# data[].attributes.attachment_link.description
Dramatic, disturbing news events can leave parents speechless. These age-based tips on how to talk to kids about the news -- and listen, too -- can help. Advice from Common Sense Media editors.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.description
Children who suffer from child traumatic stress are those who have been exposed to one or more traumas over the course of their lives and develop reactions that persist and affect their daily lives after the events have ended.

# data[].attributes.attachment_link.authors[].name
Centers for Disease Control and Prevention (CDC)

# data[].attributes.attachment_link.title
AAP Tips on Talking to a Child after a Disaster

# data[].attributes.headline
Tips for Talking about Media Violence with your Child

# data[].attributes.subject
Tips for Talking about Media Violence with your Child

# data[].attributes.attachment_link.readable_text
In many homes, getting kids to turn off their cell phones, shut down the video games, or quit YouTube can incite a revolt. And if your kids say they need to be online for schoolwork, you may not know when the research stops and idle activity begins.

When it comes to screen time, every family will have different amounts of time that they think is "enough." What's important is giving it some thought, creating age-appropriate limits (with built-in flexibility for special circumstances), making media choices you're comfortable with, and modeling responsible screen limits for your kids. Try these age-based guidelines to create screen rules that stick.

Preschoolers. There are lots of great TV shows, apps, games, and websites geared for this age. But too much time spent in front of a screen can interfere with activities that are essential for growing brains and bodies.

Go for quality and age-appropriateness. Not everything for preschoolers needs to be a so-called "brain-builder," but there's a difference between mindless and mindful entertainment. Our reviews can steer you toward titles that help preschoolers work on developmental skills like sharing, cooperation, and emotional intelligence.

Sit with them, and enjoy the discovery process. There will always be moments when you need to rely on the TV or an app to distract your preschooler while you get something done. But as much as you can, enjoy media together. Little hands and developing brains really benefit from your company (and guidance!).

Begin setting limits when kids are little. Habits get ingrained early, so try to establish clear screen-time rules when your kids are young. For games, apps, and websites, you may need to set a timer. For TV, just say "one show."

Elementary and Middle Schoolers. At this age, kids love TV shows, games, movies, and online videos. They begin to explore more and hear about new shows and games from friends. Because they can access these things by themselves, it's crucial to continue to supervise their activities and help them stick to your rules.

Start with an endpoint. Use whatever tools you have -- your DVR, Netflix, OnDemand -- to pre-record shows, cue them up, or plan ahead to watch at a specific time. That way, one show won't flow into the other, and you can avoid commercials. If your kids are into YouTube, search for age-appropriate videos, and add them to a playlist to watch later. Because most games don't have built-in endings (and are, in fact, designed to make kids play as long as possible), set a timer or some other cue that says "time to stop."

Help them balance their day. Kids this age need guidance from you on a daily plan that includes a little bit of time for everything. And staying involved works: Kids whose parents make an effort to limit media use spend less time with media than their peers do, according to a 2010 Kaiser Family Foundation study. Use the American Academy of Pediatrics' worksheets to create a family media plan.

Practice what you preach. It's tempting to keep reaching for your phone to check email, texts, Facebook, or the news. But your kids will be the first to call you out for not "walking the talk." Plus, they'll pick up habits from you. Model the media behavior that you want your kids to emulate.

High Schoolers. You'll have more success with teens if you explain the reasons why too much screen time is harmful. For example, social media may contribute to anxiety.

Help them make quality choices. You still have a say in what they see, hear, and play. Put in your two cents about the importance of quality shows, games, and movies.

Crack down on multitasking. High school kids who've discovered texting, IM, Facebook, and music tend to do them all at once -- especially when they're supposed to be doing mundane tasks like homework. But a University of Michigan study found that humans are terrible multitaskers and that the practice actually reduces the ability to concentrate and focus.

Find ways to say "yes." Look for movies they can watch. Find games you're OK with. If your teens ask to see something you don't approve of, help them find alternatives.

# data[].attributes.attachment_link.description
In many homes, getting kids to turn off their cell phones, shut down the video games, or quit YouTube can incite a revolt. And if your kids say they need to be online for schoolwork, you may not know when the research stops and idle activity begins.

# data[].attributes.attachment_link.readable_text
Why are these impossible standards of beauty being imposed on girls, the majority of whom look nothing like the models that are being presented to them? Some of the causes are economic: by presenting a physical ideal that is difficult to achieve and maintain the cosmetic and diet industries are assured continual growth and profits. It's estimated that the diet industry alone brings in $60 billion (U.S.) a year selling temporary weight loss[1], with 80 per cent of dieters regaining their lost weight.[2] Marketers know that girls and women who are insecure about their bodies are more likely to buy beauty products, new clothes and diet aids. This business strategy has worked over the ages, as 9 in 10 girls are now saying they are unhappy with their bodies due to this perfectionist culture.[3]

These messages are so powerful and widespread in our culture that they affect girls long before they are exposed to fashion or beauty ads or magazines: three-year-olds already prefer game pieces that depict thin people over those representing heavier ones.[4] Girls are also becoming exposed to beauty messages more easily through access to social media on their personal electronic devices. The need to constantly be tuned into social media allows messages about the need "to have a picture-perfect life" and "to look pretty all the time" to infiltrate every part of their lives.[5]

The effects of exposure to these images and messages goes beyond influencing girls to buy diet and beauty products. Exposure to images of thin, young, photoshopped female bodies is linked to anxiety, depression, loss of self-esteem and body dissatisfaction in girls and young women.[6]

As media activist Jean Kilbourne puts it, "women are sold to the diet industry by the magazines we read and the television programs we watch, almost all of which make us feel anxious about our weight." [7] The barrage of messages about thinness, dieting and beauty tells "ordinary" girls that they are always in need of adjustment-and that the female body is an object to be perfected. In some cases, this can be a factor in girls developing eating disorders and a barrier to recovering from them. Dr. Robbie Campbell, professor of psychiatry at Western University, points out that while multiple factors contribute to eating disorders, "the media is driving the one thing that seems to keep it in front of us all the time... the media serves as a constant trigger as we're trying to move these girls towards wellness."[8]

Kilbourne argues that the overwhelming presence of media images of painfully thin women means that real girls' bodies have become invisible in the mass media. The real tragedy, Kilbourne concludes, is that many girls internalize these stereotypes and judge themselves by the beauty industry's standards. This focus on beauty and desirability "effectively destroys any awareness and action that might help to change that climate."[9]]

Given the serious potential consequences, it is essential that girls and young women develop a critical understanding of the constructed nature of media representations of women's bodies on all platforms and the reasons why these images are perpetuated. More importantly, they need to be empowered to challenge these representations and advocate for more realistic representations. Because girls' exposure to these messages starts so young, it is also vital that this education starts at an early age.

# data[].attributes.attachment_link.description
Images of female bodies are everywhere, with women and girls - and their body parts - selling everything from food to cars. Popular film and television actresses are becoming younger, taller and thinner. Women's magazines are full of articles urging that if you can just lose those last twenty pounds, you will have it all: the perfect marriage, loving children, great sex and a rewarding career.

# data[].attributes.attachment_link.readable_text
Cultural expectations that guys have to be nonchalant when it comes to their physiques makes body dissatisfaction in boys more difficult to assess, but there is little doubt they are affected by media representations of idealized masculinity. As social media has made youth more active media makers, as well as consumers, boys have become more conscious of their own appearance. As one of the participants in MediaSmarts' study To Share or Not to Share put it, "for guys especially, it's better if you take a photo with that light to show that you have a jawline." [2]

As advertisers increasingly turn their attention to young men as a lucrative demographic, it is unlikely that such representations are going to disappear any time soon. Other research has found a relationship between the increase in idealized male bodies in media and the rise in body dissatisfaction and weight disorders in boys and young men. A 2017 study, for instance, concluded that messages men are seeing online contribute to their body dissatisfaction because they promote rigid exercise and dietary practices aimed at producing the ideal muscular physique. [3]

Body dissatisfaction amongst boys and young men is fuelled not just by the idealized male bodies they see in media, but also by the idealized images of women that are represented. A 2009 study found that young men were more self-conscious about their bodies after seeing photos of sexualized, scantily-clad women, based on the belief that girls would expect similar idealized physiques from men as well. [4]Dr. Alison Field, an associate professor of pediatrics at Boston Children's Hospital, has found that Miss America pageants and Playboy centrefolds are not only asking girls to be thinner, but "men's bodies are not good enough anymore either." She blames men's dissatisfaction with their bodies on the media portraying chiseled muscles and the rise of shirtless male scenes. [5]

The increase in eating disorders in male adults is well-established. A study by the UK National Health Service found that hospital admissions for men with eating disorders had risen by two-thirds between 2001 and 2011. [6] Eating disorders are also on the rise amongst boys, particularly athletes. [7] This obsession may take the form of fixation with exercise, particularly weightlifting; abuse of anabolic steroids and other performance. There are also concerns that some boys - some as young as age 10 - are becoming obsessed with building a muscular physique, [8] a condition that is thought to be related to changes in how muscular male sex symbols have become over the last few decades, [9] but is reflected in digital media as well. A 2020 study found that a third of boys aged 11-17 had seen content encouraging them to "bulk up" online.[10] This obsession may take the form of fixation with exercise, particularly weightlifting; abuse of anabolic steroids and other performance-enhancing -enhancing drugs, which may damage the heart, liver, kidneys and immune system; and muscle dysmorphia, whose sufferers see themselves as thin and weak no matter how well-muscled they become. [11]

While the desire to be more muscular has been the focus in most of the research on body image issues among boys, recent evidence suggests that rather than focusing on building muscle mass, boys are most likely to focus on achieving or maintaining an average weight that is neither over- nor underweight, to avoid standing out from their peers. [12] As a result, boys who are unhappy with their bodies are almost equally likely to be concerned about being too thin as being too fat. [13] This suggests that the level of eating disorders and other body image issues may be higher than is currently thought, since researchers have traditionally measured body dissatisfaction in boys based on their desire for a more muscular build. It also suggests that interventions based on those that have been designed for girls may be less effective with boys: for instance, researchers found that BodiMojo, a website designed to help youth deal with body image issues, had positive results with girls but not with boys. [14]

This may be because while girls are typically open about being concerned with their bodies in general and weight in particular, boys are under pressure to avoid being too skinny or heavy while also under pressure to appear indifferent about how they look. [15] Julia Taylor, a counselor at a North Carolina high school and author of Perfectly You, describes her experience at a body image awareness event: "Guys did not even want to go near our table," she says, but when she left the table boys "would look at it, then walk away, then come back and fold up a pamphlet real quickly and put it in their pocket." [16] Parents, teachers and counselors need to be more aware of the prevalence of body image issues among boys and not wait for them to openly seek help. [17]

While boys need to be educated and provided with the same sorts of tools as girls, they also need materials that are specifically designed for them. [18] These materials should address their particular concerns, including the drive to muscularity and the pressure to fit in among peers, while also being accessible to boys in a private space.

# data[].attributes.attachment_link.description
Traditionally, most of the concerns about media and body image have revolved around girls, but more and more, researchers and health professionals are turning their attention to boys, as well. A growing body of research indicates that although boys are less likely to talk about their insecurities, they too experience anxiety about their bodies.

# data[].attributes.headline
How do I talk to my kids about body image?

# data[].attributes.subject
How do I talk to my kids about body image?

# data[].attributes.attachment_link.readable_text
Children are exposed to many unrealistic images of both men's and women's bodies through media. TV shows, music videos, ads, movies, video games, and even social networks can communicate ideas about what their bodies "should" look like. Techniques for manipulating images - from old-fashioned techniques like airbrushing to modern technologies like Photoshop - even make it possible for media images to go beyond what's possible in reality.

As a parent, it can be hard to know what to do about these images. This tip sheet provides some advice on how to manage your children's exposure to them and how to talk to them about what they see.

General Tips

1. Whenever possible, co-view media with your children. This means sitting down with them and watching, playing or reading the media they enjoy. Don't criticize the media they enjoy, but look for opportunities for teachable moments where you can model the skills and attitudes you want your kids to develop and start them down the path of asking questions about the media they consume.

2. The three most important ideas you want your children to understand are that media are constructions - things that somebody made - that don't necessarily reflect reality; that most media products are made so the people who make them can make money; and that people at different times and in different places have different ideas of what is a "good" body shape.

3. Help your children to consume media mindfully and selectively. When they're young, you can curate their media use to limit their exposure to exaggerated body shapes. As they get older, encourage them to plan their media time and use media as an activity, not just something in the background. The more they think of media as something they choose, rather than something that's "just there," the more conscious they'll be about what media they choose to consume.

Talking About Body Image with Young Children

From very early on, boys take a lot of their cues about what an adult man should look like from the media they consume: TV shows, video games, and even action figures and toys. All of these are likely to teach boys that it's important to have large muscles and not be either too thin or too heavy. This pressure has increased a lot in recent years, as cartoon and video game characters and action figures have become much more muscular. Boys also learn from the characters in their media that they need to be tough and aggressive and to never show weakness.

Here are some teachable moments that could help raise awareness to your child and how they perceive male body image:

If your child receives or shows interest in playing with an action figure whose body is very exaggerated, ask the following questions while playing with them:

Is this how you or your friends, or the grown-up men you know, look like?

Why do you think the people who make action figures make them look like this?

Do you have to have big muscles to be a hero?

Can you think of people who are heroes who don't necessarily use their muscles to do good things?

If you notice your child watching a television show, playing a video game or wanting a video game that promotes hyper-masculinity through large bodies and tough attitudes, ask these questions while playing with them:

What's the difference between how the good guys and the bad guys are portrayed?

Do other boys/men you know look and act like this?

What is the difference between the video game world and the real world?

Does the game make you solve problems by hurting people? What might be some other ways of solving the problems in the game that don't involve violence?

Even very young girls may have the desire to conform to the 'thin ideal'. Research has shown that dolls and cartoon characters can influence how young girls perceive their appearance and bodies and how important they think it is to be attractive and sexual. Young girls also often have an interest in celebrities and may want to look just like them, both in terms of their body shape and their sexualized clothing. They also get messages early on from media that it's more important for girls to be popular and attractive than to be active or good at what they do. Here are some teachable moments that could help your child understand the media's beauty ideal vs. reality:

If your child enjoys playing with sexualized dolls or shows a great interest in these types of dolls/toys, ask them the following questions while playing with them:

What do you like best about the doll?

Are the skinnier, more attractive dolls shown as being more popular? Are there any dolls who aren't skinny or don't wear revealing clothing?

If the doll is supposed to be an adult, do the women you know look like this doll? If not, why might the people who made it not have made it look like real-life women?

If the doll is supposed to be a child or teenager, do the girls you know look like this doll? If not, why might the people who made it not have made it look like real-life girls?

Why do you think the people who made this doll chose to make it so thin or give it such revealing clothing?

If you notice your child talking about celebrities or models with their friends or even to you, ask them the following questions:

Do you compare how you look to celebrities?

Does seeing or reading about celebrities make you feel differently about the way you look?

What do you like the most about how celebrities look? Do you feel like you should look like that?

If your child enjoys watching TV shows or movies that promote certain body types and suggests that it's most important for girls to be popular and attractive, you may ask them the following questions while watching with them:

Do all women look like the main character in this?

Is the most important thing about a person how they look? What other things might be important about a person?

What do the 'good' characters in this look like? What do the 'bad' characters usually look like? Why do you think they're different?

Which character would you want to be friends with and why?

Talking About Body Image with Tweens and Teens

During this age boys become more familiar with masculine traits and often try to look like the body image they see in media. Tween boys tend to feel pressured if they are 'undersized' and feel the need to gain muscle mass to their bodies. As their bodies start to mature, the differences between their body shapes increase, which can put a lot of pressure on teens to avoid being either too heavy or too thin. They also tend to consume media - especially video games - with highly over-muscular and very tough, violent characters. Here are some teachable moments that may help your child with body acceptance:

If your tween is interested in weight training to build muscle or taking body supplements like protein shakes or bars, ask them the following questions:

What made you want to do this?

Weight training can be good for you, but too much of it can be unhealthy, and protein supplements are not made for tweens or teenagers. Do you know how to plan a healthy exercise regimen?

What are the male heroes like in the media you watch, read and play? How are they different from the men you know in the real world?

How do the heroes in the media you watch, read and play solve problems? What are some other ways of solving problems or being a hero? You can encourage boys to read about real-life heroes who embody the same values of courage and perseverance but who didn't use violence to achieve their goals.

Tween and teen girls take a large interest in social networks. They're especially interested in taking photos of themselves and posting them online - and commenting on others' photos - and viewing their friends profiles. This has been shown to influence their body perception and satisfaction. Reading celebrity gossip magazines, watching the latest teen TV show series, or listening to pop music can also influence how a tween views their body and wishes to alter it. Here are some teachable moments to help teach your child media literacy and the truths behind the beauty ideal:

If you notice your tween taking interest in pop culture magazines, music videos, or films that negatively depict women and their bodies, you may want to ask them the following questions:

What's your favourite part of this? What do you like the most about it?

Do you think it's good for girls to want to look or act like the women in these? What are some things about them that might be good or bad for girls to imitate?

Is this how the women you know in real life look or act?

If your tween is using social media like Instagram or Facebook you can ask them the following questions:

What makes a picture look good? What things about a picture make it likely to get more "likes" or get shared more often?

What are some of the tricks you or your friends use for making pictures look good? What are things you can do with just the camera and what are things you can do with editing software or with tools the social network gives you (filters, etc.)?

Do you think your friends change their photos before posting them? Why do you think people post them?

How do you feel when you see a photo of yourself or one of your friends that's been changed? If the photo looks thinner, sexier, or otherwise more attractive then you think you are in real life, does that make you feel better or worse?

Do you or your friends rate, comment on or talk about each other's photos? How does it feel to get a low rating or a negative comment? How does it feel to get a high rating or a positive comment?

# data[].attributes.attachment_link.title
Talking to kids about media and body image

# data[].attributes.attachment_link.description
Children are exposed to many unrealistic images of both men's and women's bodies through media. TV shows, music videos, ads, movies, video games, and even social networks can communicate ideas about what their bodies "should" look like.

# data[].attributes.attachment_link.provider_name
The National Child Traumatic Stress Network

# data[].attributes.attachment_link.readable_text
Summarizes the signs of intoxication, substance use, and abuse commonly reported by substance users. This guide for parents and caregivers describes different substances teens use, how a teen may look when on that substance, how they may act, and how the substance may make them feel.

# data[].attributes.attachment_link.title
Recognizing Drug Use in Adolescents: A Quick Guide for Caregivers and Adults

# data[].attributes.attachment_link.description
Summarizes the signs of intoxication, substance use, and abuse commonly reported by substance users. This guide for parents and caregivers describes different substances teens use, how a teen may look when on that substance, how they may act, and how the substance may make them feel.

# data[].attributes.attachment_link.readable_text
When children and teens use violence to get what they want-whether it's punching a parent, a sibling, or a hole in the wall-it usually involves a situation where they're being told "no" to something they want to do.

Or, similarly, they're being told they have to do something they don't want to do.

In both cases, the child gets frustrated and angry, and the only way he or she knows how to deal with these feelings is to strike out at someone or something.

And yes, perpetrators of violence can be any gender. So even though I may reference "he" or "him" in this article, know that this discussion pertains to all genders.

Violence is Used to Solve Problems

Kids often use violence to deal with frustration, disappointment, and anger. It's how they solve these problems. And they do it because it actually works. Their violence and threats of violence actually get them what they want. And it's how they gain power in the home.

When the violent child hears the word "no" and feels frustrated and powerless, he hits someone or something. To diffuse the situation, or out of fear, the parents give in and don't require him to comply. Striking out gives the child a sense of power and control in a world where, as a young adult, he has little of either.

The Power of Violence Needs to be Taken Away

If kids are gaining power by being violent, the first thing that you have to do is take away the power by not tolerating the violence. Violence is a seductive shortcut to power. And once it works, it's hard to get kids to accept more productive ways of gaining influence, such as through working, learning, and building life skills.

Many times, parents need a comprehensive behavioral program to manage this problem. And they may need the help of professionals.

As the parent, you have to teach kids problem-solving skills so that they have an alternative way of dealing with these situations and feelings. The following are steps you can take to help your child.

There's No Excuse for Abuse

Accept no excuse for abuse in your home. Write this on a piece of paper and put it on the refrigerator. Let "there's no excuse for abuse" become the motto of your household.

Hold your child responsible for her violent behavior no matter what the justification. And remember, being verbally provoked is not an excuse for abuse and does not justify a violent response. I'll say it one more time-there's no excuse for abuse. Ever.

Hold Kids Accountable and Give Consequences

When kids are violent or abusive, you must hold them accountable every time. You need to ensure that there are consequences for their actions. And make sure those consequences are set up as learning experiences. You want the consequence to teach your child what to do differently next time.

Know the difference between a punishment and a consequence. A punishment is retribution (or vengeance) for a wrongful act. Consequences are usually natural or logical outcomes that result from one's behavior. You can't punish your child into good behavior, but you can get him to want to behave better through effective consequences.

A consequence is typically the loss of a privilege until your child completes a task or behaves acceptably for a specified period of time. This isn't a punishment, although it may feel like one to your child. A good consequence is tied to the behavior in such a way that if the behavior improves, the consequence goes away as a result.

I urge you to read my article on consequences below for more information on what a good consequence is, what it isn't, and how to give kids consequences that work.

Related content: How to Give Kids Consequences That Work

Monitor the Media in Your Home

Monitoring and excluding violent media, including TV, videos, music, and computer games, gives the whole family the message that violence is not going to be glamorized in your home.

There's a lot of debate about whether or not violent media is harmful and parents should do what they think is best. But if violence or abuse is a problem in your home then I say get rid of the violent media as a way to help create a non-violent culture in your home.

Be a Role Model for Your Child

As a parent, you need to be a role model. If you and your spouse are hurting one another or hurting your children to get your way, don't be surprised if your child mimics you.

Kids watch parents for a living. It's their job. It's what they do. If parents model violence and poor problem-solving, it's natural for the kids to do the same.

Let me be very clear: if one parent is behaving violently, it's the other parent's job to protect that child. I'll say it again-there's no excuse for abuse in your household. No one should be allowed to abuse anyone else.

This is my nice way of saying that if you're locked in a relationship where your partner is being violent with your children, it's your job to protect your children no matter what the cost to that relationship.

There are cases where parents cross the line into violence because they're frustrated and angry with their child's constant behavior problems. But that's still no excuse for abuse. Children who are treated violently often grow up to be violent adults.

If parents find themselves crossing the line, that's a sure sign they need outside help. My advice to them is to seek it as soon as possible before things get any worse.

Also, parents should understand that if you lose your cool and hit your child because he is unmanageable or out of control, it is still against the law. And understand that you will be blamed for your child's bad behavior even if your child has a history of violence and you only crossed the line once. It may not seem fair, but that's the way it is and parents need to understand that.

Unfortunately, violence in the home is an all too common problem. It's complex and dangerous. If you think that you are in danger and need help, please contact one of the organizations below:

For our full list of resources: Empowering Parents Resources Page

Violence in Younger Kids

If you have a younger child who is displaying violent or destructive behavior, think of it as a warning sign. Kids who are violent at age five, six, and seven have an extraordinarily high rate of being violent as teens and young adults.

Violent behavior at this age would include hitting other kids, biting, and kicking on a consistent basis to get what they want. It's very important to hold young children accountable and to teach them social problem-solving skills they can use to replace violence.

Don't ignore the problem. Don't assume he will grow out of it and it will go away on its own. Having a system of consequences and rewards that you use consistently can be very helpful in curbing violence. Many kids are under-socialized and need extra teaching, structure, and patience to learn these skills.

Abuse Masquerading as Play: Where to Draw the Line

Parents should not tolerate physical or verbal abuse masquerading as play. Many parents have good instincts when it comes to recognizing the difference between normal roughhousing and physical aggression. These parents can also recognize the difference between playful teasing and verbal abuse. For these parents, my advice is simple: trust your instincts. If it doesn't feel right to you, don't let them do it.

Remember, our job as parents is to teach our kids which behaviors are acceptable and which are not. Kids are excessive and require adults to set limits on both the intensity and frequency of physical roughhousing or verbal teasing.

For parents who are uncertain about the threshold between roughhousing and violence, below are some guidelines for when to step in. Stop an activity immediately whenever any of the following occurs:

One child wants it to stop, and the other child doesn't stop.

Someone gets hurt, even if both parties want it to continue.

The roughhousing is in retaliation for something.

The roughhousing is designed to dominate a younger or smaller child.

It's done at the wrong time or in the wrong place.

And understand that we're not judging kids by their motives, we're judging them by their actions. Therefore, if one kid says, "I didn't mean to hurt my brother or sister," that's irrelevant to us as parents. You just need to say:

"You did hurt your brother, and it has to stop."

Hold them accountable and give them consequences for these behaviors.

Kids with Learning Disabilities or Disorders

Kids with learning disabilities and neurological problems may not develop the problem-solving skills they need to deal with anger appropriately. As a result, they may also use violence to solve problems. A kid with ADD or ADHD who struggles in academics may, for the same reasons, struggle in understanding how to accept limits, read social situations, and solve social problems.

Often, when an adult and a child look at a social situation, they don't see the same picture. Children with a learning disability may see something completely different altogether. These kids may need extra structure and support to learn more effective problem-solving skills so that they don't resort to abuse or violence.

Violent and Destructive Behavior at School

If your child is behaving violently at school, work with the school to find out as much about the situation as you can. Is there something that triggers your child's violent or destructive behavior? Is it something that you can help him learn how to manage? This will help you decide how to respond to the behavior at home.

Misbehavior in school can be dealt with by just letting the school give consequences. I think that is a good approach in most instances. But when violence or destruction is involved, parents have to also hold the child accountable at home with effective consequences. Effective consequences could be to link privileges such as phone or electronics use with school behavior. In other words, your child would retain these privileges as long as there is no violent or destructive behavior in school that day.

Unfortunately, many kids who are violent in school are also violent at home. If this is the case, parents may need external help in the form of parental training or family therapy to get the support they need.

Should I Call the Police?

There are times when your authority as a parent isn't enough. If your adolescent has escalated to the point of physical abuse and destruction of property then you already know you need help. Calling the police on your child poses a risk that you might not be willing to take, but it's an option you should consider.

I personally would not hesitate to call the police when the crimes of property destruction and violence are committed in my home. I just don't want to live under those circumstances in my own home.

If you are considering calling the police, I urge you to read the two articles referenced below.

Related content: When to Call the Police on Your Child

I think that many parents need to face two facts. The first is that violent and destructive behavior is a clear sign that the child cannot solve the problems appropriately and is not responding to parental authority.

The second is that violent behavior will eventually lead to legal problems and it is actually better for that to happen sooner rather than later. The system is much more tolerant of young offenders than it is of older ones. In other words, the earlier an intervention is made using outside authorities, the better the chance the child will save himself and others a lot of grief down the road.

Is There Hope for My Violent Child?

Of course there is hope. But hope is a tricky word. I believe hope without an observable change in behavior is misguided.

Also, parents can hope all they want for their kids to change their behaviors. But, if parents don't make changes in how they deal with their violent child, hope is fruitless.

If you have a child or a teen who is using violence to get their way, you need to learn how to handle it. Fortunately, help is available. There are behavioral management programs as well as therapists and parent coaches who can work with families.

I developed The Total Transformation® Program to deal with these parenting issues. But whether it's from my program or some other place, there's hope if parents get help.

Related Content:
Parental Abuse: What to Do When Your Child or Teen Hits You

Empowering Parents Podcast:
Apple, Spotify, Google

# data[].attributes.attachment_link.title
How to Manage Violent Children | Empowering Parents

# data[].attributes.attachment_link.description
There's no excuse when children and teens use violence to get what they want. Teach them other problem-solving skills that will prevent the use of violence.

# data[].attributes.headline
Tips to Choosing Good Video Games for Kids

# data[].attributes.subject
Tips to Choosing Good Video Games for Kids

# data[].attributes.attachment_link.title
How Kids Can Resist Advertising and Be Smart Consumers

# data[].attributes.attachment_link.description
The best defense against sneaky advertiser tricks? Teaching kids to decode the real messages. Get tips that work for every age. Advice from Common Sense Media editors.

# data[].attributes.attachment_link.readable_text
And this is increasing constantly.

I've got some alarming facts and stats that I've provided in this concise little guide that only takes a few minutes to read. The goal is to spread awareness.

How Kids Influence Purchases

Why is so much of this advertising being directed towards kids? There are three primary reasons:

1. Kids are vulnerable

2. The companies want to build brand loyalty early on

3. As mentioned above, kids are a major influence on family purchases

Kids are broken down into three markets by advertisers:

1. Primary Market - Kids consuming with their own money

2. Influence Market - Kids affecting parents' purchases

3. Future Market - The things kids will buy when they grow up

The influence market may go deeper than you think. There's actually a thing called "pester power," which refers to a kid's ability to pester their parents into buying things, whether for them or for the family.

"We're relying on the kid to pester the mom to buy the product, rather than going straight to the mom"
-Barbara A. Martino, Advertising Executive

This pestering comes in the forms of:

Persistence Nagging - A persistent plea that is repeated by the children until the parents give in

Importance Nagging - Guilting the parents into providing what's "best" for their kids (according to the advertising firms)

Kids influence more purchases than we may like to admit...

"The minivan was created, for example, because children demanded more room. Then they decided the three-door behemoth was uncool, helping give rise to the SUV. Every auto manufacturer has a strategy to target children, [James McNeal, a market researcher who specializes in the children's market] adds." -Kim Campbell and Kent Davis-Packard

How much do your kids influence your purchases?

