphabetical list below of organizations that focus on a specific mental disorder. They offer in-depth information, support groups, and guidance regarding that disability-perhaps the one of concern to you.

Anxiety Disorders. Visit the Anxiety Disorders Association of America (ADAA). www.adaa.org

Behavior Disorders. Visit CPIR's Behavior Suite for a detailed list of resources and organizations addressing behavior disorders and concerns. www.parentcenterhub.org/repository/behavior

Bipolar Disorders. If this is your area of concern, try these groups.

Child & Adolescent Bipolar Foundation (CABF) www.bpkids.org

Depression and Bipolar Support Alliance (DBSA) www.dbsalliance.org/site/PageServer?pagename=home Toll-free number: (800) 826-3632.

Dually Diagnosed: Mental Illness and Intellectual Disabilities. www.thenadd.org The National Association for Dually Diagnosed (NADD) focuses upon the needs and issues of individuals who have both mental illness and cognitive impairments or intellectual disabilities, and the professionals and families who share concern for these individuals.

Eating Disorders. www.nationaleatingdisorders.org The National Eating Disorders Association (NEDA) works to prevent eating disorders and provide treatment referrals to those suffering from anorexia, bulimia and binge eating disorder and those concerned with body image and weight issues.

OCD, Obsessive-Compulsive Disorder. www.ocfoundation.org The Obsessive-Compulsive Foundation (OCF) is for people with obsessive compulsive disorder (OCD) and related disorders, their families, friends, professionals and other concerned individuals.

Post-Traumatic Stress Disorder (PTSD). www.ptsdinfo.org For more info and assistance on PTSD, you'll want to visit the Gateway to Post-Traumatic Stress Disorder (PTSD) Information.

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There are many, many organizations and groups that deal with mental health. This page will help you find the one or ones that offer the type of assistance, intervention, or information you're seeking. We've organized the information into the following sections: First things first, regardless of how frightening a note this is to begin on.

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Emergency Medical Services for Children (Community Health Program) | Children's National

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As the hub of the District of Columbia's Emergency Medical Services for Children program (EMSC-DC), Children's national is leveraging the expertise and data of Children's National emergency department teams with our local emergency response system to provide improvements in pediatric medical care.

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When a child is injured by an act of violence - whether by gunshot, stabbing or other significant assault - Children's National Hospital offers ongoing physical, mental and emotional support beyond the Emergency Department. Our Youth Violence Intervention Program provides children and their families with this support by offering resources and community connections to build a safer future.

Building Connections: How We Help Survivors of Youth Violence

The Youth Violence Intervention Program at Children's National views violence as a chronic illness rather than a single injury to be treated. We continue to provide follow-up care for several months after a child has survived violence.

Our youth violence intervention specialist and social worker meet children in the hospital during their stay and offer help for those children or families who want to make a change in their lives.

When we build a connection with a recovering child, we:

Strategize a safety plan for preventing future violence

Provide guidance for medical follow-ups, including transportation to appointments

Recommend mental health and substance use providers

Connect with community supports for survivors of violence, such as art therapy, victims' groups and talk sessions

Share referrals to organizations that assist with food and housing insecurity

Support children's educational needs, such as helping them finding safe routes between home and school

Provide advice on career development, connecting them to job opportunities or training

Meeting a Critical Need in the Community

Recent research has found that firearms are now the leading cause of death in children ages 1-19 in the United States. The D.C. Office of Victim Services and Justice Grants funds our Youth Violence Intervention Program, meeting a critical need for ongoing care and support for survivors of violence in our community. Our team includes:

Medical Director Katie Donnelly, M.D., M.P.H., is an assistant professor of pediatrics and emergency medicine at Children's National and The George Washington University. She is a pediatric injury prevention advocate, especially firearm and community violence injuries. She is a member of our firearm safety advocacy group (SAFER) and a Child Health Advocacy Institute affiliate faculty member.

Violence Intervention Specialist Jawanna Hardy is a longtime educator and community activist. She served in the U.S. Air Force for six years. Upon coming home, she realized the neighborhoods of D.C. were experiencing trauma from gun violence without therapy or support. She founded Guns Down Friday to support families suffering loss and mobilize communities to take action. She joined Children's National in 2022 to create connections with children and families who are survivors of violence.

Social Worker Yvonne Doerre brings 26 years of experience as a social worker, trainer, and consultant in communities. Her role in the Youth Violence Intervention Program is to help families and children connect to supports both within Children's National and the community.

A team of providers including Dr. Donnelly established the group SAFER (Safer through Advocacy, Firearm Education and Research) at Children's National after seeing the damage inflicted by gun violence first-hand. Group members contributed to a study that found sociodemographic factors related to intent of injury by firearm may be useful in guiding policy and interventions for preventing firearm injuries in at-risk youth. Dr. Donnelly also collaborated on a study that found a surge in firearm injuries in young children and inflicted by young children during the first 6 months of the COVID-19 pandemic.

Contact Us

If you have questions about the Youth Violence Intervention Program, email us.

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Youth Violence Intervention Program | Children's National Hospital

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When a child is injured by an act of violence - whether by gunshot, stabbing or other significant assault - Children's National Hospital offers ongoing physical, mental and emotional support beyond the Emergency Department. Our Youth Violence Intervention Program provides children and their families with this support by offering resources and community connections to build a safer future.

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Text HOPE4SC to 741741 to connect with a crisis counselor or call 800-273-8255.

Our school counselors, social workers, school psychologists, and mental health counselors can provide strategies for managing stress and can make referrals and offer appropriate resources. You are not alone. If you'd like help connecting with supportive resources, please call your school administrator or counselor.

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LexRich 5 Virtual Calming Room - Elementary Calm Corner

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Text HOPE4SC to 741741 to connect with a crisis counselor or call 800-273-8255. Our school counselors, social workers, school psychologists, and mental health counselors can provide strategies for managing stress and can make referrals and offer appropriate resources. You are not alone. If you'd like help connecting with supportive resources, please call your school administrator or counselor.

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares.

For Kids in Elementary School

The elementary-age videos feature hedgehog characters in imaginative stories to teach key skills in a way that kids will enjoy watching and remember longer. Each video comes with Skill Sheets that summarize and reinforce key ideas.

For Kids in Middle School

The middle school-age videos feature an engaging host and interviews with a diverse group of real kids to teach key skills while normalizing the challenges kids face and sparking productive conversations. Each video comes with Skill Sheets that summarize and reinforce key ideas.

