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Listen to the newest epsiode of The Imagine Neighborhood, a kind and kooky kids podcast that helps families talk about the things that matter with the people that matter most!

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Social Emotional Strategies for Young Kids

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Social Emotional Strategies for Young Kids

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National Center for Pyramid Model Innovations

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Scripted Stories for Social Situations help children understand social interactions, situations, expectations, social cues, the script of unfamiliar activities, and/or social rules. As the title implies, they are brief descriptive stories that provide information regarding a social situation. When children are given information that helps them understand the expectations of a situation, their problem behavior within that situation is reduced or minimized.
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These easy-to-use guides were created especially for teachers/caregivers and parents to provide hands-on ways to embed social emotional skill building activities into everyday routines. Each book nook is comprised of ideas and activities designed around popular children's books such as Big Al, Hands are Not for Hitting, On Monday When it Rained and My Many Colored Days. Examples of suggested activities include using rhymes to talk about being friends, making emotion masks to help children identify and talk about different feelings, playing games around what to do with hands instead of hitting and fun music and movement activities to express emotions.

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Practical Strategies - National Center for Pyramid Model Innovations

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The Pyramid Model is comprised of practices that are implemented by teachers and families. Below are ideas, resources, and illustrations of strategies that might be used to implement Pyramid Model practices and promote young children's social and emotional competence in a classroom setting. Teaching Social-Emotional Skills Social-emotional skills can be categorized into four types: behavior ...

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Links updated, November 2021
This information in Spanish

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

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

anxiety disorders;

bipolar disorder (sometimes called manic-depression);

conduct disorders;

eating disorders;

obsessive-compulsive disorder (OCD); and

psychotic disorders.

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

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

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

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

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

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

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

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

Characteristics

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

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

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

Hyperactivity (short attention span, impulsiveness);

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

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

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

Learning difficulties (academically performing below grade level).

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

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

Causes

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

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

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

Frequency

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

Help for School-Aged Children

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

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

A Look at Specific Emotional Disturbances

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

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

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

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

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

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

Conduct Disorder

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

aggression to people and animals;

destruction of property;

deceitfulness, lying, or stealing; or

truancy or other serious violations of rules. (15)

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

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

family therapy;

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

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

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

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

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

According to the National Eating Disorders Association:

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

Obsessive-Compulsive Disorder

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

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

therapist trained in behavior therapy;

Cognitive Behavior Therapy (CBT);

medication (usually an antidepressant). (23)

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

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

More about School

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

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

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

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

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

Other Considerations

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

The Importance of Support

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

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

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

Resources of More Information

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

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

Anxiety Disorders

Autism

Bipolar Disorder

Conduct Disorder

Depression

Oppositional Defiant Disorder

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

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

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

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

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

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

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

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

National Eating Disorders Association
1.800.931.2237 | www.nationaleatingdisorders.org

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

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

References

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

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

5 | Ibid.

7 | Ibid.

11 | Ibid.

13 | Ibid.

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

15 | Ibid.

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

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

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

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HealthONE Behavioral Health and Wellness Center

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HealthONE Behavioral Health and Wellness Center

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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.

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Use These 10 Simple Strategies to Improve Children's Behavior Today (Home/School)

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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.

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Support for Students with Behavioral Disorders | Accredited Schools Online

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

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Support for Students with Behavioral Disorders

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At a glance

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

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

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

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

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

What is a behavior contract?

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

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

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

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

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

Who's a good candidate for a behavior contract?

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

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

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

How can a behavior contract help your child?

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

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

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

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

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

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

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

Key takeaways

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

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

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

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Behavior contracts: What you need to know

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

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Special Education overview-- IEP Overview (Spanish)

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IEP vs. 504 Plan: What Is the Difference Between IEP and 504 Plan?

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NCMH (National Centre for Mental Health)

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Understanding ADHD (for ages 7-12) - Jumo Health

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How ADHD Affects Kids

ADHD causes kids to be more inattentive, hyperactive, and impulsive than is normal for their age. ADHD makes it harder for kids to develop the skills that control attention, behavior, emotions, and activity. As a result, they often act in ways that are hard for parents manage.

