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Mental Health in the Black Community | BIPOC Mental Health | For Kids

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The Trevor Project | For Young LGBTQ Lives

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The Trevor Project provides 24/7 crisis support services to LGBTQ young people. Text, chat, or call anytime to reach a trained counselor. Free and confidential.

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LGBTQI | NAMI: National Alliance on Mental Illness

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Discover how diverse communities can receive better care when a mental health professional takes into account cultural needs and differences.

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APS Mental Health and Counseling Supports during COVID-19

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You indicate the behaviors that are making you concerned about your child by answering a series of questions. The Symptom Checker analyzes your answers to give you a list of psychiatric or learning disorders that are associated with those symptoms.

Since individual symptoms can reflect more than one disorder, this tool will give you a range of possibilities and guide you toward next steps. This tool cannot diagnose your child, but it can help you inform yourself about possible diagnoses and will offer information and articles to help you learn about them, to facilitate a conversation with a professional.

Remember, this tool is not a substitute for a diagnostic evaluation by a medical or mental health professional. If you believe your child has a psychiatric or learning disorder, please consult a professional.

We do not collect any personally identifiable information.

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Are you worried about your child? Our Symptom Checker can help you inform yourself about possible diagnoses and will offer you helpful information and articles.

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If you are a Native youth and have a 'mind, body or spirit' question on your heart that a Relative can assist with good medicine, ask us!

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If you are a Native youth and have a 'mind, body or spirit' question on your heart that a Relative can assist with good medicine, ask us! Ask Your Relative When Barbara Vicknair (enrolled citizen of the Eastern Band of Cherokee Indians and a current...

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What to Do (and What Not to Do) When Children are Anxious

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What to Do (and What Not to Do) When Children are Anxious

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When children are chronically anxious, even the most well-meaning parents, not wanting a child to suffer, can actually make the youngster's anxiety worse. It happens when parents try to protect kids from their fears. Here are pointers for helping children escape the cycle of anxiety.

None of us wants to see a child unhappy, but the best way to help kids overcome anxiety isn't to try to remove stressors that trigger it. It's to help them learn to tolerate their anxiety and function as well as they can, even when they're anxious. And as a byproduct of that, the anxiety will decrease over time.

Helping children avoid the things they are afraid of will make them feel better in the short term, but it reinforces the anxiety over the long run. Let's say a child in an uncomfortable situation gets upset and starts to cry - not to be manipulative, but just because that's how they feel. If their parents whisk them out of there, or remove the thing they're afraid of, the child has learned that coping mechanism. And that cycle has the potential to repeat itself.

You can't promise a child that their fears are unrealistic-that they won't fail a test, that they'll have fun ice skating, or that another child won't laugh at them during show & tell. But you can express confidence that they're going to be okay, that they will be able to manage it. And you can let them know that as they face those fears, the anxiety level will drop over time. This gives them confidence that your expectations are realistic, and that you're not going to ask them to do something they can't handle.

It's important to understand that validation doesn't always mean agreement. So if a child is terrified about going to the doctor because they're due for a shot, you don't want to belittle those fears, but you also don't want to amplify them. You want to listen and be empathetic, help them understand what they're anxious about, and encourage them to feel that they can face their fears. The message you want to send is, "I know you're scared, and that's okay, and I'm here, and I'm going to help you get through this."

Encourage your child to talk about their feelings, but try not to ask leading questions- "Are you anxious about the big test? Are you worried about the science fair?" To avoid feeding the cycle of anxiety, just ask open-ended questions: "How are you feeling about the science fair?"

What you don't want to do is be saying, with your tone of voice or body language: "Maybe this is something that you should be afraid of." Let's say a child has had a negative experience with a dog. Next time they're around a dog, you might be anxious about how they will respond, and you might unintentionally send a message that they should, indeed, be worried.

Let your child know that you appreciate the work it takes to tolerate anxiety in order to do what they want or need to do. It's really encouraging them to engage in life and to let the anxiety take its natural curve. We call it the "habituation curve." That means that it will drop over time as he continues to have contact with the stressor. It might not drop to zero, it might not drop as quickly as you would like, but that's how we get over our fears.

When we're afraid of something, the hardest time is really before we do it. So another rule of thumb for parents is to really try to eliminate or reduce the anticipatory period. If a child is nervous about going to a doctor's appointment, you don't want to launch into a discussion about it two hours before you go; that's likely to get your child more keyed up. So just try to shorten that period to a minimum.

Sometimes it helps to talk through what would happen if a child's fear came true-how would they handle it? A child who's anxious about separating from their parents might worry about what would happen if a parent didn't come to pick them up. So we talk about that. If your mom doesn't come at the end of soccer practice, what would you do? "Well I would tell the coach my mom's not here." And what do you think the coach would do? "Well he would call my mom. Or he would wait with me." A child who's afraid that a stranger might be sent to pick them up can have a code word from their parents that anyone they sent would know. For some kids, having a plan can reduce the uncertainty in a healthy, effective way.

There are multiple ways you can help kids handle anxiety by letting them see how you cope with anxiety yourself. Kids are perceptive, and they're going to take it in if you keep complaining on the phone to a friend that you can't handle the stress or the anxiety. I'm not saying to pretend that you don't have stress and anxiety, but let kids hear or see you managing it calmly, tolerating it, feeling good about getting through it.

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What to Do (and Not Do) When Children Are Anxious - Child Mind Institute

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How to help a child with anxiety? We bring expert parenting advice on assisting children to escape the cycle of anxiety. Learn what to do and not to do, anxiety treatments, and behavioral modification techniques.

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Supporting Kids With Autism in Uncertain Times

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Supporting Kids With Autism in Uncertain Times

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Supporting Individuals with Autism through Uncertian Times Full Packet.pdf

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Social, Emotional, and Mental Well-being of Children during COVID-19

Coronavirus disease (COVID-19) can affect children directly and indirectly. Beyond getting sick, many children's social, emotional, and mental well-being has been impacted by the pandemic. Trauma faced at this developmental stage may have long-term consequences across their lifespan. CDC's COVID-19 Parental Resource Kit: Ensuring Children and Young People's Social, Emotional, and Mental Well-being can help support parents, caregivers, and other adults serving children and young people in recognizing children and young people's social, emotional, and mental challenges, and helping to ensure their well-being.

Change in routines

In addition to other everyday steps to prevent COVID-19, physical or social distancing is one of the best tools we have to avoid being exposed to this virus and to slow its spread. However, having to physically distance from someone you love-like a grandparent, friends, your worship community, or sick family members-can be hard for children. It is important for adults to support children in taking time to check in with friends and family to see how they are doing.

Break in continuity of learning

School closures have meant that children stayed at home with parents and caregivers who had to juggle caretaking, learning supervision, and potential telework responsibilities. Participating in school from home is one way to help stop the spread of COVID-19. Online platforms and learning communities have become essential, as children and their families turn to digital solutions more than ever to support children's learning. Unfortunately, the immediate need to have virtual school and learning revealed inequity in resources, access, and connectivity across students and communities. It is important for parents to reach out to teachers, school administrators, or school counselors to discuss the challenges your family may face supporting virtual learning. Together, you can discuss options that may be available through the school or county. Also, keep in mind that some students may experience nervous or anxious behaviors due to uncertainty about going back in-person to school. Families and communities can join together to troubleshoot ways to make the transition back to in-person school safe and healthy.

Break in continuity of health care

Parents may have avoided seeking health care due to stay-at-home orders and may continue to do so because they are afraid of getting sick with COVID-19. This includes important well-child visits, immunizations and oral health care. Additionally, school closures have impacted many children's ability to receive mental health and speech therapy services. It is important to ensure children receive continuity of health care, including checking on their development at well-child visits, continuing mental health and speech therapies (e.g. via telehealth), and receiving vaccines for illnesses such as measles, influenza, whooping cough, and others-including COVID-19, when it becomes available.