For Kids in High School

The high school-age videos feature an engaging host and interviews with a diverse group of teens to teach key skills while normalizing the challenges they face and sparking productive conversations. Each video comes with Skill Sheets that summarize and reinforce key ideas.

These Simple Skills Can Make a World of Difference for Our Kids

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Optimized through services delivered to over 60,000 students, caregivers and educators in over 600 schools

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Mental Health Coping Skills for Parents - Healthy Minds

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Lo sentimos, la página que usted busca no se ha podido encontrar. Puede intentar su búsqueda de nuevo o visitar la lista de temas populares. The elementary-age videos feature hedgehog characters in imaginative stories to teach key skills in a way that kids will enjoy watching and remember longer.

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There are still many harmful attitudes and misunderstandings around mental illness, which may make people ignore their mental health, fuel stigma, and make it harder to reach out for help. Take the following quiz and see if you can separate the myths from the facts.

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Take the mental health quiz and see if you can you separate mental health myths from facts.

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Created using Powtoon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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What to Look For and When to Act | NAMI: National Alliance on Mental Illness

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When to worry and how to respond if your child is struggling.

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How Early Childhood Experiences Affect Lifelong Health and Learning

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How Early Childhood Experiences Affect Lifelong Health and Learning

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Center on the Developing Child at Harvard University

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How is ongoing, severe stress and adversity in early childhood connected to chronic disease in adults? And, what can we do about it? In this animated video, narrated by Center on the Developing Child Director Jack P. Shonkoff, M.D., learn what the latest science tells us about how early experiences affect not only early learning and school readiness, but also lifelong health. Understand the effects of adversities such as poverty, discrimination, systemic racism, exposure to violence, and child maltreatment, abuse, and neglect on the developing brain and many other systems in the body. Challenge yourself to think about how we can use policies and resources to address the sources of these problems. And, consider how integrating pediatric primary care with every aspect of the early childhood ecosystem may be an important part of the solution.

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How Early Childhood Experiences Affect Lifelong Health and Learning - Center on the Developing Child at Harvard University

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How is ongoing, severe stress and adversity in early childhood connected to chronic disease in adults? And, what can we do about it? In this animated video, narrated by Center on the Developing Child Director Jack P. Shonkoff, M.D., learn what the latest science tells us about how early experiences affect not only early learning [...]

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Centers for Disease Control and Prevention

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CDC's National Center on Birth Defects and Developmental Disabilities has information on certain birth defects, disabilities, mental, emotional, and developmental disorders, and blood disorders that affect children. Click on the following links to learn more:

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CDC's National Center on Birth Defects and Developmental Disabilities has information on certain birth defects, disabilities, mental, emotional, and developmental disorders, and blood disorders that a

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Guides, articles, and resources for LGBTQ young people, parents, and allies.

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Mental Health and the Criminal Justice System

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Mental Health and the Criminal Justice System

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Autism, or autism spectrum disorder (ASD), refers to a broad range of conditions characterized by challenges with social skills, repetitive behaviors, speech and nonverbal communication. According to the Centers for Disease Control, autism affects an estimated 1 in 36 children in the United States today.

We know that there is not one autism but many subtypes, most influenced by a combination of genetic and environmental factors. Because autism is a spectrum disorder, each person with autism has a distinct set of strengths and challenges. The ways in which people with autism learn, think and problem-solve can range from highly skilled to severely challenged. Some people with ASD may require significant support in their daily lives, while others may need less support and, in some cases, live entirely independently.

Several factors may influence the development of autism, and it is often accompanied by sensory sensitivities and medical issues such as gastrointestinal (GI) disorders, seizures or sleep disorders, as well as mental health challenges such as anxiety, depression and attention issues.

Signs of autism usually appear by age 2 or 3. Some associated development delays can appear even earlier, and often, it can be diagnosed as early as 18 months. Research shows that early intervention leads to positive outcomes later in life for people with autism.

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What is autism spectrum disorder (asd)? Click here to read the definition, learn about different types of autism and how to help autistic kids.

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https://www.nami.org/Your-Journey/Kids-Teens-and-Young-Adults/Kids/Getting-Your-Child-Mental-Health-Support-and-Accommodations-in-School

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Getting Your Child Mental Health Support and Accommodations in School

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Improve your understanding of how to advocate for your child's needs in school.

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Talking to Your Child About Mental Health and Feelings

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Talking to Your Child About Mental Health and Feelings

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Types of Mood Disorders

Mood disorders include:

Major depression. A two-week period of a depressed or irritable mood or a noticeable decrease in interest or pleasure in usual activities along with other signs of a mood disorder.

Dysthymic disorder (dysthymia). A chronic, low-grade, depressed or irritable mood for at least one year.

Bipolar disorder. At least one episode of a depressed or irritable mood and at least one period of a manic (persistently elevated) mood.

Mood disorder due to a general medical condition. Many medical illnesses (including cancer, injuries, infections and chronic medical illnesses) can trigger symptoms of depression.

Substance induced mood disorder. Symptoms of depression that are due to the effects of medication, drug abuse, exposure to toxins or other forms of treatment.

What Causes Mood Disorders?

Most likely, mood disorders are caused by a chemical imbalance in the brain. Family history and genetics are involved, as adolescents who have a parent with a mood disorder have a greater than 50 percent chance of having a mood disorder themselves. A history of trauma or abuse can also be a factor in the development of a mood disorder.

Who Is Affected by Mood Disorders?

Mood disorders are more intense and difficult to manage than normal feelings of sadness, anxiety or excitement. When parents get divorced, a loved one dies, a break up with a girlfriend or boyfriend happens, or grades are not what the adolescent wants them to be, coping with the pressure may be difficult. These life events and stress can bring on feelings of sadness, depression, mood disorders, or make the mood harder to manage.

What Are the Signs of Mood Disorders?

The following are the most common signs of mood disorders. Each adolescent may experience signs differently.

Loss of interest in usual activities

Sleep disturbances

Changes in appetite or weight

Decreased energy

Feeling sad

Feeling anxious

Feeling hopeless or helpless

Having low self-esteem

Feeling inadequate or worthless

Difficulty concentrating

A decrease in the ability to make decisions

Feelings of wanting to die

Suicidal thought or attempts

In mood disorders, these feelings appear more intense than the natural fluctuations in an adolescent's mood. It is also of concern if these feelings continue over a period of time, or interfere with an adolescent's interest in being with friends or taking part in daily activities at home or school. Any adolescent who expresses thoughts of suicide should be evaluated immediately.