For example, because they are inattentive, kids with ADHD may:

seem distracted

seem not to listen

have trouble paying attention

not follow directions well

need many reminders to do things

show poor effort in schoolwork

have trouble getting organized

Because they are hyperactive, kids with ADHD may:

climb, jump, or roughhouse when it's time to play quietly

fidget and seem unable to sit still

rush instead of take their time

make careless mistakes

be on the go (constantly in motion)

Because they are impulsive, kids with ADHD may:

interrupt a lot

blurt out

do things without thinking

do things they shouldn't, even though they know better

have trouble waiting, taking turns, or sharing

have emotional outbursts, lose their temper, or lack self-control

At first, parents might not realize that these behaviors are part of ADHD. It may seem like a child is just misbehaving. ADHD can leave parents feeling stressed, frustrated, or disrespected.

Parents may feel embarrassed about what others think of their child's behavior. They may wonder if they did something to cause it. But for kids with ADHD, the skills that control attention, behavior, and activity don't come naturally.

When parents learn about ADHD and which parenting approaches work best, they can help kids improve and do well.

How Parents Can Help?

Parenting is as important as any other part of ADHD treatment. The way parents respond can make ADHD better - or worse.

If your child has been diagnosed with ADHD:

Be involved. Learn all you can about ADHD. Follow the treatment your child's health care provider recommends. Go to all recommended therapy visits. If your child takes ADHD medicines, give them at the recommended time. Don't change the dose without checking with your doctor. Keep your child's medicines in a safe place where others can't get to them.

Know how ADHD affects your child. Every child is different. Identify the problems your child has because of ADHD. Some kids need to get better at paying attention and listening. Others need to get better at slowing down. Ask your child's therapist for tips and ways you can help your child practice and improve.

Focus on teaching your child one thing at a time. Don't try to work on everything at once. Start small. Pick one thing to focus on. Praise your child's effort.

Work with your child's school. Talk with your child's teacher to find out if your child should have an IEP or 504 plan. Meet often with teachers to find out how your child is doing. Work with the teacher to help your child do well.

Connect with others for support and awareness. Join a support organization for ADHD like CHADD to get updates on treatment and info, etc.

Find out if you have ADHD. ADHD often runs in families. Parents (or other relatives) of kids with ADHD might not know they have it too. When parents with ADHD get diagnosed and treated, it helps them be at their best as parents.

Discipline with purpose and warmth. Learn what discipline approaches are best for a child with ADHD and which can make ADHD worse. Get coaching from your child's therapist on ways to respond to your child's behaviors. Kids with ADHD might be sensitive to criticism. Correcting their behavior is best done in a way that's encouraging and supportive rather than punishing.

Set clear expectations. Before you go somewhere, talk with your child to explain how you want them to behave. Focus more energy on teaching your child what to do, rather than reacting to what not to do.

Talk about it. Don't shy away from talking with your child about ADHD. Help kids understand that having ADHD is not their fault, and that they can learn ways to improve the problems it causes.

Spend special time together every day. Make time to talk and enjoy relaxing, fun activities with your child - even if it's just for a few minutes. Give your child your full attention. Compliment positive behaviors. Don't over-praise, but do comment when your child does something good. For example, when your child waits their turn, say, "You're taking turns so nicely."

Your relationship with your child matters most. Kids with ADHD often feel they're letting others down, doing things wrong, or not being "good." Protect your child's self-esteem by being patient, understanding, and accepting. Let your child know you believe in them and see all the good things about them. Build resilience by keeping your relationship with your child positive and loving.

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Parenting a Child With ADHD (for Parents)

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Parenting is as important as any other part of ADHD treatment. The way parents respond can make ADHD better (or worse). This article has parenting tips to help kids improve and do well.

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Does your child have difficulty focusing on an activity or seem impulsive in behavior? When symptoms are severe enough and cause ongoing problems in more than one area of your child's life, it could be a sign of a neurobehavioral disorder, such as ADHD.

Attention-deficit/hyperactivity disorder (ADHD) is a chronic condition that affects millions of children and often continues into adulthood. ADHD includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior.

Children with ADHD also may struggle with low self-esteem, school anxiety, troubled relationships and poor performance in school. Symptoms sometimes lessen with age. However, some people never completely outgrow their ADHD symptoms. However, they can learn strategies to be successful.

ADHD subtypes

Inattentive ADHD
Formerly referred to as ADD, people with inattentive ADHD display symptoms of inattention, but do not possess symptoms of hyperactivity or impulsivity.

Hyperactive/Impulsive ADHD
This subset of ADHD display symptoms of impulsivity or hyperactivity, but do not display symptoms of inattention.