Missed significant life events

Physical distancing can feel like placing life on hold. The truth is that the clock keeps ticking. Birthdays, graduations, talent shows, vacation plans, births, and funerals are just a sample of the many significant life events that children may have missed experiencing during COVID-19. Social distancing, stay-at-home orders, and limits to gatherings have affected the ability of friends and family to come together in person to celebrate or grieve in typical ways. Grief is a normal response to losing someone or something important to you. It is important to help children understand that hosting gatherings during COVID-19 could be dangerous to those who would want to participate. Family and friends can help them find alternate ways to connect and support each other at a distance.

Lost security and safety

The household income of many families with children was affected during COVID-19 due to job loss and lost wages. Economic insecurity is consistently linked to children's adverse development, academic achievement, and health outcomes. It may affect their ability to consistently access healthy foods, safe transportation, and housing. Mounting economic stressors can increase children's risk for exposure to violence. Along with stay-at-home orders during COVID-19, some children may have been increasingly exposed to child abuse and neglect, intimate partner violence at home, and sexual violence. Children's increased online activity also puts them at increased risk for online harmspdf icon external icon , such as online sexual exploitation, cyberbullying, online risk-taking behavior, and exposure to potentially harmful content. It is important for parents and caregivers to maintain a trustworthy relationship and open communication with children, watching for behavior changes that may signal distress.

Steps to Help Provide Stability and Support to Children

Maintain a normal routine

Talk, listen, and encourage expression

Give honest and accurate information

Teach simple steps to stay healthy

Be alert for any change in behavior.

Reassure children about their safety and well-being

Recognize and address fear, stress and behavior changes

Children might worry about getting sick with COVID-19, and about their loved ones getting sick, too. Excessive worry or sadness, unhealthy eating or sleeping habits, and difficulty with attention and concentration are some signs of stress in children. Adults can take steps to provide stability and support to help children cope.

Teach and reinforce everyday preventive actions

There are actions we can take to prevent getting sick and slow the spread of COVID-19. Be a good role model- if adults wash their hands often, stay at least 6 feet apart from others, and wear their mask in public spaces to help protect themselves and others, then children are more likely to do the same.

Help keep children healthy

Schedule well-child and immunizations visits for children. Seek continuity in mental and occupational health care. Help children to eat healthy and drink water - instead of sugar sweetened beverages - for strong teeth. Encourage children to play outdoors- it's great for physical and mental health, and can help children stay healthy and focused.

Help children stay socially connected

Reach out to friends and family via phone or video chats. Write cards or letters to family members they may not be able to visit. Schools may have tips and guidelines to help support social and emotional needs of children.

Explore different types of resources available to help support children's social, emotional and mental well-being during COVID-19 and beyond.

This activity book is intended to provide information to young children and families about how to prevent and cope with COVID-19. This resource may be useful for children and young people of all ages.

As a family, follow the path and scan the QR codes to learn tips for a healthy school year! This resource may be useful for children ages 6-12 years.

Conversation Starters

Get immediate help in a crisis and find a health care provider or treatment for substance use disorder and mental health.

Children and youth can be particularly overwhelmed by stress related to a traumatic event, like the COVID-19 pandemic. They may show stress through increased anxiety, fear, sadness or worry. When children and youth are struggling to cope with stress, they may exhibit unhealthy eating or sleeping habits, changes in activity level, substance use or other risk behaviors, and difficulty with attention and concentration.

Parents, caregivers, and other trusted adults can serve as sources of social connectedness; they can provide stability, support, and open communication. They can also help children and young people express the many different feelings and thoughts on their mind.

Here are some quick ideas for how to get conversations started with children and youth about how they are feeling and what they are struggling with, regarding COVID-19. You don't have to use these exact words - you know best how to speak with your child, adolescent or youth. In addition, how we talk to children and youth varies depending on their age and developmental level.

COVID-19 is a new disease, which can be confusing. Do you have any questions about it? If I don't know the answer, I can try to find it or maybe we could search for it together.

People can be angry, sad, or worried when something bad happens. Those feelings can make you feel confused or uncomfortable. Tell me what you have been feeling since the changes started.

What worries you most about COVID-19?

Have you been feeling nervous about going back to school because of COVID-19?

Wearing masks and staying at a distance from others is not something we were used to doing. How do you feel about that?

When our minds are stuck on bad things, it can be really hard to focus on other things. Have you ever felt this way? What kinds of things does your mind get stuck on?

Is there anything that you are looking forward to, for when we can connect in-person more safely and return to more normal activities-like a vacation, movie, graduation or playing on a sports team? Tell me about what that might look like!

Some of these conversation starters are used in Psychological First Aid (PFA)pdf icon external icon - an approach commonly used among disaster survivors to cope with trauma. PFA can be useful for parents to help children and young people cope by enabling and maintaining environments that promote safety, calmness, connectedness to others, self-efficacy (empowerment), and hopefulness. Remember: It's okay not to have an answer, just being there to listen in a non-judgmental way can be helpful!

Below are some resources to help you learn more about PFA and other tools for parents and caregivers to help children and youth cope:

National Child Traumatic Stress Network

Center for the Study of Traumatic Stress, Uniformed Services University

STEM and Other Activity Ideas

Let's get creative! Here are a few ideas on how to have fun while learning how to protect ourselves and others from COVID-19. These resources may be useful for children and adolescents ages.

DIY masks: Wearing a mask is a very important step that we can take to stop the spread of COVID-19. Make it a family project to create masks. Be creative and stylish. Here's a video on how to make your own mask.

DIY soap: Handwashing is an easy, inexpensive, and effective way to prevent the spread of COVID-19 and other germs and keep kids and adults healthy. You can help your kids make their own soap! This resource from PBS Kids for Parentsexternal icon tells you how.

Handwashing song: Handwashing can become a lifelong healthy habit if you start teaching it at an early age. Teach kids the five easy steps for handwashing-wet, lather, scrub, rinse and dry-and the key times to wash hands, such as after using the bathroom or before eating. Make it fun! Make up your own handwashing song, or pick a song your child likes, and sing it for 20 seconds to help teach the length of time to wash your hands.

At-home scavenger hunt: Children, adolescents, and adults can join this fun At-Home Scavenger Hunt. Assist your child in safely searching for items! After finding each item, talk about its importance in keeping children and families safe and healthy.

Children Preparedness

CDC has different resources for families to help their children be ready for emergencies. These resources may be useful for children and adolescents ages 6-17 years.

Other Information Resources

CDC and its federal partners have diverse web resources that can help parents and other caregivers, teachers and other adults support children and young people's social, emotional, mental, and physical well-being:

Page last reviewed:

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COVID-19 Parental Resources Kit - Childhood

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Social, Emotional, and Mental Well-being of Children during COVID-19 Coronavirus disease (COVID-19) can affect children directly and indirectly. Beyond getting sick, many children's social, emotional, and mental well-being has been impacted by the pandemic. Trauma faced at this developmental stage may have long-term consequences across their lifespan.

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Centers for Disease Control and Prevention

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Mental health is an important part of children's overall health and well-being. Mental health includes children's mental, emotional, and behavioral well-being. It affects how children think, feel, and act. It also plays a role in how children handle stress, relate to others, and make healthy choices.

Mental disorders among children are described as serious changes in the way children typically learn, behave, or handle their emotions, causing distress and problems getting through the day. Among the more common mental disorders that can be diagnosed in childhood are attention-deficit/hyperactivity disorder (ADHD), anxiety, and behavior disorders.

There are different ways to assess mental health and mental disorders in children. CDC uses surveys, like the National Survey of Children's Health, to describe the presence of positive indicators of children's mental health and to understand the number of children with diagnosed mental disorders and whether they received treatment. In this type of survey, parents report on indicators of positive mental health for their child and report any diagnoses their child has received from a healthcare provider. The information on this page provides data about indicators of positive mental health in children and mental health disorders that are most common in children.