It doesn't stop there. Advertisers market directly to kids because they know children are future potential customers. And they know that brand loyalty starts at a young age.

Kids and Brand Loyalty

Barbies don't specifically carry Visa cards to be "realistic." Visa endorses those products strategically.

Advertisers don't start with your barbie-loving 7-year-old. The messages start much earlier.

Babies can start forming mental images of logos they've seen, which leads to subconscious brand loyalty early on - as young as two years old, according to New Dream (formerly The Center for a New American Dream).

Source: Fast Food FACTS

"As children reach the age of 4-5 years, they typically perceive a categorical distinction between commercials and programming, but primarily on the basis of affective ("commercials are funnier") or perceptual ("commercials are shorter") cues only." -American Psychological Association

The advertising companies think this practice is perfectly fine.

It's obvious that we can't rely on others to protect our kids from advertising, just like how we can't rely on others to teach our child about finances. But what can we actually do?

As with so many other things, intentional parenting busts in the side door to fight the good fight. It's our best defense mechanism.

Before we go into exactly how you can protect your kids, one more thing must be addressed: the dangers of unmonitored media consumption.

It's Not Just About the Ads

It wouldn't be reasonable, helpful, or even possible to shelter your kids from all forms of advertising (unless you live in a commune), but you can do your best to be intentional about what your children are viewing.

Be intentional about what your kid sees, because you can't take it back after they've seen it. Especially look out for websites like YouTube. I have no problems with YouTube as a whole. It's a legitimate company, and I've spent some of the best unexpected 4-hour blocks of my life scrolling through their endless "related videos." But you must know what you're subjecting your kids to, if you allow them free rein.

It's not just ads you have to worry about on YouTube. There have actually been scary accounts of videos created specifically for children with inappropriate themes and images.

As far as marketing goes, extended sessions on TV or YouTube will guarantee hundreds of ads in front of your kid's face. We've got to monitor what they're watching. This isn't just about "adult content," it's about indoctrination by all of these companies.

How to Protect Your Kids

There is one way you can help your kids, and it's really the only way to have an impact: teach them how advertising works. Teach your kids why they may want the toys, products, and food they think they want.

Show them some examples of advertising - especially when it's right in front of you. When they see an ad and want a product because of it, use that as a teachable moment to explain how marketing companies are targeting them.

It's perfectly fine for your children to want toys or other things they see in advertising. I'd be more concerned if they didn't. But it's important to help your kid make their own decision, without the help of some multi-billion-dollar advertising company.

To get a jump start on educating your kids about the media, advertising, and marketing, there's a great resource. Media Smarts created a short workbook that explains advertising and marketing to kids interactively. You can check it out here.

Further Book Reading

Over to You!

How has advertising affected your children?

Do you think it's ethical to market directly to kids?

What's the most shocking study or fact in this article?

# data[].attributes.attachment_link.title
Alarming Studies That Show How Advertising Affects Your Kids (And How to Protect Them)

# data[].attributes.attachment_link.description
Kids have the largest influence in what and where your family eats, entertainment choices, family vacations, and many other aspects of your life, according to a study on homes in Canada. Advertisers not only know this, they exploit it.

# data[].attributes.attachment_link.readable_text
​​In a world where children are "growing up digital," it's important to help them learn healthy concepts of digital use and citizenship. Parents play an important role in teaching these skills.

Tips from AAP to Help Families Manage the Ever Changing Digital Landscape:

Treat media as you would any other environment in your child's life. The same parenting guidelines apply in both real and virtual environments. Set limits; kids need and expect them. Know your children's friends, both online and off. Know what platforms, software, and apps your children are using, what sites they are visiting on the web, and what they are doing online.

Set limits and encourage playtime. Media use, like all other activities, should have reasonable limits. Unstructured and offline play stimulates creativity. Make unplugged playtime a daily priority, especially for very young children.

Screen time shouldn't always be alone time. Co-view, co-play and co-engage with your children when they are using screens-​it encourages social interactions, bonding, and learning. Play a video game with your kids. It's a good way to demonstrate good sportsmanship and gaming etiquette. Watch a show with them; you will have the opportunity to introduce and share your own life experiences and perspectives-and guidance. Don't just monitor them online-interact with them, so you can understand what they are doing and be a part of it.

Be a good role model. Teach and model kindness and good manners online. Because children are great mimics, limit your own media use. In fact, you'll be more available for and connected with your children if you're interacting, hugging and playing with them rather than simply staring at a screen.

Limit digital media for your youngest family members. Avoid digital media for toddlers younger than 18 to 24 months other than video chatting. For children 18 to 24 months, watch digital media with them because they learn from watching and talking with you. Limit screen use for preschool children, ages 2 to 5, to just 1 hour a day of high-quality programing. Co-viewing is best when possible and for young children. They learn best when they are re-taught in the real world what they just learned through a screen. So, if Ernie just taught the letter D, you can reiterate this later when you are having dinner or spending time with your child. See Healthy Digital Media Use Habits for Babies, Toddlers & Preschoolers.

Don't use technology as an emotional pacifier. Media can be very effective in keeping kids calm and quiet, but it should not be the only way they learn to calm down. Children need to be taught how to identify and handle strong emotions, come up with activities to manage boredom, or calm down through breathing, talking about ways to solve the problem, and finding other strategies for channeling emotions.

Media and digital devices are an integral part of our world today. The benefits of these devices, if used moderately and appropriately, can be great. But, research has shown that face-to-face time with family, friends, and teachers plays a pivotal and even more important role in promoting children's learning and healthy development. Keep the face-to-face up front, and don't let it get lost behind a stream of media and tech.

The tips above were written from two AAP policies, "Media Use in School-Aged Children and Adolescents" and "Media and Young Minds," and the technical report entitled "Children and Adolescents and Digital Media," which were published in the November 2016 edition of Pediatrics. They were also drawn from the proceedings of the AAP Sponsored Growing Up Digital: Media Research Symposium, a gathering of media experts, researchers and pediatricians to address new developments in research and media and their impact on children.

Additional Information from HealthyChildren.org:

# data[].attributes.attachment_link.keywords[]
media use~ digital age~ 10 tips for parents~ kids and social~ managing a kid's media use~ ipad~ cell phone~ iphone~ tv in bedroom~ phone in bedroom~ playtime~ video games~ communicating with your teen~ technology as a babysitter~ facetime

# data[].attributes.attachment_link.title
Kids & Tech: Tips for Parents in the Digital Age

# data[].attributes.attachment_link.description
​​In a world where children are "growing up digital," it's important to help them learn healthy concepts of digital use and citizenship. Parents play an important role in teaching these skills. Treat media as you would any other environment in your child's life. The same parenting guidelines apply in both real and virtual environments.

# data[].attributes.headline
Connecting with your Teenager about Safe and Smart Media Use

# data[].attributes.subject
Connecting with your Teenager about Safe and Smart Media Use

# data[].attributes.attachment_link.readable_text
​Teens have grown up surrounded by a steady flow of media. TV and movies arrive by cable, satellite, streaming, and on demand. Social media, fun apps, and video games are on tablets and smartphones. Texting is as close as their thumbs. Teens may think they know all about today's media, but they may not know enough about viewing and interacting with media safely and wisely.

As a parent, it is your job to talk with your teen about smart and safe media use.

Balancing the Digital World and Real World

Both traditional and social media can enrich a teen's world with knowledge, create awareness of current events, and promote civic and community involvement. Online video platforms such as FaceTime, Skype, and Google Hangout, along with group text messaging and file sharing sites where several people can work on a document simultaneously, allow students to collaborate on school projects and connect with friends and family far away.

If media use is not carefully managed, however, it can quickly get out-of-hand. According to a Common Sense Media report, 1 in 4 adolescents said they are "constantly connected" to the internet. All that time spent on their smartphones and other devices can use up time needed to engage in activities essential for good health-like enough sleep and exercise-and can negatively impact school performance. See Constantly Connected: Adverse Effects of Media on Children & Teens.

"Doze" and Don'ts

Teens need 8-10 hours of sleep a night, and devices and media use can disrupt both the length and the quality of sleep. Discuss how to avoid "device damage" to good sleep hygiene with your teen:

When using screens in the evening, turn the brightness down, use a blue light filter, and turn them off completely 1 hour before bedtime. The blue light from the TV or mobile screen can interfere with sleep.

Recharge devices overnight-outside the bedroom. Vibrating and audio alerts from incoming messages can keep teens awake. Despite what your teen may tell you, putting a device on silent isn't enough. Your teen may be tempted to use or check his or her device when he or she should be sleeping. The light given off by devices charging at night can also affect sleep quality.

Avoid watching scary movies or playing violent games-especially in the evening.

The Obesity Connection

According to a 2016 American Academy of Pediatrics (AAP) technical report, " Children and Adolescents and Digital Media," several studies link more screen time with obesity rates. To scale back this unhealthy effect, coach teens to:

Media and Multitasking

Other times media use should be avoided:

Driving. The National Safety Council estimates more than 1.5 million car accidents are caused by distracted drivers using cell phones each year. And-it's against the law.

Walking. One survey found that 40% of teens have been hit or nearly hit by a car, bike, or motorcycle while walking-often while listening to music, texting, or talking on the phone.

Doing homework. A 2015 research review suggests that multitasking with electronic devices has a negative effect on homework, studying, and grades.

Digitally Distorted Reality

Help your teen understand that images or information on TV, in movies, or shared on social media do not always reflect real life.

Body Image. Media often present unrealistically thin or muscular body images that can contribute to eating disorders or the use of potentially dangerous nutritional supplements.

Risky Behavior. Media may make it seem like everybody is on board with certain risky activities. Consequences such as pregnancy, sexually transmitted infections, and substance abuse rarely are shown. In reality, most (59%) of U.S. high school students surveyed by the Centers for Disease Control and Prevention (CDC) have never had sex, for example, and 2016 National Institute on Drug Abuse data show the rate of teens reporting they had "been drunk" in the past year at historic lows.

Violence. Many violent acts in the media are committed by characters otherwise shown as role models, but viewers rarely see the long-term physical and emotional suffering violence can cause. Presented as entertainment, virtual violence has been shown to increase real-life violence, aggressive thoughts and behavior, and angry feelings (see How Virtual Violence Impacts Children's Behavior: Steps for Parents). Despite these research findings, according to an AAP policy statement, most people assume they are immune to this effect.

Stereotypes. Harmful stereotypes are less common than they once were in the media, but they still show up. Suggest teens compare images of diverse populations they see in the media with people they know in real life and consider how accurate or inaccurate those images are. Ask how he or she would feel as a victim of discrimination or prejudice. See Talking to Children About Racial Bias.

Digital Citizenship and Media Literacy

Make sure teens are aware that people may not always be who they say they are online. Warn them that sex offenders often use social networking sites, e-mail, and online gaming to contact and exploit young people.

Remind them that a platform's privacy settings do not make things actually "private;" images, thoughts, and behavior shared online becomes a part of their digital footprint indefinitely. Never forward a text or photo without asking permission. This includes texting of inappropriate pictures or "sexting." Images on apps like Snapchat, for example, may disappear after viewing but can easily be saved by using a phone's screen shot function.

Have ongoing talks with your teen about responsible online citizenship. This includes treating others with respect online and offline and avoiding cyberbullying. Let them know to tell a parent, their pediatrician, or other trusted adult if they or others are being bullied, disrespected, attacked, or treated badly online.

Additional Information & Resources:

Council on Communications and Media (Copyright © 2017 American Academy of Pediatrics)

# data[].attributes.attachment_link.title
How to Connect with Your Teen about Smart & Safe Media Use

# data[].attributes.attachment_link.description
Teens may think they know all about today's media, but they may not know enough about viewing and interacting with media safely and wisely. As a parent, it is your job to talk with your teen about smart and safe media use.​

# data[].attributes.attachment_link.description
We've put together some social media tips for parents to help you and your kids navigate the online world.

# data[].attributes.attachment_link.title
Internet Safety 101: Helpful Parents Guides

# data[].attributes.headline
Online Safety Tips Every Parent Should Know

# data[].attributes.subject
Online Safety Tips Every Parent Should Know

# data[].attributes.attachment_link.readable_text
As connected as kids are today, it can be a full-time job for parents to know everything they're doing online.

Many kids may seem comfortable with technology and the internet, but you might forget that they're still learning and may not be prepared to spot the risks and pitfalls of being constantly connected - especially when it comes to social media.

Here are some helpful tips so you and your children can enjoy social media more safely.

Communicate with your kids about social media safety

Talk to your kids. Have conversations about how to avoid strangers, how to prevent revealing too much about themselves, and general internet safety. Teach them about some of the social media safety tips in this article to help them learn about what could be red flags. And encourage them to come to you for guidance when questionable content or situations arise.

Social media safety tips for kids and parents

1. Educate yourself about social media. Start by finding out what kind of apps and sites your child is interested in. Read app reviews, age limits, and fine print.

2. Get a head start. If you don't have an account on the social media site your child wants to use, get one. Teach yourself the ins and outs of the site. Make sure you know exactly what they can and cannot do, and decide what they should and shouldn't do.

3. Teach your kid about posting on sites. Deleting a post does not mean it's permanently gone. All their online posts, comments, likes, and shares are a part of their digital footprint. Posting inappropriate content could impact their online reputation. It may not seem like a big deal now, but it could potentially hurt them when they get older and enter college or the job market.

4. Let your kids know the importance of privacy. Many social media sites request names, dates of birth, school names, and hometown. Teach your children how much personal information is too much information online. And remember that these types of personally identifying information, if exposed in a data breach, could make them vulnerable to identity theft.

Monitoring your kids' social media accounts

You keep an eye on your child in the real world. It's smart to be aware of their digital life, too. Here are a few tips for monitoring your child's social media accounts.

1. Most apps have an age requirement. Enforce it.

2. Check the privacy setting on apps regularly. Companies often update their privacy policies. Make sure you read the fine print.

3. Consider using a trusted security suite with parental controls on your child's device. Enable all safety features that prevent children from accidently being exposed to inappropriate content online.

4. Make sure you change the settings on their devices to ask your permission before installing an app.

5. Learn their dialect. Kids have a language of their own when it comes to communicating online. Make sure you know what they're talking about.

Helpful information about social networking sites frequented by teens

Here are some popular social media sites and the facts you should know about them.

1. Instagram
Minimum age: 13 years
Users can snap, edit, and share photos and short videos. Privacy settings allow content to be private or public. The platform allows sharing and commenting. As long as the account is private, no one can view or comment on a post. Risks include sharing inappropriate content among friends and sharing location publicly by using the location tags.

2. WhatsApp
Minimum age: 16 years
A widely popular messaging app, WhatsApp allows users to send text messages, audio messages, videos, and photos to one or many people with no message limits or fees. It limits access to only those people in your contact list. But people in a group chat who aren't on your contact list can communicate with you.

3. Snapchat
Minimum age: 13 years
A popular photo-sharing app, Snapchat lets users share pictures and videos for a preset length of time. Content will self-destruct when that time runs out. But keep in mind, people can still take screenshots and save the content. It gives a false sense of permanent deletion. The Discover feature may allow kids to have access to inappropriate content.

4. Twitter
Minimum age: 13 years
A microblogging site that has the option to keep 'tweets' private or public. It can help teens keep up with their friends and favorite celebrities. Even though Twitter has the option to delete a tweet, the posted content could have been copied or stored.

5. Facebook
Minimum age: 13 years
This widely used social media app lets users share pictures, videos, and comments. It also has an instant messaging feature. Facebook helps teens catch up with friends, family and events.

Social media safety first

Here are some online safety tips to help your child minimize their exposure on social media.

Know your network. Advise your child never to approve friend requests or add people that they don't know in real life. Be sure they know never to meet anyone in person that they have only met online.

Beware of imposters. Catfishing is a form of cyberstalking where the user sets up a fake profile and poses as someone else - often as another child - to try to engage contact with your child. Educate yourself about catfishing and cyberstalking, and then teach your child the red flags to look out for. Some of these include a limited number of photographs that look staged, asking for intimate photos or money, moving away from social media sites that are capable of catching catfishing.

Avoid questionnaires. "Free" giveaways and contests, or online quizzes, can be tempting. They can also be phishing scams that will try to trick your children into giving away personal information or to allow hackers to try to inject malware onto their computers.

Educate yourself about phishing scams. If your child really wants to enter a contest, review it first and make sure it's legitimate.

Guard your location. Here's a popular practice: personalizing social media status updates with a live location taken from a mobile device's GPS. Kids may have fun tagging posts or photos with a location, but parents may not want their child's precise whereabouts broadcast to the world.

Here's what you can do. Go into the settings menu on your child's device and disable location services. This can be done just for specific apps while still allowing maps and other useful tools to access location data.

Watch out for apps within sites. Your kid may want to use games and other third-party apps within social networking sites. But such apps can share or post information by default without you knowing about it. Good ones will state clearly that they'll never post on your behalf. For lesser-known apps, consider whether you want your child to allow the apps to access social media accounts at all.

Set ground rules for your kids on social media

It's no secret that teens and preteens are very active on social media, which can make it a challenge for parents to keep an eye on their social media activity. Setting up a few rules may help relieve some of the stress that comes with parenting and social media.

Here are a few tips for parents on kids' internet safety

1. Keep the computer in a common area of your home - like your living room or kitchen. Have designated areas to use tablets and cell phones. This can help you monitor what sites your child is visiting. Plus, they may be less tempted to visit sites or perform activities they're not allowed to if you're nearby.

2. Only allow your child to access the internet for a limited, set time each day. Homework might be an exception. Social media sites can be a time suck, and you don't want your child spending all of their free time online.

3. If your child wants to join a social media site, request that you have access to their account credentials. This can help you check for undesirable activities, such as adding suspicious friends, receiving questionable messages, or posting unkind content.

4. If your child is an older teen, they may think giving you full access to their account is too invasive. Consider a compromise. Require them to add you as a friend so you can monitor their activities via your own account.

5. Stick with age-appropriate sites. Most social networking sites such as Facebook, Twitter, and Instagram have an age minimum of 13 years. Some of these sites have additional security settings for minors, as well. Facebook, for example, automatically imposes stricter privacy settings for kids than for adults, so be sure your child is using the correct birth year upon signup. Twitter gives a user the option for an account to be private. In that case, the user approves all follow requests.

6. And don't forget, always review the privacy settings on your child's profile.

Set parental controls with Norton Security Premium

Here's a simple way to add an extra layer of online safety: consider signing up for Norton Security Premium. It shows you when your child registers for a social media account from their PC, and the name and age they use on their profile.

A robust security suite can give you insights into your child's Android mobile device activities, too, letting you choose which apps they can use - and even allowing you to turn off access to Facebook or YouTube via Norton Family Premier parental controls. This way your child has the freedom to safely use the internet.

As a parent, you'll be able to efficiently supervise your child's Android device and know when to intervene.

Most kids will use the internet eventually. That's why it's smart to know the risks and benefits of social media. Your knowledge and supervision can help provide an extra layer of protection when they go online.

# data[].attributes.attachment_link.title
Kids and social media: Online safety tips every parent should know

# data[].attributes.attachment_link.description
As connected as kids are today, it can be a full-time job for parents to know everything they're doing online. Many kids may seem comfortable with technology and the internet, but you might forget that they're still learning and may not be prepared to spot the risks and pitfalls of being constantly connected - especially when it comes to social media.

# data[].attributes.headline
Teens and Eating Disorders: 5 tips for Parents

# data[].attributes.subject
Teens and Eating Disorders: 5 tips for Parents

# data[].attributes.attachment_link.readable_text
I'm not often completely stumped by questions asked by those attending my presentations. But I was recently unsure of how to respond to a question asked about teenagers and eating disorders.

While raising a teenager can be incredibly rewarding, it can also be very challenging. A complicating factor is that normal teen behavior and eating disordered-behavior can sometimes look very similar! Because of this fact, a parent in the audience had asked me:

"How do I know whether I'm seeing normal teenage behavior or the eating disorder?"

Since I don't have children - and I didn't live with my parents when I sought help for my eating disorder at 22 - I reached out to my friend and colleague Courtney Morton, a primary therapist in our Austin program and a mom herself.

Courtney responded by sharing with me an exercise that she had done in one of her family groups. In this exercise, she asked parents and children to each write down five things they wish the other party knew about them.

Below, in italics, I share what our teenage patients in eating disorder treatment wanted their parents to know. I also share Courtney's insight for parents with teens in eating disorder recovery.

Support your teenager as they search for their identity

Patient Quote: "What I wear isn't about my eating disorder. My clothes don't define who I am."

During adolescence, the search for identity fits within the normal developmental process. For some teens, the eating disorder can be part of an "identity" that they hold very close. An eating disorder can serve as an effort to delay the complexity of adolescence or even to distance a person from their family.

As adolescents move forward in recovery and toward healthier identities, they are likely to continue to make choices their parents disagree with (e.g. clothing, hairstyles, choice of friends, music and hobbies). However, only when these choices threaten health and safety - as with an eating disorder - is it really necessary for parents to intervene.

Teenagers naturally explore values and passions. One of the most helpful things parents can do is to continue supporting their kids in connecting with their authentic self, even if it is different than what the parents might have expected or even wish for.

Criticism of a teen through this normal process of searching for identity can be highly destructive to family connection.

Patient Quote: "I'm a teenager, and sometimes, I do stupid things - just like you did at my age. Please cut me some slack."

It is normal for teens to "act up." Think about it: most of us put our own parents through significant worry during our teenage years.

As parents, we can consider rebellious behaviors in terms of affordable and unaffordable mistakes.

Unaffordable mistakes - impact health and safety (like the eating disorder); it is a parent's job to intervene on these

Affordable mistakes - allow our children to learn; parents can let these slide

Some children enter the eating disorder at a young age and emerge in recovery as full-blown, door-slamming adolescents. Just because your child is yelling and slamming doors doesn't mean they are not in recovery.

Sort out which behaviors are part of adolescence and which could be warning signs for relapse through open communication at home and in family therapy. Look at where the rebellion is being expressed. Defiance related to food or exercise would certainly be a warning sign, whereas defiance related to identity issues (blue hair, for instance) might be less likely to be a warning sign of relapse.

Truthfulness is also incredibly important to discern the intention of certain actions, even if some of the truths are hard to say and hear. Help your child to see that you are open and willing to hear the truth, even when it is difficult.

Make sure your teen is getting enough sleep

Patient quote: "I need more sleep than you do. I'm more upset if I am tired."

Adolescents need sleep. Sleep helps them grow and is hugely important in mood regulation. Try to figure out if your child tends to be a night owl or a morning person. Then, work with their treatment team to make modifications in the meal plan necessary to help them get the most sleep. Also consider modifying their school and extracurricular activity schedule to be less demanding.

We don't want to be overly permissive as parents, and following the meal plan is vital, but supporting your child in getting required sleep will help build connections, both in your relationship and within their brains and bodies!

Keep an eye on eating and exercise behaviors.

Patient quotes: "Because I don't like these foods, not eating them doesn't count as restriction." "I can't miss a day of running because it helps my mood."

No one likes all foods. However, for many people with an eating disorder, cutting out certain categories of food based on "preference" is part of restrictive behaviors.

An essential component of recovery is being exposed to a variety of foods in order to reconnect with taste preferences and not let the eating disorder continue to dictate what the person "likes." Honestly, it takes a long time for most people in recovery to reconnect with their authentic tastes. Along the way, parents can honor certain disliked foods based on historical preferences and also whether the person is trying not to have to eat a certain food (e.g. mushrooms) or is trying to eliminate a full category of food (e.g. becoming a vegetarian). Eliminating full categories of food is only indicated as part of recovery if medically necessary, because this type of restriction can make navigating recovery very tricky.

Parents need not be short order cooks or feel like they have to shop separately for their child in recovery. It is vital that the person in recovery be re-integrated into family life, including the way the family eats.

In terms of exercise, watch for warning signs like compulsivity, restrictive eating on "rest" days, and working out more than recommended. For your child, once they are medically cleared for exercise, encourage them to reconnect with old passions or new interests. Encourage them to take the dog on a walk, hike or canoe, even as a family.

Patient quote: "If my door is closed, it doesn't mean I'm isolating or hanging out with Ed. I just need space."

We often describe the experience of the eating disorder as being like falling into a hole, which is isolating and disconnected from others. In addition, many eating disorder behaviors are associated with shame and subsequently remain hidden, even though they significantly impact safety and health. At the same time, teenagers are desperate for privacy! It is normal for them to want to be able to shut the door of their room, use media that is all their own, and to have unmonitored conversations with friends.

Earning back trust is a huge part of the repair that is necessary in the family during recovery. As teens show that they can safely care for themselves, it is healthy to slowly provide increased privacy. Building back trust is a process of give and take that requires honesty, hard work, and time.

And finally, I wanted to share this quote from one of our patients; it's so important for parents to keep in mind:

"I want to build our trust again, but I please need you to be more willing."

What our parents said

You might be wondering what our parents said during our family group exercise. They said what any teenager - eating disorder or not - needs to hear.

"I don't always know the right thing to say. Please teach me."
"You can do it."
"I love you."

Courtney Morton, LCSW, is a primary therapist at Eating Recovery Center in Austin, TX and the mom of two energetic children. She loves walking with families down the road to recovery.

Jenni Schaefer is a bestselling author and popular speaker on eating disorders and related disorders, including PTSD.

# data[].attributes.attachment_link.title
Teens and Eating Disorders: 5 Tips for Parents - Courtney Morton & Jenni Schaefer

# data[].attributes.attachment_link.description
While raising a teenager can be incredibly rewarding, it can also be very challenging. A complicating factor is that normal teen behavior and eating disordered-behavior can sometimes look very similar! In this blog, we share insight for parents of teenagers in eating disorder recovery.

# data[].attributes.headline
Eating Disorder Prevention Tips for Parents

# data[].attributes.subject
Eating Disorder Prevention Tips for Parents

# data[].attributes.attachment_link.readable_text
Because we live in a culture obsessed with thinness and dieting, it can be difficult to recognize when a person's thinking or behavior has become dangerous. That's why prevention is worth its weight in gold.
You may know someone with an eating disorder. It could be your daughter, sister, mother, relative, friend or roommate. The person may try to hide it, but the focus of their everyday life revolves-obsessively-around food and weight. Some people try to starve themselves. Others binge and then try to undo their bingeing through some form of purging. Most people with eating disorders are in denial. Eating disorders are very serious. They have an impact on both physical and mental health and left untreated, they can be fatal. But you can help.

Here are some tips for parents including:

General Dos & Don'ts
Do:

Learn about eating disorders so you will recognize the signs when you see them.

Understand the consequences of eating disorders on physical and psychological health. (Eating disorders are potentially fatal diseases and must be treated accordingly.)

Listen to the individual with understanding, respect and sensitivity.

Tell the person that you are concerned, you care, and you would like to help. Suggest that the person seek professional help from a physician and/or therapist.

Be available when your friend or family member needs someone to talk to.

Discuss things other than food, weight, counting calories and exercise. Attempt to talk about feelings instead.

Share your own vulnerabilities and struggles in coping with life.

Don't:

Don't take any action alone. Get help.

Don't try to solve the problem for them. They need a qualified professional.

Don't blame them for doing something wrong or tell them they are acting silly.

Don't gossip about them.

Don't focus on weight, the number of calories being consumed or particular eating habits.

Don't make comments about their appearance. Concern about weight loss may be interpreted as a compliment and comments about weight gain may be seen as criticism.

Don't be afraid to upset them; talk with them.

Don't reject or ignore them; they need you.

Don't get involved in a power struggle around eating or other behaviors.

Don't be deceived by their excuses.

Prevention Tips for Parents
Do:

Examine your own beliefs and feelings about body image and weight and consider how your attitudes, comments or nonverbal responses are being communicated to your children.

Encourage healthy eating and exercise.

Allow your child to determine when they are full.

Talk about different body types and how they can all be accepted and appreciated.

Discuss the dangers of dieting.

Show your children you love them for who they are, not because of how they look.

Don't:

Don't label foods as "good" or "bad."

Don't use food as a reward or punishment.

Don't diet or encourage your child to diet.

Don't comment on weight or body types: yours, your child's or anyone else's.

Don't let anyone ridicule, blame or tease your child.

How Outside Influences May Affect Eating Behavior

The culture of disordered eating is pervasive in our society. Following are ways we might affect eating behavior without even knowing it:

Praising or glorifying a person based on body size or appearance.

Complimenting someone when they lose weight or diet.

Encouraging someone to lose weight.

Talking negatively about our bodies.

Discussing measurements, weights or clothing sizes.

Thinking of foods as "good" or "bad."

Making fun of another person's eating habits or food choices.

Criticizing your own eating.

Considering a person's weight important.

Saying someone is "healthy" or "well" because they are thin.

Expecting perfection.

Pushing an individual to exercise more than is necessary or healthy.

Assuming that a fat person wants or needs to lose weight.

Agreeing with the media's view about what body types are acceptable or attractive.

Tips to Share with Your Kids

No food is "good" or "bad." Everything from pizza to carrots to peanut butter and candy can be part of a healthy menu.

Eat when you are hungry. Stop when you are full. Try to do this most of the time.

Don't eat because you are bored, sad or angry. Find something interesting to do or someone to talk with instead.

Stay fit by exercising. You can take up a sport or join a class like dance or karate, but you don't have to. Playing with friends can be just as energizing and fun!

All bodies are different. People of all shapes and sizes can eat well and be healthy.

Teasing hurts. Don't take part in it, especially if it is about a person's body, weight or size.

Remember that fat does not equal bad and thin does not equal good.

If you're unhappy with your body or weight, talk to an adult. Parents, school nurses and teachers can often give you valuable information and support.