Other signs of possible mood disorders include:

Difficulty achieving in school

Constant anger

Rebellious acts

Trouble with family

Difficulty with friends and peers

Impulsive, potentially dangerous behavior

Signs of mood disorders may resemble other medical conditions or mental health disorders. Symptoms may differ in younger children, and may be seen as irritable. Young children may change how they interact, withdraw or start to act out behaviorally. Some can have severe hyperactivity and impulsivity. Always consult your child's physician or mental health professional for a diagnosis.

How Are Mood Disorders Diagnosed?

A psychiatrist trained in child and adolescent psychiatry or other mental health professional may diagnose a mood disorder following a comprehensive psychiatric evaluation. It is important to remember that a mood disorder is a real illness and getting medical help as soon as symptoms are observed is key to recovery and management of the disorder.

Treatment for Mood Disorders

Specific treatment will be determined by your child's physician or qualified mental health professional based on:

Your child's age, overall health and medical history

The severity of your child's symptoms

The type of mood disorder

Your child's tolerance for specific medications, procedures or therapies

Expectations for the course of the mood disorder

Mood disorders can be effectively treated. Treatment should always be based on a comprehensive evaluation of the adolescent and family. Treatment recommendations may include individual therapy for the adolescent, family therapy, and sometimes consultation with the adolescent's school. Some adolescents may also benefit from treatment with an antidepressant medication and / or mood stabilizers. Parents play an important supportive role in any treatment process.

Prevention of Mood Disorders

Preventive measures to reduce the incidence of mood disorders in adolescents are not known at this time. However, early detection and intervention can reduce the severity of symptoms, enhance the child's or adolescent's normal growth and development and improve quality of life.

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Mood disorders include: Major depression. A two-week period of a depressed or irritable mood or a noticeable decrease in interest or pleasure in usual activities along with other signs of a mood disorder. Dysthymic disorder (dysthymia). A chronic, low-grade, depressed or irritable mood for at least one year. Bipolar disorder.

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Attention from you and other caregivers is important to your child. In fact, toddlers and preschoolers demand A LOT of adult attention. Attention can be both positive and negative.

Positive Attention

Positive attention is used to show your child he has done something you like. Positive attention includes things like:

praise

hugs

kisses

pats on the back

high-fives

Negative Attention

Negative attention lets your child know you do not like what he has done. Negative attention includes things like

scolding

correcting

yelling

There are two key things to remember about attention:

Any attention (positive or negative) your child receives right after his behavior increases the chance that the behavior will happen again.

Negative attention becomes a problem when we use it MORE than positive attention.

Let's take a look at an example

Example:
You are in the check-out line at the grocery store with your child.

If your child waits by your side, you might say, "Thank you for being patient and staying by me."

If your child runs away, you yell at him, "Come back here, now!"

When to Not Give Attention

Any attention you give after your child's behavior makes the behavior more likely to happen again. So, if you give your child attention after he does something you do not like, the misbehavior can increase.

You can decrease misbehavior by limiting the negative attention you give. Ignoring is another good way to limit attention for behaviors you do not like. Click here for more information on ignoring.

Check out Quick Tips and Answers from Experts for more info about about responding to your child's behavior!

Click through the links below to watch videos and practice your skills for communicating with your child.

Watch Videos

Practice Skills

Page last reviewed:

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Good Behavior | Communicating with Your Child | Essentials | Parenting Information | CDC

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Attention from you and other caregivers is important to your child. In fact, toddlers and preschoolers demand A LOT of adult attention. Attention can be both positive and negative. Positive attention is used to show your child he has done something you like.

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By The Understood Team

For a child who is having trouble in school, a 504 plan can offer a lot of support. The plan can put in place changes to how your child is taught, like frequent breaks or audiobooks. 504 plans are great for kids who don't need special education but who do need support to learn.

How do you get your child a 504 plan? Many kids get a 504 plan after they are found not eligible for an IEP. When this happens, the school usually proposes the plan. Other times, though, families ask the school for a 504 plan. If that's you, here are seven steps to get your child a 504 plan.

1. Document your child's needs.

Your child must have a legal disability to get a 504 plan. (Kids who learn or think differently generally do.) Start by gathering any documents about your child's needs, like any records of a medical diagnosis. Other things to gather are schoolwork, report cards, and private evaluations. It can be helpful to organize these papers in a binder.

2. Find out who the school's 504 coordinator is.

This person may also be the IEP coordinator. Check the school website for the coordinator's name and contact information. If you can't find it, ask the principal.

3. Write a formal request for a 504 plan.

It's a good idea to make a formal written request for a 504 plan. In your request, be specific about why you're asking for the plan. For example, you might say: "I would like a 504 plan for my child who, due to ADHD, needs frequent breaks throughout the day to be able to learn like his peers."

Use this letter template to request a 504 plan. Copy and paste the text. Then customize with details about your child. (This letter was adapted from The Everything Parent's Guide to Special Education [Adams Media, 2014]).

4. Follow up on your request.

The 504 coordinator should respond right away. However, you can keep things on track by following up by email or phone after a few days.

5. Go through the 504 plan evaluation process.

6. Meet with the school to see if your child qualifies.

After the evaluation, the school will most likely meet with you to decide if your child qualifies. You can also ask for this meeting if the school doesn't schedule it. If your child qualifies, you'll move to the next step. If not, it may be time to look at your options for 504 plan dispute resolution.

7. Work together to create the 504 plan.

Tell us what interests you

About the author

About the author

The Understood Team is made up of passionate writers and editors. Many of them have kids who learn and think differently.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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Steps for Getting a 504 Plan for Your Child

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For a child who is having trouble in school, a 504 plan can offer a lot of support. The plan can put in place changes to how your child is taught, like frequent breaks or audiobooks. 504 plans are great for kids who don't need special education but who do need support to learn.

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It’s no secret that Columbia has a population of homeless and in-need men, women, children, teens + families – so, how do we help? What places around town offer emergency (and more long-term) access to food, clothing, financial assistance, transportation + health services?

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Update

Writing in the October 10, 2018 New England Journal of Medicine, Eve Rittenberg, MD, assistant professor at Harvard Medical School and practicing physician at Brigham and Women's Fish Center for Women's Health, reflects on the impact the Kavanaugh hearing and #MeToo movement have had on patients who have experienced sexual violence. Important principles of trauma-informed care - including ways to ask permission, offer control, and find support - described in her article and in Monique Tello's post below can make a real difference to many women and health care professionals alike.