Combined
People with combined ADHD display symptoms of inattention, hyperactivity and impulsivity. The is the most common subset of ADHD.

Learn more about the three different types of ADHD.

Gender differences with ADHD

ADHD is more commonly diagnosed in boys than girls, but research into ADHD in adulthood suggests an almost equal balance between men and women. A lower diagnosis rate among females in childhood can result because girls with ADHD are more likely than boys to have the inattentive form of ADHD and less likely to show obvious problems.

More than half of children who experience ADHD in childhood continue to have symptoms as adults. Some women only recognize their ADHD after a child has been diagnosed and the woman begins to see similar behavior in herself. Other women seek treatment because their lives spin out of control, financially, at work or at home.

ADHD treatment

While treatment won't cure ADHD, it can help a great deal with symptoms. Treatment typically involves medications and behavioral interventions. Early diagnosis and treatment can make a big difference in outcome.

It's also important to work with a therapist who specializes in ADHD to learn coping mechanisms that are nonpharmacological to help with ADHD symptoms and behaviors. A therapist can enhance the effectiveness of the medication and give tools to empower those with ADHD using treatments that may involve behavioral, psychological, social, educational and lifestyle interventions.

Behavioral strategies

Here are 5 behavioral strategies to help manage your child's ADHD:

1. Give praise and rewards when rules are followed.

Children with ADHD often receive and expect criticism more so than other children. This can really impact self-esteem. Some days, you might have to really look for the good behavior, but you should praise good behavior at least five times more often than you criticize bad behavior.

2. Give clear, effective directions or commands.

Make eye contact or gently touch on arm or shoulder to get his or her attention. Give brief, simple steps and short commands that get to the point rather than multiple directions or wordy statements and questions.

3. Establish healthy habits.

If your child is on a medication, it should be taken as prescribed. Contact your child's health care provider if problems arise. Make sure your child is getting enough sleep, eating a well-balanced diet consisting of three meals, a snack and adequate fluids daily, and has an outlet for some form of daily exercise. These healthy habits will help your child to feel his or her best and help minimize ADHD symptoms.

4. Develop routines around homework and chores.

Work together to make a checklist of what needs to be done surrounding daily chores, getting ready for bed and school for your child to refer to when he or she gets off task. Encourage your child to use a daily planner so he or she is aware of all homework assignments. Have an established time and location for homework, and use a timer to remind your child to show you how the homework is going two to four times per hour. Factor in brain breaks if your child needs them and movement between tasks or use of an appropriate fidget.

5. Help your child build relationships, strong social skills and maintain friendships.

Be a good role model of behavior you want your child to use. Factor in some special time three to five days a week with your child that is conflict-free and does not involve a screen to help maintain a strong parent-child relationship. Help your child develop at least one close friendship. With younger children, parents may need to take the lead to arrange and host play dates or get kids involved in activities where there are kids the same age. Get tips for helping your child develop social skills.
Amanda Logan is a nurse practitioner in Family Medicine in Janesville, Minnesota.

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Does your child have difficulty focusing on an activity or seem impulsive in behavior? When symptoms are severe enough and cause ongoing problems in more than one area of your child's life, it could be a sign of a neurobehavioral disorder, such as ADHD.

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Early signs of autism in Toddlers |Autism Awareness Australia

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Spotting the early signs of autism in toddlers can be hard if you're not an autism expert. Many of these signs are common to all young children.

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Our Autism section has information, interactive tools and therapy guides to help you with raising an autistic child.

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Autism & COVID-19 Resources

Our CDE Autism Team is committed to supporting schools and families while in-person learning has been suspended. We recognize the selection of materials, resource location and delivery of instruction can be overwhelming so our team has collected resources and tools specific to ASD that may be useful during this time as you plan for students.

Consistent with our mission, we are providing evidence-based practices and supports from national, state and local groups. These shared resources do not serve as CDE guidance for delivering services remotely.

ASD Documents from CDE

Quality Indicators

Quality indicators are used to design and evaluate a program(s) for students with ASD that is comprehensive and grounded in evidence-based practices.

Determination of Eligibility

The Determination of Eligibility form is to be used for eligibility meetings including initial and triennial reviews.