Facts about mental health in U.S. children

National data on positive mental health indicators that describe mental, emotional, and behavioral well-being for children are limited. Based on the data we do have:

Facts about mental disorders in U.S. children

ADHD, anxiety problems, behavior problems, and depression are the most commonly diagnosed mental disorders in children. Estimates for ever having a diagnosis among children aged 3-17 years, in 2016-19, are given below.

ADHD 9.8% (approximately 6.0 million)

Anxiety 9.4% (approximately 5.8 million)

Behavior problems 8.9% (approximately 5.5 million)

Depression 4.4% (approximately 2.7 million)

Some of these conditions commonly occur together. For example, among children aged 3-17 years in 2016:

Having another mental disorder was most common in children with depression: about 3 in 4 children with depression also had anxiety (73.8%) and almost 1 in 2 had behavior problems (47.2%).

For children with anxiety, more than 1 in 3 also had behavior problems (37.9%) and about 1 in 3 also had depression (32.3%).

For children with behavior problems, more than 1 in 3 also had anxiety (36.6%) and about 1 in 5 also had depression (20.3%).

For adolescents, depression, substance use and suicide are important concerns. Among adolescents aged 12-17 years in 2018-2019 reporting on the past year:

Learn more about high-risk substance use among youth. Learn more about suicide.

Mental, behavioral, and developmental disorders begin in early childhood
1 in 6 U.S. children aged 2-8 years (17.4%) had a diagnosed mental, behavioral, or developmental disorder.

Prevalence of mental disorders change with age

Diagnoses of ADHD, anxiety, and depression become are more common with increased age.

Behavior problems are more common among children aged 6-11 years than younger or older children.

Adverse childhood events (ACEs) are associated with children's physical and mental health. In 2016-2019, among children aged 6-17 years:

Children who were discriminated against based on race or ethnicity had higher percentages of one or more physical health conditions (37.8% versus 27.1%), and one or more mental health conditions (28.9% versus 17.8%).

Racial/ethnic discrimination was almost seven times as common among children with three other ACEs compared to those with no other ACEs.

Note: The estimates reported on this page are based on parent report, using nationally representative surveys. This method has several limitations. It is not known to what extent children receive these diagnoses accurately. Estimates based on parent-reported diagnoses may match those based on medical records, but some children may also have mental disorders that have not been diagnosed, or receive diagnoses that may not be the best fit for their symptoms. Limited information on measuring children's mental health nationally is available.

Read more about children's mental health from a community study.

Access to mental health treatment

Early diagnosis and appropriate services for children and their families can make a difference in the lives of children with mental disorders. Access to providers who can offer services, including screening, referrals, and treatment, varies by location. CDC is working to learn more about access to behavioral health services and supports for children and their families.
View information by state describing the rates of different types of providers who can offer behavioral health services providers by county. Read a recent report describing shortages of services, barriers to treatment, and how integration of behavioral health care with pediatric primary care could address the issues. Read a policy brief on potential ways to increase access to mental health services for children in rural areas
Data sources for mental health and related conditions

There are many different datasets which include information on children's mental health and related conditions for children living in the United States.

Healthy People 2030
Healthy People 2030 sets data-driven national objectives to improve health and well-being over the next decade, including children's mental health and well-being.

National Survey of Family Growth (NSFG)
NSFG gathers information on family life, marriage and divorce, pregnancy, infertility, use of contraception, and general and reproductive health.

National Health and Nutrition Examination Survey (NHANES)
NHANES assesses health and nutritional status through interviews and physical examinations, and includes conditions, symptoms, and concerns associated with mental health and substance abuse, as well as the use and need for mental health services.

National Health Interview Survey (NHIS)
NHIS collects data on children's mental health, mental disorders, such as ADHD, autism spectrum disorder, depression and anxiety problems, and use and need for mental health services.

National Survey of Children's Health (NSCH)
NSCH examines the health of children, with emphasis on well-being, including medical homes, family interactions, the health of parents, school and after-school experiences, and safe neighborhoods. This survey was redesigned in 2016.

For previous versions of this survey, see also:
National Survey of Children's Health (NSCH 2003, 2007, 2011-12)
National Survey of Children with Special Healthcare Needs (NS-CSHCN 2001, 2005-6, 2009-10)

National Survey of the Diagnosis and Treatment of ADHD and Tourette Syndrome (NS-DATA)
NS-DATA collects information about children, 2-15 years old in 2011-2012, who had ever been diagnosed with ADHD and/or Tourette syndrome (TS), with the goal of better understanding diagnostic practices, level of impairment, and treatments for this group of children.

National Survey on Drug Use and Health (NSDUH)
NSDUH, administered by the Substance Abuse and Mental Health Services Administration (SAMHSA), provides national- and state-level data on the use of tobacco, alcohol, and illicit drugs (including non-medical use of prescription drugs), as well as data on mental health in the United States.

National Vital Statistics System (NVSS)
NVSS contains vital statistics from the official records of live births, deaths, causes of death, marriages, divorces, and annulment recorded by states and independent registration areas

National Youth Tobacco Survey (NYTS)
NYTS is a nationally representative school-based survey on tobacco use by public school students enrolled in grades 6-12.

School Associated Violent Death Study (SAVD)
SAVD plays an important role in monitoring trends related to school-associated violent deaths (including suicide), identifying the factors that increase the risk, and assessing the effects of prevention efforts.

School Health Policies and Programs Study (SHPPS)
SHPPS is a national survey assessing school health policies and practices at the state, district, school, and classroom levels. Collected data includes mental health and social service policies.

Web-based Injury Statistics Query and Reporting System (WISQARS)
WISQARS is an interactive database system that provides customized reports of injury-related data.

Youth Risk Behavior Surveillance System (YRBSS)
The YRBSS monitors health-risk behaviors, including tobacco use, substance abuse, unintentional injuries and violence, sexual behaviors that contribute to unintended pregnancy, and sexually transmitted diseases.

References

1. Perou R, Bitsko RH, Blumberg SJ, Pastor P, Ghandour RM, Gfroerer JC, Hedden SL, Crosby AE, Visser SN, Schieve LA, Parks SE, Hall JE, Brody D, Simile CM, Thompson WW, Baio J, Avenevoli S, Kogan MD, Huang LN. Mental health surveillance among children - United States, 2005-2011. MMWR 2013;62(Suppl; May 16, 2013):1-35. [Read summary]

2. Bitsko RH, Claussen AH, Lichtstein J, Black LJ, Everett Jones S, Danielson MD, Hoenig JM, Davis Jack SP, Brody DJ, Gyawali S, Maenner MM, Warner M, Holland KM, Perou R, Crosby AE, Blumberg SJ, Avenevoli S, Kaminski JW, Ghandour RM. Surveillance of Children's Mental Health - United States, 2013 - 2019 MMWR, , 2022 / 71(Suppl-2);1-42. [Read article]

3. Ghandour RM, Sherman LJ, Vladutiu CJ, Ali MM, Lynch SE, Bitsko RH, Blumberg SJ. Prevalence and treatment of depression, anxiety, and conduct problems in U.S. children. The Journal of Pediatrics, 2018. Published online before print October 12, 2018 [Read summary]

4. Bitsko RH, Holbrook JR, Ghandour RM, Blumberg SJ, Visser SN, Perou R, Walkup J. Epidemiology and impact of healthcare provider diagnosed anxiety and depression among US children. Journal of Developmental and Behavioral Pediatrics. Published online before print April 24, 2018 [Read summary]

5. Cree RA, Bitsko RH, Robinson LR, Holbrook JR, Danielson ML, Smith DS, Kaminski JW, Kenney MK, Peacock G. Health care, family, and community factors associated with mental, behavioral, and developmental disorders and poverty among children aged 2-8 years - United States, 2016. MMWR, 2018;67(5):1377-1383. [Read article]

6. Hutchins HJ, Barry CM, Valentine V, Bacon S, Njai R, Claussen AH, Ghandour RM, Lebrun-Harris LA, Perkins K, Robinson LR (submitted). Perceived racial/ethnic discrimination, physical and mental health conditions in childhood, and the relative role of other adverse experiences. Adversity and Resilience Science published online May 23, 2022. [Read summary]

7. US Department of Health and Human Services Health Resources and Services Administration & Maternal and Child Health Bureau. Mental health: A report of the Surgeon General. Rockville, MD: US Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, and National Institutes of Health, National Institute of Mental Health; 1999. [Read report]

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Data and Statistics on Children's Mental Health | CDC

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Read data highlights about children's mental health.