Many years ago, when I was a trainee, I helped take care of patients at a family medicine clinic.* One day, a school-aged brother and sister came in for their annual physicals. They were due for vaccines. Neither wanted any shots, and they were both quite upset. "You'll do what the doctor tells you, is that clear?" ordered the mother. She and the nurse worked together to hold the sister's arm down. But just as the nurse was about to deliver the injection, the young girl jerked her arm away and ran to the opposite corner of the room, crying. The brother then ran over and stood in front of her, his arm outstretched, guarding, and yelled "Get away! Leave her alone! " At first, the focus was on forcing them to have their shots, which were required for school. But it only made things worse. The young girl screamed, the boy fought, no one could calm them, and everyone was annoyed.

One of the senior doctors finally conceded: Let them go, we'll have to work on this. But that family never returned.

Months later, we learned that the children had been removed from the home by the Department of Children and Families, for parental abuse. I could only imagine what had been happening.
*This vignette is based on a composite of several cases I have been involved with over the years. All potentially identifying details have been changed to protect patient privacy.
The prevalence of trauma

The CDC statistics on abuse and violence in the United States are sobering. They report that one in four children experiences some sort of maltreatment (physical, sexual, or emotional abuse). One in four women has experienced domestic violence. In addition, one in five women and one in 71 men have experienced rape at some point in their lives - 12% of these women and 30% of these men were younger than 10 years old when they were raped. This means a very large number of people have experienced serious trauma at some point in their lives.

Medical exams by definition can feel invasive. They often involve asking sensitive questions, examining intimate body parts, and sometimes delivering uncomfortable - even painful - treatments. So, it is important that healthcare providers are mindful of the fact that so many people come to that healthcare interaction with a history of trauma.

Could the case I described have been handled differently?

There have been some recent news articles about a relatively new (and improved) way for health professionals to approach patients. This is called trauma-informed care. Dr L. Elizabeth Lincoln is a primary care physician at MGH who has trained medical professionals and students about approaching patient care with an understanding of trauma. She explains: "Trauma-informed care is defined as practices that promote a culture of safety, empowerment, and healing. A medical office or hospital can be a terrifying experience for someone who has experienced trauma, particularly for childhood sexual abuse survivors. The perceived power differential, being asked to remove clothing, and having invasive testing can remind someone of prior episodes of abuse. This can lead to anxiety about medical visits, flashbacks during the visit, or avoidance of medical care."

What does trauma-informed care look like?

The first step is to recognize how common trauma is, and to understand that every patient may have experienced serious trauma. We don't necessarily need to question people about their experiences; rather, we should just assume that they may have this history, and act accordingly.

This can mean many things: We should explain why we're asking sensitive questions. I might say, "I need to ask you about your sexual history, so I know what tests you may need." We should explain why we need to perform a physical exam, especially if it involves the breasts or genitals. If someone is nervous, we can let them bring a trusted friend or family member into the room with them. I've had many female patients hold someone's hand during a pelvic exam. We can tell them that if they need us to stop at any time, they can say the word. If someone refuses outright to have a certain exam or test, or if they're upset about something (like having vaccinations), we can respond with compassion and work with them, rather than attempting to force them or becoming annoyed.

For someone who has experienced trauma, the hospital or doctor's office can be a scary place. Dr. Lincoln explains: "Patients often do not volunteer such information about prior experiences, because of guilt or shame. Medical professionals often ask about safety in a patient's present relationships, but few ask about past experiences. A simple question such as, "Is there anything in your history that makes seeing a practitioner or having a physical examination difficult?" or, for those with a known history of sexual abuse, "Is there anything I can do to make your visit and exam easier?" can lead to more sensitive practices geared to developing a trusting relationship. Patients can advocate for themselves by explaining to physicians their anxiety about medical visits, why this is so, and what they have found helpful or harmful in prior healthcare encounters."

Trauma comes in many forms

It is also important to note that there are many types of trauma. A colleague of mine has a child who survived a life-threatening illness. Prior to his ICU stay, he never flinched at vaccines; since his hospitalization, any needle sticks make him extremely anxious. Another colleague describes how after years of invasive infertility treatments, and despite becoming a mother, she sobbed uncontrollably at her simple routine gynecologic exam, because it touched such a nerve of helplessness and failure. Trauma-informed care is the open-mindedness and compassion that all patients deserve, because anyone can have a history that impacts their encounter with the medical system.

We as providers need to recognize that many, many patients have a history of physical, sexual, and/or emotional abuse, as well as serious illnesses and negative experiences in the medical setting, and we need to learn to respond with empathy and understanding.

Sources

Sexual violence facts at a glance. National Center for Injury Prevention and Control, Division of Violence Prevention.

The National Intimate Partner and Sexual Violence Survey (NISVS): 2010 Summary Report. National Center for Injury Prevention and Control, Centers for Disease Control and Prevention, 2011.

Child maltreatment facts at a glance. National Center for Injury Prevention and Control, Division of Violence Prevention.

Child maltreatment 2012. US Department of Health & Human Services Administration for Children and Families, Administration on Children, Youth and Families Children's Bureau.

Violence, Crime, and Abuse Exposure in a National Sample of Children and Youth: An Update. JAMA Pediatrics, July 2013.

The National Intimate Partner and Sexual Violence Survey. Centers for Disease Control and Prevention.

Bringing trauma-informed care to children in need can ease toxic stress. StatNews, December 2017.

Understanding trauma-informed care. Mass General News, January 2014.

Trauma-Informed Care in Behavioral Health Services. Substance Abuse and Mental Health Services Administration, 2014.

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Trauma-informed care: What it is, and why it's important - Harvard Health Blog

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Update Writing in the October 10, 2018 New England Journal of Medicine , Eve Rittenberg, MD, assistant professor at Harvard Medical School and practicing physician at Brigham and Women's Fish Center for Women's Health, reflects on the impact the Kavanaugh hearing and #MeToo movement have had on patients who have experienced sexual violence.

