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          Mindfulness for Kids with Anxiety

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          Mindfulness for Kids with Anxiety

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A 90 minute workshop for parents about reducing childhood anxiety with Mindfulness practice.

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https://www.surveymonkey.com/r/M2XVLJ7

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"32% of youth will be diagnosed with an anxiety disorder during childhood or adolescence" - Katz et. al, 2013

You probably already have an idea of what Anxiety disorders look like. But did you know that there are at least 7 types of diagnosable anxiety disorders?

In children, the most common types of Anxiety disorders are:

Generalized Anxiety Disorder (10% of children and youth)

Separation Anxiety Disorder

Social Anxiety Disorder (6% of children, 12% of adolescents)

Other Anxiety disorders include:

Panic Disorder

Specific Phobia

Obsessive-Compulsive Disorder

Post-Traumatic Stress Disorder

No matter the disorder, all anxiety disorders have common symptoms:

Negative Emotions

Avoidance of feared situations

Fear is disproportionate to the actual threat or danger

Impaired social functioning

Symptoms are persistent and distressing, but sometimes hard to detect or explain

Signs of Anxiety in Children:

Avoiding social situations

Excessive worrying

Inappropriate emotional reactions

Untraceable physical complaints

Treatment:

Medication-based

Therapy-based

While the above are most commonly used when there has been a diagnosis, Mindfulness is a lesser-known form of treatment that can be implemented to help anyone; not only those who have been diagnosed with a disorder.

Most (70%) of of mental health disorders originate in childhood or adolescence. Fewer than 25% of children and youth with mental health problems receive specialized treatment, due to fears and the stigma that still surrounds mental health.

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Mental health, including Anxiety, is not black and white. Most people experience distressing symptoms in their lifetime, for any number of reasons. For example, feeling overwhelmed at work might lead one to try to avoid the situation. However, disorders are only diagnosed when the criteria for severity is met.

Image retrieved from: https://mindcheck.ca/ever-wonder

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It is crucial to acknowledge, discuss and help children begin to come to terms with their feelings as a part of their everyday experience so that you can work together to improve them.

First, it is a good idea to try to have children open up about their worries and fears. For example, you might bring up a recent situation where your child seemed worried, but did not open up about it. Relate to them; discuss a situation where you felt something similar.

Next, discuss the nature of anxiety with them, and stress that there is absolutely nothing wrong with them. Often, children and youth do not understand their anxiety, and it makes them feel alienated.

Finally, support them to help them notice when they are experiencing anxiety. Make sure your child knows that it is not dangerous, nor will it last forever. Begin to discuss the ways you can make them feel better, and make sure they understand that you will fully support them.

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This excerpt describes the physiological, adaptive nature of anxiety with a metaphor that is easy for children to understand.

“Imagine you are hiking in the woods and you come across a bear. What is the first thing you would do? You may run away from the bear, or you may simply freeze. Another reaction is to yell and wave your arms to appear big and scary. There are three ways humans react to danger: fight, flee, or freeze. When we are anxious, we react in one of these ways, too. We may run away or avoid situations that make us anxious. Or we may freeze, such as when our minds go blank and we can’t think clearly. Or we may fight, get angry and lash out at people. Can you think of some ways you may fight, flee, or freeze because of anxious feelings?”

Retrieved from: https://www.anxietybc.com/sites/default/files/TalkingtoYourChildabout.pdf

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A Framework for Understanding: Nature and Nurture

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A Framework for Understanding: Nature and Nurture

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Are we predisposed to develop a certain way because of our DNA, or does the environment take care of all of that? What do you think?

This is often referred to as the Nature vs. Nurture debate.

It's Both!

Our outcomes are based on influences from our genetics and our environment.

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Ecological Systems Theory (Bronfenbrenner, 1979)

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Ecological Systems Theory (Bronfenbrenner, 1979)

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Interactions amongst the various spheres of the child's life influence their development.

As parents, we know we have a huge influence over the development of our children.