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National Institute of Mental Health (NIMH)

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Children and Mental Health: Is This Just a Stage?

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This fact sheet presents information on children’s mental health including assessing your child’s behavior, when to seek help, first steps for parents, treatment options, and factors to consider when choosing a mental health professional. It also provides guidance on how to work with your child’s sc…

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AMHC aspires to make mental health easily available, approachable, and accessible to Asian communities worldwide.

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Center on the Developing Child at Harvard University

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Anxiety and depression in kids: Healthy Head to Toe

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The NAACP is grateful to the Steve Fund

"The NAACP is grateful to the Steve Fund for introducing critical mental health knowledge and best practices through presentations in front of thousands of Young people at the NAACP's Afro-Academic, Cultural, Technological and Scientific Olympics (ACT-SO). We consider this a critical addition to this leading achievement program targeted at African American high school students."

Larry Brown, Jr. , National Director
ACT-SO

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The Steve Fund - Achieving Equity in Mental Health - The Steve Fund

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We are dedicated to supporting the mental health and emotional well-being for students of color.

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About Rainbow Alley Rainbow Alley is a safe, brave space where LGBTQ youth (ages 10-17) and their allies find support and acceptance. We provide events and activities, counseling and support groups, health services and life skills-all in a warm and welcoming environment. Please check our calendar for upcoming events.

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What to Expect When Your Child Goes to Therapy

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What to Expect When Your Child Goes to Therapy

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What To Expect When Your Child Goes To Therapy

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"I was worried about my parents not accepting me for who I am," recalls Katie Green, who identifies as queer and came out to her family in her early twenties. "I was worried they would stop loving me."

Green's worries are echoed by many LGBTQ teens and young adults facing the prospect of coming out to parents whose reaction they are less than sure about. Even when parents are likely to be understanding, coming out can be a source of intense stress and anxiety.

If you're the parent of a child who you think might be LGBTQ, but who hasn't come out to you, you in turn might worry about what your role should be. What effect will your response have on your child's mental health and well-being? What does your child need to hear?

"The most important thing is just being supportive," says Paul Mitrani, MD, a child and adolescent psychiatrist at the Child Mind Institute. "When people feel loved and supported, they are more capable. They have greater resilience."

"The best possible scenario in my opinion," says Green, "is nothing changes - you're still the same person, people just know more about you now, being LGBTQ is just one aspect of your life. Being reaffirmed in knowing you are loved for who you are is powerful."

How to be supportive

Parents may have mixed feelings about finding that they have an LGBTQ child. This could be because they're worried about how the child will fare in their community - will they be bullied in school or discriminated against in the workplace? - or because they have religious reservations. But whatever your feelings are, Dr. Mitrani urges, you still want to have the same approach: "You want to err on the side of being empathetic and being supportive."

If a parent is very distressed about a child being LGBTQ, Dr. Mitrani urges them not to express those feelings to the child. Talking about it with a support group like PFLAG, someone in your church or congregation, or a therapist could be helpful for you and your child, too. You may have strong feelings, he adds, "but as a parent you always have to come back to see what's best for your child."

Having a parent that a child feels they can be honest with is important both to your child's well-being and to your relationship, in the short- and long-term.

With children, especially adolescents, it's crucial to keep communication open, Dr. Mitrani notes. "You want the message to be, 'I'm glad you told me,' and 'Help me understand what's going on,' as opposed to immediately shutting the communication down."

Open communication, in which parents listen without judgment, is a form of validation for the child, adds Lauren Latella, PhD, a clinical psychologist at the Child Mind Institute. "If parents either minimize the importance of the child coming out, or jump right into problem solving," she says, "it can leave the child feeling undermined."

Above all, make sure your child knows that you love them and are there for them no matter what. Dr. Mitrani suggests language like: "I'm really glad that we can discuss this because we want to make sure that you're safe and that you're supported. And whatever decisions you need to make we want to be the best ones for you."

Keeping kids safe

As a parent you may be worried about how your child will be treated, at school and in settings where LGBTQ people are not welcome, and how they will handle hostility, if they encounter it. Dr. Mitrani suggests opening the conversation by exploring whether the child is concerned about not being accepted or being targeted for bullying, as opposed to saying, "This is going to be harder for you."

The child might say, "No, everybody already knows and they're supportive and the teachers are great." Or they might alert you to a lack of support.

"If they're in school, you need to understand what your school's policies are," says Dr. Mitrani. "If you get the sense that they won't be supportive of your child, you either need to make a stand and advocate for those supports or consider changing their school to someplace where they will be safe and protected."

When parents are worried about whether an LGBTQ child will be safe, Green notes the importance of support from parents in making children able to speak up. "Providing a supportive home life is critical. Your child feeling comfortable enough to share their safety concerns can make a difference."

Green, who is the Digital Giving Manager at the Trevor Project, which provides crisis intervention and suicide prevention services for LGBTQ youth, adds that by talking openly about these issues, parents can help create a safer world for LGBTQ kids. "Being an ambassador for your child and for LGBTQ rights has an impact in the community. By being an advocate for your child and speaking with pride about your child's identity, you're working to make the world a better place for other young people."

Telling other family members

Coming out can be a huge relief for teens or young adults who are LGBTQ, but the process is often rocky and sometimes painful. Your child may have opened up to friends or co-workers who didn't respond well, or may be worried about how family members or other important people will react. Once your child seems ready to talk, check in with them about how they're feeling, and how you can be supportive. Start by asking questions and listening to their answers calmly. Your goal is to let them know that you are hearing what they need to share with you.

Something parents often struggle with is the knowledge that they are, if not the last to know, certainly not the first. Try not to be surprised, or offended, if you find that your child has been more candid with their friends, and even some other adults. The Trevor Project's LGBTQ Youth Mental Health Study found that most respondents disclose their sexual orientation and gender identity to friends first, then trusted adults, who may not always be their parents. Less than half were out to an adult at school. Green notes several reasons why they might be reluctant to tell parents:

Unlike friends, parents have control over aspects of young people's lives, including housing and financial support, which can be withdrawn.

Parent's expectations of who they should/could be growing up can create a lot of pressure for children. Coming out can put the child at risk of feeling they have disappointed their parents.

Peers can have a like-minded approach to sexual orientation and gender identity, making them more likely to be accepting and supportive of the LGBTQ community.

When it comes to telling others in the family that a child is LGBTQ, it's recommended that you let the child take the lead. "Telling the rest of the family is up to the person who is coming out," says Green. "They'll either have a solid understanding of how they want to proceed or they may not know - just have an open conversation with them and be honest, clear and supportive to help them plan how to move forward. Being respectful of their wishes is a very important element to this conversation."

Another concern parents express is the worry that their child's announcement of their sexual orientation may be influenced by trends in their peer group.

"Adolescence, when most kids tend to come out, is a time of identity formation," says Dr. Mitrani. "Kids experiment with different things, whether it's hairstyles or clothing or music, and they're trying to find themselves." Sexual orientation and gender identity may be one of those things. But while that's true," he adds, "my experience is that it's not in the majority of the cases."

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"I was worried about my parents not accepting me for who I am," recalls Katie Green, who identifies as queer and came out to her family in her early twenties. "I was worried they would stop loving me."

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Colorado Resources for Families and Kids

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Colorado Resources for Families and Kids

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This Book List was compiled from Rainbowfamilies.org, the Gay Book Blog, amazon.com and the Family Equality Council's personal favorites.