# data[].attributes.attachment_link.title
Eating Disorder Prevention Tips for Parents | The Renfrew Center

# data[].attributes.attachment_link.description
Because we live in a culture obsessed with thinness and dieting, it can be difficult to recognize when a person's thinking or behavior has become dangerous. That's why prevention is worth its weight in gold. You may know someone with an eating disorder. It could be your daughter, sister, mother, relative, friend or roommate.

# data[].attributes.headline
Healthier Video Game Habits: 5 Tips for Parents of Teens

# data[].attributes.subject
Healthier Video Game Habits: 5 Tips for Parents of Teens

# data[].attributes.attachment_link.title
Healthier Video Game Habits: 5 Tips for Parents of Teens

# data[].attributes.attachment_link.description
Setting boundaries is a huge part of parenting. When it comes to forming healthier video gaming habits for teens, these five tips can help.

# data[].attributes.headline
Parenting the Video Game Fanatic: How To Encourage Other Interests

# data[].attributes.subject
Parenting the Video Game Fanatic: How To Encourage Other Interests

# data[].attributes.attachment_link.readable_text
"It's time for karate class," I said to my 13-year-old son.

"Do I have to go?"

"Yes."

This has been a common exchange between us for a variety of activities over the past 10 years. He has tried everything from baseball to cooking class-yet nothing holds his interest as much as video games. Every now and then, I wonder if it is worth investing money and time into classes or sports he doesn't want to participate in. But if I hold off on signing him up for things, he does nothing except play video games until we try something new again. It's a never-ending cycle with my video game fanatic.

Are Video Games Healthy?

My son is not an anomaly. According to the Pew Research Center, 72% of teens-and 84% of teen boys-play video games.

There is a lot of conflicting information about video game use, so it can be hard for parents to know what to allow. It's screen time, of course, but video gaming is often also a social activity played together with friends either in the same room or online. And if it's a popular pastime among a teen's peer group, some parents may be inclined to let them play for an unlimited amount of time with their friends.

Playing video games can have positive benefits, says Dr. Larry D. Rosen, a professor at California State University and author of The Distracted Mind. Gaming "can offer some skill-building, including reaction time, executive functioning, and strategic thinking," says Rosen. He cautions, though, that "playing video games can be very addictive and create problematic thinking, including desensitization to violence."

Video Game Obsession?

Rosen recommends that video game play should be limited, since research shows physiological arousal increases when playing-and a kid, especially a video game fanatic, needs breaks from that. He suggests limiting gaming for teens to 60-90 minutes at a time, even if parents decide to allow more total time daily.

Maria Sanders, a licensed social worker and certified parent coach, also recommends creating clear boundaries with your teen regarding when and how long they are allowed to play. She says an example of boundaries might be letting teens choose to play an hour of video games either before or after completing homework.

She encourages parents to learn more about their teen's interest in video games. Sit down and play the games with them. "The child will see that you have an interest in what they are doing," she says, "and you will learn about why they are so attracted to the game."

Encouraging Other Activities

Teens should live "balanced lives and not live solely in the video game," says Sanders. But if your video game fanatic doesn't express interest in anything else, it may be difficult to figure out which activity or sport to encourage. Sanders suggests asking your teen about the type of video games they like to play. Then you might be able to figure out an activity that uses similar skills or gameplay. An avid Fortnite player, for example, might enjoy a laser tag league.

Parents should avoid simply announcing which activities their teen must do. Rosen stresses the importance of including the child in the decision-making process. With your child's input, create a list of the types of activities they could do at home during unstructured times or when they feel bored. Similarly, involving your child in discussions about organized extracurriculars will prevent them from feeling forced into participating in certain activities.

Stay Positive

Often parents make comments like "video games are a waste of time" or "video games are unhealthy" in an effort to decrease video game use. Rosen says this almost always backfires. Instead, parents could reward the child for responsible behavior. For example, when a child demonstrates that they can stop playing on their own without parent badgering, parents might loosen strict time limits on screen time.

Instead of making negative statements about video games, Sanders says, "The best thing a parent can do is guide their child down a path of self-reflection. Asking questions like, I notice you seem pretty tired after playing video games. How are you feeling? will help your child figure out their own beliefs about video game use."

Parent negativity can make a teen feel as if they are being judged and misunderstood. Focus on their strengths while playing a video game-perhaps, for instance, their ability to help a friend get to another level. A parent should notice that ability and point out how it might connect to real-life situations. Next step: Parents can help them get out there and do just that.

When to Worry

Video game addiction is not yet a disorder recognized by the American Psychiatric Association. The World Health Organization, however, recently recognized the existence of "gaming disorder" for the first time. Excessive video game play and other types of addictions do show similar patterns, says Rosen.

Some signs parents should look for are:

Isolating behavior or ignoring family and friends

Sneaking video game play at night or at friends' houses

Changes in eating or sleeping patterns

Decline in academic performance or not doing homework

A need to continue playing video games beyond a time limit

An interest only in playing video games, at the expense of other activities

Always thinking about video games

If you are concerned about your teen, you can contact a mental health professional to discuss counseling options.

# data[].attributes.attachment_link.title
Do Something Else! Parenting the Video Game Fanatic - Your Teen Mag

# data[].attributes.attachment_link.description
"It's time for karate class," I said to my 13-year-old son. "Do I have to go?" "Yes." This has been a common exchange between us for a variety of activities over the past 10 years. He has tried everything from baseball to cooking class-yet nothing holds his interest as much as video games.

# data[].attributes.headline
Supporting LGBTQ+ Youth: Tips for Parents

# data[].attributes.subject
Supporting LGBTQ+ Youth: Tips for Parents

# data[].attributes.attachment_link.readable_text
Abrupt changes in behavior have a cause. "If all of a sudden, they're closing their door and not talking to you anymore, something has changed," Jonathan says.

Resist the urge to lecture and instead create opportunities for positive interactions, such as a family dinner together.

Avoid telling them they "shouldn't" feel a certain way and instead validate their feelings with empathetic statements such as, "It sounds like what you're going through is extremely painful."

If a child is withdrawing from you and friends and has lost interest in things they once loved, you might have reason to be more concerned.

If you ever suspect your teen feels suicidal, address it immediately and calmly. Let them know you love them and consult with a professional to get support.
If you or your teen are considering self-harm or need to talk, there are resources available to help. Call the National Suicide Prevention Lifeline at 1-800-273-TALK (1-800-273-8255) or Teen Line at 1-800-TLC-TEEN (1-800-852-8336).

# data[].attributes.attachment_link.title
Supporting LGBTQ+ Youth: Tips for Parents and Family

# data[].attributes.attachment_link.description
Abrupt changes in behavior have a cause. "If all of a sudden, they're closing their door and not talking to you anymore, something has changed," Jonathan says. Resist the urge to lecture and instead create opportunities for positive interactions, such as a family dinner together.

# data[].attributes.attachment_link.readable_text
Some children have a gender identity that is different from their gender assigned at birth, and many have interests and hobbies that may align with the other gender.

Some children, as our policy statement explains, do not identify with either gender. They may feel like they are somewhere in between or have no gender.It is natural for parents to ask if it is "just a phase." But, there is no easy answer.

Definitions

Gender diverse: An umbrella term to describe an ever-evolving array of labels people may apply when their gender identity, expression, or even perception does not conform to the norms and stereotypes others expect.

Gender identity: One's internal sense of who one is, based on an interaction of biological traits, developmental influences, and environmental conditions. This may be male, female, somewhere in between, a combination of both or neither. Self-recognition of gender identity develops over time, much the same way a child's physical body does.

Sexual orientation: One's sexual identity as it relates to who someone falls in love with or is attracted to. A person who is transgender still identifies as straight, gay, bisexual or something else. Like gender identity, an individual's physical and emotional attraction to a member of the same or the opposite sex cannot be changed and is very difficult to predict early in childhood.

Transgender: Usually used when gender diverse traits remain persistent, consistent, and insistent over time.

Accepting your child's gender-diverse identity

Research suggests that gender is something we are born with; it can't be changed by any interventions. It is critically important that children feel loved and accepted for who they are.

When disclosing their gender diverse identity, some kids might expect immediate acceptance and understanding. However, there is evidence that family members go through their own process of becoming more comfortable and understanding of a child's gender identity, thoughts and feelings. One model suggests the process resembles the stages of grief: shock, denial, anger, bargaining and acceptance.

Just as gender diverse children do best when their feelings are explored and validated, some parents may need their own emotional supports.They may also have many questions along their child's journey.

What parents can do

When your child discloses their identity to you, respond in an affirming, supportive way. Understand that although gender identity is not able to be changed, it often is revealed over time as people discover more about themselves.

Accept and love your child as they are. Try to understand what they are feeling and experiencing. Even if there are disagreements, they will need your support and validation to develop into healthy teens and adults.

Stand up for your child when they are mistreated. Do not minimize the social pressure or bullying your child may be facing. See How You Can Help Your Child Avoid & Address Bullying.

Make it clear that slurs or jokes based on gender, gender identity or sexual orientation are not tolerated. Express your disapproval of these types of jokes or slurs when you encounter them in the community or media.

Be on the look out for danger signs that may indicate a need for mental health support, such as anxiety, insecurity, depression, low self-esteem and any emotional problems in your child and others who may not have a source of support otherwise.

Connect your child with LGBTQ organizations, resources and events. It is important for them to know they are not alone.

Celebrate diversity in all forms. Provide access to a variety of books, movies and materials-including those that positively represent gender diverse individuals. Point out LGBTQ celebrities and role models who stand up for the LGBTQ community, and people in general who demonstrate bravery in the face of social stigma.

Support your child's self-expression. Engage in conversations with them around their choices of clothing, jewelry, hairstyle, friends and room decorations.

Reach out for education, resources and support if you feel the need to deepen your own understanding of LGBTQ youth experiences. See Support Resources for Families of Gender Diverse Youth.

Gender affirmative care

Gender affirmative care is based on the belief that all children benefit from love and support. The goal of gender affirmative care is not treatment; it is to listen to a child and, with the help of parents and families, build understanding.

Pediatricians provide gender affirmative care by creating a safe environment in which complicated emotions, questions and concerns related to gender can be appreciated and explored. Gender affirmative care is most effective in a collaborative system with access to medical, mental health and social services, including specific resources for parents and families.

Mental health support for gender-diverse kids

Support or rejection ultimately has little influence on the gender identity of youth; however, it may strongly affect young person's ability to openly share or discuss concerns about their identity and feelings. Gender-diverse identities and expressions are not mental disorders, but suppressing gender concerns can harm a child's emotional health and development and possibly contribute to high rates of depression, anxiety and other mental health issues.

A large proportion of teenage suicide attempts are linked to issues of gender and sexuality, particularly feelings of rejection. Many gay, lesbian, bisexual and transgender individuals unfortunately attempt suicide during their lifetime.

As a parent, even when you struggle to understand and may not see eye-to-eye, your most important role is to offer understanding, respect and unconditional love for your child. This builds trust and puts you in a better position to help them through difficult times. Research has shown that if a transgender teen has even just one supportive person their life, it greatly reduces their risk of suicide.

Transgender and gender-diverse children-like all children-need support, love and care from family, school and society. When supported and loved as they grow and develop, kids mature into happy and healthy adults. Pediatricians stand ready to assist in the healthy development of transgender and gender-diverse children.

How I Raised My Kids With Inclusiveness & Resilience in Mind

I have two teenagers. One identifies as 'non-binary'; and sometimes as 'I don't know'; uses the pronouns she/they/them; has a girlfriend and identifies their sexual orientation as queer. The other identifies as she/her and pansexual.

When I had children, I didn't know if they would be CIS-gendered, non-binary or trans, nor did I know what their sexual orientation would be. But my training as a therapist and the time I spent working in the early days of the AIDS pandemic had me well aware of elevated risk factors for children and young people who identify as LGBTQ+.

I knew that homophobia and transphobia could result in disturbing and dangerous outcomes. For example, I knew that nearly half of LGBTQ+ kids and young people seriously considered suicide in the past year, and that LGBTQ+ youth of color report higher rates of suicide attempts than their white peers.

But I also knew that LGBTQ+ youth who felt high social support from their family reported attempting suicide at less than half the rate of those who felt low or moderate social support.

So, knowing all this, I consciously tried to work resiliency and protective factors into how I parented from the time my kids were infants. Here are some guideposts that have served me well as a parent of non-gender conforming and queer children:

Ask, don't assume. Since family acceptance is such a huge factor in protecting the mental health and well-being of LGBTQ+ kids, I decided not to assume anything about my children's gender identity and sexual orientation. When my oldest child told me about theirfirst crush in middle-school, I made sure to ask if the person was a girl, boy, trans or non-binary. I saw the relief on my child's face when I said "girl" and she said "that one." I ask my kids their preferred pronouns, as well as their permission before sharing their pronouns outside of our immediate family.

Seek positive role models. Our community and inner circle include people who identify as gay/queer, trans and non-binary.I also commit to finding developmentally appropriate ways to integrate LGBTQ+ literature, role models, film, cultural events and celebrations into our lives. My children and I have joined Pride parades in support of my sibling who is non-binary and queer. Our family's social media feeds include LGBTQ+ influencers, and we stream and watch shows together featuring queer and trans youth and their families.

Prioritize inclusion. I consciously use language and, when the kids were young, found stories that were inclusive: mommies who married mommies, kids born girls who realized they were really boys, and people who were both male and female. Our bookshelves include graphic novels and books detailing the contributions of LGBTQ+ people across the globe and history. If a form only has two genders on it - I change the form.

Enlist the support of trusted adults. I have made it a point to ensure my children's medical providers and other trusted adults are inclusive and familiar with serving LGBTQ+ youth. My oldest child has a therapist who specializes in working with youth who are not CIS-gendered and identify as LGBTQ+. Our refrigerator has a list of youth help lines and mental health programs that my kids can call if needed. On that list are a bunch of LGBTQ+ organization and resources.

Ask for help. I make mistakes (still working on not misgendering) and I have a lot to learn. So, I call upon friends and family who grew up queer and non-gender conforming to support my children and my parenting. I have also reached out to our pediatricians for mental health and wellness resources. I look for and use online resources specifically for parents of LGBTQ+ kids.

I know that I cannot protect my children from the discrimination that is directed towards them and all people who are LGBTQ+, but I can make sure they feel accepted and seen in our home, and that they are connected with as many resources as possible to help them navigate health futures.

Nancy Netherland is a mother and advocate for her two daughters, both former foster children born, and living, with chronic medical complexities. Nancy serves advisory panels for the State of California's Medicaid Children's Health Advisory Panel , the UCSF Children & Adolescent Psychiatry Portal , the California Advancing and Innovating Medi-Cal Workgroup for Foster Youth and Families, and the family advisory councils at UCSF Benioff Children's Hospital San Francisco and Oakland. Nancy founded Kids and Caregivers, a nonprofit supporting caregivers of children living with chronic and complex illnesses . She is also Director of Parent Engagement for the California Children's Trust.

When to get help

If your child is struggling with symptoms of depression, anxiety, isolation or other emotional concerns, they may need to see a mental health professional who can offer additional support. If your child mentions any suicidal thinking, bring it to the attention of your pediatrician or mental health professional right away.

Ask your pediatrician if a telehealth visit by phone or video call is an option. Your child may feel more comfortable talking to their doctor from home. For teens, the telehealth visit should take place in as private of a place as possible so they can have a one-on-one conversation with the doctor. You can make a plan with the doctor about talking before or after they talk to your teen privately. If it's a video call, and your child or teen would prefer to have the camera off, they can ask their doctor if that is okay. Telehealth visits can also be used for follow-up visits to check on your child's progress.

Talk with your pediatrician early & often

Children as young as preschool-age may start having difficult feelings and concerns about their bodies, feelings and relationships. It is important to recognize that cross-gender preferences and play is a normal part of exploring gender and relationships for children regardless of their future gender identity. Routine conversations about gender creates an environment of support and reassurance so that children feel safe bringing up questions and concerns. It is also good practice for continuing these discussions at home.

The best approach, for parents or pediatricians, is to nonjudgmentally ask questions that allow the child to talk about their experience and feelings before applying any labels or assumptions. For more information or help finding a support group for yourself or your child, please talk with your pediatrician.

More information

Other languages available

About Dr. Rafferty:

Jason Rafferty, MD, MPH, EdM, FAAP, is a "Triple Board" residency graduate who is pediatrician and child psychiatrist at Thundermist Health Centers, a Patient-Centered Medical Home in Rhode Island. Dr. Rafferty specializes in adolescent substance use disorders and gender and sexual development, and also practices in related specialty clinics at Hasbro Children's Hospital and Emma Pendleton Bradley Hospital. Dr. Rafferty is an advocate in his local community and on a national level through work with the American Academy of Pediatrics on issues including the emotional health of young men, access to care for LGBTQ youth, and prevention of childhood homelessness.

# data[].attributes.attachment_link.keywords[]
gender~ transgender~ faq~ gender fluid~ gender diverse~ lqbtq parent

# data[].attributes.attachment_link.description
​​Some children do not identify with either gender. They may feel like they are somewhere in between or have no gender. It is natural for parents to ask if it is "just a phase." But, there is no easy answer. The American Academy of Pediatrics explains why.

# data[].attributes.attachment_link.readable_text
The LGBTQ Center Parent Support Group

The LGBTQ Center offers a parent support group that provides a place for parents to find support, build community, and address the challenges they face while raising LGBTQ+ children. The group is facilitated by Center staff. Parents can ask our staff questions and find access to resources. This group meets during the time of our scheduled youth programming.

To find out when the parents group will be meeting, please check our calendar for scheduled meetings. These meetings are subject to our youth programming schedule. Group will not meet when there is no youth programming scheduled.

This group will be meeting virtually until further notice. To attend a group meeting, please email us at zoom@thelgbtqcenter.org.

PFLAG

4th Thursday of every month from 6:30 pm to 8 pm.

This group is for parents, family, and friends of lesbian, gay, bisexual, transgender, and queer/questioning people. We are a chapter of a national organization. We recognize the challenges of family members and create a safe and welcoming space to explore questions, concerns, and hopes.

This group will be meeting virtually until further notice. To attend a group meeting, please email us at zoom@thelgbtqcenter.org.

The LGBTQ Center Youth Programming

The LGBTQ Center offers diverse programming for LGBTQ+ youth. All youth ages 12 to 18 are welcome to participate.

Learn more about what youth programming The LGBTQ Center has to offer!

# data[].attributes.attachment_link.description
The LGBTQ Center offers a parent support group that provides a place for parents to find support, build community, and address the challenges they face while raising LGBTQ+ children. The group is facilitated by Center staff. Parents can ask our staff questions and find access to resources.

# data[].attributes.headline
Help to Manage the Digital Landscape You are Exploring with Your Children

# data[].attributes.subject
Help to Manage the Digital Landscape You are Exploring with Your Children

# data[].attributes.attachment_link.readable_text
Here are a few tips from the American Academy of Pediatrics (AAP) to help parents manage the digital landscape they're exploring with their children.

1. Treat media as you would any other environment in your child's life. The same parenting guidelines apply in both real and virtual environments. Set limits; kids need and expect them. Know your children's friends, both online and off. Know what platforms, software, and apps your children are using, where they are going on the web, and what they are doing online.

2. Set limits and encourage playtime. Tech use, like all other activities, should have reasonable limits. Unstructured and offline play stimulates creativity. Make unplugged playtime a daily priority, especially for very young children. And-don't forget to join your children in unplugged play whenever you're able.

3. Families who play together, learn together. Family participation is also great for media activities-it encourages social interactions, bonding, and learning. Play a video game with your kids. It's a good way to demonstrate good sportsmanship and gaming etiquette. And, you can introduce and share your own life experiences and perspectives-and guidance-as you play the game.

4. Be a good role model. Teach and model kindness and good manners online. And, because children are great mimics, limit your own media use. In fact, you'll be more available for and connected with your children if you're interacting, hugging and playing with them rather than simply staring at a screen.

5. Know the value of face-to-face communication. Very young children learn best through two-way communication. Engaging in back-and-forth "talk time" is critical for language development. Conversations can be face-to-face or, if necessary, by video chat, with a traveling parent or far-away grandparent. Research has shown that it's that "back-and-forth conversation" that improves language skills-much more so than "passive" listening or one-way interaction with a screen.

6. Create tech-free zones. Keep family mealtimes and other family and social gatherings tech-free. Recharge devices overnight-outside your child's bedroom to help children avoid the temptation to use them when they should be sleeping. These changes encourage more family time, healthier eating habits, and better sleep, all critical for children's wellness.

7. Don't use technology as an emotional pacifier. Media can be very effective in keeping kids calm and quiet, but it should not be the only way they learn to calm down. Children need to be taught how to identify and handle strong emotions, come up with activities to manage boredom, or calm down through breathing, talking about ways to solve the problem, and finding other strategies for channeling emotions.

8. Apps for kids - do your homework. More than 80,000 apps are labeled as educational, but little research has demonstrated their actual quality. Products pitched as "interactive" should require more than "pushing and swiping." Look to organizations like Common Sense Media for reviews about age-appropriate apps, games, and programs to guide you in making the best choices for your children.

9. It's OK for your teen to be online. Online relationships are part of typical adolescent development. Social media can support teens as they explore and discover more about themselves and their place in the grown-up world. Just be sure your teen is behaving appropriately in both the real and online worlds. Many teens need to be reminded that a platform's privacy settings do not make things actually "private" and that images, thoughts, and behaviors teens share online will instantly become a part of their digital footprint indefinitely. Keep lines of communication open and let them know you're there if they have questions or concerns.

10. Remember: Kids will be kids. Kids will make mistakes using media. Try to handle errors with empathy and turn a mistake into a teachable moment. But some indiscretions, such as sexting, bullying, or posting self-harm images, may be a red flag that hints at trouble ahead. Parents should take a closer look at your child's behaviors and, if needed, enlist supportive professional help, including from your pediatrician.

Media and digital devices are an integral part of our world today. The benefits of these devices, if used moderately and appropriately, can be great. But, research has shown that face-to-face time with family, friends, and teachers, plays a pivotal and even more important role in promoting children's learning and healthy development. Keep the face-to-face up front, and don't let it get lost behind a stream of media and tech.
Source: HealthyChildren.org

# data[].attributes.attachment_link.title
10 Tips for Parents in the Digital Age - Kids First Pediatric Partners

# data[].attributes.attachment_link.description
Treat media as you would any other environment in your child's life. The same parenting guidelines apply in both real and virtual environments. Set limits; kids need and expect them. Know your children's friends, both online and off. Know what platforms, software, and apps your children are using, where they are going on the web, and what they are doing online.

# data[].attributes.attachment_link.readable_text
"She's a teenager, what do you expect?"

Why do adults say things like that? Is there something wrong with teenagers? What exactly is going on in the teenage brain? Between puberty and adulthood, people change dramatically. During this time, children mature and develop their own identity. They also become capable of living independently of their parents. This is crucial to the survival of the human species. If children never became adults capable of building their own lives and families, humans would die out pretty quickly. But be careful! The same changes tend to make you impulsive and reckless.

Growing up is a difficult process. So how is the human brain designed to navigate through this process?

How do scientists study the brain?

Not long ago, the human brain was hard to study. To look inside someone's skull, doctors had to use high-energy radiation such as x-rays. But this type of radiation can be dangerous in high doses. That is why doctors only used them only when absolutely necessary. And ethically, researchers can't risk making people sick just to look inside their heads.

However, things began to change in the 1990s. That is when Magnetic Resonance Imaging (MRI) arrived. MRI machines can take detailed pictures of the brain. There is no need for X-rays. They're safe to use, even on children. Researchers can use MRI machines to see how different parts of the brain develop and communicate with each other over time. Thanks to MRIs, brain research is expanding fast. And scientists are getting a much better idea of what goes on in the teenage brain.

MRI image of a human brain (Source: Afiller at English Wikipedia [CC BY-SA 3.0] via Wikimedia Commons).

What goes on in the teenage brain?

The human brain is made up of many interconnected parts. Each of them has its own function. Different things you do-such as seeing, moving, smelling, feeling, or thinking-are run by different parts of the brain. And these different parts need to communicate with each other to coordinate their actions.

During childhood, each part of your brain is more focused on developing than on communicating with other parts. But at puberty, the focus shifts. The brain begins to improve its communication system.

What changes in the teenage brain help this communication system? Scientists think it's the accumulation of a white, fatty substance called myelin. Brain cells ( neurons) whose wiry extensions ( axons) are wrapped in myelin communicate information faster and more frequently than cells without myelin. They are also better at coordinating with other brain cells. Myelinated cells form the brain's white matter. White matter expands during the teenage years. This could explain why teenagers are so good at adapting and learning.

Parts of a neuron (Source: Let's Talk Science using an image by Dhp1080 [CC BY-SA 3.0] via Wikimedia Commons).

Illustration - Text Version

Parts of a neuron including the axon terminals, axon, myelin sheaths, Schwann's cells, Nodes of Ranvier, cell body, nucleus and dendrites.

Did you know?

Some of the myelinated axons in your brain can transmit information at speeds of over 400 kilometres per hour!

Teen Brain HD (2012) by TeenMentalHealth.Org (3:37 min.).

However, your brain also has an unmyelinated portion. This is called the grey matter. The grey matter actually shrinks in the teen brain. This is surprising, since grey matter contains synapses. These are the structures that your brain cells use to connect with each other. So how could cutting down on the number of synapses help your brain mature?

Don't worry, the teenage brain is not getting rid of important material. Rather, it seems to simply be cleaning house. During childhood, your brain forms synapses easily. It builds up a lot of them as the amount of grey matter grows. But the teenage brain must become more effective. It also must become more specialized. To do this, it gets rid of unused or broken synapses. This process is called pruning. The brain also strengthens the ones synapses it often uses. The result is fewer but better connections. In other words, the result is a more mature brain!

How does the teenage brain affect behaviour?

The different parts of the brain don't all get upgraded at the same time. This helps explain why teenagers are often impulsive and reckless. The area in charge of emotions is called the limbic system. It matures early. The area of the brain that regulates behaviour and the ability to make decisions is called the prefrontal cortex. It matures much later. In fact, it's the last part of the brain to mature. The prefrontal cortex isn't considered fully developed until a person is in their mid-to-late 20s! Instead, teenagers process information with the amygdala. This is a part of the limbic system. It's the reason why teenagers may sometimes have deep, complex emotions that they cannot fully control.

Cross-section of the brain showing the location of the prefrontal cortex and amygdala (Source: jambojam via iStockphoto).

Is there a purpose to this? Some scientists believe that the development of the teenage brain is an evolutionary one. For many teens, leaving home feels risky. Let's assume teenagers' capacity to judge risks and consequences is fully developed. Would it be as easy to get them to leave the security of their parents' homes and explore new territories? Probably not. This may be why emotions override judgment in the teenage brain. It pushes them out of their comfort zone and into the unknown, while their brains are still highly adaptable and have lots of room to improve.

The teenage brain may not be fully mature. But it is up to great things! The potential for learning and creativity is at its peak. But so is the risk of physical injury and mental illness. But it's empowering to understand what's going on up there, isn't it?

# data[].attributes.attachment_link.description
"She's a teenager, what do you expect?" Why do adults say things like that? Is there something wrong with teenagers? What exactly is going on in the teenage brain? Between puberty and adulthood, people change dramatically. During this time, children mature and develop their own identity.

# data[].attributes.attachment_link.readable_text
When Julianne Weiner's 4-year-old son, Benjamin, started flipping out about going to preschool, she thought it was typical first-day jitters. Then he told her the reason: "I don't want a teacher with brown skin." Weiner, who is white and lives in a diverse neighborhood in Boyds, Maryland, was horrified and confused. "He had been around people of many races," she says. "Our neighbor, who babysat for Ben when he was a toddler, is African American. But Ben's new teacher, whom he had met at his orientation, was from Africa, so I think it had to do with her accent." Concerned, Weiner emailed a psychologist friend, who reassured her that little Ben wasn't being racist.

It's natural for young kids to notice differences in a person's appearance and manner of speaking-and to express curiosity or even fear about them. Many of us can probably share a comparably mortifying moment, whether it was our kid's insensitive comment about someone in a wheelchair or an objectionable question about why a classmate of Asian descent has more narrow eyes.

Studies have found that infants as young as 3 months instinctively categorize people based on their sex, skin color, and the language they speak. Between 5 and 9 months, babies begin to learn about race based on experience, according to a study in the journal Developmental Science. Research shows that 3- to 5-year-olds not only categorize people by race but express bias based on it. Overcoming these types of inherent prejudice will take a proactive effort on your part, and it needs to start early-before your child's opinions are fully formed.

Tolerance is an absolute necessity in our increasingly global and multicultural society. So-called racial and ethnic minorities now make up the majority of children born in the U.S. By 2043, nearly half of the population will be people of color, according to U.S. Census projections. Our nation is becoming diverse in other ways too. Islam and Mormonism are among America's fastest-growing religions. Same-sex marriage is legal in America, as well as in a growing number of countries around the world. More than 35 million people now speak Spanish as their primary language at home. And our school system is increasingly placing children with disabilities in regular rather than specialized classrooms.

"Today's kids are going to have to interact with people from many backgrounds and cultures, as well as with those who don't look or act like they do," says Rebecca Bigler, Ph.D., a developmental psychologist at the University of Texas at Austin, whose research focuses on children's racial attitudes. "Celebrating diversity, not merely tolerating it, is going to be key to their success." She and others share the steps you can take to teach your child how to be open-minded toward others.

Experts say one big mistake parents make (especially white Americans) is assuming that their children are unaware of race. "We always hear, 'Oh, my child doesn't even see skin color,'" Dr. Bigler says. "But kids absolutely do notice."

