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The Subtle Effects of Trauma: People Pleasing

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The Subtle Effects of Trauma: People Pleasing

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The Subtle Effects of Trauma: People Pleasing - Khiron Clinics

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We may people please to appease another person; a potential source of threat. This response involves changing our behaviour to suit our surroundings.

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TUMAMA 6 Pack Sensory Balls and Massage Stress Balls Textured Multi Ball Set for Babies & Toddlers Fun Bouncy Ball Party Favor : Amazon.ca: Toys & Games

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Fun (and Functional) Fidgets for Kids with ADHD

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Fun (and Functional) Fidgets for Kids with ADHD

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Fun (and Functional) Fidgets for the New School Year

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Soothing, effective fidgets for students with ADHD who focus best when they are chewing, squeezing, picking, or - yes - spinning. 1 of 14 4 of 14 8 of 14 10 of 14 11 of 14

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5 Great Classroom - Friendly Fidget for Students with ADHD 

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5 Great Classroom - Friendly Fidget for Students with ADHD 

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Sitting in a classroom all day is hard for any child, but sitting still and listening for an entire school day can be particularly challenging for a student with ADHD. Luckily, available strategies can help kids with ADHD better cope with the traditional classroom environment, like classroom fidgets for ADHD.

Fidgets are small, nondisruptive toys or objects with sensory appeal that kids can fidget with during the school day. ADHD expert Sydney Zentall explains that fidgets improve the classroom experience because doing two things at once allows a child's brain to better hone in on the primary task. For classroom-friendly fidgets to help your child focus at school, check out the five great ideas below.

1. Kneaded Erasers

A kneaded eraser is a multifunctional fidget. Kneaded erasers resemble Play-Doh or putty, and they can erase pencil marks on paper. Kneadable erasers are a good choice for a fidget because they can be endlessly kneaded by a child's hands and are also a useful school supply.

2. Fidgeting Finger Springs

Rubbery finger springs are ideal for classroom fidgeting. The soft, flexible strings can be pulled back and forth and slipped over children's fingers, and they are quiet and unobtrusive, so they won't detract from the classroom environment.

3. Sand-Filled Stress Balls

Often used as a stress reliever for adults, sand-filled stress balls are a great fidget object because they help release tension and boost focus. Made of tough balloons filled with sand, they are small enough to be kept in a desk.

4. Chair Rubber Bands

Sometimes, a fidget that engages your child's hands is too distracting. Instead, attach a thick, tough rubber band around the front two legs of his chair. The rubber band allows him to fidget with his feet, kicking or bouncing them off the band under the table. Bouncy Bands has developed bands just for this purpose.

5. Markers and Paper

While doodling used to be discouraged during class, it has proven to be an excellent fidget activity for ADHD students. Send your children to class with some felt-tip markers and a small pad of paper. They can doodle while they listen to their teacher, and they'll have a portfolio of their drawings at the end of the school year.

If you want to help your child with ADHD focus in the classroom, consider getting him an object that he can use to expend energy but that won't distract him from the teacher or lesson too much. Just make sure you okay the fidget with your child's teacher before you send him to school with it in his backpack.

If you suspect your child has ADHD or has already been diagnosed with ADHD, contact us online or find a center near you to learn more about how the Brain Balance Program can help.

Contact us today to schedule an assessment. You can also view the research and results of the program on the website.
Enjoy These Related Articles
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5 Great Classroom-Friendly Fidgets for Students with ADHD

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Sitting in a classroom all day is hard for any child, but sitting still and listening for an entire school day can be particularly challenging for a student with ADHD. Luckily, available strategies can help kids with ADHD better cope with the traditional classroom environment, like classroom fidgets for ADHD.

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Are There Any Nice-Looking (and Satisfying) Fidget Toys for Adults?

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Are There Any Nice-Looking (and Satisfying) Fidget Toys for Adults?

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*This list has the prices and hyperlinks of each item

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Are There Any Nice-Looking (and Satisfying) Fidget Toys for Adults?

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We talked to a neuroscientist, a fourth-grade teacher, and a psychologist to help one reader on their quest to find a nice-looking and satisfying fidget toy. Including Vive Therapy Putty and Speks Blots and Fleks.

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Zero to Three - Early Connections Last a Lifetime

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Zero to Three - Early Connections Last a Lifetime

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Ages zero to three are the most important for lifelong mental health and well-being.

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Nature Plays Key Role in Kids’ Mental Health, Review of 300 Studies Confirms

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Nature Plays Key Role in Kids’ Mental Health, Review of 300 Studies Confirms

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Key Takeaways

Community parks do more than beautify neighborhoods-they also play an important role in kids' mental health, new research confirms.