In this factsheet, you will learn about LGBTQ youth in the child welfare system, the unique risks they face, and the important role that foster parents can play in reducing those risks. You will discover specific actions that you can take to create a welcoming home for all youth in your care and to promote your youth's health and well-being in the community. At the end of this factsheet are links to many resources for more information and support.

The information that follows is divided into developmental stages based on the types of needs children have at different ages. It is intended to support parents in responding to their children's (spoken and unspoken) questions as they come to understand who they are in the context of their family and who their family is in the context of their community.

This guide was crafted for the parents and guardians of young gender non-conforming children to help them understand and better support their child, while empowering them in navigating common situations they may encounter. There is an increasing body of resources focused on transgender children; however, young gender non-conforming children may present, dress, play and identify differently than their young transgender and non-binary peers.

The Family Acceptance Project is developing a new family model to increase family support, decrease risk and promote the well-being of LGBT children and youth, based on our research. We are developing a series of written and visual materials for families, caregivers and providers. This booklet offers basic information to help parents and caregivers support their LGBT children, to reduce their risk for depression, suicide, substance abuse and HIV infection and to promote their well-being. It is available in English, Spanish and Chinese.

In 2012, the Human Rights Campaign conducted a groundbreaking survey of more than 10,000 LGBT youth, ages 13 - 17, in the United States. The survey asked participants to talk about the levels of acceptance and support they felt from their families, peers and communities, as well as their participation in both school and extracurricular activities. This report focuses on the nearly 40 percent of survey participants who identified as bisexual. It is important to note that while this is one of the largest surveys of its kind, the findings are not representative of the entire U.S. LGBT youth population. The findings do align, however, with many lessons learned by those who work with LGBT youth.

This guide is designed for anyone who knows a transgender or gender-expansive child, plans to write about children who transition or simply wants to learn more. It reviews what medical and education experts know about transgender children, explores some myths about gender transition in childhood, and offers suggestions for adults with a transgender child in their life.

People look to their faith as a source of guidance and inspiration - and LGBTQ people and our family and friends are no different. The HRC Religion and Faith Program is working to create a world where nobody is forced to choose between who they are, whom they love and what they believe.

The Colorado Gay-Straight Alliance Network serves as a resource for LGBTQ and allied students committed to combating bullying and creating a safer, more inclusive learning environment in Colorado schools. The Colorado GSA Network offers information on laws and policies that protect students in schools and suggests activities that Gay-Straight Alliances can participate in to make their schools safer. The Colorado GSA Network also offers resources for creating effective GSA programming.

Samples questions from the State of New York

This guide was produced by the Human Rights Campaign Foundation's All Children-All Families program and discusses key considerations for conducting LGBTQ-inclusive and affirming home studies. For each topic area, potential questions are listed as well as the rationale for each question, and additional considerations to keep in mind.

A guide to healthy approaches and harmful practices.

The Child Welfare Training System offers Setting the Foundation: LGBTQ Competency for Child Welfare Professionals. This training curriculum was written by The Human Rights Campaign as part of their All Children - All Families project to improve child welfare agency practice with LGBTQ youth and families.

The Child Welfare Information Gateway provides an online toolkit on working with LGBTQ youth and families:

Court can be an intimidating setting for anyone-children, youth and adults alike. It has a structure unlike any other, with court proceedings following specific protocols for interaction and authority resting with one individual. Vulnerable teens have the potential to experience an especially difficult time in the court setting, particularly transgender children and youth. These tips may help child welfare professionals, caregivers, judges, and court staff prepare and support transgender children and youth participating in court proceedings.

This resource list is designed to raise awareness and encourage tribal child welfare professionals to think through how they can better support Two-Spirit and/or Native LGBTQ+ children and youth.

The Capacity Building Center for States has designed this toolkit to help States and territories meet the needs of LGBTQ children, youth, and families by providing links to knowledge- and skill-building resources, including articles, videos, tools, training curricula, tip sheets, information briefs, websites, and other products. The Center for States has divided the resources into five categories:

1. Creating a Culturally Competent Environment

2. Best Practices for Supporting LGBTQ Children, Youth, and Families

3. Training Curricula

4. Supportive and Affirming Organization List

5. Studies, Information Briefs and Reports

A beginners' guide to working with youth from the Human Rights Campaign's All Children-All Families initiative. Research shows that LGBTQ youth are overrepresented in foster care and face an increased risk of both negative experiences and outcomes. They have a higher average number of placements; are more likely to report harassment, discrimination, and violence; experience higher rates of health and mental health challenges and lower self-esteem; and are less likely to achieve permanency. Child welfare systems must do better by ensuring that SOGIE is included in considerations of the best interests of children and youth and that all youth receive services free of discrimination based on SOGIE. This means developing the competency and infrastructure for working effectively with youth in ways that are inclusive and affirming for all.

A beginners' guide to working with LGBTQ parents from the Human Rights Campaign's All Children-All Families initiative. Despite recent progress toward legal and social equality for LGBTQ* Americans, a societal stigma remains strong and LGBTQ parents continue to experience barriers when engaging with child welfare systems. For example, in a recent HRC survey, child welfare professionals acknowledged that bias against LGBTQ foster and adoptive parents still exists.1 Nineteen percent of participants felt that straight/ heterosexual foster or adoptive parents are preferable to LGBQ parents. Similarly, nearly a quarter of respondents expressed a preference for cisgender (non-transgender) parents. Now - as some lawmakers work to legalize discrimination against LGBTQ adults seeking to foster or adopt - it is perhaps more important than ever for child welfare systems to take action to ensure LGBTQ adults receive the services they deserve free from discrimination.

This resource guide was developed to help practitioners who work in a wide range of settings to understand the critical role of family acceptance and rejection in contributing to the health and well-being of adolescents who identify as lesbian, gay, bisexual and transgender. This includes practitioners who work in primary care, behavioral health, school-based services, family service agencies, homeless and runaway programs, and foster care and juvenile justice settings. Its intent is to help practitioners implement best practices in engaging and helping families and caregivers to support their LGBT children.

People look to their faith as a source of guidance and inspiration - and LGBTQ people and our family and friends are no different. The HRC Religion and Faith Program is working to create a world where nobody is forced to choose between who they are, whom they love and what they believe.

Given the statistical likelihood that each school district and public school will have transgender employees or students, it is essential that school boards, school administrators, and educators understand the requirements of the law. One Colorado has created resources for practical guidance and resources to school districts, schools, educators, and school communities for working with and meeting the needs of transgender students.

The One Colorado Education Fund and the state's leading education organizations have created resources for educators, parents and community members who are committed to addressing the pervasive problem of bullying and harassment in Colorado schools.

The Gay-Straight Alliance (GSA) Network provides information and guidance on creating organizational and leadership structures for new and existing student clubs, developing effective coalitions, hosting successful events, and planning for sustainable Gay-Straight Alliances.

Where can I find legal services?

Colorado Lesbian Gay Bisexual Transgender ("LGBT") Bar Association is a voluntary professional association of gay, lesbian, bisexual and transgender attorneys, judges, paralegals and law students and allies who provide a LGBT presence within Colorado's legal community. We exist to promote the recognition of civil and human rights; promote sensitivity to legal issues faced by the LGBT community; assure the fair and just treatment of members of the LGBT community; provide opportunities for LGBT attorneys, judges, and law students and allies to interact in a professional setting; build alliances with other minority bar associations and legal organizations; and enhance the practice and professional expertise of lawyers who serve or who are members of the LGBT community.

The Center's Legal Helpline - Call 303-282-6524 or email clip@glbtcolorado.org.

ACLU - The ACLU of Colorado is the state's oldest and largest civil rights organization. We're a private institution funded exclusively by the generous donations of our supporters. Our mission is to protect, defend and extend the civil rights and civil liberties of all people in Colorado through litigation, education and advocacy.

Where can I find medical resources?

Medical care Mental health

The Center - The Center provides programming, support and services tailored for Colorado's transgender community. These include weekly transgender social and support programs, a Transgender speakers bureau, and ongoing educational and networking sessions throughout the year.