As they grow, children look for cues about what different appearances mean and which ones matter. They quickly realize that some things-whether someone wears a hat, for example-are irrelevant while others, such as sex, are significant because we talk about them constantly ("Boys line up on the left, girls on the right"). What about race? Obviously, we don't say, "Good morning, Black and white children," or "Asians, go get your backpacks." But even if you never say a word about ethnicity, racial distinctions are plainly visible to kids. " Many communities are highly segregated, which children notice. You'll be driving through town and your preschooler is thinking, 'Oh, here's where the Chinese people live,'" Dr. Bigler says.

Children's tendency to assign traits based on race accelerates in grade school. So if all the teachers at your child's school are white while only people of color work in the lunchroom and handle security, the inequity will not be lost on your kid. By age 7, most African American kids believe white people are more likely to hold high-status jobs, according to Dr. Bigler's study findings. "If you don't change your kids' outlook when they're young, they'll come to their own incorrect conclusions," says Kristina Olson, Ph.D., a psychologist at the University of Washington, who studies racial attitudes among kids.

Kylie White, from Chapel Hill, North Carolina, who has two biological white children and two adopted Black children, said it took her then 4-year-old daughter, Maran, who is from the Democratic Republic of the Congo, only three months to learn enough English to ask, "Why are you yellow and I am purple, Mama?" "I told her she's special and beautiful because of her skin," White says. A few months later, Maran told her mom that a classmate had taunted her by saying, "You're brown like poo-poo." But Maran's response to the kid made it clear that White's message was getting through: "No. God made me pretty. Me brown like chocolate."

Aside from observing skin color, even a preschooler can see that some people are big and others are skinny, that some celebrate Christmas and others Hanukkah, and that certain kids are smarter than others. And if your local gas station attendant has a thick accent, she'll notice that too.

Are you talking about these differences? Probably not. A study published in the Journal of Cross-Cultural Psychology found that approximately 57 percent of parents of white children never or almost never discussed race with them. Black parents, though, are far more likely to bring it up. "People of color have to prepare their children for uncomfortable moments," says Shauna Robinson, of Thousand Oaks, California, who is Black. She broached the topic with her then 5-year-old son, Lexington, by reading him Chocolate Me!, which is about a boy who is teased for having dark skin and curly hair.

With a child who is 3 or 4, you can explain that people come in a variety of colors, shapes, and sizes. "You could even try holding up a green apple and a red apple," suggests Maureen Costello, director of the Teaching Tolerance project at the Southern Poverty Law Center, in Montgomery, Alabama. "Say, 'They look different on the outside, but they're both apples on the inside, just like people.'" Seek out opportunities to demonstrate your respect and appreciation for these contrasts. You might say, "Look at that girl. Aren't her braids pretty?" or, "Did you hear that boy speak Italian to his grandma and then English to his friend? I wish I could speak more than one language."

If your child asks something that makes you squirm, do your best to respond matter-of-factly. "We tend to avoid these questions," says Beverly Daniel Tatum, Ph.D., author of Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race. "But that doesn't keep kids from noticing."

Dr. Tatum recalls a mortifying moment when her then 4-year-old son pointed to a woman and said loudly, "Mommy, why is that woman so fat?" "My first response was to say 'Shhh!'" Dr. Tatum says. "Then I caught myself and told him, 'People come in all sizes. Some people are big and some are little, some are tall and some are short.'"

Kids already have certain biases about other cultures by age 5 or 6. Don't be surprised if your child repeats something derogatory she heard at school and asks, "Why do Muslims hate America?" or perpetuates a stereotype by saying, "All Jews are rich." When she does, let her know that while some people in a group may seem to fit a certain description it doesn't mean everyone is that way, Costello says. That's your cue to introduce the idea of discrimination: "Sometimes people decide that everyone with dark skin is mean or that people who aren't white are bad. That's wrong, and it makes me sad. It's not fair to judge someone without knowing him or her."

Bring up the stereotypes your child sees in movies and on TV. "If you turn the sound off on cartoon shows and ask who's the good guy and who's the bad guy, kids know instantly by the way the characters appear," Dr. Tatum says. The solution isn't to stop watching but to point out the problems you see. For instance, you could watch The Little Mermaid, with its enormous villain, Ursula. Then say, "It's a shame that overweight characters are depicted as evil. I know lots of nice people who are [bigger]."

You should also be honest about the fact that discrimination still exists. "If you talk about past inequalities and then tell your child, 'We've fixed that and we're all equal now,' it can actually encourage prejudicial beliefs because children will see remaining inequalities as the result of how hard people work," says Erin Winkler, Ph.D., a diversity and racism expert at the University of Wisconsin Milwaukee. "Instead, talking honestly about systematic racial bias-like how wealth inequity is not a reflection of individual efforts, but rather tied to the legacy of discrimination-can help your child understand that these are not individual issues."

Research bears this out. Dr. Bigler had elementary school children read biographies of famous African Americans. One group's stories included details about how the person had encountered forms of racial discrimination; the other group's didn't. Afterward, the kids whose books included the true historical context found the subjects more likable and sympathetic.

For your child to become truly open-minded toward all people, you need to be a positive role model. In a study in Child Development, the lone factor shown to reduce children's prejudice was whether their parents had a friend of another race. "If you say, 'We should be friends with all kinds of people' but the only ones who come over for dinner are those who look like you, what's your child going to think?" Dr. Olson says.

Lots of parents talk a good game about embracing diversity, yet subtly communicate something very different. Do you laugh when you hear a joke about a racial group? Are you willing to point out intolerance when you see it? "We know that kids learn from what they see more than from what they hear," Costello says.

An analysis of more than 500 studies on prejudice published in the Journal of Personality and Social Psychology found that the more contact people of all ages have with those from backgrounds that contrast with their own, the less likely they are to be biased.

Rebecca Anderson, a mom in Charlotte, North Carolina, chose a preschool for her son Zach where half the children had physical disabilities. "I believed that exposing him to [kids with] special needs would make him more accepting of all people," she says. When it came time for kindergarten, she and her husband, who are white, decided to send Zach to a Spanish-immersion magnet school that was only about one-quarter white. Now in sixth grade, Zach is not only fluent in Spanish, but comfortable around and friends with all kinds of people, Anderson says.

If you don't have the option of enrolling your child in a diverse school, look for ethnically mixed sports leagues, libraries, and parks. Attend multicultural festivals. Bring home books that depict kids of various backgrounds. Show interest in other religions and cultures, and build friendships with people who don't look like you. "If you want your child to become comfortable dealing with all types of people, you have to take her to places where she's going to encounter them," Costello says.

Julianne Weiner's son Ben had already had that type of exposure. So before his first anxious day of preschool, she reminded him about the people he knew and liked who had brown skin. She pointed out that there are many shades of skin, even showing him that his hand is darker than his belly. "None of it seemed to register, and we were worried he'd say something that would offend his teacher," Weiner says. "Instead, Ben had a great year, and that teacher became one of his favorites."

Field cringe-worthy queries without flinching.
"Why is that man's skin dark?"
"Skin contains something called melanin, which makes us different colors. Some people have more than others. We're all part of a beautiful rainbow, aren't we?"
"Why does that girl talk funny?"
"That's called an accent. Her family came from a country where they speak another language."
"Why is he in a wheelchair?"
"Some people's legs don't work, so they need a chair with wheels to get from place to place."
"Why is that woman so fat?"
"People come in all shapes and sizes, and that's what makes the world such an interesting place."
"Why does that man wear a funny wrap on his head?"
"That's called a turban. He wears it because it's part of his religion, like other people may wear a cross."

# data[].attributes.attachment_link.description
When Julianne Weiner's 4-year-old son, Benjamin, started flipping out about going to preschool, she thought it was typical first-day jitters. Then he told her the reason: "I don't want a teacher with brown skin." Weiner, who is white and lives in a diverse neighborhood in Boyds, Maryland, was horrified and confused.

# data[].attributes.headline
The Parent's Guide to Teaching Diversity and Inclusion

# data[].attributes.subject
The Parent's Guide to Teaching Diversity and Inclusion

# data[].attributes.attachment_link.title
The Parent's Guide to Teaching Kids About Cultural Diversity and Inclusion

# data[].attributes.attachment_link.description
The world is becoming increasingly diverse with every passing year. Statistics show that in the U.S. alone between 1980 and 2020, the white working-age population declined from 83% to 63%. At the same time, there's a growing number of working people who belong to a minority.

# data[].attributes.headline
How to Set Parental Controls on Your Child's Device

# data[].attributes.subject
How to Set Parental Controls on Your Child's Device

# data[].attributes.attachment_link.readable_text
The internet puts the world at your fingertips. From laughing at your favorite shows to shuddering at the news, anything you want to access is just a click away. But that may be worrisome if you're a parent or teacher.

Children often have access to multiple devices. Make sure to project each of them by implementing parental controls. They are available on most major internet-enabled devices such as computers, smartphones and gaming systems.

Parental controls help reduce the risk of your child viewing inappropriate content on the web. In addition to setting parental controls, it's important to monitor your child's internet activity and use age-appropriate settings on devices.

What Can Parental Controls Do?

Parental controls are software or device-specific options that allow parents to monitor their child's internet use. They prevent children from accessing inappropriate, unsuitable, or illegal content online. They can be implemented within your internet service provider, search engines, video streaming sites, chat software and more. Parental controls can practice the following prevention methods:

Control or block the video games your child can access

Filter web browsers and only show pre-approved websites

Prevent children from using certain services

Manage search engines to limit what a child can search online

Manage types of videos that are searchable

How to Set Parental Controls

Parental controls can prevent and filter a variety of inappropriate content for little ones. However, figuring out how to set parental controls on each device can be confusing. We explain how to set them on the following devices and services:

Computer Operating System Parental Controls

Most computer operating systems contain parental control settings to ensure your child is safe from the minute they turn on their device.
Content restrictions include:

Blocking inappropriate apps, games and media

Requiring children to ask a parent before purchasing in the Microsoft Store

Blocking inappropriate websites

Blocking inappropriate apps, games and media:

1. Set up a child account through Windows Settings. If you already have one, find your child's name and choose Content Restrictions.

2. In the case that your child downloaded something prior to these limitations, you can block it by going to the Activity page. Your child will need permission to use it again and you can approve or disapprove via email.

Blocking inappropriate websites:

1. Scroll to from off to Web browsing and toggle Block inappropriate websites On.

2. For blocking specific sites, add their URLs under Always blocked.

3. To limit your child to only browse specific websites, check the box next to Only allow these websites.

Require kids to ask a parent before purchasing in the Microsoft Store: Mac OS Parental Controls Internet content filter To enable internet content filtering:

1. Select Parental Controls.

2. Choose the user account on the left side of the window that you want to enable filtering for (your child's account).
Note: Parental Controls cannot be enabled for administrator accounts. Make sure your child's account has managed access and is not an admin.

3. Select "Enable Parental Controls."

4. Click the Content tab.

5. Choose one of the three modes under Website Restrictions (unrestricted, automatic, whitelist).

Apple's Internet content filter three modes:

"Allow unrestricted access to websites" (unrestricted): This logs websites that the account visits, but does not restrict web browsing. Parents can view visited websites under the Logs tab of Parental Controls preferences.

"Try to limit access to adult websites automatically" (automatic): Filters websites with inappropriate content similar to the way mail applications identify "junk" mail. This filter can identify whether a web page is safe or not by inspecting the website's text and structure. It also blocks websites if the website identifies as adult-oriented using or rating systems. This setting logs all visited and blocked websites, and flags blocked websites in the Logs tab of Parental Controls preferences.
The internet content filter cannot examine the encrypted content of a page (https or SSL encryption). For this reason, encrypted websites must be allowed using the Always Allow list. If not, the encrypted websites will automatically be blocked.

"Allow access to only these websites" (whitelist): This will restrict any website that is not listed.

Chrome OS on Chromebook

1. Sign into your Chromebook.

2. Click on your account photo located in the lower right-hand corner of the screen.

3. The Users interface should be visible. Select a check mark next to the Enable supervised users setting. Then select Done to return to the previous screen.

4. You now have a supervised profile and if successful, you'll receive an email with more details.

Parental Control Chrome Extension
Internet Browser Parental Controls

Now that you have the device's OS system controlled, it's time to start on internet browser parental controls. We have detailed instructions for the three most common internet browsers: Google Chrome, Firefox and Safari.

Listed above, safari parental control is the same as Mac OS parental controls.
Safari Additional Support
Google Chrome

1. Log into your Google account.

2. Click on the main menu button in the top right-hand corner with three vertical dots.

3. Next, click on and a new Add Chrome window will open.

You can also see which sites your child visits in the Activity setting and approve/disapprove their requests to access sites.

Firefox automatically checks the parental controls on your device and sets itself to Prefer:Safe mode. This will auto turn on the safety feature on each website your child visits as long as there are active parental controls on your computer. The feature can only be turned off through password-protected parental settings on your operating system. That way your child will not be able to deactivate this feature through the Firefox browser. are Firefox add-ons for parental control.

Search Engine Parental Controls

While your OS system and internet browsers may be secure, it's important to implement search engine parental controls. Kids will most likely use search engines to find websites for recreational use or educational use. Make sure their search is monitored by adding parental controls using our guide below.

Google SafeSearch

1. Go to the Google search engine.

2. Under "SafeSearch filters," check the box next to "Turn on SafeSearch."

3. At the bottom of the page click Save.

Note: For added protection, change the SafeSearch filters setting from Moderate to Strict.

1. Open the Yahoo search engine in a browser or open the Yahoo search app and sign in.

2. Search for a term, then scroll down to Settings at the bottom left of the page.

3. Click Settings.

Video Streaming Parental Controls

When it comes to video content, there are millions of videos getting published daily. Keep your children protected from PG-13 to R-rated content with these parental controls for video streaming. We have added parental controls for the most common video streaming sites: YouTube, Netflix and Hulu.

YouTube Kids has become available on both iOS and Android platforms. It is parental control enabled and filtered just for kids. YouTube Kids focuses its content on music, education and other categories. We recommend downloading this to their iPhones (if applicable) and/or keeping YouTube locked/passcode enabled if downloaded on your phone. If you still want to use the original YouTube app, follow these steps.

Note: In order to make sure kids do not turn off parental controls, sign out of your YouTube account in the browser/app and the settings will be locked. The settings are browser specific, so you will need to repeat for every browser.

For Netflix, there are a variety of controls that you can choose from. They have hard and soft controls that parents can set up along with maturity levels for each individual profile.
Here are the types of age-limiting parental controls:

Little Kids: Only shows and movies suited for "all ages" will be available.

Older Kids: Media rated all ages, 7+ and some 13+ will be available.

Teens: Movies and shows suitable for teens (13+) will be shown.

Adults: All listed media will be available.

Account-level hard controls:

Requiring a PIN for specific maturity ratings: Set a 4-digit PIN that is required to play any video content above a selected maturity level on any profile. The PIN ensures that your child doesn't watch content rated above the selected maturity level.

Requiring a PIN for specific video content: Set a 4-digit PIN that must be entered to play specific video content on any profile. This ensures your child does not watch the particular video content.

Setting up your PIN: Account-level soft controls

Choose a maturity level for a profile: Set a maturity level for a profile to control the video content available for that profile. The parent or guardian then ensures their child only uses their correct profile.
Set the maturity level for a profile:

1. Choose the profile you'd to edit.

2. Under Allowed TV shows and movies, choose your desired maturity leve l.

Little kids only- G, TV-Y, TV-G: video content suitable for all ages

Older kids and below - PG, TV-Y7, TV-Y7-FV, TV-PG : video content suitable for older kids

Teens and below - PG-13, TV-14: video content suitable for teens

All Maturity levels- R, NC-17, TV-MA: watch all video content, including mature content

3. Select Save.

Note: the primary account holder's profile can only be set to For Teens and below or All Maturity levels.

Hulu parental control is based on the age associated with your Hulu profile. User accounts who specify an age under 17 will not be allowed to watch mature content (films rated R or TV-MA shows) using their individual profile. Hulu will also respect your device's parental controls on devices such as an Xbox One. For Hulu Plus subscribers, there is a section you can set up for your little ones.

Gaming Parental Controls

In many households, gaming is a popular choice for children and teens. It can even be a more popular activity than spending time online, so it's important to make sure your parental controls are secure. Follow these how-tos for the most popular gaming systems.
Block inappropriate apps, games and media: Block inappropriate websites:

1. Sign in with your adult account on your Xbox.

2. Press the Xbox button to open up the guide and then choose System > Settings > Account > Family.

3. Select the drop-down to view all of the options.

4. Choose the desired level of web filtering.

Require kids to ask a parent/guardian before purchasing on Microsoft Store:

1. Sign in with your adult Account on the console.

2. Select Privacy & online safety > Xbox Live privacy > View details & customize > Buy & download and select On from the drop-down.

Set Up Monthly Spending Limits:

Go to Settings > Parental Controls/Family Management > Family Management
Restrict Access to Network Features:

Under Network Features you can choose to allow a child family member to communicate with other players on PSN or view content created by other players.
Set Rating Levels for Games/Blu-ray Discs and DVDs:

Select the user you want to set the age level for, then select Applications/Devices/Network Features and choose the content you would like to restrict. Information on age level .
Disable use of Web Browser and Playstation VR: Set a login passcode:

1. Set a 4-digit passcode with the corresponding buttons on your DS4 controller.

2. Enter the 4-digit passcode again to confirm.

3. Once you've set the passcode, you can change or delete the login passcode at any time.

Nintendo Wii

Nintendo DS
Levels of parental controls:
Choose the control setting based on the age of your child for both games and films.
Games: Films:
If you are unsure which level to choose to prevent your child from playing a particular product, you can select the application or content from the XMB menu, press the Triangle button and then select Information.
Restrict the use of UMD and digital playback:

1. Input your password

2. Set the parental control level.

3. Once the levels are set, users who are restricted will see a padlock icon in place of the normal icon for the game or application. The default level is at 9, which is the 18 age rating.

Restrict the use of the internet browser:
Cell Phone Parental Controls

Whether your child has their own Android or Apple device or they use yours, it's important to set up cell phone parental controls. You can turn off function such as in-app purchasing, restricting web search, and more.

iPhone Parental Controls

Settings for iPhone and iPad in iOS 12
Set content & privacy restrictions:

Tap Continue, then select Use Screen Time Passcode to create a passcode. Re-enter the passcode to confirm.

Note: If you're setting up Screen Time on your child's device, follow the prompts until you get to Parent Passcode and enter a passcode. Then, re-enter the passcode to confirm.
Prevent web content: Prevent iTunes & App Store purchase:

1. Make your selections on which to Allow under Store Purchases & Redownloads.

2. Select Always Require a password.

Prevent explicit content and content ratings:
Android Parental Controls
Set up parental controls:

1. Sign in with your own Google account or use their account if they have one.

2. Scroll down and select Settings, and scroll until you see Parental controls.

3. The setting will be turned on and you can then tap each category to set how restricting you'd like each category to be.

Use Family Link:

1. Launch the app and select Get Started.

2. Answer a few questions about whether your child has a compatible device and select that you want to create a child's account and to start a family group.

3. Add their birthday and gender, then press Next.

4. Choose a Gmail username and press Next.

5. Agree to the Terms and Conditions and add credit card information.

6. To add the account on your child's device, start by turning on their phone and signing in using their account.

Note: You can review any apps that have been preinstalled on the phone to decide if they should be allowed to use them

Note: Below the Parental controls master switch there is a summary of which restriction is set for each type of content.

Parental Control Apps

The final step you can take to secure your child's online activity is with a parental control ap p. In the world of mobile phones and tablets, it adds a level of protection to keep your child safe.

Panda Dome Family helps you keep your child safe while spending time online. It allows system administrators to prevent users from accessing websites that contain unwanted content. It also features a GPS tracking system so you can always know where your children are. It can additionally block unwanted calls and allow parents/adults to block access to certain apps.
Sources:

# data[].attributes.attachment_link.title
How to Set Parental Controls On All Your Devices - Panda Security

# data[].attributes.attachment_link.description
The internet puts the world at your fingertips. From laughing at your favorite shows to shuddering at the news, anything you want to access is just a click away. But that may be worrisome if you're a parent or teacher. Children often have access to multiple devices.

# data[].attributes.attachment_link.title
Facebook, YouTube, Twitter - The Impact of Social Media on Your Child's Mental Health

# data[].attributes.headline
Effects of Childhood Trauma on the Brain

# data[].attributes.subject
Effects of Childhood Trauma on the Brain

# data[].attributes.attachment_link.title
Wired for Danger: The Effects of Childhood Trauma on the Brain

# data[].attributes.attachment_link.authors[].name
Dr. Russ Harris - Acceptance Commitment Therapy

# data[].attributes.headline
Overview of Children's Mental Health from the CDC

# data[].attributes.subject
Overview of Children's Mental Health from the CDC

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.title
Learn About Children's Mental Health | CDC

# data[].attributes.attachment_link.description
Mental health in childhood means reaching developmental and emotional milestones, and learning healthy social skills and how to cope when there are problems.

# data[].attributes.attachment_link.provider_name
National Institute of Mental Health (NIMH)

# data[].attributes.attachment_link.title
Children and Mental Health: Is This Just a Stage?

# data[].attributes.attachment_link.description
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…

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Recognizing Mental Health Problems In Children

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Substance Abuse and Mental Health Services Administration

# data[].attributes.subject
Substance Abuse and Mental Health Services Administration

# data[].attributes.attachment_link.provider_name
Substance Abuse and Mental Health Services Administration

# data[].attributes.attachment_link.description
Frequently Asked Questions - What is SAMHSA’s National Helpline?

# data[].attributes.attachment_link.readable_text
Poor Mental Health Impacts Adolescent Well-being

The number of adolescents reporting poor mental health is increasing.

Building strong bonds and connecting to youth can protect their mental health.

Schools and parents can create protective relationships with students and help them grow into healthy adulthood.

Adolescent Mental Health Continues to Worsen

CDC's Youth Risk Behavior Surveillance Data Summary & Trends Report: 2011-2021 [PDF - 10 MB] highlights concerning trends about the mental health of U.S. high school students.

In 2021, more than 4 in 10 (42%) students felt persistently sad or hopeless and nearly one-third (29%) experienced poor mental health.

In 2021, more than 1 in 5 (22%) students seriously considered attempting suicide and 1 in 10 (10%) attempted suicide.

These data bring into focus the level of distress many students are experiencing.

Some groups are more affected than others.

Why Is This a Big Deal?

Poor mental health in adolescence is more than feeling blue. It can impact many areas of a teen's life. Youth with poor mental health may struggle with school and grades, decision making, and their health.

Mental health problems in youth often go hand-in-hand with other health and behavioral risks like increased risk of drug use, experiencing violence, and higher risk sexual behaviors that can lead to HIV, STDs, and unintended pregnancy.

Because many health behaviors and habits are established in adolescence that will carry over into adult years, it is very important to help youth develop good mental health.

The good news is that teens are resilient, and we know what works to support their mental health: feeling connected to school and family.

Fortunately, the same prevention strategies that promote mental health-like helping students feel connected to school/family-help prevent a range of negative experiences, like drug use and violence.

Building strong bonds and relationships with adults and friends at school, at home and in the community provides youth with a sense of connectedness.

This feeling of connectedness is important and can protect adolescents from poor mental health, and other risks like drug use and violence.

Youth need to know someone cares about them. Connections can be made virtually or in person.

There is a Role for Everyone in Supporting Teen Mental Health

As we've learned nationally during the COVID-19 pandemic, schools are critical in our communities to supporting children and families. While the expectation is that schools provide education, they also provide opportunities for youth to engage in physical activity and academic, social, mental health, and physical health services, all of which can relieve stress and help protect against negative outcomes.

However, the pandemic disrupted many school-based services, increasing the burden on parents, increasing stress on families, and potentially affecting long-term health outcomes for parents and children alike, especially among families already at risk for negative health outcomes from social and environmental factors.

Critical supports and services need to be comprehensive and community wide and should include:

Help students cope with emergencies and their aftermath.

Provide safe and supportive environments-whether in person or virtually.

Linking students to mental health services.

Integrating social emotional learning.

Training staff.

Supporting staff mental health.

Reviewing discipline policies to ensure equity.

Building safe and supportive environments.

Communicate openly and honestly, including about their values.

Supervise their adolescent to facilitate healthy decision-making.

Spend time with their adolescent enjoying shared activities.

Become engaged in school activities and help with homework.

Volunteer at their adolescent's school.

Communicate regularly with teachers and administrators.

Ask adolescents about family relationships and school experiences as a part of routine health screenings.

Encourage positive parenting practices.

Engage parents in discussions about how to connect with their adolescents, communicate effectively, and monitor activities and health behaviors.

Educate parents and youth about adolescent development and health risks.

Parents and families may find the following resources helpful to support the mental and emotional well-being of their adolescents:

# data[].attributes.attachment_link.description
Learn about the teen mental health crisis, who is at most risk, and how schools and families can protect teen mental health.

# data[].attributes.attachment_link.readable_text
By: Richard J. Chung, MD, FAAP

If your teenage child is dealing with anxiety, depression or any other mental health concern right now, you're not alone. More than a year after the American Academy of Pediatrics (AAP) joined with other organizations to declare a national emergency in youth mental health, many teens are still struggling.

Still, you may wonder whether the symptoms are part of the biological and social changes all young people go through on their way to adulthood, or something more. As a parent or caregiver, how do you know when to talk with your teen and their doctor about mental health?

Read on to learn more about teen mental health, including signs someone is struggling and may need more support. You can also visit the AAP YouTube channel for a series of videos for teens on mental health. The videos address topics including depression, anxiety, eating disorders, self-harm and other topics. Share with someone you care about:

Pressures teens face

Youth mental health expert raised concerns about the extreme pressures on children and teens throughout the COVID-19 pandemic. Yet the lingering effects of school closures and other COVID-related stressors are not the only factors in teen stress. Many young people are also dealing with:

Overwhelming pressure to figure out their future, get good grades or gain admission to elite colleges and universities

The need to be superstars in sports, the performing arts or other extracurriculars

Tough schedules that don't allow enough time for rest, relaxation and unstructured fun

Bullying (whether in person, via social media or both)

Persistent fears about climate change, global conflict and other weighty issues

Discrimination based on race, gender, sexual orientation​, weight, religion, disability or other factors

Problems related to a poverty or lack of money for safe, stable housing and enough nutritious food.

How will I know if my teen is struggling?

The mental health symptoms you might see in your child will, of course, be unique to them. But as a parent or caregiver, you have a good sense of what their "normal" looks like.

Signs your teen may be having mental health difficulties

In addition to more overt symptoms like mood swings, irritability, anger and tearfulness, you may see:

Notable changes in sleep, weight, eating habits or other everyday patterns

Loss of interest in the things they usually love or quitting activities that they enjoy

Withdrawing more than usual from friends, family and community

Canceling plans with their closest friends with little or no explanation

Academic struggles that seem different or more intense: for example, failing quizzes in their favorite subject or refusing to do homework that once would have seemed easy

Running thoughts or worries that won't leave them alone

A whole new set of friends you've never met before

Refusing to talk about what's bothering them, even after you've made it as safe as possible to discuss hard issues openly

Obsession with a certain goal, possibly with the belief that if they don't achieve it, their life will never be the same

Signs of drug, alcohol or other substance use

Signs of self-harm such as cuts, burns, bruises, etc. that your teen tries to hide or can't explain fully and credibly

Sexual activity or interest that seems new or more intense than before

Keep in mind that having just one symptom on this list doesn't mean your teen is experiencing a full-blown crisis. Biological changes, including the hormone shifts all tweens and teens go through, can affect your child's mood, school performance and more. But if you consistently see one or more of these signs, it's time to open a conversation about mental health with your teen.

What mental health conditions are most common for teens?

Young people face pretty much the same array of mental health challenges that adults do. However, these are the most common mental health conditions seen in U.S. tweens and teens:

Attention deficit/hyperactivity disorder(ADHD) affects nearly 10% of all U.S. kids aged 3 to 17.

Nearly 9.5% experience anxiety that interferes with their everyday functioning.

Around 4.5% live with depression. In teens, depression may or may not look like the stereotyped tearful blues. Symptoms of depression can sometimes look more like anger/irritability.

Though they are less common, eating disorders such as anorexia nervosa and bulimia nervosa can cause major health problems for teens and young adults. Self-harm,thought to be underreported, is another serious concern for tweens and teens.

Are drinking and drugs part of the problem?

Substance use is very common among teens. It can combine with mental health issues (and in most cases, making them worse).

Around 15% of all high-school students say they have used street drugs such as cannabis, cocaine, inhalants, heroin, meth, hallucinogens or MDMA (also called ecstasy or molly). Some 14% report they have misused prescription opioids. Nearly 30% say they've tried alcohol and 14% admit to binge drinking. A frightening 17% got into a car driven by someone who had been drinking, exposing them to a whole new level of danger.

Substance use is a concern all its own-one you should definitely discuss with your teen, even if you don't see signs of mental health issues. But noticing it alongside mental health symptoms raises extra concern. Drinking and drugs are often used to cope with difficult feelings or circumstances. This can signal deep emotional pain that needs to be addressed.

What role does social media play?

Young people spend a lot of time on sites such as Instagram, Snapchat, TikTok and others. One study found that 90% of teens aged 13 to 18 use multiple platforms, with more than 60% engaging with social media every day.

We are still learning about the ways social media can affect human health, especially among children and teens. Healthy use of social media can foster positive connections. However, some young people may face greater risks for negative effects. See " Social Media & Your Child's Mental Health: What the Research Says" for insights that can help you consider social media's impact on your child.

How can I open conversations with my child?

Here are some points to consider as you open the door to discussing your teen's mental health. Ideally, this should be a a series of ongoing conversations and "check ins" that you have with your child. This can help support your child's mental health and also give you a foundation for times your child may be struggling more and need more problem-focused support.