A massive report recently published in the journal Pediatrics reviewed nearly 300 studies and found a strong connection between the presence of green spaces near homes and schools and positive mental health outcomes in children. It also uncovered a connection between exposure to nature and improved physical activity in kids, which may, in turn, offer added mental health benefits.

Let's take a closer look at the latest research on nature and emotional well-being in children.

For this report, a team of researchers from Washington State University and the University of Washington evaluated data from existing research to understand the effect of nature on children's health in seven key areas: physical activity; cognitive, behavioral, and mental health; body mass index (BMI); cardiovascular and metabolic measures; asthma and allergies; academic and learning; and other.

They started with nearly 11,000 studies, and after eliminating ones that didn't meet key criteria (such as having a low risk of bias), they included research from 296 studies in their final report.

"This appears to be a comprehensive review, which carefully examines existing literature. Such reviews integrate various pieces of information, and consequently, allow us to understand specific associations," explains Leela R. Magavi, MD, psychiatrist and regional medical director for Community Psychiatry and MindPath Care Centers. "It is important to note that many studies were excluded based on quality and risk of bias, which suggests that the results are more accurate."

The researchers found that the most common health outcomes children experienced from green spaces were in the areas of physical activity; cognitive, behavioral, or mental health; and BMI.

The strongest benefits on mental health were seen in studies where children had exposure to green spaces where they live or go to school. The authors note that the results of most studies on this topic showed a positive connection between nature and children's attention and mood.

The report also found that exposure to green spaces was connected with improvements to children's physical activity levels-a result that may offer its own benefits on emotional well-being, considering the long-standing evidence of exercise on mental health.

Leela R. Magavi, MD

This study, when taken alone, doesn't provide evidence for a direct link between children's mental health and nature, some experts say. It does, however, add to the growing body of work showing the benefits of the outdoors on kids.

"Since many of the studies were cross-sectional, it is not possible to contend any direct association or causality. In order words, we cannot state for certain that nature does improve children's physical or mental health, but we can assert that it may positively impact children's comprehensive well-being," says Dr. Magavi.

Inequitable Access to Green Spaces

Interestingly, the author says that kids from historically marginalized communities reaped even more pronounced benefits when they had access to nature.

"The surface fact is that children of marginalized communities spend less time in clean outdoor environments," says Matt Shenker, MEd, LPR-C, resident in counseling at Thriveworks in Hanover, Virginia. "So, since children from marginalized communities spend less time in clean outdoor environments, of course, they experience the greatest benefit when they do get that time."

Rachna Buxani-Mirpuri, LMHC, owner of Buxani Counseling Care and author of "A Pint of Patience with a Dollop of Love," adds: "Several studies have found that kids from marginalized communities who have access to nature tend to engage in less crime and are more socially trusting. It also helps promote a sense of safety, thus influencing positively the mental health of children and youth."

And beyond scientific research, mental health professionals have countless anecdotes of the ways in which green spaces have proven therapeutic for some of their most vulnerable young patients.

"My patients from historically marginalized communities have conveyed that nature and outdoor activities allow them to experience solitude, and in this solitude, they are able to fully experience catharsis. My pediatric patients who have endured and continue to endure stressful situations have shared that they have sobbed and even screamed while hiking or spending time outdoors," says Dr. Magavi.

She adds: "Many individuals tend to internalize their emotions due to multigenerational customs and the deleterious effects of perpetuated discrimination and trauma, so nature and outdoor locations provide them with a safe place to release their emotions."

Rachna Buxani-Mirpuri, LMHC

- Rachna Buxani-Mirpuri, LMHC

But despite the benefits, under-resourced communities often have inequitable access to green spaces, which could be playing a role in exacerbating mental health disparities.

"In the U.S. today, the color of one's skin or the size of one's bank account is a solid predictor of whether one has safe access to nature and all of its benefits," says Shenker. "As a result, low-income communities and communities of color have diminished outdoor recreation opportunities and access to nature; lesser quality drinking water; worsened air pollution; greater vulnerability to heat, drought, and floods; greater exposure to disease; and less resilience to the impacts of climate change."

The study authors say they hope the findings of their report will influence policies that lead to improved access to nature for children from all communities and a reduction in childhood health disparities.

"As a society we need to advocate for an equality in access to green spaces for all children," adds Buxani-Mirpuri.

Meaningful Nature Exposure

It's important to note that not all exposure to the outdoors is equal. "A parking lot is not a park, an urban playground without natural elements is not a garden," the study says.

To provide children the full spectrum of benefits from the outdoors, parents and caregivers should help them have meaningful interactions with truly green spaces, like a grassy park, a nature trail, or even a community garden, if those environments are accessible to you.