The Gender Identity Center of Colorado - The Gender Identity Center of Colorado, Inc. is a non-profit corporation formed to provide support to anyone gender variant in their gender identity and expression. The Gender Identity Center of Colorado is also an informational and educational resource to the community at large.

UCH Outpatient Psychiatry, LGBTQ mental health clinic - Anschutz Medical Campus, Bldg. 500, Level 2 - West Wing13001 E. 17th Place, Aurora, Colorado 80045, for appointments call (303) 724-1000

Where can I connect with others socially?

Parents and Friends of Lesbians and Gays (PFLAG) - PFLAG offers monthly meetings with support groups, programs on various aspects of GLBT lives, and a speaker's bureau. They also operate a hotline staffed by parents and friends who provide support to people dealing with concerns about sexual orientation.

Mile High Freedom Band - The Mile High Freedom Band is an established charitable organization serving the GLBT community in Denver since 1984.

Tri-Ess Colorado - The Society For The Second Self, Tri-Ess, is an international support and social organization for Heterosexual Crossdressers, their spouses, partners, children and friends.

LGBTQ Centers

Gay, Lesbian, Bisexual, Transgender Community Center of Colorado (The Center) - The GLBTCCC provides Youth Services programs, Support groups, PrideFest organizing, Peer Support, phone help lines, and many other services. Call to inquire about referrals to gay-friendly businesses and resources such as gay and lesbian AA meetings, counselors, social groups, and professional groups.

Out Boulder County - Since 1994 Out Boulder County has educated, advocated and provided services, programs and support to Boulder County's Lesbian Gay Bisexual Transgender and Queer (LGBTQ) communities. Through activities, support groups and events Out Boulder County reaches over 9,000 people each year. The organization had a location in Boulder and another location in Longmont.

La Gente Unida - La Gente Unida is a nonprofit group whose purpose is to educate ourselves and the public about issues of concern to Latino/a gay, lesbian, bi and trans people. La Gente an all-volunteer group with no paid staff. They provide speakers for classes and other public forums, periodic lobbying on legislation and ballot initiatives, newsletter updates no more than once a month and a referral network about resources in the community.

Colorado West Pride - Promoting diversity, acceptance, progression and unity within Western Colorado & Eastern Utah.! An L.G.B.T.Q.S.A Organization.

Glad Four Corners Alliance for Diversity - Rainbows & Mountains! Dancing shoes or hiking boots, come play with us in beautiful Southwest Colorado!

Northern Colorado Pride - NoCoPride provides summer and year-round positive visibility and something for everyone, intersectionally, throughout Northern Colorado.

Where can I find LGBTQ youth groups and programs?

Survivors Organizing for Liberation - Since 1986 Survivors Organizing for Liberation (SOL) has been dedicated to eliminating all forms of violence within and against the lesbian, gay, bisexual, transgender and queer (LGBTQ) communities in Colorado.

Rainbow Alley - A safe space supporting LGBTQ youth and their allies ages 11 to 21.

Urban Peak - Urban Peak helps homeless youth at risk of becoming homeless overcome real life challenges by providing essential services and a supportive community, empowering them to become self-sufficient adults.

Auraria Campus Metro State University LGBTQ Center

CU Boulder - CU Boulder is home to 11 different student groups offering community for a wide diversity of LGBTQ students, from those that are geared toward professional specializations, such as Out in STEM, to those that support students of color, international students and students of faith.

Inside/Out Youth Services (Colorado Springs) - Inside, we provide safety and acceptance for LGBTQI+ youth and their allies. Out in the community, we promote understanding, respect, and equality. All groups and services at Inside/Out are provided to our youth free of charge.

Gender Identity Center - The Gender Identity Center of Colorado, Inc. is a non-profit corporation formed to provide support to anyone gender variant in their gender identity and expression. The Gender Identity Center of Colorado is also an informational and educational resource to the community at large.

TYES-Trans-youth education and support of Colorado - TYES is a Colorado-based, state-wide group supporting all gender-expansive children and their families. TYES is dedicated to helping parents support their gender-expansive children, and to help families find the information, resources, and the understanding that they need.

Where can I find financial and employment resources?

The Alexander Foundation - The Alexander foundation exists to enhance the lives of gay, lesbian, bisexual and transgender people by providing financial assistance to those in need throughout Colorado.

The Workforce Innovation and Opportunity Act - Financial assistance for training and employment is available to those who qualify through Colorado Workforce Centers. There are adult and youth programs available.

Colorado Workforce Centers - Workforce Centers provide a variety of free services to assist employers and job seekers alike. These include:

Job listings

Computer and Internet access

Career counseling and training for job seekers

Recruitment of workers, pre-screening and referral services

Tax credits and training reimbursement for employers

Customers can choose either self-service or staff-assisted options to meet their employment needs.

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LGBTQ+ resources for parents and professionals

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This Book List was compiled from Rainbowfamilies.org, the Gay Book Blog, amazon.com and the Family Equality Council's personal favorites. In this factsheet, you will learn about LGBTQ youth in the child welfare system, the unique risks they face, and the important role that foster parents can play in reducing those risks.

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ARTICLES AND SUPPORT

Tips for Self-Care for Black Families

Racism places a tremendous burden on all Americans, but especially Black Americans who are disproportionately affected by unequal systems in our society. For adults and especially children, it is important to find ways to cope with this burden.

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ARTICLES AND SUPPORT Tips for Self-Care for Black Families Racism places a tremendous burden on all Americans, but especially Black Americans who are disproportionately affected by unequal systems in our society. For adults and especially children, it is important to find ways to cope with this burden.

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Mental Health Support During the Pandemic

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Mental Health Support During the Pandemic

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Mental Health Support for Students of Color During and After the Coronavirus Pandemic - Center for A (1)

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Mental illness in children: Know the signs

Children can have the same mental health conditions as adults, but their symptoms may be different. Know what to watch for and how you can help.
By Mayo Clinic Staff
Mental illness in children can be hard for parents to notice. As a result, many children who could be helped by treatment don't get the help they need. Learn the warning signs of mental illness in children and how you can help your child.

What is a mental illness?

Mental health is the overall wellness of how you think, manage your feelings and behave. A mental illness may also be called a mental health disorder. It is patterns or changes in thinking, feeling or behaving that causes distress or gets in the way of being able to act.

Mental health conditions in children are most often defined as delays or changes in thinking, behaviors, social skills or control over emotions. These problems distress children. Mental health conditions disrupt their being able to act well at home, in school or in other social settings.

Barriers to treating childhood mental health disorders

It can be hard to detect mental health conditions in children because typical childhood growth is a process that involves change. Also, the symptoms of a condition may depend on a child's age. Young children may not be able to express how they feel or explain why they are behaving a certain way.

Concerns might keep parents from getting care for a child who might have a mental illness. Concerns may be about the stigma linked to mental illness, the use of medicines, the cost of treatment or problems getting help.

Common disorders among children

Mental health disorders in children may include the following:

Anxiety disorders. Anxiety disorders in children are outsized fears or worries that are hard to control. These worries disrupt children's being able to take part in play, school or social activities. Diagnoses include social anxiety, generalized anxiety and obsessive-compulsive disorders.

Attention-deficit/hyperactivity disorder (ADHD). Compared with most children of the same age, children with ADHD have trouble with paying attention, acting on impulse, being too active, called hyperactivity, or some mix of these problems.

Autism spectrum disorder (ASD). Autism spectrum disorder is a neurological condition that appears in early childhood, often before age 3. How severe ASD is varies. But children with this disorder have trouble talking with and connecting with others.

Eating disorders. Eating disorders are defined as an unhealthy focus on an ideal body type, disordered thinking about weight and weight loss, and unsafe eating and dieting habits. Eating disorders such as anorexia nervosa, bulimia nervosa and binge-eating disorder can result in not being able to act emotionally and socially. And they can cause life-threatening physical complications.