The decisions we make and actions we take can also help improve their challenges.

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“What would it be like if I could accept life – accept this moment – exactly as it is?” – Tara Brach

What does this quote have to do with mindfulness? What are the implications for your child? For yourself? If you feel comfortable, take a moment to discuss with the person next to you.

Retrieved from: https://positivepsychologyprogram.com/mindfulness-quotes/#mindful

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Stop and Be!

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"Just Breathe" by Julie Bayer Salzman & Josh Salzman (Wavecrest Films)

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Mindfulness originated in Asia through the religions of Buddhism and Hinduism. It a formal practice of meditation that has been present for thousands of years in the East. Recently has been adopted in the West in mostly secular practices.

Important aspects of Mindfulness
Awareness: refers to self-compassion, stress management and self-regulation.
Attitude: Accepting and not judging.
Attention: Being present in the moment.

Many people think that Mindfulness is the same thing as meditation, however meditation is only one component of Mindfulness.

Put simply, mindfulness is being aware and being present.

It is universally beneficial - not only for those experiencing difficulty.

It involves accepting your feelings, thoughts and sensations, and acknowledging that there is no right or wrong way to feel in a moment.

Generally defined, mindfulness is an awareness in all areas of life, however there are a number of therapies based on mindfulness principles.

Mindfulness meditation relates to positive psychology.

Mindfulness Based Stress-Reduction

Mindfulness Based Cognitive Therapy

Self-Compassion

Mindfulness integrates the spiritual, cognitive, physical and psychological aspects of the self.

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Mindfulness can improve our physical and mental well-being. Importantly, it actually changes children's brain activity and helps regulate emotion, attention and self-regulation. (Strawn et. al, 2016).
retrieved from: http://foundationscounselingcenter.com/tag/health/

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Notice that many aspects in the chart below relate to mindfulness. It is a powerful tool to address most of these areas of self-care.

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A great way to hook kids' attention is by reading a book. After reading the book, you can talk about what it means together.

Now, I'll read Visiting Feelings aloud.

Throughout the reading, put yourself in your child's shoes, and be prepared to discuss with the group some strategies you would use to debrief the book.

Let's discuss.

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Awareness and Attention for Younger Kids

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Awareness and Attention for Younger Kids

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Daniel Coleman talks about using a stuffed animal "breathing buddy" to build awareness and focus for children when practicing mindfulness.

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Since the early 2000's there has been a huge increase in the research on Mindfulness.

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This is a 15 minute Mindful Breathing Exercise.

Debrief the exercise: Form a small group of 3-4 people. Discuss your experience engaging in mindful breathing.

What sensations did you feel?

Were you able to focus on your breathing?

Were you kind to yourself?

Would you do it again?

Retrieved from: http://youth.anxietybc.com/sites/default/files/Mindful_Breathing.pdf

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Where can you begin as a parent to help your child become more aware, self-regulated and accepting?

Be a Role Model: Practice the behaviours you want to see in your child yourself. Meditate with them. If you are out for a walk, find a bench at a park, sit down on the bench and take some time to notice and become one with your surroundings. Discuss the different feelings and things you noticed, and have your child share their experience also.

Mindful moments: If you notice your child is becoming agitated or is reacting to a situation inappropriately, encourage deep breaths, closing their eyes. You may also encourage them to do "peace begins with me"- each time you say one of the words, tap your thumb to one of your finger pads- beginning with the thumb to index finger, and working your way down to the pinky with each word. Begin by saying the words aloud the first few times, and continue to do the activity, whispering the words and eventually completing the finger taps silently.

Talk to other influences in your child's life: Discuss any helpful strategies with other family members, and if you are comfortable, with other individuals such as their teacher. Since mindfulness can benefit all children, let the teacher know any strategies you use that might help your child function well and succeed at school. Likely, if the exercises are simple, the teacher will be open to using them for the whole class to encourage focus, calm and awareness.