In terms of exactly what those meaningful interactions look like, Dr. Magavi suggests advising children to "focus on the sights, sounds, smells and bodily sensations as they hike or spend time outdoors and to write or speak about these experiences." They could also try journaling about their experience or drawing the things they see.

The key is to find an appealing and mindful way for a child to engage in nature to increase the potential for profound benefits.

"Some children have embraced new and exciting outdoor hobbies, and have learned more about themselves, their strengths, and weaknesses. This self-awareness and introspection can improve happiness and interpersonal relationships," says Dr. Magavi.

What This Means For You

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Nature Plays Key Role in Kids' Mental Health, Massive Study Confirms

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Community parks do more than beautify neighborhoods-they also play an important role in kids' mental health, new research confirms. A massive report recently published in the journal Pediatrics reviewed nearly 300 studies and found a strong connection between the presence of green spaces near homes and schools and positive mental health outcomes in children.

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*Article is available in Spanish and English

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In the early 1980s, a Harvard University biologist named Edward O. Wilson proposed a theory called biophilia: that humans are instinctively drawn towards their natural surroundings. Many 21st century parents, however, would question this theory, as they watch their kids express a clear preference for sitting on a couch in front of a screen over playing outside.

The national panic about kids spending too much time indoors has become so extreme that the crisis has a name: Nature deficit disorder.

While calling it a disorder might be merely rhetorical, it's clear kids spend significantly more time inside than outside. This shift is partly due to technology: Richard Louv, author of the book Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder, tells the story of interviewing a child who told him that he liked playing indoors more than outdoors "'cause that's where all the electrical outlets are."

Increasing parental fears about diseases and dangers of playing outside-despite evidence to the contrary-are another big factor.

And as suburbs and exurbs continue to expand, nature is parceled off more, and kids seem less inclined to spend time in a fenced-in yard, let alone jump the fence into a neighbor's or walk in the woods. Instead, indoor activities can seem easier (no sunscreen necessary!), safer, and even more sociable for kids who are growing up with multiplayer video games and social media accounts.

Why go outside?

Recent studies have exposed the benefit-even necessity-of spending time outdoors, both for kids and adults. Some argue that it can be any outdoor environment. Some claim it has to be a "green" environment-one with trees and leaves. Others still have shown that just a picture of greenery can benefit mental health. These nuances aside, most of the studies agree that kids who play outside are smarter, happier, more attentive, and less anxious than kids who spend more time indoors. While it's unclear how exactly the cognitive functioning and mood improvements occur, there are a few things we do know about why nature is good for kids' minds.

It builds confidence. The way that kids play in nature has a lot less structure than most types of indoor play. There are infinite ways to interact with outdoor environments, from the backyard to the park to the local hiking trail or lake, and letting your child choose how he treats nature means he has the power to control his own actions.

It promotes creativity and imagination. This unstructured style of play also allows kids to interact meaningfully with their surroundings. They can think more freely, design their own activities, and approach the world in inventive ways.

It teaches responsibility. Living things die if mistreated or not taken care of properly, and entrusting a child to take care of the living parts of their environment means they'll learn what happens when they forget to water a plant, or pull a flower out by its roots.

It provides different stimulation. Nature may seem less stimulating than your son's violent video game, but in reality, it activates more senses-you can see, hear, smell, and touch outdoor environments. "As the young spend less and less of their lives in natural surroundings, their senses narrow," Louv warns, "and this reduces the richness of human experience."

It gets kids moving. Most ways of interacting with nature involve more exercise than sitting on the couch. Your kid doesn't have to be joining the local soccer team or riding a bike through the park-even a walk will get her blood pumping. Not only is exercise good for kids' bodies, but it seems to make them more focused, which is especially beneficial for kids with ADHD.

It makes them think. Louv says that nature creates a unique sense of wonder for kids that no other environment can provide. The phenomena that occur naturally in backyards and parks everyday make kids ask questions about the earth and the life that it supports.

It reduces stress and fatigue. According to the Attention Restoration Theory, urban environments require what's called directed attention, which forces us to ignore distractions and exhausts our brains. In natural environments, we practice an effortless type of attention known as soft fascination that creates feelings of pleasure, not fatigue.

So while screen time is the easier, more popular choice, it's important to set aside time for outdoor play. For fun, stimulating activities you and your kids can do in nature, see Ideas for Getting Your Kids into Nature.

Frequently Asked Questions

How can learning about nature be useful?

Why should kids play outside?

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Why Kids Need to Spend Time in Nature - Child Mind Institute

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They may prefer to stick to their screens, but here's why getting children outdoors matters - spending time in nature for mental health.