Depression and other mood disorders. Depression is lasting feelings of sadness, low or irritable mood, and loss of interest in typical activities. These get in the way of a child being able to do well in school and interact with others. Bipolar disorder results in big mood swings between depression and extreme emotional or behavioral highs. These highs can cause risky or unsafe actions.

Post-traumatic stress disorder (PTSD). PTSD is long-term emotional upset, worry, scary memories, nightmares and acting out. This is in response to violence, abuse, injury or other traumas a child has had or come into contact with.

Schizophrenia. Schizophrenia is a disorder in perceptions and thoughts. Schizophrenia causes a person to lose touch with reality, called psychosis. It most often starts in the late teens through the 20s. Schizophrenia can cause a person to see or hear things that aren't there, called hallucinations. It also can cause odd thoughts and behaviors.

What are the warning signs of mental illness in children?

Warning signs that your child may have a mental health disorder include:

Sadness that lasts two or more weeks.

Changes in being social or staying away from others.

Hurting oneself or talking about hurting oneself.

Talking about death or suicide.

Having outbursts or being very moody or testy.

Out-of-control behavior that can be harmful.

Big changes in mood, behavior or personality.

Changes in eating habits.

Loss of weight.

Trouble sleeping.

Getting headaches or stomachaches often.

Trouble concentrating.

Doing poorly in school.

Not going to school.

What should I do if I suspect that my child has a mental health condition?

If you're worried about your child's mental health, consult your child's healthcare professional. Describe the behaviors that concern you. Talk to your child's teachers, close friends, relatives or other caregivers to see if they've noticed changes in your child's behavior. Share this information with your child's healthcare professional.

How do healthcare professionals diagnose mental illness in children?

Mental health conditions in children are diagnosed and treated based on symptoms and how the condition affects a child's daily life. To make a diagnosis, your child's healthcare professional might suggest that your child see a specialist. This might be a psychiatrist, psychologist, clinical social worker, psychiatric nurse practitioner or other mental healthcare professional. Seeing a specialist might include:

Complete medical exam.

Medical history.

History of physical or emotional trauma.

Family history of physical and mental health.

Review of symptoms and concerns with parents.

Timeline of how the child has matured.

School history.

Talking with parents.

Talking with the child and watching the behavior.

Mental health tests and questionnaires for the child and parents.

Healthcare professionals might use the Diagnostic and Statistical Manual of Mental Disorders (DSM). The DSM is a guide published by the American Psychiatric Association. It provides ways to make a diagnosis based on symptoms. Another diagnostic guideline is the International Classification of Diseases (ICD) from the World Health Organization.

Diagnosing mental illness in children can take time. Young children may have trouble knowing or saying how they feel. How children matures varies. A healthcare professional may change or adjust a diagnosis over time.

How is mental illness in children treated?

Common treatments for children who have mental health conditions include:

Psychotherapy. Psychotherapy, also called talk therapy or behavior therapy, involves talking with a psychologist or other mental health professional. With young children, psychotherapy may include playtime or games. During psychotherapy, children and teens learn how to talk about and manage thoughts and feelings. They learn new behaviors and coping skills.

Medicines. Your child's healthcare or mental health professional may suggest a medicine as part of the treatment plan. This medicine might be a stimulant, an antidepressant, an anti-anxiety medicine, an antipsychotic or a mood stabilizer. The healthcare professional most often reviews the hoped for benefits, possible risks and side effects of the medicine.

How can I help my child cope with mental illness?

You play a huge role in supporting your child's treatment plan. To care for yourself and your child:

Learn about the illness.

Consider family counseling that treats all members as partners in the treatment plan.

Ask your child's mental health professional for advice on how to respond to your child and handle tough behavior.

Enroll in parent training programs designed for parents of children with a mental illness.

Look for ways to handle stress and help you respond calmly.

Seek ways to relax and have fun with your child.

Praise your child's strengths and skills.

Work with your child's school to get the support your child needs.

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Show references

1. Use of the manual. In: Diagnostic and Statistical Manual of Mental Disorders DSM-5. 5th ed. American Psychiatric Association; 2013. https://dsm.psychiatryonline.org. Accessed Jan. 20, 2020.

2. Normal or not: When to get help. American Academy of Child & Adolescent Psychiatry. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Normality-022.aspx. Accessed Nov. 13, 2023.

3. What is children's mental health? Centers for Disease Control and Prevention. https://www.cdc.gov/childrensmentalhealth/basics.html. Accessed Sept. 20, 2023.

4. Kliegman RM, et al. Psychosocial assessment and interviewing. In: Nelson Textbook of Pediatrics. 21st ed. Elsevier; 2020. https://www.clinicalkey.com. Accessed Jan. 27, 2020.

5. Stigma, prejudice and discrimination against people with mental illness. American Psychiatric Association. https://www.psychiatry.org/patients-families/stigma-and-discrimination. Accessed Nov. 13, 2023.

6. Walter HJ, et al. Clinical practice guideline for the assessment and treatment of children and adolescents with anxiety disorders. Journal of the American Academy of Child & Adolescent Psychiatry. 2020; doi:10.1016/j.jaac.2020.05.005.

7. Wolraich ML, et al. Clinical practice guideline for the diagnosis, evaluation and treatment of attention deficit/hyperactivity disorder in children and adolescents. American Academy of Pediatrics. 2019; doi:10.1542/peds.2019-2528.

8. Autism spectrum disorders. American Academy of Child & Adolescent Psychiatry. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/The-Child-With-Autism-011.aspx. Accessed Nov. 13, 2023.

9. Depression in children and teens. American Academy of Child & Adolescent Psychiatry. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/The-Depressed-Child-004.aspx. Accessed Jan. 22, 2020.

10. Bipolar disorder in children and teens. American Academy of Child & Adolescent Psychiatry. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Bipolar-Disorder-In-Children-And-Teens-038.aspx. Accessed Jan. 22, 2020.

11. Comprehensive psychiatric evaluation. American Academy of Child & Adolescent Psychiatry. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Comprehensive-Psychiatric-Evaluation-052.aspx. Accesssed Jan. 22, 2020.

12. Psychotherapy for children and adolescents: Definition. American Academy of Child & Adolescent Psychiatry. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/What-Is-Psychotherapy-For-Children-And-Adolescents-053.aspx. Accessed Jan. 22, 2020.

13. Psychiatric medication for children and adolescents: Part I - How medications are used. American Academy of Child & Adolescent Psychiatry. https://www.aacap.org/AACAP/Families_and_Youth/Facts_for_Families/FFF-Guide/Psychiatric-Medication-For-Children-And-Adolescents-Part-I-How-Medications-Are-Used-021.aspx. Accessed Jan. 22, 2020.

14. Learning to help your child and your family. National Alliance on Mental Illness. https://www.nami.org/find-support/family-members-and-caregivers/learning-to-help-your-child-and-your-family. Accessed Jan. 24, 2020.

See more In-depth

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Worried about your child's mental health?

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It can be hard to tell the difference between typical behavior and symptoms of mental illness in children. Find out what to look for and when to act.

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Family Members and Caregivers | NAMI: National Alliance on Mental Illness

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Methods of how to handle being a parent of a teenager living with a mental health condition.

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1. The first rule of caring for your child's emotional or behavior struggles is that there are no rules. Parenthood doesn't come with a manual and there will be a lot of trial and error as you figure out what works best to help your child.

2. Cover the basics. Before you dismiss your child's outburst as a lack of control, ask yourself if there is a simple explanation for what's going on. Are they hungry or thirsty? Are they too hot or cold? Are they overstimulated? Did they get enough sleep? Are they feeling under the weather (i.e. - colds, allergies, headaches, upset stomachs)?

3. Pick your battles. Ask yourself if this specific behavior is doing any harm, or if it's just annoying-annoying probably isn't worth arguing over. If you do get in an argument with your child, resist the urge to raise your voice. Be matter-of-fact and stand your ground.