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Resources | Palmetto Association for Children & Families

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Individuals In Nursing Facilities And/Or Receiving Home And Community-Based (Waiver) Services

Healthy Connections Application
Application for Nursing Home, Residential or In-Home Care
Additional Information for Nursing Home and In-Home Care

Optional State Supplementation Program (OSS)

Healthy Connections Application
Application for Nursing Home, Residential or In-Home Care
Additional Information for Select Medicaid Programs

Breast & Cervical Cancer Program

Healthy Connections Application
Additional Information for Select Medicaid Programs
Breast and Cervical Cancer Program Application Addendum (DHHS Form 913-A)

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Individuals In Nursing Facilities And/Or Receiving Home And Community-Based (Waiver) Services Healthy Connections Application Application for Nursing Home, Residential or In-Home Care Additional Information for Nursing Home and In-Home Care Optional State Supplementation Program (OSS) Healthy Connections Application Application for Nursing Home, Residential or In-Home Care Additional Information for Select Medicaid Programs Breast & Cervical Cancer Program Healthy Connections Application Additional Information for Select Medicaid Programs Breast and Cervical Cancer Program Application Addendum (DHHS Form 913-A)

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Welcome to SAFY's Strengthening Families Helping Families Build bright Futures When families struggle to communicate and don't feel much connection to one another, it can cause serious problems at school and at home. The Strengthening Families Program was specially designed to address these concerns to increase resilience and help build a warm and welcoming home ...

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“Servant to the People” Catawba Nation Family Services ensures tribal citizens have their basic needs met while also paving a pathway to self-sufficiency. A holistic approach to accomplishing these goals includes a variety of services…

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The Division of Early Care and Education is a division of the South Carolina Department of Social Services (DSS) and serves to make child care more affordable for parents and increase the quality of care for all children in the state.

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Charleston and Florence Counties

Fatherhood engagement programming for young dads, such as education and workforce development, has been expanded. Father to Father and Man 2 Man will provide these services in Charleston and Florence counties respectively.

Darlington County

Darlington County First Steps leads Parents Are First as the local implementing agency. Their local program partners include CareSouth Carolina, Darlington County Community Action Agency Head Start, Darlington County School District - Office of Adult Education, Hartsville Alumnae Chapter of Kappa Alpha Psi Fraternity. Man 2 Man is funded to provide fatherhood support programs in this community.

Horry County

Family Outreach of Horry County connects expectant and parenting teens and young adult women to an array of community resources. They work in close collaboration with A Father's Place, which delivers education, training and health programs for young fathers. Local partners include Carolina Human Reinvestment, Healthcare Partners of South Carolina, Horry County Adult Education, Horry County Schools, Little River Medical Center and Sea Haven.

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Community Support for Young Parents - Children's Trust of South Carolina

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Community Support for Young Parents program is an alliance of innovative, collaborative community-based partnerships that specifically target young parents, who either have children or who are currently pregnant, at a pivotal time in their lives and in the lives of their young children.

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PASOs - empowering change one STEP at a time.

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Parent Peer Support Providers (PPSP) use their lived experience as a parent or primary caregiver raising children and youth who experience emotional, developmental, behavioral, substance use, or mental health needs to assist and empower families.

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Support Services | Federation of Families of South Carolina

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Parent Peer Support Providers (PPSP) use their lived experience as a parent or primary caregiver raising children and youth who experience emotional, developmental, behavioral, substance use, or mental health needs to assist and empower families.

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Family Connection of South Carolina - Changing lives by making connections, raising awareness, and promoting inclusion for those with disabilities and special healthcare needs.

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Classes and Workshops - Family Connection of South Carolina

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Classes and Workshops Learn the skills you need. Family Connection offers a wide range of classes and workshops on a variety of topics that are helpful for parents and professionals. Browse our workshop menu below. Check our training calendar to find upcoming workshops, visit our YouTube channel or…

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Family Connection of South Carolina - Changing lives by making connections, raising awareness, and promoting inclusion for those with disabilities and special healthcare needs.

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Having a child with a disability or special healthcare need means parents face questions about medical care, insurance and service options.

Our Healthcare team can help you with Medicaid, TEFRA, appeals and managed care information. We can provide applications and provide support in person or over the phone.

Need help? Call our Family Information Center at 1-800-578-8750.

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Healthcare Connection - Family Connection of South Carolina

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Healthcare Connection https://youtu.be/HEBsTPlJjGU Having a child with a disability or special healthcare need means parents face questions about medical care, insurance and service options. Our Healthcare team can help you with Medicaid, TEFRA, appeals and managed care information. We can provide applications and provide support in person or over the phone.

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Family Connection of South Carolina - Changing lives by making connections, raising awareness, and promoting inclusion for those with disabilities and special healthcare needs.

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Our Education Partners are trained, experienced parents of children with disabilities who offer the following specific support:

Information and training to help parents understand their rights and responsibilities in special education.

Information and training to help parents and those with disabilities develop self advocacy skills.

Problem-solving techniques to facilitate the collaboration and success of school meetings (IEP, IFSPs, 504) to best identify needed support and services for the student.

Education Partners are available to families of children with disabilities, ages birth to 26, throughout South Carolina, either in person or using technology. They provide individual assistance in preparing for meetings, including conducting case conferences, explaining provisions of IDEA and exploring options for resolving disputes.

Education Partners are not attorneys and do not provide legal advice. Families who need legal representation are urged to contact an attorney, and to consider mediation and other methods of conflict resolution.

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Education Partners - Family Connection of South Carolina

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Education Partners https://youtu.be/2PfJuOoDOjU Get Connected Education Partners is a service offered because Family Connection is the state's Parent Training and Information Center (PTI). The Individuals with Disabilities Education Act (IDEA) established the PTI centers nationwide to ensure access to information and needed resources.

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Anonymous Mental Health Survey with Response from a Professional https://hope.connectsyou.org/welcome.cfm

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Anonymous Mental Health Survey with Response from a Professional https://hope.connectsyou.org/welcome.cfm

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Let's face it, sometimes kids get into things that they probably shouldn't. Everyday household items such as cleaning products and personal care products can be harmful to kids. Here are a few poison prevention tips to keep little explorers from finding their way into household items that could be dangerous.

The Hard Facts about Poisoning

Poisoning is the third leading cause of unintentional injury death among children ages 1 to 19 years.

1,319,044 calls were made to poison control centers in 2015 after a child got into a potential poison, that's over 3,600 calls a day, 150 every hour.

Top Tips

1. Store household products safely to prevent poisoning. Young kids are often eye-level with items under the kitchen and bathroom sinks, so make sure household cleaning products and personal care products up and away, out of children's reach and sight.

2. Keep all household cleaning products in their original containers. Also, when buying products, look for child-resistant containers to help prevent poisoning to children.

3. Read and follow product labels. Check for ingredients that can be to kids and make sure you use and store products according to the label. Kids can get into things quickly, so remember not to leave cleaning products or personal care products unattended while you are using them.

4. Remember products that might be harmful to kids. Check your home for products like cleaning supplies, liquid laundry packets personal care products, plants, pesticides, alcohol and medicine.