Resolve to listen more than you speak. Nothing will send your teen running the other way faster than failing to see and hear them fully. You will need to manage your own fears during the conversation so you can avoid autobiographical listening. This happens when you filter everything through your own life lens instead of listening for deep understanding.

Realize that mental health stigma still exists. Despite much progress, some people still believe that having a mental health condition means someone is broken, untrustworthy or potentially violent. In fact, many don't seek mental health treatment because they're afraid of what others will think of them. If you're concerned about the harm stigma can do to your teen, this article may help.

What to remember about mental health​ as you move forward

How can our pediatrician support us?

Your pediatrician cares about your child's health and has helped many other parents and caregivers with mental health concerns. Your pediatrician also knows about local resources you can tap to support your teen, now and throughout the healing process.

Pediatricians can explain treatment options, including medications that might help. They can also refer you to mental health specialists who can evaluate your teen. In this way, your pediatrician will become part of a care team that can help you create a treatment plan, as well as a crisis plan that spells out what you will do if things get worse for your child.

What if my teen is having thoughts of suicide?

Suicidal thoughts or actions should NEVER be ignored. If your teen is in crisis right now, call The 988 Suicide & Crisis Lifeline or text 'TALK" to 741741. Trained lifeline staff will help you figure out immediate steps to protect your child.

If your teen is thinking about suicide but not in crisis, it's still vitally important to get help. Call your child's pediatrician or mental health provider right away to find resources and plan for appropriate treatment and support.

If you're concerned you might be missing the warning signs of suicide, here is an article that may help.

Proactively promote mental health & self-care

Also keep in mind that mental health is not just about responding to problems. It is important to promote positive mental health and resilience in everyday, proactive ways.

Even if your teen is doing fine, help them find time for self care and mood-boosting healthy habits. Make time to enjoy each other as a family. Positive activities and relationships can have a protective, "scaffolding" effect on mental health.

We all have good days and bad days, just as days when we feel healthier than other times. Mental health should stay on our radar; promoting it should be among our day-to-day goals.

More information

About Dr. Chung

Richard J. Chung, MD, FAAP is a pediatrician and adolescent medicine specialist in Durham, North Carolina. He is a member of the American Academy of Pediatrics Committee on Adolescence.

# data[].attributes.attachment_link.title
Teen Mental Health: How to Know When Your Child Needs Help

# data[].attributes.attachment_link.description
For many teenagers, the transitions that accompany adolescence and other pressures can lead to one or more of a variety of mental health disorders. Here are signs parents and caregivers can watch for, and information to help know when they may need more support.

# data[].attributes.headline
Top Mental Health Challenges Facing Students

# data[].attributes.subject
Top Mental Health Challenges Facing Students

# data[].attributes.attachment_link.readable_text
If you or someone you know is considering suicide, please contact the National Suicide Prevention Lifeline: 988 or 1-800-273-TALK (8255), available 24 hours a day, seven days a week. All calls are confidential, and anyone can use this service.

Many college students experience symptoms of a serious mental health condition.

Depression and anxiety are common mental health conditions among students.

Resources are available to help students improve their mental health.

Mental health experts and researchers often use terms like "epidemic" and "crisis" to describe the mental health challenges many U.S. college students face these days.

In the Fall 2021 National College Health Assessment, about 30% of student respondents said anxiety negatively affected their academic performance. Furthermore, just over 1 in 5 students reported having been diagnosed with depression by a healthcare professional.

Mood disturbances represent just some of the mental health conditions many college students have. Other common challenges include suicide and suicidal ideation, eating disorders, and substance misuse.

This guide introduces the top five mental health challenges facing college students today, with advice on how to identify potential conditions and get support.

1. Depression

Depression is a mood disorder that involves persistent feelings of sadness, hopelessness, and loss of interest in previously enjoyable activities.

People going through a depressive episode may experience mood swings, sleep disturbances, appetite changes, and headaches and/or body pains with no apparent physical cause.

In the 2021 Healthy Minds Study, 22% of college students screened positive for major depression, and 41% screened positive for depression overall. This makes depression one of the most common mental health conditions among U.S. college students.

Symptoms of Depression

Symptoms of depression can vary depending on the person. The way one person exhibits signs of depression is not necessarily the same way symptoms may emerge in someone else.

According to the American Psychological Association, symptoms of depression can include:

Displaying some of these symptoms does not necessarily mean you're depressed. However, if you begin to experience these symptoms with some regularity, you should consider seeking professional help.

Signs That Someone May Have Depression

Everyone has off days when they feel overwhelmed or down about life. But when these days become weeks and simply getting out of bed becomes a struggle, such symptoms become cause for concern.

Here are some signs of depression to look for in peers, friends, and loved ones:

They're not enjoying activities they once loved

They no longer attend classes or social outings

They're experiencing extreme anger or sadness over a relationship in their life

They react negatively or with apathy to most things

They often talk about death or suicide

Words of encouragement can show that person you're a source of support. However, avoid telling someone to "cheer up" or "snap out of it." Many people experiencing depression are aware of their condition, and telling them to get over it is not helpful.

If you believe someone you know is at risk, gently encourage them to seek help and offer to accompany them to a student health center or doctor's appointment. Although talking through their challenges with you may be helpful, understand that this is not a substitute for professional treatment.

Signs That You May Have Depression

If you think you may have depression, ask yourself the following questions:

Have you experienced extreme sadness or hopelessness?

Does your family have a history of depression?

Have you turned to heavy drinking or drug use to relieve feelings of hopelessness?

Have you experienced invasive thoughts of death or suicide?

If you answered yes to any of the above questions, consider making an appointment with your primary healthcare provider or with someone at your student health center for a mental health assessment.

Resources for Depression

The following organizations are dedicated to providing resources and assistance to those living with depression:

2. Anxiety

Most college students experience anxiety from time to time. However, mounting or ongoing feelings of worry, tension, and panic can interfere with day-to-day life. When your daily life is disrupted, anxiety becomes a medical condition that needs treatment.

In a 2016 Pennsylvania State University study, 61% of survey respondents identified anxiety as a leading student mental health condition. And in the aforementioned Healthy Minds Study, 1 in 3 students screened positive for an anxiety disorder.

Below are some of the most common types of anxiety disorders:

Generalized Anxiety Disorder (GAD): This condition involves constant, severe anxiety that interferes with day-to-day activities.

Obsessive-Compulsive Disorder (OCD): People with OCD experience intrusive and unreasonable thoughts, fears, and obsessions that lead to repetitive behaviors and compulsions.

Panic Disorder: This condition is characterized by constant fearfulness and frequent, sudden attacks of terror and panic.

Post-Traumatic Stress Disorder (PTSD): PTSD usually develops after someone experiences or witnesses a traumatic event. However, individuals can also have trauma without suffering a major catastrophic event.

Social Anxiety Disorder: This mental health condition manifests as irrational anxiety, fear, self-consciousness, and embarrassment in everyday social interactions.

Symptoms of Anxiety

Symptoms of an anxiety disorder are often mistaken for everyday stress or written off as worrying too much.

Depending on how your body responds to increased levels of certain chemicals, panic attacks may be mistaken for a physical ailment, such as a heart attack or tension headache.

Common symptoms of anxiety can include:

Feelings of stress, restlessness, apprehension, or fearfulness

Irritability

Trouble concentrating

Excessive sweating and dizziness

Shortness of breath

Muscle pain and tension

Headaches

Frequent upset stomach or diarrhea

The exact causes of anxiety aren't fully understood but may include a combination of genetics, naturally occurring brain chemicals, life experiences, and stress.

Signs That Someone May Have Anxiety

Brief, occasional feelings of anxiety or anxiety-driven behaviors do not automatically indicate a mental health condition. If, however, anxious feelings persist, interfere with your daily life or functioning, or begin to manifest as obsessive behaviors with an overwhelming sense of fear, it may be time to seek help.

Someone you know may have an anxiety disorder if they display one or more of the following behaviors:

Refrain from criticizing or belittling the severity of someone's symptoms and encourage them to try coping strategies that avoid causing further anxiety. You might also encourage your friend or peer to visit campus mental health services so they can talk with a professional.

Signs That You May Have Anxiety

If you suspect you may have an anxiety disorder, here are some questions to ask yourself:

Are you experiencing anxious or worrisome thoughts on a daily basis?

Are you plagued by fears others may find unfounded or irrational?

Do you avoid everyday social activities because they cause you anxiety?

Do you experience sudden, heart-pounding panic attacks?

Is your anxiety interfering with your school work, job, and/or relationships?

If you answered yes to any of the above questions, consider visiting your primary healthcare provider or someone at your student health center for a mental health assessment.

Resources for Anxiety

The following organizations are excellent resources for students with anxiety disorders:

3. Suicidal Ideation and Intent

Suicidal ideation is defined as a pattern of thinking about or planning one's own death by one's own hand. Generally, mental health professionals consider overwhelming or highly detailed suicidal thoughts a mental health emergency.

A 2018 study by Harvard Medical School researchers found that 1 in 5 U.S. college students experienced thoughts of suicide. More recently, the 2021 Healthy Minds Study reported that 5% of student respondents had planned to commit suicide (without making an attempt) in the past year.

Signs of Suicidal Ideation in Others

Many students experience stress, frustration, and doubt, but sometimes those thoughts gain an intense momentum that brings students to a place where they may seriously consider ending their lives.

Signs of suicidal ideation differ from person to person. According to ADAA, common warning signs can appear in a person's speech, mood, and/or behavior. These include:

Speech: People considering suicide may talk about feeling trapped, feeling as if they're a burden to others, feeling as if they have no reason to go on, and/or wanting to end their lives.

Mood: Signs of suicidal ideation and intent in someone can manifest in a variety of moods, including anxiety, irritability, loss of interest in activities they enjoyed previously, humiliation, rage, and depression.

Behavior: Those considering suicide may exhibit specific behaviors, including giving away prized possessions, withdrawing from friends and family, inexplicably visiting people to tell them goodbye, and searching online for information about how to commit suicide. They may also sleep poorly or too often, behave recklessly, act aggressively, and/or increase their use of drugs and alcohol.

If you notice any of the behaviors listed above in a classmate, friend, or family member, it's important to talk to them about your concerns as soon as possible. They could be in a fragile state, so make sure to approach them with patience and kindness.

In addition to encouraging them to see a mental health professional, you can and should give them the tools to help themselves. Advise them to save the National Suicide Prevention Lifeline phone number - 988 or 1-800-273-8255 - in their phone. (And save this in your phone, as well.)

If you're unsure how to approach someone who may be experiencing suicidal ideation, you can consult online suicide prevention programs, like Crisis Connections, for advice.

Signs of Suicidal Ideation in Yourself

Suicidal thoughts often stem from a preexisting mental health condition. Depression, which can cause distorted thinking, sometimes leads to suicidal thoughts. Feeling utterly overwhelmed and helpless due to anxiety can also result in suicidal thoughts.

If you're thinking about ending your life, tell a friend or loved one. You should also contact your mental health center as soon as possible.

Remember that crisis services are available. Don't hesitate to call the National Suicide Prevention Lifeline at 988 or 1-800-273-8255 if you're experiencing peristent thoughts of suicide.

Suicide is a preventable tragedy. There are people out there who care and want to help you.

Suicide Prevention Resources

Many suicide prevention resources are available online and at campus health centers. Here are some organizations that specialize in mental health and suicide prevention:

Learn More

4. Eating Disorders

Eating disorders cover a variety of conditions marked by major irregularities in eating habits and an intense preoccupation with one's body image or shape. These disorders can involve both food deprivation and binge eating, which may be followed by purging.

Data shows that around 11-17% of female college students and 4% of male college students in the U.S. screen positive for clinical eating disorder symptoms.

Here are some examples of common eating disorders:

Anorexia Nervosa: Characterized by an unhealthy fixation on thinness, a distorted body image, and fears of gaining weight, this disorder commonly results in emaciation and has one of the highest mortality rates among mental health conditions.

Bulimia Nervosa: Bulimia nervosa involves recurrent and frequent episodes of eating unusually large amounts of food, followed by behavior that compensates for binging, like purging, fasting, or overexercising.

Binge Eating Disorder: Binge eating disorder is characterized by constant cravings that occur any time of day and result in overeating. This disorder is often associated with poor body image and low self-esteem.

Symptoms of an Eating Disorder

The signs and symptoms of eating disorders can vary significantly. Many depend on the mental state of the individual with the disorder.

However, there are several red flags that are common factors for anorexia, bulimia, and binging, such as the following:

Distorted or poor body image

Excessive exercise

Irregular heartbeat

Dehydration

Feeling like your eating is out of control

Fear of eating in public

Constantly making excuses for eating habits

Eating disorders can be life-threatening and contribute to serious health issues if not treated properly, such as kidney failure, heart problems, stunted growth, loss of menstruation, and failure of the reproductive system.

Signs That Someone May Have an Eating Disorder

We all have days when our self-image isn't at its best. Remember that experiencing a few negative episodes doesn't necessarily mean you or someone has an eating disorder.

Nevertheless, when random complaints about weight become all a friend or loved one can focus on, or if you notice they've started skipping meals or binging on junk food and then feeling guilty afterward, it may be time to act.

Here are some signs to look for when you suspect someone you know has an eating disorder:

Are they skipping meals or only eating small portions of food?

Are they suddenly uninterested in foods they once loved?

Are they limiting their meals to foods very low in calories?

Are they taking diet pills excessively or medication that suppresses hunger, such as Adderall or Ritalin?

Do they disappear suddenly to the restroom after meals?

Do their teeth appear noticeably stained?

Are they using mints after trips to the bathroom or perfume to mask the smell of vomit?

Do they appear preoccupied with their body, appearance, and/or weight?

Do they exercise excessively or have trouble taking rest days from exercise?

If you answered yes to any of these questions, your peer, friend, or loved one could have an eating disorder. If you need help approaching them about your concerns, consult the National Eating Disorders Association for advice.

Signs That You May Have an Eating Disorder

Worried you may have or be developing an eating disorder? Here are some questions to ask yourself:

Do you refuse to eat food or skip meals?

Do you fear eating out in public with others?

Do you count calories out of a need for control?

Do you follow strict eating habits that you feel guilty and ashamed for breaking?

Are you obsessed or dissatisfied with your weight or body shape?

Do you find yourself eating large amounts of food and then purging, making yourself vomit, or feeling like you have to do something (e.g., exercise) to compensate for the food you just ate?

Have you noticed excessive hair growth on your arms and face or the loss of your period?

If you answered yes to any of these questions, seek treatment. Eating disorders can become life-threatening, and it's important you receive help as soon as possible.

Eating Disorder Resources

If you need guidance to help a friend or yourself through an eating disorder, or if you want to understand more about eating disorders in general, these resources are a good place to start:

5. Substance Misuse

College students frequently use alcohol and recreational drugs, which can become problematic.

Substance misuse describes a tangible pattern of physical and/or psychological dependence on one or more substances. This condition typically entails strong cravings and indulgence in substance misuse, despite knowing the risks and harms of this behavior.

According to Addiction Center, about one-third of U.S. college students report symptoms of alcohol misuse. What's more, a 2018 survey from the National Institute on Drug Abuse found that 15% of male college students and 9% of female college students misused Adderall, a drug commonly used to treat ADHD.

College students have also been found to misuse drugs like marijuana, ecstasy, cocaine, and prescription painkillers at high rates.

Symptoms of Substance Misuse

Many students who use alcohol and drugs in college do not develop an addiction. However, they can still feel the side effects of withdrawal or prolonged use of these substances.

Here are some of the most common symptoms of substance misuse:

Slurred speech, bloodshot eyes, or impaired coordination

Fear, anxiety, or paranoia for no apparent reason

Prone to suspicious behaviors (e.g., frequently getting into fights or getting into trouble with the law)

A sudden need for money or a financial crisis

High tolerance for alcohol and/or drug use (in other words, the person may need to use more and more of a substance to obtain the same effects)

Deterioration of physical appearance, such as weight loss or gain, and changes in personal grooming habits

A sudden change in friends, activities, or hobbies

If you're experiencing one or more of these symptoms, you may be at risk of developing a substance use disorder. Genetics can contribute to your likelihood of developing an addiction, especially if your family has a history of alcohol or drug misuse.

Signs That Someone May Have a Substance Use Disorder

It's not always clear when alcohol or drug use has turned from recreational to habitual. Friends and loved ones who don't want to admit they have a problem may use tactics that evade and undermine your concerns.

If you suspect someone may have a substance use disorder, ask yourself the following questions:

Those who misuse drugs or alcohol often conceal their symptoms or downplay their addiction. As such, it's important that you express your concerns as soon as you notice the warning signs.

When the person is sober, tell them you've noticed their excessive drug or alcohol use. Emphasize the positive sober behaviors you admire and the destructive behaviors they display when drunk or high that concern you.

Refrain from being accusatory or judgmental, as this might cause them to withdraw and further ignore their issues. Offer to go with them to seek treatment at your student health center and help them find resources to support them.

Signs That You May Have a Substance Use Disorder

Ask yourself the following questions if you think you may be exhibiting signs of substance misuse:

If you answered yes to any of these questions, make an appointment to see your healthcare provider right away. Substance misuse should be taken seriously and treated under the guidance of a professional.

Substance Misuse Resources

The following resources can teach you more about the signs and causes of substance misuse, as well as how to get help for yourself or someone you know:
DISCLAIMER: The information provided on this website is not intended or implied to be a substitute for professional medical advice, diagnosis, or treatment; instead, all information, content, and materials available on this site are for general informational purposes only. Readers of this website should consult with their physician to obtain advice with respect to any medical condition or treatment.

# data[].attributes.attachment_link.title
Top 5 Mental Health Challenges Facing Students | BestColleges

# data[].attributes.attachment_link.description
Learn the signs and symptoms of the most common mental health conditions among college students, and find resources for support.

# data[].attributes.attachment_link.readable_text
It's not unusual for young people to experience "the blues" or feel "down in the dumps" occasionally. Adolescence is always an unsettling time, with the many physical, emotional, psychological and social changes that accompany this stage of life.

Unrealistic academic, social, or family expectations can create a strong sense of rejection and can lead to deep disappointment. When things go wrong at school or at home, teens often overreact. Many young people feel that life is not fair or that things "never go their way." They feel "stressed out" and confused. To make matters worse, teens are bombarded by conflicting messages from parents, friends and society. Today's teens see more of what life has to offer - both good and bad - on television, at school, in magazines and on the Internet. They are also forced to learn about the threat of AIDS, even if they are not sexually active or using drugs.

Teens need adult guidance more than ever to understand all the emotional and physical changes they are experiencing. When teens' moods disrupt their ability to function on a day-to-day basis, it may indicate a serious emotional or mental disorder that needs attention - adolescent depression. Parents or caregivers must take action.

Dealing With Adolescent Pressures

When teens feel down, there are ways they can cope with these feelings to avoid serious depression. All of these suggestions help develop a sense of acceptance and belonging that is so important to adolescents.

Try to make new friends. Healthy relationships with peers are central to teens' self-esteem and provide an important social outlet.

Participate in sports, job, school activities or hobbies. Staying busy helps teens focus on positive activities rather than negative feelings or behaviors.

Join organizations that offer programs for young people. Special programs geared to the needs of adolescents help develop additional interests.

Ask a trusted adult for help. When problems are too much to handle alone, teens should not be afraid to ask for help.

But sometimes, despite everyone's best efforts, teens become depressed. Many factors can contribute to depression. Studies show that some depressed people have too much or too little of certain brain chemicals. Also, a family history of depression may increase the risk for developing depression. Other factors that can contribute to depression are difficult life events (such as death or divorce), side-effects from some medications and negative thought patterns.

Recognizing Adolescent Depression

Adolescent depression is increasing at an alarming rate. Recent surveys indicate that as many as one in five teens suffers from clinical depression. This is a serious problem that calls for prompt, appropriate treatment. Depression can take several forms, including bipolar disorder (formally called manic-depression), which is a condition that alternates between periods of euphoria and depression.

Depression can be difficult to diagnose in teens because adults may expect teens to act moody. Also, adolescents do not always understand or express their feelings very well. They may not be aware of the symptoms of depression and may not seek help.

These symptoms may indicate depression, particularly when they last for more than two weeks:

A quick, easy and confidential way to determine if you may be experiencing depression is to take a mental health screening. A screening is not a diagnosis, but a way of understanding if your symptoms are having enough of an impact that you should seek help from a doctor or other professional. Visit www.mhascreening.org to take a depression screening.

Teens may experiment with drugs or alcohol or become sexually promiscuous to avoid feelings of depression. Teens also may express their depression through hostile, aggressive, risk-taking behavior. But such behaviors only lead to new problems, deeper levels of depression and destroyed relationships with friends, family, law enforcement or school officials.

Treating Adolescent Depression
It is extremely important that depressed teens receive prompt, professional treatment.
Depression is serious and, if left untreated, can worsen to the point of becoming life-threatening. If depressed teens refuse treatment, it may be necessary for family members or other concerned adults to seek professional advice.

Therapy can help teens understand why they are depressed and learn how to cope with stressful situations. Depending on the situation, treatment may consist of individual, group or family counseling. Medications that can be prescribed by a psychiatrist may be necessary to help teens feel better.

Some of the most common and effective ways to treat depression in adolescents are:

When depressed adolescents recognize the need for help, they have taken a major step toward recovery. However, remember that few adolescents seek help on their own. They may need encouragement from their friends and support from concerned adults to seek help and follow treatment recommendations.

Facing the Danger Of Teen Suicide

Sometimes teens feel so depressed that they consider ending their lives. Each year, almost 5,000 young people, ages 15 to 24, kill themselves. The rate of suicide for this age group has nearly tripled since 1960, making it the third leading cause of death in adolescents and the second leading cause of death among college-age youth.

Studies show that suicide attempts among young people may be based on long-standing problems triggered by a specific event. Suicidal adolescents may view a temporary situation as a permanent condition. Feelings of anger and resentment combined with exaggerated guilt can lead to impulsive, self-destructive acts.

Recognizing the Warning Signs

Four out of five teens who attempt suicide have given clear warnings. Pay attention to these warning signs:

REMEMBER!!! These warning signs should be taken seriously. Obtain help immediately. Caring and support can save a young life.

Helping Suicidal Teens

Offer help and listen. Encourage depressed teens to talk about their feelings. Listen, don't lecture.

Trust your instincts. If it seems that the situation may be serious, seek prompt help. Break a confidence if necessary, in order to save a life.

Pay attention to talk about suicide. Ask direct questions and don't be afraid of frank discussions. Silence is deadly!

Seek professional help. It is essential to seek expert advice from a mental health professional who has experience helping depressed teens. Also, alert key adults in the teen's life - family, friends and teachers.

Looking To The Future

When adolescents are depressed, they have a tough time believing that their outlook can improve. But professional treatment can have a dramatic impact on their lives. It can put them back on track and bring them hope for the future.
If you or someone you know is contemplating suicide, call 1-800-273-TALK (1-800-273-8255).
Other Resources

The Boys Town National Hotline. (800)-448-3000.

American Academy of Child and Adolescent Psychiatry
3615 Wisconsin Ave., N.W.
Washington, D.C. 20016-3007
Phone Number: (202) 966-7300
Email Address: clinical@aacap.org
Website URL: www.aacap.org

American Association of Suicidology
4201 Connecticut Avenue NW; Suite 310
Washington, DC 20008
Phone: 202-237-2280

Suicide Awareness/Voices of Prevention
The Jed Foundation. Suicide prevention for college students.

Covenant House. Resources for homeless and at-risk children.

# data[].attributes.attachment_link.description
It's not unusual for young people to experience "the blues" or feel "down in the dumps" occasionally. Adolescence is always an unsettling time, with the many physical, emotional, psychological and social changes that accompany this stage of life. Unrealistic academic, social, or family expectations can create a strong sense of rejection and can lead to deep disappointment.

# data[].attributes.headline
Supporting Mental Health Through a Pandemic

# data[].attributes.subject
Supporting Mental Health Through a Pandemic

# data[].attributes.attachment_link.readable_text
We know that being there for students is important, but it's not always obvious how to support them - especially when we're seeing them through a screen some or all of the time.

At the same time, the emotional and social challenges of the pandemic have made it even more crucial for teachers to attend to students' mental health needs. Here are some tips for doing that, both remotely and in person.

By building social emotional learning into the daily routines of your classroom, you'll provide students with a reliable way to deal with whatever feelings they're experiencing. Even small exercises can go a long way toward helping kids feel safe and validated.

For example, at the start of each day (after the physical temperature check, if you're teaching in person!) you might have your students take their "feelings temperature" by labeling their emotions using a feelings word chart. Then, they can rate the intensity of the emotion on a scale from one to ten and notice where in their body they're experiencing the feeling. Is their heart beating faster than usual? Do they feel tension in any part of their body? Do they have a stomachache? Students can track these "feeling check-ins" in a journal and share with the class if they comfortable doing so, for example during morning meeting. Practicing identifying their feelings and body responses will help kids learn how to cope with their feelings.

You can also normalize and validate feelings by taking bits of time throughout the day for direct social emotional education. For example, you can lead read-alouds about feelings or mindfulness, or facilitate journaling, role-playing, media discussions, or even just quick group check-ins about feelings. The idea is to let students know it's okay to feel exactly what they're feeling in the moment and give them tools for days when they might be experiencing uncomfortable feelings. Specific tools students can practice using might include a mindfulness corner, a hanging visual about belly breathing or a list of self-calming strategies taped to their desk.

Isolation can cause feelings of depression and anxiety. This has become especially apparent in recent months. While social distancing makes building interpersonal bonds harder, helping students form strong relationships at school has never been more important.

The social learning that occurs between peers at school can be just as important as academics. When you can, prioritize opportunities for your students to get to know each other and bond. With online learning, this might look like playing class games through video chat or assigning group work that students complete together. Group discussions are also a great way for students to practice interacting and build relationships.

Having a close relationship with the teacher can also be a strong protective factor against the development of mental health issues. It's important for students to feel they can go to their teacher if they're having a hard time. Discussing emotions in class can help with this, and you can also emphasize to students that you're available to talk one-on-one if anything gets tough. If you notice a student seeming down or having trouble engaging, consider checking in on them - even a simple "How's class been going for you?" can go a long way.

Put simply, mindfulness means paying attention to the moment on purpose and without judgment. There are many creative ways to incorporate mindfulness into your classrooms, including these simple exercises:

Two-minute meditation: Try starting the day (or taking scheduled breaks) with two minutes where you encourage your students to focus only on their deep, slow breathing.

Noticing details: Kids can practice mindfulness during activities like coloring, dancing, listening to music or even eating. Help them notice small details about their surroundings and what they're doing. What do they hear, smell, see, feel, taste?

Relaxation skill of the week: Teaching relaxation strategies when kids are calm gives them tools to use when their feelings do get intense. Build their toolkits by introducing a new relaxation skill every week and practicing it daily as a class. Some simple skills to focus on include paced belly breathing, progressive muscle relaxation and guided imagery. Remember, you are your students' model, so take time to verbalize moments when you are beginning to feel stressed or overwhelmed and narrate as you use one of the relaxation strategies to calm yourself.

Kids can usually tell when adults are hiding things from them. That can make an already anxiety-provoking situation feel even worse to kids, since they often assume that things are worse than they actually are. That's why it's important to help your students understand what's happening - without overwhelming them with information.

When students do come to you with questions and concerns, it's important to validate their feelings: "I get that the uncertainty about our school schedule is making you anxious." Then, provide answers to their questions as much as you can: "You're right that there's a chance we might have to switch back to remote learning, but right now we're still coming in person. I promise to let you and your family know as soon as we have any indication that might change."

For younger kids, visuals and stories can help you provide information in a way that they'll understand. For example, you might create a document with pictures highlighting the rules in your classroom around masks, hand-washing and social distancing so that students have a clear sense of what's expected.

Even with school underway, many kids have a lot of free time right now and they're still limited in the kinds of activities they can do. This often leads to kids spending a lot of unstructured time in front of screens, which can have harmful repercussions for their mental health.

Teachers can help with this by structuring as many active, hands-on activities into the day as possible. Even if you're engaging with students online, you can work as a class to come up with a list of fun non-screen activities (taking a walk, playing board games, drawing) and have students complete one activity from the list as part of their daily school assignments. You can also encourage kids to schedule their favorite activities into their daily routines and share with the class about what they've been up to.

Amid so much stress and uncertainty, you may not be able to promise your students that everything will be okay. But by actively supporting their mental health in the classroom, you'll help them feel safe, valued and cared for during a truly challenging time.

# data[].attributes.attachment_link.title
Supporting Students' Mental Health During COVID - Child Mind Institute

# data[].attributes.attachment_link.description
We know that being there for students is important, but it's not always obvious how to support them - especially when we're seeing them through a screen some or all of the time. At the same time, the emotional and social challenges of the pandemic have made it even more crucial for teachers to attend to students' mental health needs.

# data[].attributes.headline
How Can I Help My Child's Mental Health?

# data[].attributes.subject
How Can I Help My Child's Mental Health?

# data[].attributes.attachment_link.readable_text
As parents, it's important to ensure that our children feel supported through each stage of development. While professional intervention can be warranted in situations where children are having great difficulty coping with life, there are many ways that parents can support a child's mental health.

1. Model healthy coping skills.

You can help your children learn how to deal with their emotions in a healthy way by modeling coping skills at home. You can engage in these skills with your child or talk them through doing them on their own. Activities such as deep breathing, using stress balls, making art (painting, coloring, doodling) or going for walks can be great strategies for coping with feelings.