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OutsidePlay.ca aims to provide the best experience for both desktop and mobile users which requires the latest version of CHROME (Recommended), SAFARI, or FIREFOX. Please try again on one of these browsers.

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Outdoor play is a basic childhood need and taking risks is a necessary part of play. Whether jumping in a pile of leaves, climbing a tree, or playing street hockey, children are often happiest when playing. These kinds of experiences are a lot less common for kids today. Our worries and desire to protect our kids can result in setting too many limits on them, which can interfere with healthy development. Risky play can have many different shapes, but always involves the thrill and excitement of testing yourself and finding out what happens. These are some of the ways that children engage in risky play.

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With all of the structured activities in a busy family life, getting enough outdoor play can be tough. The distractions of TV and computer screens can make it even harder.

Outdoor play is a great way to awaken the senses and feel refreshed as you explore the natural, boundless playground all around you. Even a few minutes of fresh air and sunshine can help to lift moods and get a dose of vitamin D.

Encourage your child to play in the dirt, climb trees, go for a forest hike, and check out local ponds. Take every opportunity to get them active and in touch with nature.

Whether you're inventing games in the backyard, or taking a brisk walk to a nearby park, getting active outdoors can help to reduce symptoms of anxiety, depression, and stress levels.

Encourage free, unstructured time to play outdoors

Whether it's jumping into a pile of leaves or climbing a tree, children are often happiest when free playing outdoors.

When they roam outside, leaving the organized activities and schedules behind, children follow their imagination and creativity to play, jump, catch, lift, and swing away from the distraction of screens.

Simple, unstructured play also helps develop movement skills, like balance and coordination.

The skills they gain from climbing structures, swinging from their arms, running and throwing balls, will help prepare them for participating in sports or group activities later on.

Play in natural spaces also has social and emotional benefits. It helps children to build confidence, solve problems, learn personal limits and responsibility, and develop the skills to get along with others.

Why free play brings children more rewards than risks

Children have a natural instinct for outdoor play and adventure.

While every parent wants their child to have fun, sometimes worry creeps in about their safety. You may find yourself telling your child to be "careful" every few steps as they explore the outdoors.

A helpful habit is to try and step back to see what your child is capable of doing outdoors, and pointing out important safety issues along the way.

Over time, allowing your child room to roam more freely will give them more confidence in their ability to understand their environment, better understand their bodies, and their skill level. They'll learn how to keep themselves safe and manage risks.

Be sure to join along and let your child lead you on their own outdoor adventures - it's the quality time together that counts!

Check out this great interactive tool for parents and caregivers on the Outside Play website to help you gain confidence and comfort to encourage your child's outdoor adventures.

Enjoy the calming effects of nature

Connecting with nature often restores a sense of feeling calm, peace, and happiness. Taking in nature's sights and sounds becomes a soothing break from our overactive minds.

Listening to birds chirp on a walk, feeling the sun's warmth on our face as we swim or bike, picking up the scent of forest pine on a hike, anchors us in the present moment.

Having your family spend more active time in nature can help reduce stress, and leave everyone feeling re-energized and more focused. It may help to reduce symptoms of anxiety and depression.

Be creative. You don't need to go far to a lake or mountain. Take your child on a plant or bug hunt in a nearby park or find the closest patch of trees.

As you become curious about nature together, you'll all enjoy the natural boost to your mental health and well-being.

Since even viewing images of nature or listening to nature's sounds can help to relieve stress and improve well-being, try downloading a nature-inspired screen saver. Or bring the outdoors inside by adding houseplants or setting your child's desk near a window with a treed view.

Inspiration for fun, family outdoor activities

Here are some ideas to get you started:

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With all of the structured activities in a busy family life, getting enough outdoor play can be tough. The distractions of TV and computer screens can make it even harder. Outdoor play is a great way to awaken the senses and feel refreshed as you explore the natural, boundless playground all around you.

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How to Safely Get Vitamin D From Sunlight

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How to Safely Get Vitamin D From Sunlight

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Vitamin D is a unique vitamin that most people don't get enough of.

In fact, it's estimated that more than 40% of American adults have a vitamin D deficiency ().

This vitamin is made from cholesterol in your skin when it's exposed to the sun. That's why getting enough sunlight is very important for maintaining optimal vitamin D levels.

However, too much sunlight comes with its own health risks.

This article explains how to safely get vitamin D from sunlight.

There's good reason why vitamin D is called "the sunshine vitamin."

When your skin is exposed to sunlight, it makes vitamin D from cholesterol. The sun's ultraviolet B (UVB) rays hit cholesterol in the skin cells, providing the energy for vitamin D synthesis to occur.