Technical Assistance

Technical assistance are documents relating to topics within special education:

ASD Guidelines

Educational Identification Resources
FAQ's for Educational Identification of ASD in Young Learners (PDF) Nation Autism Indicators Report: High School Students on the Autism Spectrum
This report by Drexel University's A.J. Drexel Autism Institute highlights the challenges facing minority youth and those from low-income households. Autism occurs in children from all backgrounds. But the impacts of autism are not felt equally across all groups. Youth from poorer households have fewer choices for services, fewer opportunities for work experiences, and generally worse outcomes across a wide range of indicators. Minority youth often face obstacles accessing needed care and experience worse outcomes in many realms.

On Demand Training Resources

An Evening with Temple - Recording Available

On February, 11th, 2021, Temple will shared a video of a recent presentation discussing her book, "Calling All Minds" among other thoughts on working with individuals with ASD. Following the video, we recorded a Q & A session with Temple.
View An Evening with Temple

Tri-State Webinar Series - On-Demand Webinars

A series of webinars are released each year. These webinars are developed through a collaborative project between the Colorado Department of Education, Kansas TASN Autism and Tertiary Behaviors Supports Group, and the Nebraska Autism Supports Network.

A full list of the archived Tri-State Webinars can be accessed from CDE's Professional Development Portal.

Instructional Strategies Training

Due to the high demand of the RBT course, the Kansas Technical Assistance Network created a training geared toward para-educators who want further training on behavior and instructional strategies, but are NOT seeking the RBT credential. The content is based on information covered in the RBT course. If you simply want more information around behavior and instructional strategies, but do NOT want/need the RBT credential, please take this course.
About the Para-Educator Training:

You do NOT have to apply for this course, and can create account at the link below and begin taking modules at any time.

There is no timeline for completing the course. You can complete content whenever is convenient for you.

The course is completely free.

You will receive a certificate of completion for 7-8 contact hours.

This course does NOT meet BACB requirements for the 40 hour RBT training.

Learn More About ASD

Ohio Center for Autism and Low Incidence (OCALI)
OCALI serves families, educators, and professionals working with students with autism and low-incidence disabilities, including Autism Spectrum Disorder, multiple disabilities, orthopedic impairments, other health impairments, and traumatic brain injuries.

The Autism Center at OCALI serves as a clearinghouse for information on research, resources, and trends to address the autism challenge. Information can be found through this link.

Strategies in Action - Many Faces of Autism is a free introduction to ASD

Specialist Contacts

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Our CDE Autism Team is committed to supporting schools and families while in-person learning has been suspended. We recognize the selection of materials, resource location and delivery of instruction can be overwhelming so our team has collected resources and tools specific to ASD that may be useful during this time as you plan for students.

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Mental illness in children: Know the signs

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

What is a mental illness?

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

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

Barriers to treating childhood mental health disorders

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

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

Common disorders among children

Mental health disorders in children may include the following:

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

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

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

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

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

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

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

What are the warning signs of mental illness in children?

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

Sadness that lasts two or more weeks.

Changes in being social or staying away from others.

Hurting oneself or talking about hurting oneself.

Talking about death or suicide.

Having outbursts or being very moody or testy.

Out-of-control behavior that can be harmful.

Big changes in mood, behavior or personality.

Changes in eating habits.

Loss of weight.

Trouble sleeping.

Getting headaches or stomachaches often.

Trouble concentrating.

Doing poorly in school.

Not going to school.

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

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

How do healthcare professionals diagnose mental illness in children?

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

Complete medical exam.

Medical history.

History of physical or emotional trauma.

Family history of physical and mental health.

Review of symptoms and concerns with parents.

Timeline of how the child has matured.

School history.

Talking with parents.

Talking with the child and watching the behavior.

Mental health tests and questionnaires for the child and parents.

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

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

How is mental illness in children treated?

Common treatments for children who have mental health conditions include:

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

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

How can I help my child cope with mental illness?

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

Learn about the illness.

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

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

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

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

Seek ways to relax and have fun with your child.

Praise your child's strengths and skills.

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

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Show references

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

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

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

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

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

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

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

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

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

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

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

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

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

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

See more In-depth

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Worried about your child's mental health?

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

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Center on the Developing Child at Harvard University

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Center on the Developing Child at Harvard University

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Many parents understand the importance of healthy eating habits and staying active for their child's physical health. Now, with rates of mental health issues in children on the rise, more and more parents are realizing the value of supporting and nurturing their child's mental health as part of their overall health and wellness.