2. Watch for behavior changes.

It's very normal for kids to go through changes in behavior while progressing through different developmental stages. However, if you notice that your child has become more withdrawn or isolated from their friends, family or routine, it may be a sign that they're experiencing a situation or feeling that they don't know how to process on their own. Check in with your child and let them know you're there and ready to support them however they need.

3. Keep communication open and honest.

It's important that your child knows they can approach you with any issue, and that they will be received and listened to with love and support. Simply letting them know that you are there to support and listen to them without judgment can increase the likelihood that they'll come to you when they have a problem.

4. Create a routine and set clear boundaries at home.

Uncertainty about day-to-day schedules can lead to a lot of stress or anxiety in a child's life. Creating a general routine at home can provide some relief and peace for your child, whether it's a schedule for daily meals or a weekly movie night. Having clear boundaries is also important for your child to know what is expected of them at home and can minimize feelings of frustration from both parent and child.

5. Let them know they are loved and supported.

For a child, one of the most important things you can provide is an environment where they know they are loved and important. They know they are supported no matter what they do, and this increases their feelings of security and safety in the home.

6. Provide positive feedback and encouragement

Kids love to receive positive feedback and learn that they've done something well. Knowing they've done something well increases feelings of pride and confidence, which can stick with a child long term. In addition, providing positive reinforcement for behaviors will often encourage children to repeat that behavior.

7. Encourage joyful movement.

Physical activity provides a necessary outlet for kids, which is important for both physical and mental health. Helping children find a type of movement they enjoy, even from an early age, is a great way to ensure they remain engaged and interested. Participating in movement together with your child can also be a great way to get them involved.

8. Talk about emotions and feelings regularly.

Kids learn so much by watching their parents, including behaviors when it comes to emotional expression and regulation. Rather than simply saying your day was "good" or "OK," try to discuss different emotions you felt throughout your day when talking with your child. Talk to them about the moment you felt stressed in a meeting or frustrated with a coworker-and then talk to them about how you handled your emotions in that situation. This teaches them that these feelings are normal, provides suggestions on how to handle the feelings and gives them the vocabulary to talk about a wider range of emotions affecting them. Don't be afraid to bring up the subject of mental health with older children and adolescents.

9. Involve them in decision making.

As adults, we feel we know what's best for our child, and so children are often left out of the decision-making process. Of course, it may be more appropriate for the parent to make the final decision. However, finding ways to include your child in making decisions can help them feel that they are heard and valued in their home. Something as simple as asking them whether they think you should prepare rice or macaroni and cheese with dinner can show them they have a voice and give them the confidence to use it.

10. Get professional help if needed.

Recognizing when your child needs help is a crucial skill to have as a parent. There may be times when it can be overwhelming or frustrating to try to handle your child's behaviors or respond appropriately to their emotions. Don't be afraid to find and ask for help-it can be a great benefit to both you and your child.

Discovery is here to help

As you go through this process, remember that children go through changes during development that affect emotional expression and regulation, and it's quite normal to see drastic differences in how your child handles each stage.

These tools can be excellent ways to help support your child's mental well-being. But if your child is struggling with depression or anxiety, and you have exhausted your own means to help them, reach out to Discovery Mood & Anxiety Program for answers. We can find the right path for your child and you.
Madeline Radigan Langham is a registered dietitian who works with adolescents in mental health residential treatment. She is passionate about advocating for weight inclusivity and a non-diet approach to help people heal their relationships with food and their bodies. In her free time, she enjoys being outdoors and spending time on trails with her family. You can find more of Madeline's thoughts and work at radnutrition.net or on Instagram at @mradnutrition.
Related Articles on Discovery Mood & Anxiety Program

# data[].attributes.attachment_link.title
How Parents Can Support a Child's Mental Health

# data[].attributes.attachment_link.description
As parents, it's important to ensure that our children feel supported through each stage of development. While professional intervention can be warranted in situations where children are having great difficulty coping with life, there are many ways that parents can support a child's mental health.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
Taking care of our mental health is just as important as having a healthy body.

# data[].attributes.headline
Talking Points for Navigating Children's Mental Health

# data[].attributes.subject
Talking Points for Navigating Children's Mental Health

# data[].attributes.attachment_link.readable_text
Each year millions of Americans face the reality of living with a mental illness. During May, NAMI joins the national movement to raise awareness about mental health. Each year we fight stigma, provide support, educate the public and advocate for policies that support people with mental illness and their families.

Together for Mental Health

For 2022's Mental Health Awareness Month, NAMI will amplify the message of "Together for Mental Health." We will use this time to bring our voices together to advocate for mental health and access to care through NAMI's blog, personal stories, videos, digital toolkits, social media engagements and national events.

Together, we can realize our shared vision of a nation where anyone affected by mental illness can get the appropriate support and quality of care to live healthy, fulfilling lives.

Help us spread the word through awareness, support and advocacy activities. Share awareness information, images and graphics for #MHAM throughout May.

Resources

Share with us how you advocate for mental health by writing your personal story or sharing #Together4MH graphics and messages with your community.

Partner Resources

Download the 2022 Awareness Event Guide for May's Mental Health Awareness Month.

Advocate

Join our movement to advocate for a better mental health care system by signing up for advocacy alerts and taking action when opportunities arise in your community.

Share Your Story

Throughout the month, we will feature personal stories from people experiencing mental health conditions. By reading about lived experience, we aim to encourage people to prioritize their mental health and increase awareness about mental illness.

Share your story and tell us what the message of "Together for Mental Health" means to you!
Share Your Story Read Stories

# data[].attributes.attachment_link.title
Mental Health Month | NAMI: National Alliance on Mental Illness

# data[].attributes.attachment_link.description
Each year millions of Americans face the reality of living with a mental illness. During May, NAMI joins the national movement to raise awareness about mental health. Each year we fight stigma, provide support, educate the public and advocate for policies that support people with mental illness and their families.

# data[].attributes.attachment_link.provider_name
Port St. Lucie Hospital, Inc. | Florida Mental Health Services

# data[].attributes.attachment_link.title
What Is Mental Health Awareness and Why Does It Matter? - Port St. Lucie

# data[].attributes.attachment_link.description
Mental health awareness can make a big difference for people with mental illnesses. Learn what you can do to help and find help in Florida!

# data[].attributes.headline
Talking to Adolescents and Teens: Starting their Mental Health Conversation

# data[].attributes.subject
Talking to Adolescents and Teens: Starting their Mental Health Conversation

# data[].attributes.attachment_link.readable_text
Noticing The Symptoms Starting The Conversation What to Do, Where To Go

The first step in starting a conversation is to choose a good time. It's really important to make space to be together without an agenda or pressure. Conversation tends to flow best when it naturally occurs. Consider bringing up the topic of mental health when doing chores, cooking, hanging out, or in the car. Be aware of changes in your child's willingness to engage with you. If they are busy, or having a bad day you may want to wait until they are less preoccupied.

Conversation Starters

Observations. In a non-judgmental way let your child/teen know that you've noticed:

They don't seem to be hanging out or talking to their friends as much as usual

That their school work seems to be suffering. This may be indicated by slipping grades, assignments going undone, or a general lack of interest in anything school related. Offer extra help if it's simply trouble with the subject matter.

Their mood seems to have "darkened." For instance, they may be talking about death or dying, giving away belongings, or posting pictures (or other signs of interest) in dead celebrities or other morbid topics.

?Screening results. If you took the parent screen at mhascreening.org and the results indicated your child/teen may be showing signs of an emotional, behavioral or cognitive disorder print out the results and share them. You can also ask your child/teen to take the youth screen at mhascreening.org.

Information. Do some research online on health organization or government websites and print any pertinent information you want to bring up during your conversation.

Experience. Maybe you have a mental health disorder yourself and recognize some of the symptoms you've struggled with in your child/teen. Perhaps you have a friend or family member who has struggled and notice similarities in your child/teen. Be sure to keep the tone of the conversation hopeful and remind your child/teen that these disorders are common and treatable.

What if a child or teen talks to you?
DO...

Listen. Really listening means stopping the voice in your own head and try to actively pay attention to person who is speaking. This is hard for everyone, but practice helps!

Ask if they've thought about what they might need to get better. If they haven't, offer to support to listen and talk it out with them. If they have, support them in following through with their needs.

Learn. If they bring you information, read it. Learn as much as possible about your child's condition and the realities of mental health disorders. The MHA website (www.mentalhealthamerica.net) is a good resource for information about symptoms and treatment options.

Make sure to keep things confidential, unless it is life threatening.

Normalize. Assure your child that having a mental health issue is common, and does not mean that they can't get better.

Acknowledge your fear, but don't let it rule your behaviors. As a parent it is important that we confront stigma or discrimination directly.

Offer an impartial counselor, and assure your child that information will be confidential

Prepare to be an advocate. Finding the right mental health treatment is like finding the right medical provider. It takes time and effort to make sure you're getting the best care you need.

DON'T...

Minimize how they are feeling or tell them "you shouldn't think that way." It's quite difficult to bring up this conversation, remember that they probably worried over it for some time before coming to you.

Let your emotions rule your response - especially if you're angry. Negative words ("You're never gonna get it together, are you?") can set someone back for a long time and adds to stress and problems. It's also not uncommon for parents to feel guilt and blame themselves. If your child has a brain based illness, it is not your fault, but you can be part of the solution.

Tell your child what they SHOULD do; instead, ask what they want you to help them with.

If your child shares about bizarre thoughts or asks about strange sounds, PAY ATTENTION and EXPLORE. These experiences are early warning signs of more serious mental health problems. Acting early can change the trajectory of their lives.

Argue if you encounter resistance from your child. Go back to listening, asking open ended questions and just repeating what they've said.

Make excuses or blame others. "This is the school's fault, they should have given you more individual attention"

Compare your child to their siblings. "Your brother doesn't have these problems. Why can't you be more like him?"

What if it's not your kid?

Ask if the young person has told their parents yet. If not, delicately try to figure out why. You may hear reasons like, "My parents have too much going on" or "They won't believe me." MHA's Time to Talk: Uncomfortable, but Important - Guide for Adolescents and Teens has more information about common concerns young people have about talking to their parents and tips for talking. Offer to help the young person start a conversation with their parents if they would like. Explain that you can provide advice and information, but only a parent or guardian can get them certain kinds of help, like a visit with a doctor or mental health professional. If you suspect abuse or neglect, call the Childhelp National Abuse Hotline at 800.422.4454 to get guidance from a trained volunteer about what steps you should take.

Don't forget to visit the other pages.

# data[].attributes.attachment_link.title
Talking To Adolescents and Teens: Starting The Conversation

# data[].attributes.attachment_link.description
The first step in starting a conversation is to choose a good time. It's really important to make space to be together without an agenda or pressure. Conversation tends to flow best when it naturally occurs. Consider bringing up the topic of mental health when doing chores, cooking, hanging out, or in the car.

# data[].attributes.headline
Children's Mental Health: Data and Statistics

# data[].attributes.subject
Children's Mental Health: Data and Statistics

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
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]

# data[].attributes.attachment_link.title
Data and Statistics on Children's Mental Health | CDC

# data[].attributes.attachment_link.description
Read data highlights about children's mental health.

# data[].attributes.headline
Talking Mental Health: Let's Start Talking

# data[].attributes.subject
Talking Mental Health: Let's Start Talking

# data[].attributes.attachment_link.provider_name
National Institute of Mental Health (NIMH)

# data[].attributes.attachment_link.description
Download, read, and order free NIMH brochures and fact sheets about mental disorders and related topics. Publications are categorized by disorder, audience, or special topics. Publications are also available in Spanish.

# data[].attributes.attachment_link.readable_text
Mental Health Clinics/Programs
(Augusta VA Medical Center)

Phone:

803-643-9016
706-733-0188 Ext.5611

Description:

This is a Community Based Outpatient Clinic for the Department of Veteran's Affairs. Services are for military veterans. This facility offers primary care, mental health services and limited specialty services. Referrals as needed are made to Augusta VAMC in Augusta, GA. Call for more information and to make an appointment.

(South Carolina Department of Mental Health)

Description:

Aiken-Barnwell Mental Health Center is one of seventeen Community Mental Health Centers in South Carolina operating under the auspices of the South Carolina Department of Mental Health; its primary mission is to serve clients with serious and persistent mental illness. It also has Milbrook Place, which has a psychosocial rehabilitation program. Major insurances are accepted, including Medicare and Medicaid. Staff are available to discuss payment plans for clients and their families.

(Aiken Regional Medical Centers)

Phone:

800-273-7911 RESPOND Assessment and Referral
803-641-5900

Description:

Provides a full range of individualized care for people who suffer from emotional, behavioral, and addiction problems. Treatment services include inpatient and day treatment for children, adolescents, adults, and seniors. The 47-bed facility is accredited by the Joint Commission on Accreditation of Healthcare Organizations. A free 24-hour assessment and referral service called RESPOND allows you to talk right away with an experienced behavioral health professional who will put you in touch with a wide range of treatment options.

(South Carolina Department of Mental Health)

Description:

The Hartzog Center is one of five mental health clinics operating under the Aiken-Barnwell Mental Health Center; its primary mission is to serve clients with serious and persistent mental illness. Major insurances are accepted, including Medicare and Medicaid. Staff are available to discuss payment plans for clients and their families.

Hands on Health South Carolina * 171 Ashley Ave., Suite 300 MSC 403 * Charleston, SC 29425-4030 *

©2000-2022 Medical University of South Carolina. All rights reserved.

# data[].attributes.attachment_link.title
Mental Health Clinics/Programs for Aiken County

# data[].attributes.attachment_link.description
Hands on Health-South Carolina is designed to promote healthier citizens and communities in South Carolina. It focuses on health issues and problems important in the state. The site has been developed collaboratively by the Medical University of South Carolina Library working with the University of South Carolina School of Medicine Library, the South Carolina State Library and the South Carolina Hospital Association.

# data[].attributes.headline
Supporting A Friend or Family Member with Mental Health

# data[].attributes.subject
Supporting A Friend or Family Member with Mental Health

# data[].attributes.attachment_link.readable_text
Anyone can experience mental health problems. Friends and family can make all the difference in a person's recovery process.

Supporting a Friend or Family Member with Mental Health Problems

You can help your friend or family member by recognizing the signs of mental health problems and connecting them to professional help.

Talking to friends and family about mental health problems can be an opportunity to provide information, support, and guidance. Learning about mental health issues can lead to:

Improved recognition of early signs of mental health problems

Earlier treatment

Greater understanding and compassion

If a friend or family member is showing signs of a mental health problem or reaching out to you for help, offer support by:

Finding out if the person is getting the care that he or she needs and wants-if not, connect him or her to help

Expressing your concern and support

Reminding your friend or family member that help is available and that mental health problems can be treated

Asking questions, listening to ideas, and being responsive when the topic of mental health problems come up

Reassuring your friend or family member that you care about him or her

Offering to help your friend or family member with everyday tasks

Including your friend or family member in your plans-continue to invite him or her without being overbearing, even if your friend or family member resists your invitations

Educating other people so they understand the facts about mental health problems and do not discriminate

Treating people with mental health problems with respect, compassion, and empathy

How to Talk About Mental Health

Do you need help starting a conversation about mental health? Try leading with these questions and make sure to actively listen to your friend or family member's response.

I've been worried about you. Can we talk about what you are experiencing? If not, who are you comfortable talking to?

What can I do to help you to talk about issues with your parents or someone else who is responsible and cares about you?

What else can I help you with?

I am someone who cares and wants to listen. What do you want me to know about how you are feeling?

Who or what has helped you deal with similar issues in the past?

Sometimes talking to someone who has dealt with a similar experience helps. Do you know of others who have experienced these types of problems who you can talk with?

It seems like you are going through a difficult time. How can I help you to find help?

How can I help you find more information about mental health problems?

I'm concerned about your safety. Have you thought about harming yourself or others?

When talking about mental health problems:

Know how to connect people to help

Communicate in a straightforward manner

Speak at a level appropriate to a person's age and development level (preschool children need fewer details as compared to teenagers)

Discuss the topic when and where the person feels safe and comfortable

Watch for reactions during the discussion and slow down or back up if the person becomes confused or looks upset

Sometimes it is helpful to make a comparison to a physical illness. For example, many people get sick with a cold or the flu, but only a few get really sick with something serious like pneumonia. People who have a cold are usually able to do their normal activities. However, if they get pneumonia, they will have to take medicine and may have to go to the hospital.

Similarly, feelings of sadness, anxiety, worry, irritability, or sleep problems are common for most people. However, when these feelings get very intense, last for a long period of time, and begin to interfere with school, work, and relationships, it may be a sign of a mental health problem. And just like people need to take medicine and get professional help for physical conditions, someone with a mental health problem may need to take medicine and/or participate in therapy in order to get better.

Get Help for Your Friend or Family Member

Seek immediate assistance if you think your friend or family member is in danger of harming themselves. You can call a crisis line or the National Suicide Prevention Line at 1-800-273-TALK (8255).

If you think your friend or family member is in need of community mental health services you can find help in your area.

# data[].attributes.attachment_link.description
Anyone can experience mental health problems. Friends and family can make all the difference in a person's recovery process. You can help your friend or family member by recognizing the signs of mental health problems and connecting them to professional help.

# data[].attributes.attachment_link.keywords[]
complementary and alternative mental health treatment

# data[].attributes.attachment_link.keywords[]
how can i help myself with my mental illness?

# data[].attributes.attachment_link.title
Self-Help Techniques for Coping with Mental Illness

# data[].attributes.attachment_link.description
Some common self-help suggestions people receive are to exercise, meditate and be more present, which are helpful and work for many people. However, other proven methods aren't mentioned as often.

# data[].attributes.attachment_link.title
Calming Strategies for Kids, Mental Health Literacy

# data[].attributes.attachment_link.readable_text
Mental health conditions affect the way people feel, behave and manage daily activities.

Mental health conditions include anxiety disorders, depression, bipolar disorder, obsessive compulsive disorder, schizophrenia and post-traumatic stress disorder.

Some mental health conditions are short term. For example, some parents experience postnatal anxiety or depression in the early weeks or months after having a baby. Likewise, anxiety and depressive disorders can sometimes happen in response to stressful life events.

Other conditions, like bipolar disorder, schizophrenia, chronic anxiety or major depressive disorder, can be longer term or recurring. People with these conditions might need ongoing treatment.

With the right treatment and support, people with mental health conditions can manage their symptoms and have happy, healthy lives.

If you've been experiencing negative or frightening feelings and thoughts for more than 2 weeks and these feelings are getting in the way of your daily life, it's a very good idea to seek some help. You could start by talking with your GP.

Raising children when you have a mental health condition

All parents navigate challenges as their children grow and develop. But a mental health condition might make it harder for you to navigate the challenges of family life.

Daily activities
Routines and family rules help daily family life run smoothly. They also help children feel safe and secure. But if you have a mental health condition, sometimes it might be harder for you to:

stick to a regular routine

get through chores like shopping and cooking

guide your child's behaviour consistently

balance the demands of a job with family life, especially when you feel stressed or confused.

Sometimes children of parents with a mental health condition step in to help their families with cooking, cleaning, shopping and so on. It can be good for children to do some household chores. But if your child is taking on a lot of daily tasks, it might be a sign that your family needs more support.

Staying connected with your child
Tuning in to your child's emotions and being ready to listen and respond when they need comfort helps them feel loved and cared for. But sometimes having a mental health condition can make it harder for you to connect with your child.

Also, if you have severe symptoms like delusions or hallucinations, it can be very confusing for your child. Your child might not understand why you're acting the way you are. Or they might blame themselves and think it's their fault. Your child might also feel frustrated and angry with you.

If you have a mental health condition, helping your child get support is a positive step. A family member or trusted family friend might be able to help. Or your child can talk to a GP, paediatrician, teacher or school counsellor. Children over 5 years can call Kids Helpline on 1800 551 800. They can also use Kids Helpline webchat counselling or Kids Helpline email counselling.

Managing the challenges of parenting with a mental health condition

Whenever you can, talking and staying connected will help your child feel secure and loved. This can be as simple as a cuddle on the couch, a loving note in their lunchbox, or a family ritual like a secret handshake or nickname. Try to put aside time just for you and your child as often as you can.

Depending on your child's age, it might also help to talk with your child about your mental health condition. This might help your child to understand when you're not well, know that the situation isn't their fault and cope better. It can be scary and difficult to talk about these issues, so you might like to ask your GP or psychologist for guidance on how to start.

It's OK to ask for and accept help from family and friends. When you're not well, you can let people know that your family needs extra support and suggest what they can do to help. This might be cooking a meal, giving your child a lift to extracurricular activities, or spending time with your child so you can have a break. People often appreciate being asked for something specific.

And if you look after yourself as best you can, you'll be better able to care for your child and respond to them in warm and loving ways. Looking after yourself includes healthy eating, regular exercise, trying to rest and spending time doing things you enjoy.

Looking after yourself also means caring for your emotional wellbeing by sharing how you feel with friends or family.

Getting professional help and seeking support from family, friends and the community are the most important things you can do to manage the challenges of parenting with a mental health condition.

Getting help for a mental health condition

If you think you might have a mental health condition, it's important to seek help as soon as you can. You can get many different types of help and support.

The best place to start is your GP. Your GP can refer you to a range of specialist support services like psychologists, psychiatrists, counsellors, rehabilitation services or community health services.

There are also many mental health organisations across Australia that have great resources and can put you in touch with appropriate services:

Beyond Blue - information and support to deal with depression, anxiety and related disorders

COPMI - Parents - resources for parents and families living with mental health conditions or problems

Head to Health - a central access point for Australian digital mental health resources

SANE - information about living with mental health issues and trauma.

If you ever feel like you can't go on, have thoughts of harming yourself or anyone else, or thoughts of suicide, call Lifeline on 131 114.

# data[].attributes.attachment_link.title
Parenting with a mental health condition

# data[].attributes.attachment_link.description
If you have a mental health condition, you might need support to be the parent you want to be. Accept help from friends and family, and talk to your GP.

# data[].attributes.attachment_link.readable_text
Talking To Kids About Mental Illnesses

No. 84; July 2017

Kids are naturally curious and have questions about mental illness. Understanding mental illness can be challenging for adults as well as for children. Myths, confusion, and misinformation about mental illnesses can cause anxiety, strengthen stereotypes, and lead to stigma. During the past several decades, great advances have been made in the areas of diagnosis and treatment of mental illnesses. Parents can help children understand that these are real illnesses that can be treated.

When parents talk with a child about mental illness, it helps if they are knowledgeable and reasonably comfortable with the subject. Parents should have a basic understanding and answers to questions such as what are mental illnesses, who can get them, what causes them if that is known, how diagnoses are made, and what treatments are available. Some parents may have to do a little homework to be better informed. AACAP's website and the other resources listed at the end of this Facts for Families are good places to start.

When explaining to a child about how a mental illness affects a person, it may be helpful to make a comparison to a physical illness. For example, many people get sick with a cold or the flu, but only a few get really sick with something serious like pneumonia. People who have a cold are usually able to do their normal activities. However, if they get pneumonia, they will have to take medicine and may have to go to the hospital. Similarly, feelings of sadness, anxiety, worry, irritability, or sleep problems are common for most people. However, when these feelings get very strong, last for a long period of time, and begin to interfere with school, work, and relationships, it may be a sign of a mental illness that requires treatment.

Parents should be aware of their child's needs, concerns, knowledge, and experience with mental illnesses. When talking about mental illnesses, parents should:

communicate in a straightforward manner

communicate at a level that is appropriate to a child's age and development level

have the discussion when the child feels safe and comfortable

watch their child's reaction during the discussion

slow down or back up if the child becomes confused or looks upset

Considering these points will help any child to be more relaxed and understand more of the conversation. Preschool Age Children
Young children need less information and fewer details because of their more limited ability to understand. Preschool children focus primarily on things they can see. For example, they may have questions about a person who has an unusual physical appearance or who is behaving strangely. They would also be very aware of people who are crying and obviously upset, or who are yelling and angry.
School-Age Children
Older children may want more specifics. They may ask more questions, especially about friends or family with emotional or behavioral problems. Their concerns and questions are usually very straightforward such as: "Why is that person crying? Why does Daddy drink and get so mad? Why is that person talking to herself?" They may worry about their safety or the safety of their family and friends. It is important to answer their questions directly and honestly and to reassure them about their concerns and feelings.
Teenagers
Teenagers are generally capable of handling much more information and asking more specific and difficult questions. Teenagers often talk more openly with their friends and peers than with their parents. As a result, some teens may already have misinformation about mental illnesses. Teenagers respond more positively to an open dialogue which includes give and take. They are not as open or responsive when a conversation feels one-sided and like a lecture.

Talking to children about mental illness can be an opportunity for parents to provide their children with information, support, and guidance. Learning about mental illnesses can lead to improved recognition, earlier treatment, greater understanding and compassion, and decreased stigma, particularly if the child and their family is part of a culture where talking about mental illness is considered taboo.

Other sources of information include:

American Academy of Child and Adolescent Psychiatry (AACAP)
3615 Wisconsin Ave. NW
Washington, DC 20016
800/333-7636
www.aacap.org

American Psychiatric Association (APA)
1400 K Street, NW
Washington, DC 20005
202/682-6220
https://www.psychiatry.org/patients-families

National Federation of Families for Children's Mental Health
12320 Parklawn Drive
Rockville, MD
240-403-1901
www.ffcmh.org

National Alliance for the Mentally Ill (NAMI)
3803 N Fairfax Drive, Suite 100
Arlington, VA 22203
800/950-6264
www.nami.org

National Mental Health Association (NMHA)
1021 Prince Street
Alexandria, VA 22314-2971
800/969-6642
www.nmha.org

# data[].attributes.attachment_link.description
Talking To Kids About Mental Illnesses No. 84; July 2017 Kids are naturally curious and have questions about mental illness. Understanding mental illness can be challenging for adults as well as for children. Myths, confusion, and misinformation about mental illnesses can cause anxiety, strengthen stereotypes, and lead to stigma.

# data[].attributes.headline
Children's Mental Health Facts and Statistics

# data[].attributes.subject
Children's Mental Health Facts and Statistics

# data[].attributes.headline
Mental Health for Students of Color During and After the Pandemic

# data[].attributes.subject
Mental Health for Students of Color During and After the Pandemic

# data[].attributes.attachment_link.title
Mental Health Support for Students of Color During and After the Coronavirus Pandemic - Center for A

# data[].attributes.attachment_link.title
Social Emotional Wellness for Families and Students

# data[].attributes.attachment_link.description
Text HOPE4SC to 741741 to connect with a crisis counselor.

# data[].attributes.attachment_link.readable_text
Mental illnesses, and the stigma surrounding them, are challenges we must face together. Many communities struggle with the stigma of mental health diagnoses and treatment. While people will openly seek treatment for a broken arm or heart disease, their decision to seek treatment for a mental health illness is often kept secret and many times, avoided entirely due to stigma. With this website, we hope to increase awareness, decrease stigma and connect those who need them with resources to help.

When it comes to diagnosing and treating mental illness, the sooner the better. That's why this website is specifically focused on helping young people. Research clearly shows that better outcomes result when mental health problems are identified and addressed early.

There is a clear connection between mental health and academic performance. Helping students make the most of their education is everyone's goal. Students struggling with depression or other mental illnesses have a harder time feeling motivated, learning, concentrating, taking tests, etc. But with timely and proper treatment, mental health challenges can be addressed and students can reach their academic potential.

Teachers are in a unique position to help. On average, teachers spend 900 hours a year with students. As a teacher, you are much more than an educator; you are seen as a trusted adult, a role model, and a safe haven for your students - especially those who may be hurting.

# data[].attributes.attachment_link.description
Mental illnesses, and the stigma surrounding them, are challenges we must face together. Many communities struggle with the stigma of mental health diagnoses and treatment. While people will openly seek treatment for a broken arm or heart disease, their decision to seek treatment for a mental health illness is often kept secret and many times, avoided entirely due to stigma.

# data[].attributes.attachment_link.readable_text
Skip to content

Online screening is one of the quickest and easiest ways to determine whether you are experiencing symptoms of a mental health condition.
Mental health conditions, such as depression or anxiety, are real, common and treatable. And recovery is possible.

How does it work?

After your mental health test, you will see information, resources, and tools to help you understand and improve your mental health.
How can online mental health testing help me? What do my mental health test results mean?
Please note: Online screening tools are meant to be a quick snapshot of your mental health. If your results indicate you may be experiencing symptoms of a mental illness, consider sharing your results with someone. A mental health provider (such as a doctor or a therapist) can give you a full assessment and talk to you about options for how to feel better.

This website is an informational resource. We are not a crisis support line. If you need immediate help, you can reach the Suicide & Crisis Lifeline by calling or texting 988 or using the chat box at 988lifeline.org/chat. You can also text "MHA" to 741-741 to reach the Crisis Text Line. Warmlines are an excellent place for non-crisis support.

For all other screening-related questions and non-emergency support, please use MHA's Contact Us form.

Mental Health America Inc., sponsors, partners, and advertisers disclaim any liability, loss, or risk incurred as a consequence, directly or indirectly, of the use and application of these screens.

MHA Screening is made possible through the generous contributions of individuals and organizations that share our vision of mental health for all. This program is supported, in part, through philanthropic contributions from Abbvie, Alkermes, The Anthem Foundation, Janssen, Neurocrine Biosciences, The NFL Foundation, Sage Therapeutics, Takeda Lundbeck Alliance, and Teva.

# data[].attributes.attachment_link.description
Skip to content Online screening is one of the quickest and easiest ways to determine whether you are experiencing symptoms of a mental health condition. Mental health conditions, such as depression or anxiety, are real, common and treatable. And recovery is possible.