4. Environment matters. Do your best to create a home that is low on stress, safe, and supportive. A "Mary Poppins"-type household would be great, but let's get real. If you and your significant other get in a fight, keep it away from the kids. Give reasonable timelines for getting chores done. Praise your child for the things they do well and let them know that you love them.

5. Encourage communication. Let your child know that they can talk to you about their thoughts, feelings, or difficult situations they're dealing with. When they do come to you, really listen to what they have to say. You may not agree or understand, but you need to accept that the difficulties they are having are very real to them. Think about things you struggled with when you were their age. Check out our mental health conversation starters.

6. Timing is everything. In stressful situations, allow your child some space and address issues later when they have regained control over themselves, otherwise you're basically pouring gasoline on a fire.

7. Create calm. A child in crisis and out of control cannot rely on reason. Your gut reaction may be to panic or go into mama/papa bear mode, but they rely on you to help them regain a sense of calm and stability. Soften your voice and use short, clear directions: "Come with me." "Sit down." "Take a deep breath." "Tell me what's going on."

8. Help them to help themselves. Check out Helpful vs Harmful--Ways to Manage Emotions, for a breakdown of constructive ways to deal with feelings. It's great for your child in the long-term and their teachers will also appreciate strong coping skills. Praise successes and use failures as learning opportunities. Ask questions like, "What can you do the next time you're in this situation?" or "What made you feel better the last time you felt this way?"

9. Tackle troubling thoughts. Sometimes the brain can play tricks on us. We've all had something unsettling cross our minds or have assumed someone was mad at us when they weren't. Break down problem thoughts and bring your child back to reality. For instance, if they think that a friend doesn't like them anymore, ask them why they think that and if their friend did anything to make them think that way. Or if they are worried that you are going to get hurt in a car accident, remind them that you drive safely to and from work and/or school every day and that your car has airbags to help keep you safe. If there seems to be a bigger problem with anxiety or depression, take the Parent Screen at mhascreening.org to see if professional help may be needed.

10. Create routines. Routines give a sense of stability to children and teens, especially those who struggle with anxiety. Keep both bedtime and the morning in mind. The Sleep Foundation recommends 9-11 hours of sleep for children ages 6-13, and 8-10 hours of sleep each night for teens ages 14-17. Make sure that your morning routine includes a healthy, low-sugar breakfast, which keeps young people from getting tired in school and helps improve attention span.

11. Check your tone. You may find it tempting to blame problem behaviors on your child hanging out with the "wrong group of friends" - but if you use an accusatory tone, odds are your son or daughter will stop listening. Frame your approach from a place of care and concern, not anger.

12. Learn from other parents. Each state sponsors a Family Run Organization to provide educational advocacy for youth with mental or behavioral health struggles. They have many tools, workshops and conferences to share with parents and caregivers on how to advocate for these young people. Find an organization in your state at http://familyorgdirectory.fmhi.usf.edu/map.cfm. MHA Affiliates also provide support, advocacy tools, and training for parents and caregivers-search for your local MHA here.

Adapted from Red Flags, "Coping with Depression at Home."

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1. The first rule of caring for your child's emotional or behavior struggles is that there are no rules. Parenthood doesn't come with a manual and there will be a lot of trial and error as you figure out what works best to help your child.

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Joy, anticipation, frustration, worry and pride are all common feelings that most parents have as they nurture their child into adulthood. However, when a child has a mental illness, this range of thoughts and feelings escalates in a way that can be exhausting and overwhelming. It can leave a parent feeling discouraged, or even downright hopeless about the future.

While these fears and worries are understandable, parents who get the support they need are best able to help their child. As one parent put it: "My son's illness brought pain and heartache into our lives, it also brought an awareness of gratitude. How I responded to his needs defined our relationship for the future." This sentiment is not uncommon for parents or individuals who experience a serious illness. While no parent would choose for their child to have a mental illness, facing this reality head on helps families realize what life experiences are truly important and how to create satisfaction and meaning in their everyday lives.
Care for the Caregiver
Much has been written about the need for "care for the caregiver" in the past decade, both for professionals and for family members who are in a caregiver role. Common and important messages include:

Above all things, let go of guilt and shame. They get in the way of seeking and staying involved in treatment, and are unnecessary emotional burdens. Serious mental disorders are typically the result of brain-based and biologic factors that are beyond your, or your child's control. While it's your responsibility to help get the best care you can, it's nobody's fault. Be honest with your family and child about the diagnosis so everyone can support treatment in a healthy and clear way.

Give yourself and everyone a break. You, your providers, your child and your family are all going to make mistakes. There is much we are still learning about how to respond to each child's unique needs. Take a breath, speak up when you have a concern, resolve the problem and then get back to it. This is a great lesson for a child.

Educate yourself from reliable sources about your child's diagnosis. While not all children experience the same mental illness in the same way, being able to anticipate possible symptoms and treatment recommendations provides reassurance that there is light at the end of the tunnel.

Remember, not all mental illnesses are the same. Some can be treated and, with good self-care symptoms, may not return. Others will be life-long, with reoccurring symptoms that require ongoing services to manage symptoms. In all cases, even individuals with the most serious mental illnesses can substantially improve their health and wellness and lead meaningful, productive and happy lives.

Ask good questions. Science about treating mental illness has improved over the past decade. If your provider is not using evidenced-based treatment, ask why. There may be a good reason, or you may opt for a second opinion. If you are exhausted and need more support than what your family and community can provide, consider asking your provider about respite services or some other higher level of care for your child. Don't try to be superhuman ‑ it could be dangerous.

Really, find time to take care of myself?
Most parents roll their eyes when asked if they are taking care of themselves. However, doing so helps your child's recovery because it demonstrates that things like rest, socializing and eating well are key to overall health and wellness. It also helps you be at your best when your child needs it and helps prevent responding in an emotional or fatigued state. Here are some tips:

Think small. Even regular, brief walks, short conversations and an occasional night out with friends can make a difference.

Get help from trustworthy friends and family. It gives them something important to contribute and makes them feel helpful.

Find a local parent support group. Two such organizations, National Alliance on Mental Illness (NAMI) and Mental Health America (MHA), have local organizations across the country. Some churches, behavioral health organizations and hospitals also have these types of groups. Services are usually free and offer support that both parents, siblings and extended family members find helpful. They also can help you with understanding and addressing the financial burdens that come along with treating a serious illness. If a support group is not your style, consider finding your own therapist for support and guidance.

Nurture, praise and support, but do not overprotect your child. Set clear limits and reinforce them as consistently as possible. Children learn quickly and if caregivers do difficult things for them, they will let them. However, this prevents your child from learning much needed coping skills, and reinforces manipulative behavior. The line between appropriately protecting and ensuring safety can be a fine one, but with help from your treatment providers, you can figure it out.

Take care of your relationships. A high number of parents report that their marriages and significant relationships suffer as result of caring for a child with mental illness. Nurturing these relationships is as important as nurturing your child. Not doing so can create anger and resentment, and, in the end, could rob the whole family of the very things that brings them strength and joy.

Prepare for transitioning to adulthood. As adolescents become adults, it can be especially challenging for both parents and child. Reinforcing their independence and responsibility is especially important at this time. Some failures are going to happen. With support and encouragement, these can be the basis for new learning and the development of resiliency. Ask your providers about Wellness Recovery Action Plan (WRAP) and Mad Maps from the Icarus Project. Both tools can help young adults develop long-term plans for health, wellness and ongoing recovery.

Hope for the Future
Understandably, parents want the best for their child, and a mental illness can change our ideas of what we hope for in their future. What each child's future holds may not be clear, but overcoming fear-driven thinking and using available resources helps put your child on the best course for finding their unique and meaningful place in the world.

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Self-Care for Parents of Children with Mental Health Needs

# data[].attributes.attachment_link.description
Joy, anticipation, frustration, worry and pride are all common feelings that most parents have as they nurture their child into adulthood. However, when a child has a mental illness, this range of thoughts and feelings escalates in a way that can be exhausting and overwhelming.