Vitamin D has many roles in the body and is essential for optimal health ( 2).

For example, it instructs the cells in your gut to absorb calcium and phosphorus - two minerals that are essential for maintaining strong and healthy bones ().

On the other hand, low vitamin D levels have been linked to serious health consequences, including:

In addition, only a handful of foods contain significant amounts of vitamin D.

These include cod liver oil, swordfish, salmon, canned tuna, beef liver, egg yolks and sardines. That said, you would need to eat them nearly every day to get enough vitamin D.

If you do not get enough sunlight, it's often recommended to take a supplement like cod liver oil. One tablespoon (14 grams) of cod liver oil contains more than three times the recommended daily amount of vitamin D ( 4).

It's important to note that the sun's UVB rays cannot penetrate through windows. So people who work next to sunny windows are still prone to vitamin D deficiency.

Summary
Vitamin D is made in the skin when it's exposed to sunlight. Sun exposure is by far the best way to boost vitamin D levels, particularly because very few foods contain significant amounts.

Midday, especially during summer, is the best time to get sunlight.

At noon, the sun is at its highest point, and its UVB rays are most intense. That means you need less time in the sun to make sufficient vitamin D ().

Many studies also show that the body is most efficient at making vitamin D at noon (, ).

For example, in the UK, 13 minutes of midday sunlight exposure during summer three times per week is enough to maintain healthy levels among Caucasian adults ().

Another study found that 30 minutes of midday summer sun exposure in Oslo, Norway was equivalent to consuming 10,000-20,000 IU of vitamin D ().

The commonly recommended daily dose of vitamin D is 600 IU (15 mcg) ().

Not only is getting vitamin D around midday more efficient, but it might also be safer than getting sun later in the day. One study found that afternoon sun exposure may increase the risk of dangerous skin cancers ().

Summary
Midday is the best time to get vitamin D, as the sun is at its highest point and your body may manufacture it most efficiently around that time of day. This means you may need less time in the sunlight at midday.

The color of your skin is determined by a pigment called melanin.

People with darker skin typically have more melanin than people with lighter skin. What's more, their melanin pigments are also larger and darker ( 10).

Melanin helps protect the skin against damage from excess sunlight. It acts as a natural sunscreen and absorbs the sun's UV rays to defend against sunburn and skin cancers ().

However, that creates a big dilemma because darker-skinned people need to spend longer in the sun than lighter-skinned people to produce the same amount of vitamin D.

Studies estimate that darker-skinned people may need anywhere from 30 minutes to three hours longer to get sufficient vitamin D, compared to lighter-skinned people. This is a major reason why darker-skinned people have a higher risk of deficiency ( 12).

For that reason, if you have dark skin, you may need to spend a bit more time in the sun to get your daily dose of vitamin D.

Summary
Darker-skinned people have more melanin, a compound that protects against skin damage by reducing the amount of UVB light absorbed. Darker-skinned people need more time in sunlight to make the same amount of vitamin D as lighter-skinned people.

People living in areas farther away from the equator make less vitamin D in their skin.

In these areas, more of the sun's rays, especially UVB rays, are absorbed by the earth's ozone layer. So people who live farther away from the equator usually need to spend more time in the sun to produce enough ().

What's more, people who live farther from the equator may not produce any vitamin D from the sun for up to six months a year during the winter months.

For example, people who live Boston, USA and Edmonton, Canada struggle to make any vitamin D from sunlight between the months of November and February ().

People in Norway cannot make vitamin D from sunlight between October and March ().

During this time of year, it's important that they get their vitamin D from foods and supplements instead.

Summary
People who live farther away from the equator need more time in the sun, as more UVB rays are absorbed by the ozone layer in these areas. During winter months, they cannot make vitamin D from sunlight, so they need to get it from foods or supplements.

Vitamin D is made from cholesterol in the skin. That means you need to expose lots of skin to the sunlight to make enough.

Some scientists recommend exposing around a third of the area of your skin to the sun ().

According to this recommendation, wearing a tank top and shorts for 10-30 minutes three times per week during the summer should be sufficient for most people with lighter skin. People with darker skin may need a bit longer than this.

Just make sure to prevent burning if you're staying in the sun for a long time. Instead, try going without sunscreen for just the first 10-30 minutes, depending on how sensitive your skin is to sunlight, and apply sunscreen before you start burning.

It's also perfectly fine to wear a hat and sunglasses to protect your face and eyes while exposing other parts of your body. Since the head is a small part of the body, it will only produce a small amount of vitamin D.