5. Save the Poison Help number in your phone and post it visibly at home: 1-800-222-1222. Specialists at poison control centers provide free, confidential, expert medical advice 24 hours a day. They can answer questions and help with poison emergencies.

Learn More

Many household products may be harmful to children, so it is important to store these products safely and to use them correctly. Learn more poison prevention tips.

Resources

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Let's face it, sometimes kids get into things that they probably shouldn't. Everyday household items such as cleaning products and personal care products can be harmful to kids. Here are a few poison prevention tips to keep little explorers from finding their way into household items that could be dangerous.

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Child Passenger Safety Inspection Stations

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Inspection Stations List Child Passenger Safety Bicycle Safety All Terrain Vehicle (ATV) Safety Fireworks Safety

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This website has a TON of resources available for foster families! Check them out if this applies to you!

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The National Foster Parent Association - Resources

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Visit this website if you already are a foster parent or if you are thinking about becoming one

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Click this link to explore IN HOME services you may qualify for

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In-Home Family Services are a combination of clinical and community-based services that come together to create an intensive and comprehensive program tailored to meet the needs of the youth and his or her family. In-Home Family Services are provided to families in their homes.

Services may include (but are not limited to) Behavioral Health Screening and/or Diagnostic Assessment, Service Plan Development, Individual and Family Therapy, Rehabilitative Psychosocial Services, Behavior Modification, Crisis Management, Family Support, and/or Transportation.

The specific programs/services selected for the family are the result of assessment and a planning process that involves the active participation of the family. The resulting plan of care identifies family strengths and needs, determines appropriate treatment modalities, interventions and services, identifies available community support and resources, and becomes the on-going guideline for service delivery. Services are primarily provided in the family's home or community and may vary in intensity, application and duration depending on the needs of the family.
In-Home Family Services are intended to produce the following outcomes for youth and families:

Ensure the child's safety and protection within his/her home environment.

Keep families together by preventing the unnecessary placement of the youth into the foster care system, juvenile justice system, or an out-of-home placement (such as a therapeutic foster home, group home, and/or residential treatment facility).

Prevent a youth who is at risk of coming in contact with or is already involved in the juvenile justice system from further penetration into the system.

Promote reunification of the child back in a family if the youth is in out-of-home placement.

In-Home Family services are provided by highly trained, professional staff who provide services within a framework that is child-centered, family-focused, strength-based, culturally sensitive, and responsive to each youth and family's needs. In-Home Family Services are available on a statewide basis.

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In-Home Family Services are a combination of clinical and community-based services that come together to create an intensive and comprehensive program tailored to meet the needs of the youth and his or her family. In-Home Family Services are provided to families in their homes.

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Check this link if your family or a child in your home could benefit from mental health services

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Mental Health Services are planned, face-to-face therapeutic interactions between a trained and qualified clinical professional and an individual recipient, a family unit, or a group of recipients with similar clinical needs.

Therapy Services at SCYAP use a range of clinical techniques, strategies, and modalities depending on the recipient's needs and diagnosis, and are aimed at:

Helping the individual, family, or group achieve and maintain stability; and
Improving the mental and emotional health of the individual, family, or group and assisting them to cope or gain control over the symptoms and effects of their illness or life stressors.

Mental Health Services can be delivered in a community setting or in the recipient's home and are made available to the client, family or group of clients at times that are most convenient to them, such as after school, work or on weekends. All Therapy Services are available on a statewide basis and include:

SCYAP believes that this is true for both behavioral health and human services. Treatment and service interventions are most effective when the nature, cause, and potential effects of a youth's presenting problems are identified and a corresponding course of treatment is developed from this knowledge, making Diagnostic and Clinical Assessment Services critical in the treatment planning for youth and families.

Diagnostic and Assessment Services are applicable to and appropriate for youth who are just beginning to receive treatment services and for youth who require a redetermination of the appropriate course of treatment and/or services that will best meet their needs.

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Therapy Services at SCYAP use a range of clinical techniques, strategies, and modalities depending on the recipient's needs and diagnosis, and are aimed at: Helping the individual, family, or group achieve and maintain stability; andImproving the mental and emotional health of the individual, family, or group and assisting them to cope or gain control over the symptoms and effects of their illness or life stressors.

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Look here if your family could benefit from family support

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Parents teach their children to be fearful and cautious of specific dangers, such as fire or crossing the road. In these instances, anxiety can be useful, because it helps protect the child from harm. However, children can be fearful of situations or objects that adults don't find threatening.

The sources of fear may change as the child matures. For example, a fear of the dark or of monsters under the bed may give way to fears of burglary or violence. Tactics that don't work include teasing the child for being afraid or forcing them to confront frightening situations.

Help your child to deal with fear by taking their feelings seriously, encouraging them to talk about their anxieties, telling them the facts and giving them the opportunity to confront their fears at their own pace and with your support.

The fearful child

Some children are more fearful than others. Contributing factors may include:

Genetic susceptibility - some children are generally more sensitive and emotional in their temperament

At least one anxious parent - children learn how to behave from watching their parents.

Overprotective parenting - a dependent child is more likely to feel helpless and this can lead to generalised anxiety.

Stressful events - such as parental separation, an injury or hospital stay.

Common fears for babies

Once a baby has reached 6 or 7 months of age, they have formed strong attachments to their parents or caregivers. Separation from their 'special people', even for short periods of time, can cause considerable anxiety and plenty of crying. Similarly, many babies prefer the exclusive company of their special people so much that they develop a fear of strangers for a while. Babies grow out of this phase with time.

Suggestions for helping your baby cope with separation anxiety and fear of strangers include:

Whenever possible at home, if your baby gets upset when you leave, take them with you from room to room or talk to them when you are out of sight.

Tell your baby when you are leaving the room (or going out) and announce your arrival when you come back. This helps them to trust you.

Allow your baby to get to know new people from the safety of your lap. Let them see that you know the new person is okay.

If your baby is anxious, reassure them with a calm and confident expression.

Leaving your baby to 'cry it out' will only make their anxiety worse.

Common fears for toddlers

Children aged around 2 to 3 years are only just starting to learn how to cope with their strong feelings, such as anger. A common fear for a toddler is that they will be overwhelmed by powerful emotions.

Toddlers have a limited understanding of size and may develop seemingly irrational fears, such as falling down the plughole or toilet.

Suggestions for helping your toddler include:

Encourage your child to talk about their fears and anxieties.