And while kids' mental health may be misunderstood as only a concern for children diagnosed with or seemingly at risk for a mental health disorder, one psychologist at Children's Health℠ encourages a different perspective.

Nicholas J. Westers, Psy.D., ABPP, a Children's Health clinical psychologist and Associate Professor at UT Southwestern, explains, "Good mental health is really about creating, encouraging and using everyday healthy habits - like sharing and acknowledging feelings, correcting unhealthy and unhelpful thinking, showing empathy and building resiliency."

Dr. Westers shares his advice on how all parents can teach kids about mental health and support their children on a journey to better mental health.

What is mental health?

Mental health is our emotional, psychological and social well-being, according to the U.S Department of Health and Human Services. Our mental health can affect how think, feel and behave and influence daily activities such as relationships, academic performance and physical health.

How many children have a mental health disorder?

The Centers for Disease Control and Prevention (CDC) estimates that up to 1 in 5 children in the U.S. experience a mental, behavioral or developmental health disorder. The most common disorders among children include:

How can parents affect children's mental health?

Parents play an important part in supporting and encouraging a child's good mental health habits. Mental health disorders do run in families, so if you suffer from anxiety, your child may be more likely to have an anxiety disorder, too. However, that is not always the case because environment also matters.

"What's most important is good modeling and instilling healthy habits so kids can face adversity later in life," says Dr. Westers.

How can you improve children's mental health?

Parents can nurture a child's mental health by building a close relationship with them, providing structure and boundaries, fostering independence, encouraging social connections, teaching healthy habits and modeling positive behavior.

Dr. Westers breaks down eight ways to help improve children's mental health:

1. Be intentional and attuned

Parents can nurture their child's mental health by paying close attention to their child's verbal and nonverbal cues. This helps identify when your child needs support or when they need someone to talk with.

When parents are attuned to their child - meaning they are consciously aware of their child's nonverbal physical and emotional needs and respond empathically to meet those needs - children develop a secure foundation from which their mental health can flourish. Children can sense if their parents are interested in them and if their parents approve or disapprove of them. Provide a secure base in which your child can safely experience their feelings, even before they can identify and verbally articulate them. Children learn best when they feel safe, so teaching them how to identify their feelings will go further if they are safe to express those very feelings.

2. Balance closeness and compliance

A good relationship with parents is one of the strongest protective factors against mental health disorders. Look for everyday opportunities to lead with empathy and foster closeness. This can help create a healthy relationship - one that makes it easier for your child to come to you when they face a problem.

For example, when your child throws a fit in the middle of a restaurant, your first reaction might be to settle them quickly, so they start behaving. While it's important for children to learn how to be good citizens, it's also important to show empathy in the moment. Instead of telling your child to be quiet, consider if there is another factor at play. Is she hungry? Did he not take a nap today? Did they have a bad day at school?

This applies to older children and teenagers all the more. They are more likely to comply with parental requests when they feel loved by and close to their parents.

"Consider if you've deposited enough emotional closeness into your 'relationship bank account' so that a request for compliance does not bankrupt your relationship," encourages Dr. Westers. "If your teen is about to move out, perhaps your long-term relationship with them is more important than getting them to rigidly obey certain arbitrary rules, such as those five extra minutes on their computer or video game."

3. Allow your child to experience distress and failure

Understandably, parents often want to swoop in and stop children from experiencing heartache or failure. However, those distressing experiences are key to building a child's mental health. "Failure builds resilience and encourages growth, understanding and even empathy," explains Dr. Westers.

As long as your child is safe, consider standing on the sidelines and being ready to support and encourage them when they need it most - instead of fixing a problem as soon as it happens.

4. Let children be bored

No playdates this week or next? No problem. Boredom, Dr. Westers says, is when creativity takes root. It's when children learn how to manage conflict with friends and siblings, how to problem solve, manage time, engage their imagination, develop self-control and be independent. These are all key traits in building resiliency and supporting your child's mental health. Keeping your child busy with scheduled activities may keep them from complaining of boredom, but it may also keep them from cultivating these skills. Don't feel pressured to fill every hour of your child's day with activity.

5. Provide structure

It's easier to deal with failures and struggles in life when we know that some boundaries and routines are in place. That includes boundaries at bedtime, limits on electronics, rules for playtime and expectations on how we treat others and ourselves. It is okay to allow for flexibility, but placing boundaries and structure communicates to your child that you love them and are invested in their well-being.