Summary
You need to expose a sufficient amount of skin to sunlight to maintain healthy vitamin D blood levels. Wearing a tank top and shorts for 10-30 minutes three times per week is sufficient for lighter-skinned people, while those with darker skin may need longer.

People use sunscreen to protect their skin against sunburns and skin cancer.

That's because sunscreen contains chemicals that either reflect, absorb or scatter sunlight.
When this happens, the skin is exposed to lower levels of harmful UV rays ().

However, because UVB rays are essential for making vitamin D, sunscreen could prevent the skin from producing it.

In fact, some studies estimate that sunscreen of SPF 30 or more reduces vitamin D production in the body by about 95-98% ().

However, several studies have shown that wearing sunscreen only has a small impact on your blood levels during the summer (, , ).

One possible explanation is that even though you are wearing sunscreen, staying in the sun for a longer period of time may cause enough vitamin D to be made in the skin.

That said, most of these studies were conducted over a short period of time. It's still unclear whether frequently wearing sunscreen has a long-term impact on blood vitamin D levels.

Summary
In theory, wearing sunscreen may reduce the ability to produce vitamin D, but short-term studies have shown it has little or no impact on blood levels. That said, it's unclear whether frequently wearing sunscreen reduces your vitamin D levels in the long term.

While sunlight is great for vitamin D production, too much can be dangerous.

Below are some consequences of too much sunlight:

Sunburns: The most common harmful effect of too much sunlight. Symptoms of a sunburn include redness, swelling, pain or tenderness and blisters ().

Eye damage: Long-term exposure to UV light can damage the retina. This can increase the risk of eye diseases like cataracts ().

Aging skin: Spending too long in the sun can cause your skin to age faster. Some people develop more wrinkled, loose or leathery skin ().

Skin changes: Freckles, moles and other skin changes can be a side effect of excess sunlight exposure ().

Heat stroke: Also known as a sunstroke, this is a condition in which the body's core temperature may rise due to too much heat or sun exposure ().

Skin cancer: Too much UV light is a major cause of skin cancers (, ).

If you plan on spending a lot of time in the sun, make sure to avoid getting sunburned.

It's best to apply sunscreen after 10-30 minutes of unprotected sun exposure to avoid the harmful consequences of excess sunlight. Your exposure time should depend on how sensitive your skin is to sunlight.

Note that experts recommend reapplying sunscreen every two to three hours you spend in the sun, especially if you're sweating or bathing.

Summary
Although sunlight is great for making vitamin D, too much sunlight can be dangerous. Some consequences of too much sunlight include sunburn, eye damage, skin aging and other skin changes, heat stroke and skin cancer.

Regular sun exposure is the most natural way to get enough vitamin D.

To maintain healthy blood levels, aim to get 10-30 minutes of midday sunlight, several times per week. People with darker skin may need a little more than this. Your exposure time should depend on how sensitive your skin is to sunlight. Just make sure not to burn.

Factors that can affect your ability to make vitamin D from sunlight include the time of day, your skin color, how far you live from the equator, how much skin you expose to sunlight and whether you're wearing sunscreen.

For example, people who live farther away from the equator typically need more sunlight because the sun's UV rays are weaker in these areas.

They also need to take vitamin D supplements or eat more vitamin-D-rich foods during the winter months, since they cannot make it from sunlight.

If you're planning to stay in the sun for a while, it's best to apply sunscreen after 10-30 minutes of unprotected sun exposure to help prevent sunburn and skin cancer.

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How to Safely Get Vitamin D From The Sun

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Vitamin D is a unique vitamin that most people don't get enough of. In fact, it's estimated that more than 40% of American adults have a vitamin D deficiency (). This vitamin is made from cholesterol in your skin when it's exposed to the sun.

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Little Renegades Mindful Kids Cards - Daytime Affirmation and Mindfulness for Kids

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Little Renegades Mindful Kids Cards - Daytime Affirmation and Mindfulness for Kids

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*The site in ".com", when switched to ".ca" the price doubles even after currency conversion

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Little Renegades Mindful Kids Cards - Daytime Affirmation and Mindfulness for Kids

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Buy Little Renegades Mindful Kids Cards - Daytime Affirmation and Mindfulness for Kids: Flash Cards - Amazon.com ✓ FREE DELIVERY possible on eligible purchases

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50 Mindfulness Activities for Kindness, Focus and Calm - Cards

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50 Mindfulness Activities for Kindness, Focus and Calm - Cards

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50 Mindfulness Activities for Kindness, Focus and Calm

Introducing Mindful Kids, the one-of-a-kind mindfulness activity deck for kids age 4 to 104! Make any moment mindful from morning to night with 5 categories of cards, designed to fit into each part of the day. Whimsical full-color illustrations on both sides of the cards provide easy-to-follow steps for each practice. The cards and 8-page instructional booklet include tips for children of a wide range of abilities, making this deck an inclusive tool for nurturing inner peace and strength.