# data[].attributes.headline
American Mental Wellness Association Screening Tools

# data[].attributes.subject
American Mental Wellness Association Screening Tools

# data[].attributes.attachment_link.readable_text
Screening tools are online and paper resources that are designed to quickly help determine if you are experiencing symptoms of a mental health problem.

Please note, these screening tools are not an official diagnosis and should not be taken as medical advice. If you believe you are experiencing symptoms of a mental health problem, please take the results of your screening tools in to your primary care physician or family doctor for further evaluation.

# data[].attributes.attachment_link.description
Screening tools are online and paper resources that are designed to quickly help determine if you are experiencing symptoms of a mental health problem. Please note, these screening tools are not an official diagnosis and should not be taken as medical advice.

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.readable_text
Important update: Healthcare facilities

CDC has updated select ways to operate healthcare systems effectively in response to COVID-19 vaccination. Learn more

Back to School Planning: Checklists to Guide Parents, Guardians, and Caregivers

For many families, school will look different this year than it has in previous years. Your school may offer virtual learning or have new policies and practices in place to prevent the spread of COVID-19 during in-person learning. Whatever the situation, these checklists are intended to help parents, guardians, and caregivers, plan and prepare for the upcoming school year.

Some of the changes in schools' classroom attendance or structure may include:

Cohorts: Dividing students and teachers into distinct groups that stay together throughout an entire school day during in-person classroom instruction. Schools may allow minimal or no interaction between cohorts (also sometimes referred to as pods).

Hybrid: A mix of virtual learning and in-class learning. Hybrid options can apply a cohort approach to the in-class education provided.

Virtual/at-home only: Students and teachers engage in virtual-only classes, activities, and events.

Planning for in-person classes

This school year will require schools and families to work together even more than before. Schools will be making changes to their policies and operations with several goals: supporting learning; providing important services, such as school meals, extended daycare, extracurricular activities, and social services; and limiting the transmission of SARS-CoV-2, the virus that causes COVID-19. Teachers and staff can teach and encourage preventive behaviors at school. Likewise, it will be important for families to emphasize and model healthy behaviors at home and to talk to your children about changes to expect this school year. Even if your child resumes in-person learning at school, it is important to prepare for the possibility of virtual learning if school closes or if your child becomes exposed to COVID-19 and needs to stay home.

CDC has created a checklist to help with ongoing planning for school year (SY) 2020-2021. If your school uses a hybrid model, you may want to review both the in-person and virtual/at-home learning checklists.

In-Person Learning Checklist (PDF version)

Planning checklist with editable fields for making notes

Download

Edit and save

Print

You can also see a non-PDF version of the checklist below.

Alternate languages: |

In-Person Learning Checklist (web version)

Actions to take and points to consider

Check in with your child each morning for signs of illness. If your child has a temperature of 100.4 degrees or higher, they should not go to school.

Make sure your child does not have a sore throat or other signs of illness, like a cough, diarrhea, severe headache, vomiting, or body aches.

If your child has had close contact to a COVID-19 case, they should not go to school. Follow guidance on what to do when someone has known exposure.

Identify your school point person(s) to contact if your child gets sick.

Name of school point person(s)

Contact information

Be familiar with local COVID-19 testingexternal icon sites in the event you or your child develops symptoms. These may include sites with free testing available.

Make sure your child is up-to-date with all recommended vaccines, including for flu. All school-aged children should get an influenza flu vaccine every season, with rare exceptions. This is especially important this year because we do not yet know if being sick with COVID-19 at the same time as the flu will result in more severe illness.

Review and practice proper hand washing techniques at home, especially before and after eating, sneezing, coughing, and adjusting a mask or cloth face covering. Make hand washing fun and explain to your child why it's important.

Be familiar with how your school will make water available during the day. Consider packing a water bottle.

Develop daily routines before and after school-for example, things to pack for school in the morning (like hand sanitizer and an additional (back up) mask) and things to do when you return home (like washing hands immediately and washing masks).

Talk to your child about precautions to take at school. Children may be advised to:

Wash and sanitize their hands more often.

Keep physical distance from other students.

Wear a mask.

Avoid sharing objects with other students, including water bottles, devices, writing instruments, and books.

Use hand sanitizer (that contains at least 60% alcohol.) Make sure you're using a safe product. FDA recalled productsexternal icon that contain toxic methanol. Monitor how they feel and tell an adult if they are not feeling well.

Develop a plan as a family to protect household members who are at increased risk for severe illness.

Make sure your information is current at school, including emergency contacts and individuals authorized to pick up your child(ren) from school. If that list includes anyone who is at increased risk for severe illness from COVID-19, consider identifying an alternate person.

Be familiar with your school's plan for how they will communicate with families when a positive case or exposure to someone with COVID-19 is identified and ensure student privacy is upheld.

Plan for possible school closures or periods of quarantine. If transmission is increasing in your community or if multiple children or staff test positive for COVID-19, the school building might close. Similarly, if a close contact of your child (within or outside of school) tests positive for COVID-19, your child may need to stay home for a 2-week quarantine period. You may need to consider the feasibility of teleworking, taking leave from work, or identifying someone who can supervise your child in the event of school building closures or quarantine.

Plan for transportation:

If your child rides a bus, plan for your child to wear a mask on the bus. Masks are required by federal order on school buses and other format of public transportation.
Talk to your child about the importance of following bus rules and any spaced seating rules. Children from the same household can sit together without distancing.

If carpooling, plan on every child in the carpool and the driver wearing masks for the entire trip. If your school uses the cohort model, consider finding families within your child's group/cohort at school to be part of the carpool.

If your child has an Individualized Education Program (IEP) or 504 Plan or receives other learning support (e.g., tutoring), ask your school how these services will continue.

If your child receives speech, occupational or physical therapy or other related services from the school, ask your school how these services will continue.

If your child receives mental health or behavioral services (e.g., social skills training, counseling), ask your school how these services will continue.

If your school uses a cohorting model, consider limiting your child's in-person out-of-school interactions to children in the same cohort or to activities where physical distancing can be maintained.

Reinforce the concept of physical distancing with your child.

Talk to your school administrators and teachers about their plans for physical education and physical activity (e.g., recess).
Safer options include being outdoors when possible, reducing the number of people in an indoor space, and encouraging students to stay at least 6 ft apart.

Ask how your school plans to help ensure that students are following practices to reduce the spread of COVID-19.

CDC recommends that schools require consistent and correct use of well-fitting face masks with proper filtration by all students, teachers, and staff to prevent SARS-CoV-2 transmission through respiratory droplets. Remind your child that masks should be worn at all times except for certain settings or activities, such as while eating or drinking. Masks should be used in all classroom and non-classroom settings, including hallways, school offices, restrooms, gyms, auditoriums, etc.

Most students, including those with disabilities, can tolerate and safely wear a mask. However, a narrow subset of students with disabilities might not be able to wear a mask or cannot safely wear a mask. Those who cannot safely wear a mask-for example, a person with a disability who, for reasons related to the disability, would be physically unable to remove a mask without assistance if breathing becomes obstructed-should not be required to wear one.

Consider asking school officials what steps your school will take to minimize the potential for students to be singled out or teased for wearing or not wearing a mask and discuss any challenges your child might have following mask recommendations.

Masks should not be worn by:

Children younger than 2 years old

Anyone who has trouble breathing

Anyone who is unconscious, incapacitated, or otherwise unable to remove the mask without assistance

Actions to take and points to consider

Have multiple masks, so you can wash them daily and have back-ups ready. Choose masks that

Fit snugly but comfortably against the side of the face

Completely cover the nose and mouth

Are secured with ties or ear loops

Include multiple layers of fabric

Allow for breathing without restriction

Can be washed and machine dried without damage or change to shape

Label your child's masks clearly in a permanent marker so that they are not confused with those of other children.

Practice with your child putting on and taking off masks without touching the cloth.

Explain the importance of wearing a mask and how appropriately worn masks reduce the chances of getting and spreading COVID-19.

Consider talking to your child about other people who may not be able to wear masks for medical reasons (e.g., asthma).

As a family, model wearing masks, especially when you are in situations where physical distancing is difficult to maintain or impossible.

If you have a young child, help build their comfort wearing a mask and become comfortable seeing others in masks.

Praise your child for wearing a mask correctly.

Put a mask on stuffed animals.

Draw a mask on a favorite book character.

Show images of other children wearing masks.

Allow your child to choose their mask that meets any dress requirements your school may have.

Suggestions from the American Academy of Pediatricsexternal icon

Consider providing your child with a container (e.g., labeled resealable bag) to bring to school to store their masks when not wearing it (e.g., when eating)

Since the school experience will be very different from before with desks far apart from each other, teachers maintaining physical distance, and the possibility of staying in the classroom for lunch, it is unlike anything your child is used to. Before school is in session, you may want to talk to your child and explain that all these steps are being taken to keep everyone safe and healthy. The list below provides actions and considerations regarding your child's mental health and emotional well-being as they transition back to in-person school. CDC's Stress and Coping During the COVID-19 Pandemic provides additional resources for you and your family. In addition, if your child seems to need mental health or behavioral services (e.g., social skills training, counseling), you may want to ask your school administrator for more information on these services.
Actions to take and points to consider

Talk with your child about how school will look different (e.g., desks far apart from each other, teachers maintaining physical distance, possibility of staying in the classroom for lunch).

Talk with your child about how school is going and about interactions with classmates and teachers. Find out how your child is feeling and communicate that what they may be feeling is normal.

Anticipate behavior changes in your child. Watch for changes like excessive crying or irritation, excessive worry or sadness, unhealthy eating or sleeping habits, difficulty concentrating, which may be signs of your child struggling with stress and anxiety.

Try to attend school activities and meetings. Schools may offer more of these virtually. As a parent, staying informed and connected may reduce your feelings of anxiety and provide a way for you to express any concerns you may have about your child's school.

Ask your school about any plans to reduce potential stigma related to having or being suspected of having COVID-19.

Check if your school has any systems in place to identify and provide mental health services to students in need of support. If so, identify a point of contact for these services at your school.

Name of school point person

Contact information

Check if your school has a plan to help students adjust to being back in school. Students might need help adjusting to how COVID-19 has disrupted their daily life. Support may include school counseling and psychological services (including grief counseling), social-emotional learning (SEL)-focused programs and curricula, and peer/social support groups.

Check if your school will provide training for students in mindfulness, incorporating SEL into classroom curriculum (either virtually or in-person), or support a child's ability to cope with stress and anxiety. If not, consider asking about ways to add this to your child's at-home learning.

You can be a role model for your child by practicing self-care:

Take breaks

Get plenty of sleep

Exercise

Eat well

Stay socially connected

Download the checklist:
Alternate languages: |

Planning for virtual or at-home learning

Virtual learning may be a choice or part of a child's Individualized Education Program (IEP) or Section 504 Plan for some children and families, and it may be necessary if your child has certain underlying health conditions or is immunocompromised. In a hybrid model, learning may occur virtually during part of the week and occur in-person for the rest. Virtual or at-home learning may pose additional challenges with staying connected to peers, since students may have less frequent or no in-person interactions to each other. You may want to talk to school staff to learn more about what they are doing to support connection among students, interactive learning with feedback, building resilience, and social-emotional wellbeing for students who will not be onsite. In addition, if your child receives speech, occupational, or physical therapy or other related services from the school, ask your school how these services will continue during virtual at-home learning. Likewise, if your child receives mental health or behavioral services (e.g., social skills training, counseling), ask your school how these services will continue during virtual at-home learning.

Virtual or At-Home Learning Checklist (PDF version)

Checklist with editable fields for making notes

Download

Edit and save

Print

You can also see a non-PDF version of the checklist below.

Alternate languages: |

Virtual or At-Home Learning Checklist (web version)

Actions to take and points to consider

Try to attend school activities and meetings. Schools may offer more of these virtually. These meetings can be a way to express any concerns you may have about the school's plans.

Create a schedule with your child and make a commitment to stick with it. Structure and routine can greatly help your child from falling behind with assignments. Discuss your family's schedule and identify the best times for learning and instruction, as well as family-oriented physical activity, such as walks outside. A family calendar or other visuals could be useful for keeping track of deadlines and assignments.

Try to find a space where you live that's free of distractions, noise, and clutter for learning and doing homework. This could be a quiet, well-lit place in your dining room or living room or a corner of your home that could fit a small table, if available.

Identify opportunities for your child to connect with peers and be social-either virtually or in person, while maintaining physical distance.

Here are some things to look for when reviewing your school's plan for virtual or at-home learning. Some of these action items and points to consider might warrant additional conversations with your school administrators or healthcare provider.
Actions to take and points to consider

Find out if there will be regular and consistent opportunities during each day for staff and student check-ins and peer-to-peer learning.

Find out if students have regular opportunities for live video instruction by teachers or if they will primarily be watching pre-recorded videos and receive accompanying assignments.

Ask if the school will offer virtual or socially distanced physical activity. If not, identify ways to add physical activity to your child's daily routine.

Ask your school what steps they are taking to help students adjust to being back in school and to the ways that COVID-19 may have disrupted their daily life. Supports may include school counseling and psychological services, social-emotional learning (SEL)-focused programs, and peer/social support groups.

If your child participates in school meal programs, identify how your school district plans to make meals available to students who are learning virtually at home.

If your child has an Individualized Education Program (IEP) or 504 Plan or receives other learning support (e.g., tutoring), ask your school how these services will continue during virtual at-home learning.

If your child receives speech, occupational or physical therapy or other related services from the school, ask your school how these services will continue during virtual at-home learning.

If your child receives mental health or behavioral services (e.g., social skills training, counseling), ask your school how these services will continue during virtual at-home learning.

If you anticipate having technological barriers to learning from home, ask if your school or community can provide support or assistance for students without appropriate electronic devices for schoolwork (like a computer/laptop or tablet).

If your school offers a hybrid model, be familiar with your school's plan for how they will communicate with families when a positive case or exposure to someone with COVID-19 is identified and ensure student privacy is upheld.

Since the school experience will be very different from before with desks far apart from each other, teachers maintaining physical distance, and the possibility of staying in the classroom for lunch, it is unlike anything your child is used to. Before school is in session, you may want to talk to your child and explain that all these steps are being taken to keep everyone safe and healthy. The list below provides actions and considerations regarding your child's mental health and social-emotional wellbeing, as they transition to virtual or at-home learning.

CDC's Stress and Coping During the COVID-19 Pandemic provides some additional resources for you and your family.
Actions to take and points to consider

Watch for and anticipate behavior changes in your child (e.g., excessive crying or irritation, excessive worry or sadness, unhealthy eating or sleeping habits, difficulty concentrating), which may be signs of your child struggling with stress and anxiety.

Talk with your child about how school is going and about interactions with classmates and teachers. Find out how your child is feeling and communicate that what they may be feeling is normal.

Ask your school about any plans to reduce potential stigma related to having or being suspected of having COVID-19.

Ask your school about any plans to support school connectedness to ensure that students do not become socially isolated during extended periods of virtual/at-home learning.

Check if your school has any systems in place to identify and provide mental health services to students in need support. If so, identify the point of contact for these services at your school.

Name of school point person

Contact information

Check if school has a plan to help students adjust to virtual/at-home learning and more broadly, to the ways COVID-19 may have disrupted their daily life. Supports may include school counseling and psychological services, social-emotional learning (SEL)-focused programs and curricula, and peer/social support groups.

Identify opportunities for your child to be physically active during virtual/at-home learning.

Check if your school will provide virtual/at-home training for students in mindfulness, incorporating SEL into classroom curriculum, or stress and coping supports for your child.

You can be a role model for your child by practicing self-care:

Take breaks

Get plenty of sleep

Exercise

Eat well

Stay socially connected

Download the checklist:
Alternate languages: |

Resources to navigate stress and uncertainty

Below are governmental and non-governmental resources that can help parents, guardians, and caregivers navigate stress and uncertainty and to build resilience for you and your children heading into the school year.

Non-government resources

Exit notification/disclaimer policy

Links with this icon (external icon) indicate that you are leaving a CDC Web site. The link may lead to a non-federal site, but it provides additional information that is consistent with the intended purpose of a federal site. The Department of Health and Human Services (HHS) cannot attest to the accuracy of a non-federal site. Linking to a non-federal site does not constitute an endorsement by HHS or any of its employees of the sponsors or the information and products presented on the site. You will be subject to the destination site's privacy policy when you follow the link.

# data[].attributes.attachment_link.description
Important update: Healthcare facilities CDC has updated select ways to operate healthcare systems effectively in response to COVID-19 vaccination. Learn more Back to School Planning: Checklists to Guide Parents, Guardians, and Caregivers For many families, school will look different this year than it has in previous years.

# data[].attributes.attachment_link.description
NAMI believes that public and private elementary, middle and high schools should provide and/or facilitate the provision of appropriate mental health services to our nation's children.

# data[].attributes.headline
Center for Parent Information and Resources- Mental Health

# data[].attributes.subject
Center for Parent Information and Resources- Mental Health

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Five Ways Schools Can Support Mental Health Issues

# data[].attributes.subject
Five Ways Schools Can Support Mental Health Issues

# data[].attributes.attachment_link.readable_text
In our world today, people's lives are busy, whether with work, family, school, hobbies, or other activities. Within our daily environments, it may seem as though there is limited time for our mental health and wellbeing, unless we are proactively creating this space for ourselves. Additionally, there is a clear stigma that invades schools and workplaces, making administration unwilling or unable to present adequate solutions or positive change.

I believe that it is essential for environments -- particularly schools and workplaces -- to implement strategies to consistently and effectively support the wellbeing of their students and employees.

Schools Should be at the Frontline of Mental Health Awareness

Schools are meant to be places for social and academic growth. As spaces for development, schools are most beneficial to students who are able to harness a growth mindset -- ready to embrace the classes they are in, believe in their abilities, and maximize their own learning. This mindset goes hand-in-hand with an individual's ability to practice self-care and self-love. If an individual can first learn to accept themselves and take care of themselves, then they can move forward to improving themselves. In a classroom setting, this means that they can advance to learning new concepts, thinking critically, and growing alongside their peers.

As Shawn Achor, author of The Happiness Advantage says; "Focusing on the good isn't just about overcoming our inner grump to see the glass half full. It's about opening our minds to the ideas and opportunities that will help us be more productive, effective, and successful at work and in life."

Therefore, schools should prioritize their students' wellbeing and give each and every one of their students the opportunity to "focus on the good". This will lead to a school full of more productive and prepared students. Below are five ideas that I have for schools to offer solutions on supporting their students' mental health, and although these solutions may generally require administrative approval, student voice is powerful in initiating this positive change.

1: Implement time and safe spaces in class for regular check-ins with students

If teachers are able to get a glimpse into how their students are doing, this will help them to not only build more of a connection with their students, but also to understand their students' behaviors and participation efforts more holistically.

Checking in as a class can also allow for students to feel less alone. Upon seeing that their classmates are not all as "perfect" and "great" as they appear, students may feel relief and hopefully will seek support if needed.

In general, check-ins allow for a healthier classroom environment where teachers are more aware of their students' circumstances and students are able to harness peer connection in breaking down the stigma around feeling "not ok" at times.

2: Give basic mental health training to all teachers

When teachers create safe spaces for check-ins in their classroom, they may come across students who show red flags in regards to their mental state, or students who may just need some extra support. If this is the case and teachers are equipped with basic mental health training, they will be able to act accordingly and connect their students to help and resources well before their mental health state escalates to worse.

Teachers who are observant and trained to look for warning signs for may be able to notice changes in their students' behavior. If they are trained, they will feel confident in their ability to address a student's check-in and to refer their student to professional resources if and when necessary.

3: Give basic mental health training to all students

Similar to training teachers, training students on how to support their friends' or peers' mental health is crucial. Students can often be the first-responders in cases like this. It's important to emphasize that neither students nor teachers are clinicians. They are not being trained to treat anyone. Instead, they are being treated to observe signs and react accordingly, by referring out to professional resources, people, or centers.

This system will allow for less students to fall through the cracks when it comes to their mental health, since everyone will be watching out for each other -- a peer-to-peer network of mental health care.

4: Have a wellness center on-campus, designed by students and easily accessible to all students.

Similar to creating spaces within the classroom for wellness check-ins, having an actual physical space on campus for student wellness is essential in supporting students. This on-campus wellness center serves as a place where students can go for a variety of activities, such as having a simple conversation with a peer, connecting with a professional, learning about self-care, drinking tea, doodling in coloring books, resting, or meditating.

The center should be designed by students at the school, in order to have it in a place where students will actually use it and to make the center's services relevant for all other students. Administration should implement a policy that states that students may visit the wellness center during class if they need to for any reason.

5: Have regular open events for parents to attend to learn more about student mental health and how to support their child.

Bridging the generation gap between students and parents is vital in order to foster an understanding relationship. Since schools do not have as much influence over what goes on at home, offering resources for parents to better understand how to support youth mental health will create a fluid transition for students between school and home life.

Parents often deeply want to help and support their kids, yet they may not know which resources to turn to regarding mental health. Schools can inform parents and households on the general foundation of mental health support and where to seek more professional help, if and when necessary.

These are just five ideas for schools to better support their students' wellbeing. Some schools are already beginning to implement solutions similar to these, however, there is always room for improvement on more effective support systems for students everywhere. Now that we have explored the environment of schools, my next article will outline five ideas for workplaces to better support their employees.

# data[].attributes.attachment_link.title
5 Ways Schools Can Support Student Mental Health - Drug Rehab Options

# data[].attributes.attachment_link.description
In our world today, people's lives are busy, whether with work, family, school, hobbies, or other activities. Within our daily environments, it may seem as though there is limited time for our mental health and wellbeing, unless we are proactively creating this space for ourselves.

# data[].attributes.headline
Developing a School-Based Mental Health Program

# data[].attributes.subject
Developing a School-Based Mental Health Program

# data[].attributes.attachment_link.title
How to Develop a School-Based Mental Health Program

# data[].attributes.attachment_link.description
Accreditation/Rule 10 & School Improvement Adult Education and GED® Afterschool Programs AQuESTT Coordinated Student Support Services Early Childhood Education English Learner Programs Expanded Learning Opportunities Family and Community Engagement Federal Programs Migrant Education Program Multicultural/Diversity NDE STEM Nebraska eBooks Nebraska Math and Science Partnerships Nebraska Milken Educators Nebraska Positive Behavioral Interventions and Support (NPBIS) Nebraska Teacher of the Year Nutrition Services Poverty and Limited English Private Postsecondary Career Schools (PPCS) and Veterans Education Response to Intervention (RtI) School Safety Special Education Teach In Nebraska 21st Century Community Learning Centers Work Based Learning Vocational Rehabilitation

# data[].attributes.headline
Positive Behavior Intervention and Supports (PBIS) Parent Letter

# data[].attributes.subject
Positive Behavior Intervention and Supports (PBIS) Parent Letter

# data[].attributes.attachment_link.title
Center on PBIS | Resource: Parent Letter: What is PBIS

# data[].attributes.attachment_link.description
Word Doc: A sample letter to parents announcing that the school is engaging in PBIS, what PBIS is, and what to expect.

# data[].attributes.attachment_link.readable_text
(2020, March 31) | Useful for sharing with families to support positive behavior.

This 8-page brief speaks directly to parents about how to use positive behavioral interventions and supports (PBIS) at home, an approach used in over 25,000 schools as a highly effective way to build children's social-emotional-behavioral skills and reduce challenging behaviors. The publication is a collaboration between the Center on Positive Behavioral Interventions and Supports (PBIS) and the Center for Parent Information and Resources (CPIR), and is a direct response to current stay-in-place policies and school closures resulting from the COVID-19 pandemic.

The recommendations in the brief start with setting routines. Examples are given as to how to adapt school use of PBIS to home use for both elementary and secondary school routines. Another recommendation is to set home expectations of behavior. Again, examples are given of how expectations at school can be adapted to expectations at home. A third recommendation focuses on emphasizing positive feedback over correcting behavior (rule of thumb: aim for a ratio of 5 positive to 1 corrective). This recommendation includes strategies such as reminding children about expectations before an activity and rewarding positive behaviors. Additional recommendations are given about communicating with the school, being creative, and modeling good behavior and well-being.

For your convenience, you can access the brief right here at CPIR:
https://www.parentcenterhub.org/wp-content/uploads/repo_items/supporting-families-pbis-at-home-final.pdf

The brief is also available at the the Center on PBIS.

____________

Looking for more information and resources on COVID-19, official guidance from the federal government and others, schooling at home, technology tools, or coping tips? Visit our page on Coronavirus Resources. We update the list constantly.

# data[].attributes.attachment_link.description
(2020, March 31) | Useful for sharing with families to support positive behavior. This 8-page brief speaks directly to parents about how to use positive behavioral interventions and supports (PBIS) at home, an approach used in over 25,000 schools as a highly effective way to build children's social-emotional-behavioral skills and reduce challenging behaviors.

# data[].attributes.headline
Great Website for Parents of Children with Special Needs

# data[].attributes.subject
Great Website for Parents of Children with Special Needs

# data[].attributes.attachment_link.provider_name
Masters in Special Education Degree Program Guide |

# data[].attributes.attachment_link.readable_text
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.
Image Source
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.

# data[].attributes.attachment_link.title
50 Great Websites for Parents of Children with Special Needs

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
(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

# data[].attributes.attachment_link.title
Parent and Educator Resource Guide to Section 504

# data[].attributes.attachment_link.description
(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.

# data[].attributes.attachment_link.title
The Short-and-Sweet IEP Overview | Center for Parent Information and Resources

# data[].attributes.headline
Mental Health for Children with Disabilities

# data[].attributes.subject
Mental Health for Children with Disabilities

# data[].attributes.body
https://docs.google.com/spreadsheets/d/1GxLHriyXyM65TV-52xrb1gQXge98kHsblUX1ble5Kgg/edit#gid=0

# data[].attributes.attachment_link.title
Support for Students with Behavioral Disorders | Accredited Schools Online

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.embed_code
Support for Students with Behavioral Disorders

# data[].attributes.attachment_link.readable_text
Parents and teachers often wonder how to discipline a child with behavior problems. Some children truly have challenging behaviors regardless of what strategies we try. However, many children benefit when the adults in their lives make changes in the way they react, respond, or interact with them.

This article gives ten simple strategies that you can start implementing right now to encourage positive behavior in your child/students.

All of these strategies are positive in nature and will help you connect with your child/student(s) in a way that will increase their confidence, self-respect, and respect for you.

Children with good confidence and a healthy respect for themselves and the adults in their lives, show better cooperation and make healthier choices.

10 Simple Strategies to Promote Positive Behavior

1. Verbally acknowledge children's efforts.

Tell your child/student(s) specifically what he/she did that you are proud of.

For example, you can say "You were so focused on your math homework tonight! Keep up the good work," "That was so nice the way you helped your brother with his math homework."

When children get specific positive feedback for doing the right thing, they want to do more of it. Virtually all children want to please adults (whether they show it or not) so for most children, specific praise makes a positive impact.

Praise is also an easy way to give your child attention which many children so desperately crave.

2. Use positive body language to show approval for positive behavior.

Positive body language can include a smile, thumbs up, high-five, pat on the back, etc.

Keep in mind that some children do not like to be touched and would respond better to something like a thumbs up than a pat on the back. Get to know your child/students to know what they like.

3. Use humor with your child/student(s)

Research supports the use of humor in creating positive outcomes for children. Make jokes, listen to their jokes, smile often, say something silly, sing something you would normally say, or anything else that would make them smile/laugh (make sure it is age-appropriate).

4. Show your child/student(s) that you are happy to see them.

Smile at them when they come into the room; for parents...put your arms out for a hug. Ask about their day, weekend, etc. and really listen when they talk.

5. Remind your child/student(s) that they should be proud of themselves (e.g., "You worked so hard on that science project. You should be so proud of yourself!").

This helps build internal confidence in them, so they can learn to be proud of themselves for being persistent, working hard, being kind to others, etc. If they feel successful they will be successful.
Recommended Book: Building Confidence and Improving Behavior in Children: A Guide for Parents and Teachers
6. Take an interest in your child's/students' interests.

Ask them what they enjoy, get excited about their creations or accomplishments, ask them what they want to learn about, ask them their opinion about things, etc. Teachers... try to incorporate students' interests in the classroom, as research indicates.

Parents...do activities with your children (academic or otherwise) that involve something they are interested in, even if it may not be your favorite activity. Let them choose topics of interest for certain activities.

7. Acknowledge your child/student(s) feelings with empathy.

Be understanding when they are nervous because they are trying something for the first time, frustrated because a writing assignment is difficult for them, disappointed because they didn't get invited to a birthday party, or embarrassed because other students laughed at them.

Avoid saying things like "Stop making a big deal about it," "You'll get over it," or "Why are you having such a hard time with this; it's easy."

Instead, make empathetic statements like, "I understand that this assignment is frustrating for you" or "I understand that you are nervous, that's common when trying something new."

Also, let them know that you are there to help in any way you can.

8. Be open-minded and don't pass judgment on your children/student(s) if their thoughts, values, feelings, or ideas don't match yours.

Of course, it is okay to share your opinion (and unsafe or hurtful behavior is unacceptable), but in general, don't make them wrong for their opinion.

Children need to feel like they can be open and be themselves around the adults in their lives. When children feel like they won't be judged or made wrong, they are more likely to talk to us when there is a real problem.
How Do Role Models Impact Our Youth and Communities?
9. Be a role model for good behavior. If you want your child to treat others with respect, you do the same. If you want your child to be an honest person, set an example of honesty for them.

10. Follow through on your promises and rules (barring unforeseen consequences) and stay away from empty threats.

If you tell your child/student(s) that they can pick a favorite book to read after they finish their math assignment, make sure you stick to your end of the bargain.

If you tell your child that he can go on the computer after his sister has a turn, make sure he gets a chance to do that.