6. Encourage connections

Social health is a key part of our mental health. We are wired for connection. Building relationships allow us to learn how to be a better friend and learn critical social skills, such as reading and responding to nonverbal cues.

Dr. Westers suggests that for every hour of online connections, kids may need 30 minutes of face-to-face connections. That means balancing online video games with sending children outdoors to play with friends in the neighborhood.

7. Model good behavior

One of the most important ways parents can nurture their child's mental health is to model healthy behavior. That includes being open about your feelings - without oversharing details. It also means showing how you bounce back from a mistake.

"Parents mess up. Kids mess up. We hurt people we love," Dr. Westers says. "We have to recognize that and communicate our remorse. When our children see that it's okay to mess up, they learn not to dwell on past mistakes. They can become more resilient and move on to better and brighter memories."

8. Make healthy choices

Our physical health plays a critical role in our mental health. Our mind and body are intricately connected, and healthy eating, exercise and adequate sleep have all been shown to protect against mental health disorders and improve mood.

Parents should continue to encourage and model healthy choices that benefit physical, emotional and mental health, including:

Your child's mental health is a vital part of their overall wellness. Learn how you can help them build resilience and strong emotional habits.

Learn more

Children's Health provides comprehensive services to support children's and teens' mental health. Learn more about our Pediatric Psychiatry and Psychology Programs.

You can also access emotional care and support from the comfort of your home with Virtual Visit Behavioral Health. With a behavioral health care appointment, you can speak to a board-certified psychiatrist or licensed therapist using video technology. Learn more about Virtual Visit Behavioral Health.

Sign Up

Stay current on the health insights that make a difference to your children. Sign up for the Children's Health newsletter and have more tips sent directly to your inbox.

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How to Nurture Your Child's Mental Health - Children's Health

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Many parents understand the importance of healthy eating habits and staying active for their child's physical health. Now, with rates of mental health issues in children on the rise, more and more parents are realizing the value of supporting and nurturing their child's mental health as part of their overall health and wellness.

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Social and Emotional Learning: Strategies for Parents

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There are many ways parents can encourage emotionally intelligent behavior in their children. Check out this guide to resources for learning more about character development.

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Most educators know that supporting students' social and emotional wellness is critical to their overall success. We can't expect students to process information when they're distracted, hungry, tired or feel unsafe.

Now that parents and caregivers are overseeing learning at home, we need to ensure that students continue to build and practice social and emotional skills in meaningful ways, especially when distractions and anxieties from current events and in their personal communities are at an all-time high.

Social emotional learning (SEL) strengthens us as individuals and as communities, especially during uncertain times. When we practice and build our skills in self-awareness, self-management, social awareness, relationship building and decision making, we are better equipped to navigate stressors, anxieties, and challenges. We can solve problems and work together to function at a higher level-in the classroom, at work and at home.

Regular practice is key, just as it is for any other skill like reading, math or shooting a basketball. The same ways we exercise our bodies or practice dribbling a ball, we have to practice identifying, expressing and managing our emotions. Empathy is a muscle we have to flex. By consistently doing so, when we encounter stressful situations, we have a toolkit that we can readily draw upon to help us navigate that stressor or de-escalate the conflict.

So how can we practice SEL at home? Here are ten tips that families can follow.

1. Take care of yourself, even when it feels like the last thing you can do right now.

In order to cultivate the social and emotional skills of young people, you must take care of your own mental, social and emotional wellness. Young children are sensitive to the stress of their caretakers.

We must stay calm and realistic. They sense when we are worried and anxious, and our emotions directly affect the emotions of our children. We must build in time, even if only 10 minutes a day, for our own wellness practices-journaling, going for a walk, meditating, exercising, for example. Much like putting on our own oxygen mask first before putting on a child's, we must take care of ourselves during this stressful time so that we're able to show up for others.

2. Establish routines and intentionality.

Routines ground us and provide a sense of safety and security. They are especially important for young children and children who have experienced trauma. Right now, amid the uncertainty of COVID-19, all of us are experiencing trauma. Disasters, forced isolation and other situations associated with the virus break students' usual routines.

Craft a daily routine for you and your children to stick to. Create intentional time and structure for social emotional learning. This would ideally be 5 to 10 minutes of dedicated practice every day. Use an evidence-based curriculum that provides a thoughtful scope and sequence, allowing students to build upon skills over time. At Move This World, we have opened up access to a library of free videos and activities to help you integrate this work into your home more easily.