Awards & Accolades

Parents' Favorite Products Award, Tillywig Toy & Media Awards, 2017

Hot off the Press anticipated bestsellers, Children's Book Council, 2017

The Big List of Mindfulness Books for Kids, Imagination Soup, 2017

(Even More) Must Read Picture Books from 2017, Imagination Soup, 2017

Meaningful Ways to Help Kids with Anxiety, Imagination Soup, 2017

Mindfulness for Kids list, bambino goodies, 2018

My Top 20 Books About and For Kids Yoga, Always Be Dancing, 2017

15 Best Meditation Books: Helpful Resources For Learning and Practicing Meditation, Choosing Therapy, 2020

"Though geared towards children, the playful visualizations and exercises are powerful, life-changing tools that open pathways to inner strength and peace from which many an adult will benefit" - Tillywig Toy & Media Awards

"I fell in love with illustrator Mina Braun's adorable drawings and appreciated their fostering of diversity. It is so important to show that every child will be able to access the mindful activities on these cards" - Always Be Dancing

"The card format makes it easy to do the games and meditations with a child or classroom in small chunks of just a few minutes at a time" - Youth Services Book Review

About the Contributors

Whitney Stewart puts her heart, mind and feet into her work. She has trekked in a Himalayan snowstorm with Sir Edmund Hillary, climbed to remote Buddhist monasteries in Tibet, interviewed the Dalai Lama in India and sat for days in meditation retreats. She is the author of many travel articles, and of both fiction and nonfiction for children. When she is not writing or traveling, she teaches mindfulness and meditation to children and adults.

Mina Braun is an illustrator and printmaker from Germany. She now lives in Berlin, after studying at Edinburgh College of Art and working in bonny Scotland for more than a decade. All her work starts with a black line drawing, which then evolves into a screen print or digital image.

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Mindful Kids | Ages 4+ | Card Deck | Barefoot Books

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50 Mindfulness Activities for Kindness, Focus and Calm Introducing Mindful Kids, the one-of-a-kind mindfulness activity deck for kids age 4 to 104! Make any moment mindful from morning to night with 5 categories of cards, designed to fit into each part of the day.

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Video length: 18 minutes

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Picky Eating Isn't About the Food  | Katie Kimball | TEDxHartford

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National Coalition Against Domestic Violence - Domestic Violence Facts Sheet

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National Coalition Against Domestic Violence - Domestic Violence Facts Sheet

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*Article available in Spanish and English

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What Is Abuse?

Abuse means treating another person with violence, cruelty, hate, harm, or force. Abuse is never OK. No matter who's doing it or where it happens. And it is never the fault of the person who is being abused.

With the right help and support, people can get out of abusive situations. There are adults who will help them be safe and stop the abuse. There is therapy and caring support to help them heal the emotional hurt that abuse can cause.

What Are the Different Kinds of Abuse?

It is called physical abuse when someone does things like hit, beat, shove, shake, or choke a person. This can leave marks or bruises. Physical abuse includes hitting with an object like a belt. Or throwing an object at someone to injure them. Or pushing into a person's space to threaten or make them feel unsafe.

It is called emotional abuse when someone uses harsh or cruel words or treats the person with scorn. This can tear people down, or make them doubt their worth. Some abusers act mean or possessive. Some use fear or threats to control a person. Some try to shame a person for who they are. Some target people because of their looks, race, or because they identify as LGBTQ+. They might harass, use hate speech, or threaten harm. Emotional abuse can happen in person or online.

It is called sexual abuse when an adult (or much older teen) forces, pressures, or tricks a young person into sex acts of any kind. This includes sexual touching, grabbing, or kissing. It includes showing the young person private parts of their body, or asking to see theirs. It includes showing sexual or nude pictures, or asking them to pose for pictures like this. It includes giving money or gifts for doing sexual acts. Sexual abuse can happen in person or online.

It's called grooming when an adult abuser tricks someone into trusting them, admiring them, or depending on them. They try to use this false sense of trust to trick someone into sexual abuse. This can happen in person or online. If you feel uncomfortable about the way someone is getting personal with you, talk it over with an adult you trust.

Sexual abuse might also be called sexual violence, sexual harassment, sexual assault, or rape.

If any of kind of abuse has happened to you, tell an adult you trust right away.

How Does Abuse Affect People?