Appreciate that fears like falling down the plughole feel genuine to the child, because young children don't yet understand about size and space.

Don't force the child to confront their object of fear, because this may make things worse. Help them to get used to it slowly.

Accept that you may have to help your child avoid the feared object for a while.

Common fears for children of primary school age

As a child learns more about the world, the list of things they fear tends to grow. Some fears are real and some are imaginary. Common fears include fear of the dark, burglary, war, death, separation or divorce of their parents, and supernatural beings (such as ghosts and monsters).

Suggestions for helping your child include:

Let your child know that you take their fears seriously.

Give your child truthful information on topics such as death or war, and let them know you are willing to answer any questions.

Encourage your child to confront the object of their fear, such as dogs, one step at a time at their own pace. For example, perhaps start with pictures, then try a very small, gentle dog that is tied up, so the child decides how close to get.

Allow your child some control. For example, if they are afraid of intruders, make shutting and locking their bedroom window one of their night-time responsibilities.

Daily routines and rituals give a child a sense of stability and security, and may ease general anxiety.

Fear of the dark

Many children are afraid of the dark. A toddler or preschooler tends to be afraid of unfamiliar things that they don't understand or can't control. Their active imaginations, and their inability to always distinguish between reality and fantasy, means they may believe that monsters are under the bed or in the wardrobe waiting to spring once the light goes out.

If not addressed, a child's fear of the dark may linger and continue to disrupt their bedtime routine and sleeping habits. There are many ways that parents can help their child to overcome a fear of the dark.

Helping a child who is afraid of the dark

As with other fears, it is important to handle a child's fear of the dark with sympathy and understanding. Do not ridicule or dismiss your child's feelings, or become frustrated and angry. The first step in helping your child to overcome their irrational fear is to accept their feelings as real and respond to them sensitively.

Suggestions include:

Ask them to tell you about their fears and what exactly makes them afraid.

Show your child that you understand their fears, but that you don't necessarily share them.

Reassure them that they are safe; explain there are no such things as monsters.

Don't try to reassure your child by checking in the cupboard or under the bed as this may suggest to the child that you believe monsters could be there.

If your child is afraid of the dark because of the possibility of intruders, it may help to show them the security measures around the house, such as locks. However, never lock a deadlock while people are inside the house, as it may block escape in a fire or other emergency.

Ask your child for suggestions on what would make them feel more secure. Offer suggestions yourself. Perhaps they would feel better if they took a special toy or comforter to bed.

Find out if their fear of the dark comes from other worries. For example, some children may be afraid of their parents separating or dying, and this anxiety gets worse when they are alone in the dark. Talk to your child honestly about such issues.

General suggestions for fear of the dark

Practical ways to deal with your child's fear of the dark include:

Establish a bedtime routine that your child finds relaxing and enjoyable. Predictable bedtime routines help to reduce anxiety.

Put a nightlight in your child's room, or let some light from the hallway or other nearby source filter into their room.

A child's fear tends to lessen if they feel they have some control over a situation. For example put a lamp by their bedside so they can switch on the light themselves. Use a low-wattage bulb.

Make sure their television viewing habits and reading materials are appropriate to their age. News footage, movies or scary books can easily frighten a child.

Look around their room at night and try to see things from their perspective. Is there a picture or toy that may cast a shadow or look creepy in the half-light?

Regular exercise helps to reduce stress levels. Make sure your child has plenty of physical activity during the day.

Don't make a big deal or fuss about your child's fear in front of them or other people, in case they feel more anxious about it.

Don't make fun of or belittle their fear.

There are many books on managing childhood fears, both for the parents and the child.

Reinforce positive behaviour. Allow your child to make small steps towards overcoming their fear and compliment them on each achievement. Whenever they accomplish a step, such as not jumping out of bed the minute you tuck them in, reward them. Toddlers respond well to simple reward systems, such as stickers or stamps on a wall chart.

Professional help for fear and anxiety in children

Sometimes a child is so fearful that it interferes with their daily life and play. Seek professional help if you consider your child is particularly burdened with fears or phobias. Children can be taught how to manage their own anxiety, and parents can learn helping strategies.

Where to get help

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Parents teach their children to be fearful and cautious of specific dangers, such as fire or crossing the road. In these instances, anxiety can be useful, because it helps protect the child from harm. However, children can be fearful of situations or objects that adults don't find threatening.

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Child abuse needs to stop and education is the key.
The following free resources are essential to driving change and
are made possible through your contributions. Thank you.

WHAT IS EMOTIONAL ABUSE?

Just as physical injuries can scar and incapacitate a child, emotional maltreatment can cripple and handicap a child emotionally, behaviorally, and intellectually. Self-esteem can be damaged. Severe psychological disorders have been traced to excessively distorted parental attitudes and actions. One of the hallmarks of emotional abuse is the absence of positive interaction (e.g. praising) from parent to their child. Following chronic and severe emotional abuse of a child, emotional and behavioral problems may be present in varying degrees, especially when there is little or no nurturing.

This is especially true for neonates, infants, and toddlers. After emotional abuse, these children may become chronically withdrawn and anxious and lose basic social and language skills necessary for intimate relationships. They may become developmentally delayed, socially limited, and, in some cases, antisocial or chronically unable to protect themselves from others.

Emotional abuse and neglect are also components of other abuse and neglect. Sexual abuse and physical abuse may be the official category for a report, but emotional damage also exists. Emotional abuse and neglect may damage children of all ages, but can be critical with infants and toddlers, leaving them with permanent developmental deficits. It is crucial to recognize the indicators of emotional abuse in order to prevent further harm.

What is Verbal Abuse?

Verbal assault (belittling, screaming, threats, blaming, sarcasm), unpredictable responses, continual negative moods, constant family discord, and chronically communicating conflicting messages are examples of ways parents may subject their children to verbal abuse. There are several signs in parents and in children that may indicate verbal abuse is occurring.

Behavioral Indicators OF ABUSE

Indicators in Parents

These signs indicate that a parent may be engaging in verbal or emotional abuse of a child:

Parents or caretakers place demands on the child that are based on unreasonable or impossible expectations or without consideration of the child's developmental capacity.

The child is used as a "battle ground" for marital conflicts.

The child is used to satisfy the parent's/caretaker's own ego needs and the child is neither old enough nor mature enough to understand.

The child victim is "objectified" by the perpetrator, the child is referred to as "it" ("it" cried, "it" died).

The child is a witness to domestic violence.

Emotional abuse can be seen as proving a self-fulfilling prophecy. If a child is degraded enough, the child will begin to live up to the image communicated by the abusing parent or caretaker.