3. Presence is not the same as being present.

Many parents may be more physically present than they ever have because they are now home. But that does not mean they are truly present due to increased work demands while supporting learning at home. Many of us are also stressed ourselves, making us less emotionally available.

It is important to dedicate structured time to connection and not assume that it will happen organically because we are more "present" now than ever before. Be intentional about when you're connecting with children and when you are working. Set daily times for playing together, reading books or singing songs.

4. Commit acts of service or kindness for others.

Practicing kindness for others helps us build an appreciation for our own lives and situations, in addition to improve our physical and mental health. Phone or write people you know who live alone or are on the frontlines to help them feel less isolated. Write a letter outlining the highlights of your day, or draw a picture of a joyful moment you've experienced or something you wish for someone else. Demonstrating kindness gives a more powerful message than just talking about it, and helps build gratitude during difficult times.

5. Engage in creativity together.

Being creative is an inherently vulnerable process, especially for older students and adults. By flexing our creative muscles, we can crack open pieces of ourselves that may otherwise be closed off, find opportunities to learn new things about ourselves and others, or learn new modalities to communicate.

Examples of creativity in action include cooking or baking together, doing puzzles, coloring or art projects, playing board games, or writing a poem or a song together. Moving together is doubly powerful in getting our blood flowing and activating kinesthetic empathy, or the ability to experience empathy through the movement of another human being. Try taking turns mirroring each other's movements or just having a dance party where you each create a new move and teach it to one another.

6. Celebrate what you can.

The days can seem long and hard to separate when they are often spent stuck inside. Try to find something small (or two or three things if you can!) to celebrate each day. Celebrate health, a new day, the sun shining. Journal three daily highlights or share them with each other. Research has indicated that when we stop to "savor the good stuff," we develop resilience to the negative events that may be happening in our lives.

7. Practice active listening.

Do not assume that you know exactly what your child is feeling or is afraid of. Ask questions, listen actively and model eye contact, and then explain what you can in response to their questions. Validate that you see and acknowledge their feelings, fears and concerns.

Research tells us to be careful in how we respond to fear and to be mindful not to redirect or diminish the feeling by saying things like, "there's nothing to be afraid of." By validating our child's emotions we help them better accept and understand their feelings, develop self compassion, and empathize with others.

8. Help your child express and name emotions.

This helps young people understand what it is that they're feeling. If children are struggling to identify their feelings, ask them to express it through drawing, a facial expression, or through a movement in their body. Older students can try journal prompts like: "If I were a weather reporter and my feelings were the weather, it would be _____ today." They may be able to describe a cloudy, gloomy day but not have the emotional vocabulary to specify their feelings.

9. Practice social emotional learning daily.

Building important habits takes practice, and just as you brush your teeth every day, students and adults need daily opportunities to identify, express and manage their emotions. Our emotions and stressors change hour to hour and day to day, and it's important that we check in with ourselves and those around us in order to understand what we all need in order to work through those feelings and move through them together.

10. Transition mindfully.

During times of stress and anxiety, it's easy to get pulled in by negative thoughts and emotions, and it is difficult to remain in the present moment. Transitions are already challenging for young children, so introduce mindful breathing as you transition between learning time, lunch time and play time. This could mean breathing in for a count of 4 and exhaling for a count of 4.

You could also quietly stretch your bodies and follow the leader, de-escalating and bringing down your "emotional temperature" so that we can quiet our bodies and minds and move on to the next thing with more focus. Identifying a color, and asking children to name everything in the room that's of that color, is another quick exercise that helps us focus and takes us away from a swirling stream of worry and confusion.

These are times filled with worry, fear and uncertainty. It is a challenge we didn't expect, and the obstacles are shifting each and every day. We need social and emotional skills more than ever, and we can lean into this event as a learning opportunity in how we react to stressful, overwhelming circumstances while juggling multiple responsibilities.

We will certainly not be perfect each moment of every day. But by opening an honest dialogue about our emotions and incorporating SEL into our days with intentionality, we are helping ourselves and our children now and for the future.

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10 Ways Parents Can Bring Social-Emotional Learning Home - EdSurge News

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Most educators know that supporting students' social and emotional wellness is critical to their overall success. We can't expect students to process information when they're distracted, hungry, tired or feel unsafe.