Problem Solving: Part of awareness building is learning when something does not feel right and what we can do about it. Encourage your child to be aware of their feelings and needs. Your child can begin to use strategies that they have been practicing with you on their own; two minutes of mindful breathing, or 'peace begins with me" are quick strategies.

Self Advocacy: The goal of teaching self-advocacy is that your child learns how to independently communicate their needs and take responsibility for their own self-regulation. Through mindfulness practice and through support and positivity, your child can learn to tell others what they need if they cannot satisfy what they need on their own.

Be positive, and be there for them!

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Website for youth: http://youth.anxietybc.com

Website about children's mental health: http://cmho.org

Mindful Breathing: http://youth.anxietybc.com/sites/default/files/Mindful_Breathing.pdf

Self-Compassion: http://self-compassion.org/category/exercises/

Body Scan: http://youth.anxietybc.com/sites/default/files/Body_Scan.pdf

Pipe Cleaner Beads: http://www.mindfulschools.org/inspiration/breathing-with-breathing-beads/

Breathing buddies: http://www.mindfulschools.org/inspiration/how-to-make-breathing-buddies-with-early-childhood-students/

Talking to Kids about Anxiety: https://www.anxietybc.com/sites/default/files/TalkingtoYourChildabout.pdf

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Throughout this course I have learned about the concept of Mindfulness as it relates to oneself (i.e., self-compassion), and also about the influences that various topics such as technology, education and happiness have over our well-being. Since completing my undergraduate degree in Psychology, my passion has always revolved around mental health, with a focus on internalizing disorders. This course has opened up my eyes to an empirically validated method of treating these types of disorders that I had never considered. Although Mindfulness is outside the more traditional scope of clinical treatments, it is receiving an ever growing body of research. Programs such as Mindfulness Based Cognitive Therapy are becoming common for a wide range of symptoms. Since we have extensively explored the role of schools and more broadly the education system and its influences on mental health and well-being in this course, I decided to direct this 90-minute workshop towards parents. I believe parents have one of the most important roles in fostering the well-being of their children and creating the best environment possible for healthy development. My goal for this workshop was to provide an informative and engaging means to empower parents to engage in Mindfulness practices and behaviours at home as a feasible means to help their children reduce anxiety symptoms.

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   Bronfenbrenner, U. (1989). Ecological systems theory. In R. Vasta (Ed.), Annals of Child Development: Vol. 6 Six Theories of Child Development: Revised Formulations and Current Issues (pp. 187-249). Greenwich, CT: JAI Press.
    Internalizing Disorders: Tandon, M., Cardeli, E., & Luby, J. (2009). Internalizing Disorders in Early Childhood: A Review of Depressive and Anxiety Disorders. Child and Adolescent Psychiatric Clinics of North America, ¹⁸(3), 593-610. doi:10.1016/j.chc.2009.03.004
    Katz, C., Stein, M. B., & Sareen, J. (2013). Anxiety Disorders in the DSM-5: New Rules on Diagnosis and Treatment. Retrieved June 10, 2017, from http://www.moodandanxietyrounds.ca/crus/144-010%20English.pdf
    Neural Function: Strawn Jeffrey R., Cotton Sian, Luberto Christina M., Patino L. Rodrigo, Stahl Lauren A., Weber Wade A., Eliassen James C., Sears Richard, and DelBello Melissa P.. Journal of Child and Adolescent Psychopharmacology. May 2016, 26(4): 372-379. https://doi-org.myaccess.library.utoronto.ca/10.1089/cap.2015.0054
   Ontario Ministry of Education. (2013). Supporting Minds: Draft Version. Retrieved from http://www.edu.gov.on.ca/eng/document/reports/SupportingMinds.pdf
Links
https://positivepsychologyprogram.com/mindfulness-quotes/#mindful
https://goamra.org/resources/
https://www.anxietybc.com/sites/default/files/TalkingtoYourChildabout.pdf
https://mindfulnessinschools.org/wp-content/uploads/2013/02/MiSP-Research-Summary-2012.pdf