Emotional abuse cases can be extremely difficult to prove, and cumulative documentation by witnesses is imperative. Such cases should be referred to treatment as soon as possible.

Suspected cases of emotional abuse that constitute willful cruelty or unjustifiable punishment of a child are required to be reported by mandated reporters. This means a report must be made of any situation where any person willfully causes or permits any child to suffer, or inflicts on any child, unjustifiable mental suffering. (Pen. Code, § 11165.3.) However, mandated reporters may also report any degree of mental suffering. While these cases may not always be prosecuted, reporting provides the opportunity for intervention and/or therapy with the family.

Indicators in Children

These signs indicate that a child may be experiencing emotional or verbal abuse:

Is withdrawn, depressed, and apathetic.

Is clingy and forms indiscriminate attachments.

"Acts out" and is considered a behavior problem (e.g. bullies others, chronically uses profanity).

Exhibits exaggerated fearfulness.

Is overly rigid in conforming to instructions of teachers, doctors, and other adults.

Suffers from sleep, speech, or eating disorders.

Displays other signs of emotional turmoil (repetitive, rhythmic movements; rocking, whining, picking at scabs).

Suffers from enuresis (bed wetting) and fecal soiling.

Pays inordinate attention to details or exhibits little or no verbal or physical communication with others.

Unwittingly makes comments such as, "Mommy/Daddy always tells me I'm bad."

The behavior patterns mentioned may, of course, be due to other causes, but the suspicion of abuse should not be dismissed.

WHAT IS EMOTIONAL DEPRIVATION?

Emotional deprivation has been defined as ". . . the deprivation suffered by children when their parents do not provide the normal experiences producing feelings of being loved, wanted, secure, and worthy."

Signs of emotional deprivation such as withholding affection with touch, smiles and sound may be more damaging than verbal and even physical assault. Children may provoke assault if necessary to gain negative interaction rather than suffer the pain of being ignored. This may damage children of all ages but is critical for infants and young toddlers.

Caretakers might also provide cause for evaluation and possible reporting of a neonate at risk. Intervention may include consideration of caretaker depression, substance abuse, parenting deficits, and lack of social or financial support for the caretaker. Consideration should be made for evaluation of the caretaker for these issues, as well as possible domestic violence.

SIGNS OF EMOTIONAL DEPRIVATION

The signs of emotional deprivation in children can be quite varied. Indicators may include:

Refuses to eat adequate amounts of food and is therefore very frail.

Is unable to perform normal learned functions for a given age (walking, talking); exhibits developmental delays, particularly with verbal and nonverbal social skills.

Displays antisocial behavior (aggression, behavioral disruption, bullying others) or obvious "delinquent" behavior (drug abuse, vandalism); conversely, is abnormally unresponsive, sad, or withdrawn.

Constantly "seeks out" and "pesters" other adults, such as teachers or neighbors, for attention and affection.

Displays exaggerated fears.

Apathy, withdrawal, and lack of response to human interaction.

When parents ignore their children, whether because of drug or alcohol use, psychiatric disturbances, personal problems, outside activities, or other preoccupying situations, serious consequences can occur. However, reporting these situations is not mandated unless they constitute a form of legally defined abuse or neglect. Emotional deprivation and neglect may be seen as a lesser form of child abuse/neglect. It may not be reportable or may be assessed out with no intervention. It is, however, a central issue for much of what damages children.

These children may experience more severe damage and are therefore worthy of voluntary intervention and follow-up.

The abuse may be brief, but the trauma lasts a lifetime.
Kids' lives and futures are on the line!
Be the voice against neglect and contribute to end child maltreatment today.

Our Lessons are available for Offline learning!

Parenting Resource Center

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Indicators of Emotional & Verbal Abuse | American SPCC - Signs in Parents & Children

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What are the indicators of emotional and verbal abuse? Visit our Learning Center to learn the signs of emotional abuse and deprivation in parents and children.

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Emotional Child Abuse Is Just As Harmful As Physical Abuse

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Emotional Child Abuse Is Just As Harmful As Physical Abuse

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Different types of child abuse have equivalent psychological effects, according to a study in JAMA Psychiatry. It has previously been assumed that emotional and verbal abuse could have different or less harmful impact on a child's psychology than physical or sexual abuse, but research now suggests that these forms of abuse can be just as damaging.

It is estimated that nearly forty percent of children worldwide suffer some kind of emotional abuse or neglect, referred to as child maltreatment (CM). Research has connected these non-sexual forms of maltreatment with a broad range of mental health problems, including depression, anxiety, eating disorders, substance use, and suicidal behavior. However, legal punishments for many forms of maltreatment largely vary, with some carrying felony sentences while others may be frowned upon but legal. The standard "nonequivalence" assumption is that child maltreatment has less severe long-term psychological effects than physical and sexual abuse.

To test this hypothesis, a team of researchers led by David Vachon at McGill University studied 2,292 children enrolled at a summer camp between 1986 and 2015. The camp allowed for the children, who had previously suffered forms of maltreatment, to be psychologically assessed from multiple perspectives, including by their peers and counselors, over several years.

"Our results suggest that physical abuse, emotional abuse, and neglect are equivalent insults that affect broad psychiatric vulnerabilities," they wrote.

The study is limited by the fact that there is no way to separate out the effects of childhood sexual abuse because it co-occurs with other forms of maltreatment and it is often underreported.

They conclude:

"Finally, population-level prevention and intervention strategies should not ignore the considerable psychological harms imposed by emotional abuse, which rival those of physical violence and neglect. Taken together with high worldwide prevalence and evidence that emotional and physical pain share a common somatosensory representation in the brain, it is clear that emotional abuse is widespread, painful, and destructive."

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Vachon, D. D., Krueger, R. F., Rogosch, F. A., & Cicchetti, D. (2015). Assessment of the harmful psychiatric and behavioral effects of different forms of child maltreatment. JAMA psychiatry, 1135-1142. (Abstract)

MIA Research News Editor: Justin M. Karter is the lead research news editor for Mad in America. He completed his doctorate in Counseling Psychology at the University of Massachusetts Boston. He also holds graduate degrees in both Journalism and Community Psychology from Point Park University. He brings a particular interest in examining and decoding cultural narratives of mental health and reimagining the institutions built on these assumptions.

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Emotional Child Abuse Just as Harmful as Physical Abuse

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Different types of child abuse have equivalent psychological effects, according to a study in JAMA Psychiatry.