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Mind Yeti is a library of research-based guided mindfulness sessions that help kids and their adults calm their minds, focus their attention and connect to t…

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Are you feeling overwhelmed, scared, upset or anxious? Choose a strategy below to see if it helps! If this is urgent, please call the Colorado Crisis Line at 1-844-493-8255 You can also contact a school psychologist or social worker HERE

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Transformar la salud mental de los niños

El Child Mind Institute se dedica a transformar la vida de los niños y las familias que enfrentan trastornos de salud mental y del aprendizaje, al brindarles la ayuda que necesitan para salir adelante.

Somos una organización independiente y sin fines de lucro líder en el ámbito de la salud mental infantil, con tres áreas de misión que trabajan en conjunto para alcanzar un mayor impacto: atención, educación y ciencia.

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Nuestros profesionales de la salud mental brindan cada año tratamiento de calidad, basado en evidencia, a miles de niños a través de nuestros centros clínicos y programas escolares :

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Ofrecemos recursos gratuitos a millones de familias y capacitación a cientos de educadores cada año, para que más niños reciban la ayuda que necesitan :

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Child Mind Institute | Información sobre la salud mental infantil

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El Child Mind Institute se dedica a transformar la vida de los niños al ofrecer información sobre salud mental.

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My son has no problem tearing apart our house and turning it into a path of legos and action figures. But when it is time to clean up the toys, we are usually dealing with a meltdown.

If you have a child with behavior issues, you probably worry about them getting into trouble at school. We do.

Positive Behavior Interventions And Support (PBIS) What You Need to Know

Many schools are trying a proactive approach to handle behavior problems. This approach is called positive behavioral interventions and support. The method is also known as PBIS. If you have never heard of this before we explain what this means in our blog: PBIS Defined.

Why PBIS?

First, we need to understand the concept of this approach to behavioral issues. The purpose of PBIS is to create a positive environment at school so that all students can learn and grow.

Studies have shown numerous benefits when using PBIS correctly in schools. Such as:

This behavioral method also helps teachers understand a better way to respond to misbehaving students.

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Values of Positive Behavior Interventions and Support

PBIS is not a treatment or therapy. It is more of an outline for teachers, administrators, and parents. All students follow this outline in school, not just in the special education classroom.

Every child can learn appropriate behavior.

Helping students at an early stage can prevent more severe behavior problems.

Each child is unique, and schools should provide many different types of behavior supports.

Research and science-based techniques should be the only type of behavior techniques taught.

Tracking students' behavior progress is essential.

Everyone involved should use data when making all behavioral decisions.

How does PBIS work?

In schools with a traditional way of discipline, the teachers will use punishment to correct a wrong or inappropriate behavior. On the other hand, if you are in a school using PBIS, the first step is prevention.

When the student first comes into a PBIS school, they learn about what behaviors are appropriate. Students are taught social skills, like "how to ask" in different school settings such as the library, recess, or the bus. Students will be taught these skills through role-playing or specific lessons.

A school using PBIS will have teachers looking for minor issues, and the teacher will try to stop them before it becomes a more significant issue. To do this, a school must create strategies to prevent the behavior from happening again.

Example of PBIS

For instance, children often act out when they are bored or have nothing to do. Some of these strategies help students stay busy at break times using fidget tools or pairing students up with peers or staff mentors.

Once trying some strategies, the staff members may change something if it is not working. In PBIS, discipline helps students understand their behavior and that behaviors have consequences. But punishment is rarely used.

Parent perspective

As a parent, you may want to ask your child's school to explain their discipline and behavior plan. A great way to help reinforce what your child's school is doing is to ask the school what you can do at home.

If your child has behavior problems, have a conversation with the teacher, what the behavior plan is, and how the school will help your child with his behavior.
What You Need to Do If Your Child has an IEP

Ask about adding a behavior intervention plan (BIP) to the IEP.

Have the school help you understand the intervention and procedures that will happen when your child does have behavior incidents.

If you're a teacher or a parent... have you been a part of a PBIS program in your school? We'd love to hear about your experience!

Please leave a comment below.

Do you need assistance with your child's education?

We offer one on one special education tutoring that can be done from anywhere your child! Our special education experts conduct their sessions online!

Get started with a free consultation today!

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Little-known strategy for eliminating behaviors in children...

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My son has no problem tearing apart our house and turning it into a path of legos and action figures. But when it is time to clean up the toys, we are usually dealing with a meltdown. If you have a child with behavior issues, you probably worry about them getting into trouble at school.