Have consistent rules that teach your children that they need to stick to their end of the bargain as well.

For example, if you have a rule such as "Homework first, then TV." stick to that rule by making sure your child completes homework before watching TV. Stay away from empty threats such as "If you don't stop I am going to leave you here" or "I'll throw all of your toys away if you don't clean them up."

These types of statements can be scary for children leading to crying, tantrums, etc. and in all probability you are not going to do those things.

If you make empty threats your child will learn that you don't mean what you say and will also learn to not take you seriously. Research demonstrates that children need to see consistency and integrity in their role models to feel a sense of safety and confidence.

When children feel secure and have trust in their caregivers, they are in a better place to learn how to regulate their emotions, cooperate and focus, make healthy choices, and stay confident and motivated.

Are you thinking "I am doing all of these things and it is not working?" These are ten great strategies, but they need to be used in conjunction with several others. Check out

Using all of these strategies together will most likely lead to positive behavior changes over time. Although, there is no magic solution, as a mother, educator, and behavior specialist, I have personally found these research-based strategies to be the most effective over 21 years in this field. Just like a patient who does not respond right away to medical treatment, we do not give up. We keep trying.

If your child is significantly struggling with behavior, despite several positive strategies being in place, talk to your child's doctor or a mental health professional to help determine the next steps you should take.

If you are a teacher who is having significant behavioral difficulties with a student (despite several positive strategies) talk to the child's parent and your school team (administrator, guidance counselor, etc.).

Always keep in mind that some children truly have difficulty controlling their behaviors or making a better choice because they have not yet learned alternative/more acceptable methods to get their point across, or their behavior happens so quickly (almost impulsively) before they have the opportunity to slow down and think of an alternative.

This often happens when children feel anxious, scared, sad, or angry. While this is frustrating for adults, imagine how it feels to the child who frequently gets punished, singled out, or yelled at because they don't have the coping skills, communication skills, or control to do something different.

For a related article on impulsive behavior see 9 Practical Strategies to Decrease Impulsive Behavior in Children.
Sometimes toddlers have communication difficulties that interfere with their ability to understand or express themselves. This can lead to behavioral challenges. Toddler Talk: Techniques and Games might be a helpful book for you if you find yourself in this situation with your toddler.
Video Presentation:

We offer a free five-minute behavior consultation via text for parents, educators, or other interested parties. Please text (267) 415 - 6400 or email rachelwise@educationandbehavior.com for more info and rates for longer sessions.

Education and Behavior - Keeping Us On the Same Page with Research-Based Strategies to Support Children's Academic, Behavioral, and Social-Emotional Development.

# data[].attributes.attachment_link.title
Use These 10 Simple Strategies to Improve Children's Behavior Today (Home/School)

# data[].attributes.attachment_link.description
Parents and teachers often wonder how to discipline a child with behavior problems. Some children truly have challenging behaviors regardless of what strategies we try. However, many children benefit when the adults in their lives make changes in the way they react, respond, or interact with them.

# data[].attributes.headline
Strategies for Various Types of Behaviors

# data[].attributes.subject
Strategies for Various Types of Behaviors

# data[].attributes.headline
What should I know about behavior contracts?

# data[].attributes.subject
What should I know about behavior contracts?

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Behavior contracts: What you need to know

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
It is a critical time for children and teenagers to learn the importance of taking care of themselves and their communities. Self-care can help kids of all ages become more introspective and aware of their physical and emotional needs. It can also prepare them to effectively handle future stressors. Even small acts of self-care and self-help can decrease stress, improve relationships, and promote wellness of the body and mind. Keep reading to learn more about self-care for kids by age from ChildSavers therapist, Holly Jones, LCSW.

How to explain and role model self-care to kids

Parents, educators, and caregivers can teach their children healthy self-care habits at any age. Adults can do so by helping children schedule self-care breaks/check-ins throughout the day, enacting daily or weekly check-ins throughout the day/week, and role modeling.We can model self-care by acknowledging your own needs as a parent. Kids often learn more from what parents do rather than what they say!

Mindful parent moment: What small step can you take towards caring for yourself today? For example, drinking a glass of water, reminding yourself of something you are grateful for, or pausing to enjoy the sound of birds chirping outside.

Helping children explore self-care

We must remember that parents' ideas about self-care might look different than their children's ideas. Notice how your child responds to suggested self-care activities (examples listed below). Trying a variety of wellness exercises will support kids in discovering what fits their needs best.

Sometimes, it can feel easier during a stressful moment to take the reins and complete a task for your child. When this happens, children miss an opportunity to build self-confidence and problem-solving skills. If a child asks you for help, consider if it is a task they could try on their own or with limited support. It might help to share an affirmation that lets them know you will be there to support them. Consider saying something like, "I believe in you. I'll be here if you get stuck, but you try it first."

Praise the child for trying something new on their own, even if it didn't go as you had hoped! Though this might be more time-consuming than completing it for them, the energy you put into this will help that child feel more confident and prepared next time.

First steps: helping kids start self care practices

Remember to start small. When it comes to encouraging kids to explore self-care on their own, consider their age and developmental level. For younger children, see if they can blow their nose, brush their hair, or get their own drink. Make sure they can access the necessary items to complete the task. If they are having a difficult time, try breaking the task into smaller steps. For middle schoolers and teenagers, see if they can wake themselves up in the morning, prepare a meal, or care for a family pet.

Movement and creative activities can provide an emotional outlet and foster connection. Activities like painting, coloring, or molding clay are less likely to feel like a chore. Music and dance can have huge positive impacts on your child's cognitive development, self-awareness, and physical health. As your child moves their body to the music, their brain releases endorphins to promote well-being and improve mood. Consider playing background music to try to balance your child's mood; if they are struggling with anxiety or frustration, play softer or more uplifting music.

Don't be afraid to get silly! Offer to let your child be the expert and have them teach you a new dance move. Sometimes families need to share a laugh together. Play a game, make a pillow fort, watch a funny movie, or try a puzzle together. Try your best to put away distractions and truly be present in the joyful moments. Having fun together helps families feel more connected and also lets you learn more about your children's likes and dislikes.

Examples of self-care for kids by age

Self-Care for Elementary Schoolers

It is important for families to carve out space for quiet time. A few minutes of singing to your child, reading a book together, or listening to a kid-friendly YouTube meditation can strengthen your connection. Particularly for younger children, consider incorporating a "slow down" time in your family's routine; this will also help train their brain to make mindful choices.

Some children respond well to having their own "calm-down box". Include items that are soothing to the senses, i.e. fidget toy, stuffed animal, lollipop, stress ball, bubble wrap, plastic snow globe, scratch & sniff stickers. When you observe them on the verge of a meltdown, encourage the child to utilize the items in the box to help regulate their emotions. It can be helpful to think of these items as "special tools" rather than for normal play. Make sure that you are encouraging the child with positive language rather than making it part of a consequence. The goal is for the child to eventually recognize on their own situations where they could use the box to calm down!

Practice your breathing by blowing on a pinwheel.

Review a few things you're grateful for that day together.

Help your child(ren) label emotions - these cards can help!

Help them understand their needs as introverts or extroverts.

Helpful self-care video: How to Create A Calm Down Box in 5 Minutes

Calm down boxes can help kids and adults of all ages regulate their bodies and minds. Katy Reynolds, LPC, CTRP-C, shows us what to put in a calm down box for toddlers and adapt the box for children of all ages.

Self-Care for Middle Schoolers & High Schoolers

'Leave it at the door' self-care exercise: Every time you enter a doorway in your home, take the opportunity to have a positive mental shift. Remind yourself to leave the past behind and stay focused on the present.

During or after a stressful event, practice a three-step, self-compassion break with your adolescent or model it for them to practice on their own. The first step is to acknowledge this is a difficult moment (i.e. "This is stressful"). The second step is to acknowledge that stress and suffering are parts of life (i.e. "Other people feel this way; I'm not alone"). The last step is to ask yourself, what can I do to be kind to myself? It might help to think about what a loved one might tell you (i.e. "May I accept myself as I am; may I be strong").

Engage the senses without a screen (phone or computer). Examples include: Lighting a candle, listening to music, playing with sand/play dough, baking something, meditating, going for a walk/run, stretching or yoga, playing a sport, eating something healthy, creating art just for YOU, etc.

Making something nice for someone else, like a friend, teacher, or family member. Sometimes doing something for others and taking the focus off of ourselves can help us like who we are as people.

Helpful Self-Care/Breathing Exercise for Middle and High Schoolers

Learning to regulate our breath and calm our bodies can be a game changer! ChildSavers therapist, Brie Jordan-Cooley, LCSW, RPT, walks us though a quick breathing exercise for kids to use throughout during stressful moments.

Additional Tools for Children's Self-Care

In addition to the activities above, we recommend exploring the following videos and resources from ChildSavers:

Every family is different. There is no one right way to practice self-care for kids by age - see what works for you. The earlier children can practice healthy self-care habits, the easier it will be for them to integrate these practices in their future lives and manage whatever stressors come their way.
Holly Jones, LCSW is a clinician on ChildSavers' School-Based Services team. She started as an intern with ChildSavers in 2016 and has provided mental health services for the past four years in outpatient, school, and community-based settings. Holly is passionate about the importance of the arts and socio-emotional learning in education. She is particularly interested in the benefits of movement, using her background in dance to assist clients in the therapeutic process. In her spare time, she enjoys exercising, cooking, and caring for animals.

# data[].attributes.attachment_link.title
Self-Care for Kids by Age: Everything You Need to Know - ChildSavers

# data[].attributes.attachment_link.description
It is a critical time for children and teenagers to learn the importance of taking care of themselves and their communities. Self-care can help kids of all ages become more introspective and aware of their physical and emotional needs. It can also prepare them to effectively handle future stressors.

# data[].attributes.attachment_link.readable_text
Take Action

A few simple steps and a family brainstorm are all it takes to make self-care a priority at home. Get creative and modify as needed over time.

1. Create space for planning. Set time aside on a weekend or after dinner one night during the week to come together as a family and begin planning. It's important to make sure that everyone can be present so the plan is representative of the family, as self-care can be practiced in many ways.

2. Set goals or clarify purpose. Creating a self-care plan can be simply to integrate mindfulness and other forms of relaxation into busy family schedules, or it can have attached goals. Think about things your family may want to work on together (e.g., decreasing screen time by an hour each day, reducing stress associated with busy schedules, etc.). Identify top stressors and use as a template to build out a plan that helps you achieve goals to decrease and improve on how you manage them.

3. Brainstorm activities. Create a nice balance of 5 or 6 activities. Activities included in a self-care plan should be inclusive of activities that support the mind and body.

Caring for the body. Exercise, proper hydration, and good nutrition directly influence our social and emotional health. Find ways to incorporate some activities into your current routine rather than adding to.

Create a water tracker to support hydration and encourage healthy swaps to sugary drinks. Idea: Test out new water infusions with fruits and herbs.

Nourish your body with healthy foods - cook healthy meals together during the week. Idea: Have each family member pick a new recipe and try out new foods together.

Exercise and incorporate physical activity. Idea: Take a family walk or bike ride after dinner or sign up for a virtual exercise class or lesson together.

Caring for the mind. Supporting our mental health can look a little different for everyone. Include activities that feel the most natural to you or challenge yourself with something new.

Engage in meaningful connection. Idea: Create regular space to talk together about feelings (e.g. morning coffee chat or after-dinner "walk and talk")

Practice mindfulness to increase self-awareness. Idea: Journal, paint or doodle feelings, thoughts and emotions or practice deep breathing.

Nourish the mind with meaningful activities. Idea: Limit screen time and social media by setting a daily time to put away devices or swap for mind strengthening games.

Caring for the heart. Sharing in the activities we love most is great for building and maintaining strong relationships as it creates space to learn from others while enjoying activities that bring us joy.

Get some fresh air. Idea: Eat dinner outside with a backyard picnic or play outside together.

Learn something new together. Idea: Start a family book club or do a family show and tell.

Play together. Idea: Play board games or have a movie night and create space for downtime as a family.

1. Determine frequency. Once you have a list of activities, work together to prioritize the ones that make the most sense for your current schedule and determine a frequency. Example: Maybe your family wants to start taking family walks after dinner and create space for a family check-in. You might keep family walks to twice a week in the beginning and use time already in place (e.g., eating breakfast together on Saturday mornings) to do a family check-in. Start small and increase your frequency as you gain momentum!

2. Keep it where you can see it. Post your family self-care plan in a place where you and other family members can see it often. This can help serve as a reminder of your commitment and help you to keep it prioritized. Places like the refrigerator or by the front door are great places to hang your self-care plan for everyone to see.

# data[].attributes.attachment_link.title
Create a Family Self-Care Plan - Action for Healthy Kids

# data[].attributes.attachment_link.description
A few simple steps and a family brainstorm are all it takes to make self-care a priority at home. Get creative and modify as needed over time. Create space for planning. Set time aside on a weekend or after dinner one night during the week to come together as a family and begin planning.

# data[].attributes.attachment_link.readable_text
If you or someone you know is experiencing a mental health or substance use problem, there are several resources available to find out more information or get connected with help. Check out some mental health resources below:
If you or someone you know is in crisis, contact the Suicide Prevention Lifeline at 1-800-273-TALK (8255), or dial 911 in case of emergency. GENERAL MENTAL HEALTH RESOURCES

Mental Health America

Visit Mental Health America's site for information on mental health, getting help, and taking action.

National Council for Mental Wellbeing

To locate mental health and addictions treatment facilities in your community, use the "Find a Provider" feature on the National Council's website.

National Empowerment Center

The mission of the National Empowerment Center is to carry a message of recovery, empowerment, hope and healing to those diagnosed with a mental illness. The center provides information and advocacy resources.

National Institute of Mental Health (Mental Illness Among U.S. Adults)

The National Institute of Mental Health website provides prevalence statistics pertaining to mental illnesses, including data by age, gender and race.

President's New Freedom Commission on Mental Health

This commission report was released in 2003 as part of an effort to eliminate inequality for Americans with disabilities. It was tasked to "promote successful community integration for adults with a serious mental illness and children with a serious emotional disturbance." The report describes problems and gaps in the U.S. mental health system and makes recommendations for improvements at the federal, state and local levels of government, as well as private and public health care providers.

World Health Organization (Disability from Mental Illness)

The World Health Organization website contains information on the global burden of disease in various parts of the world, including burden due to mental disorders.

National Alliance on Mental Illness

NAMI is a nonprofit, grassroots, self-help, support and advocacy organization of individuals with mental disorders and their families. Their website provides resources on mental disorders that are helpful for people who have experienced mental illness and their families, including support groups, education and training.
DEPRESSION AND SUICIDAL INTENTIONS

American Association of Suicidology

The American Association of Suicidology (AAS) promotes research, public awareness programs, public education and training for professionals and volunteers. AAS also serves as a national clearinghouse for information on suicide.

American Foundation for Suicide Prevention

The American Foundation for Suicide Prevention (AFSP) provides information about suicide, support for survivors, prevention, research and more.

Brain & Behavior Research Foundation

The Brain & Behavior Research Foundation website provides information and downloadable fact sheets on depressive disorders.

Mental Health America

Visit Mental Health America's screening tools page for information on mental health, getting help and taking action.

Depression Screening

The Depression Screening website is sponsored by Mental Health America as part of the Campaign for America's Mental Health. The mission of this website is to educate people about clinical depression, offer a confidential way for people to get screened for symptoms of depression and guide people toward appropriate professional help if necessary.

MoodGYM

MoodGYM has been evaluated in a scientific trial and found to be effective in relieving depression symptoms if people work through it systematically. This website uses cognitive behavioral therapy (CBT) methods to teach people to use ways of thinking that can help prevent depression.

Postpartum Support International

Postpartum Support International's (PSI) website includes resources for support, education and local providers focusing on the emotional changes that women experience during pregnancy and postpartum, including postpartum depression. PSI's toll-free help line is staffed by a team of trained responders who rapidly refer callers to appropriate local resources, including emergency services. 800-944-4PPD (4773)

Progressive Relaxation

Download two progressive relaxation tapes from the Hobart and William Smith Colleges website.

Suicide Prevention Resource Center

The Suicide Prevention Resource Center has fact sheets on suicide by state and by population characteristics, as well as on many other subjects.
NONSUICIDAL SELF-INJURY

Focus Adolescent Services

The Focus Adolescent Services website is designed for parents and covers a wide range of mental health problems, including a section on self-injury.

S.A.F.E. Alternatives (Self-Abuse Finally Ends)

S.A.F.E. Alternatives is a residential treatment program for people who engage in self-injury. The website includes information about self-injury and about starting treatment. S.A.F.E information line: 1-800-DONT CUT (366-8288)
ANXIETY DISORDERS

Anxiety and Depression Association of America (ADAA)

ADAA promotes the early diagnosis, treatment and cure of anxiety disorders.

Benson-Henry Institute for Mind Body Medicine

The Benson-Henry Institute for Mind Body Medicine at Massachusetts General Hospital has an online store offering CDs, DVDs and books on relaxation techniques.

E-couch

The E-couch website provides information about emotional problems (including depression and anxiety disorders) - what causes them, how to prevent them and how to treat them. It also provides a set of evidence-based online interventions designed to equip the user with strategies to improve mood and emotional state, along with a workbook to track progress and record experiences.

Freedom From Fear

The Freedom From Fear website provides information, screening tools and other resources on many types of anxiety disorders.

International OCD Foundation

The International OCD Foundation includes information about obsessive-compulsive disorder, including information about effective treatments, how to find a health professional who has experience treating the disorder and links to other helpful websites.
PSYCHOSIS AND PSYCHOTIC DISORDERS

Brain & Behavior Research Foundation

The Brain & Behavior Research Foundation website provides downloadable fact sheets on psychotic disorders.

Pendulum

Pendulum is a nonprofit organization providing information on bipolar disorder. The website includes book review, discussion forums, articles and links to other resources.

Schizophrenia.com

Schizophrenia.com provides information, support and education to family members, caregivers and individuals whose lives have been affected by schizophrenia.
SUBSTANCE USE DISORDERS

Centers for Disease Control and Prevention (Smokefree.gov)

Smokefree.gov, created by the Centers for Disease Control and Prevention, provides ideas about how to stop using tobacco. Includes downloadable resources and contacts for online and phone counseling.

National Council on Alcoholism and Drug Dependence, Inc.

The National Council on Alcoholism and Drug Dependence website features information on local resources for getting help for a substance use concern, fact sheets and further information for friends, family members, parents and youth on having a conversation about substance use.

National Institute on Alcohol Abuse and Alcoholism

The National Institute on Alcohol Abuse and Alcoholism is the lead agency for U.S. research on alcohol use disorders and health.

Start Your Recovery

Start Your Recovery works with leading experts in effectively treating substance use issues to offer people a single source of relatable, reliable information at any stage of their recovery journey.

National Institute on Drug Abuse (NIDA)

NIDA provides links to information for parents, teens, health professionals, teachers and others about various drug use problems.

Substance Abuse and Mental Health Services Administration (SAMHSA)

SAMHSA's website has information about substance use disorders of all kinds. It includes information for the public, including families, health professionals, schools and individuals. The website also includes a treatment finder to locate a substance use treatment provider in your area.

DrugScreening.org

DrugScreening.org is a drug use screening site with a questionnaire to help you determine if you or someone you know might have a drug use problem.

AlcoholScreening.org

AlcoholScreening.org is an alcohol use screening site developed by the Boston University School of Public Health. It includes an online test about your own, or someone else's, level of alcohol use, including advice about cutting down or getting professional treatment.
EATING DISORDERS

National Association of Anorexia Nervosa and Associated Disorders (ANAD)

ANAD includes information about eating disorders, how to seek treatment and support groups for people suffering from eating disorders and their families.

National Eating Disorders Association

National Eating Disorders Association has stories of recovery from eating disorders, information about seeking treatment and additional resources for school professionals and caregivers.

National Institute of Mental Health (NIMH)

The NIMH website has links to more information about eating disorders.
HELP LINES

American Psychiatric Association Answer Center

1-888-35-PSYCH (77924)

Live operators available 8:30 a.m. to 6 p.m., Eastern time, refer you to local board-certified psychiatrists.

American Psychological Association of Public Education Line

1-800-964-2000

Follow the automated instructions and press the number 1. Then, an operator will refer you to local board-certified psychologists.

National Suicide Prevention Lifeline

1-800-273-TALK (8255)

This hotline is available 24 hours a day, seven days a week. Calls are transferred to trained counselors in more than 130 sites nationwide. This service also has a new feature for veterans. When veterans, their families or friends call this number and press 1, they can talk to a trained, caring professional in a specialized veterans call center. Calls are free and confidential.

The Trevor Project

1-866-488-7386

This is a free and confidential suicide prevention help line for LGBTQ youth that offers hope and someone to talk to, 24 hours a day.

National Cancer Institute Smoking Quitline

1-877-44U-QUIT (1-877-448-7848)

(English and Spanish)

Smoking Cessation Centers

1-800-QUIT-NOW (1-800-784-8669)

(Available in 17 states; English and Spanish)
SUPPORT GROUPS

Al-Anon and Alateen

Al-Anon and Alateen provide information and support for the family members and friends of people with alcohol problems. The sites include lists of meetings in the United States and Canada.

American Self-Help Group Clearinghouse

American Self-Help Group Clearinghouse is a keyword-searchable database of 1,100 national, international, model and online self-help support groups. Also listed are self-help clearinghouses worldwide, research studies, information on starting face-to-face and online groups and a registry for persons interested in starting national or international self-help groups.

Depression and Bipolar Support Alliance

Use the "Find a Support Group Near You" tool on the Depression and Bipolar Support Alliance website to find out if a support group is meeting in your area. These are peer-led support groups.

Eating Disorders Anonymous

Following the 12-step approach used by Alcoholics Anonymous, Eating Disorders Anonymous can help people struggling with eating disorders. The website lists meetings nationwide.

Narcotics Anonymous and Alcoholics Anonymous

Narcotics Anonymous and Alcoholics Anonymous include information on support groups for drug and alcohol addiction in your area.

Overeaters Anonymous

Following the 12-step approach used by Alcoholics Anonymous, Overeaters Anonymous can help people struggling with compulsive eating and binge eating. The website lists Overeaters Anonymous meetings nationwide.

Recovery International

Recovery International, a self-help mental health organization, sponsors weekly group peer-led meetings in many communities, as well as telephone and Internet-based meetings. Click "Find a Meeting" to find the next Recovery International meeting in your area.

Schizophrenia and Related Disorders Alliance of America (Schizophrenics Anonymous)

Schizophrenics Anonymous is comprised of self-help groups established to support the recovery of people who experience schizophrenia. The website lists locations of self-help groups.

# data[].attributes.attachment_link.title
Mental Health Resources - Mental Health First Aid

# data[].attributes.attachment_link.description
If you or someone you know is experiencing a mental health or substance use problem, there are several mental health resources that can help.

# data[].attributes.body
The mission of Overflow Foundation is to Pour Hope Into Life by promoting mental health awareness and suicide prevention, as well as providing mental health education.

# data[].attributes.attachment_link.readable_text
Pouring Hope Into Life

#PHIL

Overflow PSA
We are Pouring Hope into Life (#Phil) by reminding everyone that there is always hope and you are never alone. Please share our PSA.

Posted by Overflow Foundation on Monday, March 2, 2020

National Suicide Prevention Lifeline
Call 1-800-273-TALK (8255)
Text 741741

Mental Health/Drug Treatment National Hotline
Call 1-800-662-HELP (4357)

# data[].attributes.attachment_link.description
Overflow Foundation Pouring Hope Into Life #PHIL Click To Learn More Overflow PSA We are Pouring Hope into Life (#Phil) by reminding everyone that there is always hope and you are never alone. Please share our PSA. Posted by Overflow Foundation on Monday, March 2, 2020 You are not alone.

# data[].attributes.attachment_link.readable_text
If you suspect a child is being harmed, reporting those suspicions may protect him or her and get help for the family. Any concerned person can report suspicions of child abuse or neglect. Reporting your concerns is not making an accusation, rather, it is a request for an investigation and assessment to determine if help is needed.

According to the Child Welfare Information Gateway - the federal information service of the Children's Bureau, Administration for Children and Families, U.S. Department of Health and Human Services - the following signs may signal the presence of the four major types of child maltreatment: physical abuse, neglect, sexual abuse and emotional abuse.

# data[].attributes.attachment_link.title
Recognizing Child Abuse and Neglect - Children's Trust of South Carolina

# data[].attributes.attachment_link.description
If you suspect a child is being harmed, reporting those suspicions may protect him or her and get help for the family. Any concerned person can report suspicions of child abuse or neglect. Reporting your concerns is not making an accusation, rather, it is a request for an investigation and assessment to determine if help is needed.

# data[].attributes.attachment_link.title
To transform child welfare, take race out of the equation

# data[].attributes.attachment_link.description
In this eye-opening talk about the impact of race and neighborhood on foster-care decisions, social worker Jessica Pryce shares a promising solution to help child welfare agencies make bias-free assessments about when to remove children from their families. “Let’s work together to build a system that wants to make families stronger instead of pulling them apart,” Pryce says.

# data[].attributes.attachment_link.title
How does income affect childhood brain development?

# data[].attributes.attachment_link.description
Neuroscientist and pediatrician Kimberly Noble is leading the Baby’s First Years study: the first-ever randomized study of how family income changes children’s cognitive, emotional and brain development. She and a team of economists and policy experts are working together to find out: Can we help kids in poverty simply by giving families more money? “The brain is not destiny,” Noble says. “And if a child’s brain can be changed, then anything is possible.”

# data[].attributes.attachment_link.title
Home - Child Welfare Information Gateway

# data[].attributes.attachment_link.readable_text
Infants and Toddlers

The following are typical consequences of abuse and neglect on the development of infants and toddlers.

Physical

Chronic malnutrition of infants and toddlers results in growth retardation, brain damage, and potentially, mental retardation.

Head injury can result in serve brain damage, including brain stem compression and herniation, blindness, deafness, mental retardation, epilepsy, cerebral palsy, skull fracture, paralysis, and coma or death.

Injury to the hypothalamus and pituitary glands in the brain can result in growth impairment and inadequate sexual development.

Less severe but repeated blows to the head can also result in equally serious brain damage. This type of injury may be detectable only with a CT scan, and, in the absence of obvious signs of external trauma, may go unnoticed.

Shaking can result in brain injury equal to that caused by a direct blow to the head, and spinal cord injuries with subsequent paralysis.

Internal injuries can lead to permanent physical disability or death.

Medical neglect, as in withholding treatment for treatable conditions, can lead to permanent physical disability, such as hearing loss from untreated ear infections, vision problems from untreated strabismus (crossing of the eyes), respiratory damage from pneumonia or chronic bronchitis, etc.

Neglected infants and toddlers have poor muscle tone, poor motor control, exhibit delays in gross and fine motor development and coordination, fail to develop and perfect basic motor skills.

Emotional

Abused infants often exhibit a state of "frozen watchfulness," that is, remaining passive and immobile, but intently observant of the environment. This appear to be a protective strategy in response to a fear of attack.

Abused toddlers may feel that they are "bad children." This has a pervasive effect on the development of self-esteem.

Punishment (abuse) in response to normal exploratory or autonomous behavior can interfere with the development of healthy personality. Children may become chronically dependent, subversive, or openly rebellious.

Abused and neglected toddlers may be fearful and anxious, or depressed and withdrawn. They may also become aggressive and hurt others.

Preschool Children

The following are common outcomes of abuse and neglect in preschool children.

Physical

They may be small in stature, and show delayed physical growth.

They may be sickly, and susceptible to frequent illness -- particularly upper respiratory illness (colds, flu) and digestive upset.

They may have poor muscle tone, poor motor coordination, gross and fine motor clumsiness, awkward gait, and lack of muscle strength.

Their gross motor skills may be delayed or absent.

Cognitive

Speech may be absent, delayed, or hard to understand. The preschooler whose receptive language far exceeds expressive language may have speech delays. Some children do not talk, even though they are able.

The child may have poor articulation and pronunciation, incomplete formation of sentences, or incorrect use of words.

Cognitive skills may be at the level of a younger child.

The child may have an unusually short attention span, a lack of interest in objects, and an inability to concentrate.

School-Age Children

The following are common outcomes of abuse or neglect in school-age children.

Physical

The children may show generalized physical developmental delays; may lack the skills and coordination for activities that require perceptual-motor coordination. The child may be sickly or chronically ill.

Cognitive

The child may display thinking patterns that are typical of a younger child, including egocentric perspectives, lack of problem-solving ability, and inability to organize and structure thoughts.

Speech and language may be delayed or inappropriate.

The child may be unable to concentrate on school work, and may not be able to conform to the structure of a school setting. The child may not have developed basic problem-solving and may have considerable difficulty in academics.

Social

The child may be suspicious and mistrustful of adults or overly solicitous, agreeable, and manipulative, and may not turn to adults for comfort and help when in need.

The child may talk in unrealistically glowing terms about her family; may exhibit "role reversal" and assume a "parenting" role with the parent.

The child may not respond to positive praise and attention or may excessively seek adult approval and attention.

The child may feel inferior, incapable, and unworthy around other children; may have difficulty making friends, feel overwhelmed by peer expectations for performance, may withdraw from social contact, and may be used as a scapegoat by peers.

Emotional

The child may experience damage to self-esteem from denigrating or punitive messages from an abusive parent or lack of positive attention in a neglectful environment.

The child may behave impulsively, have frequent emotional outbursts, and be unable to delay gratification.

Return to "When Age and Development Don't Match"

# data[].attributes.attachment_link.title
Child Development: Effects of Abuse and neglect on Development

# data[].attributes.attachment_link.description
The following are typical consequences of abuse and neglect on the development of infants and toddlers.