Some abuse causes injuries that you can see, like bruises, cuts, or broken bones. Some injuries need medical care. Abuse also causes emotional hurt and deep stress that you can't see. This deep emotional stress is called trauma.

The stress of abuse affects the way a person feels, thinks, and acts. It can make them feel scared and unsafe. They might feel sad, angry, or confused. Some feel ashamed, alone, or trapped. Some will mistakenly think abuse is their fault. Or that they did something to deserve it. Some may try to act like the abuse doesn't bother them. They may try not to show the deep hurt.

For some, the stress of abuse can cause trouble with sleep, health, or eating. It can make it harder to focus in school. Or easier to get into fights.

For some people - but not all - abuse can lead to depression, anxiety, or PTSD. Some - but not all - may turn to alcohol, drugs, or self-harm to try to cope. But these ways of coping cause the person more harm than good. If the abuse happens at home, some people may try to escape it by leaving.

Not everyone who goes through abuse will be affected in these ways. Each person and each situation is different.

Why Is It Hard for Some People to Ask for Help?

Abuse can be hard to talk about. Some people don't tell what they're going through because they don't know who to tell or what to say. Some abusers try to make a person think they deserve it, or somehow asked for it. An abuser might try to make them think they will be blamed, shamed, or not believed. Some abusers make threats about what would happen if the person tells.

Sometimes a person wants to protect their abuser. This can happen if the abuser is someone they care about - like a family member, partner, or someone else they know. Any of these things can make it harder for people to ask for help. But it doesn't have to stop them.

What Should I Do if I'm Going Through Abuse?

If you are going though abuse, tell an adult you trust right away. If an adult is treating you in a way that makes you feel uncomfortable, but you're not sure whether it is abuse, you can still talk it over with another adult you trust. Even if abuse happened to you before but isn't happening now, you should tell someone about it.

Who Should I Tell?

The person you tell can be a parent, a grandparent, or caregiver. It can be a doctor or nurse. It can be a teacher, counselor, therapist, or coach. It can be a friend's parent. If you don't have an adult you can turn to, you can call or text 1-800-422-4453 to talk to someone at the Childhelp Hotline or visit their website. People are there to help, for free, 24 hours a day.

What Should I Say?

You can start by saying you need to talk, and that you need to tell them something. Or that you need their help. You might feel nervous or awkward at first. But don't let that stop you. When the person is listening, just go ahead tell the truth about what has happened to you.

If the first person you talk to doesn't help, tell someone else. Keep telling until an adult listens, believes what you say, and helps.

What Happens Next?

You or the adult you tell should call an abuse helpline to find out the right next steps to take. Helplines are open all the time, day and night, seven days a week. A caring expert at the helpline will guide you about what to do next. They will explain what they can do to help people just like you.

How Can People Get Over Abuse?

Even after abuse is over, the emotional hurt can take a while to heal. After going through a deeply stressful event, it's normal to have a lot of thoughts and feelings about what happened. This is sometimes called a stress reaction.

If a stress reaction lasts for longer than a few months, or includes bad memories called flashbacks, it may be PTSD.

People can heal from the hurt that abuse has caused. They can start to feel better with the right help and support from others. And there are things people can do to help themselves too.

Here are some things you can do to start healing:

Get therapy. There is therapy to help people heal from the stress of abuse - whether they are dealing with a stress reaction, PTSD, depression, self-harm, or any other issue. Ask your doctor, school counselor, or helpline to help you find a therapist to work with. Go to all the therapy sessions. To get the most from your therapy, do the homework the therapist suggests. Learn and practice coping and self-care skills.

Be patient and kind toward yourself. It can take time to heal from the trauma of abuse. It happens a little at a time. You will see small steps of progress along the way. Don't be hard on yourself when you're going through a tough time. Instead, show yourself the same understanding you'd show a friend. Believe in yourself. Know that you have what it takes to move past what has happened to you.

Do small things daily to lift your emotions. Think of things that help you feel soothed, calm, uplifted, confident, empowered, or hopeful. Maybe it's mindfulness, listening to music, watching a feel-good movie, being in nature, making art, reading, dancing, working out, helping others, or working toward a small goal. Try to do something to lift your mood for a short time each day. This helps to offset the effects of stress on your body and mind. You might not feel different right away - but it adds up.

Let others support you. It helps to have people who can be there for you. Find a family member, caring adult, or good friend to confide in. Let them know what it's like for you and how you're doing. They can listen when you want to talk. They can give comfort when you need it. You don't always have to talk about it. Spending time together doing something fun or relaxing helps too. Be with people who believe in you, let you know you matter, and who bring out your best.

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Abuse means treating another person with violence, cruelty, harm, or force. It's never OK, and it's not the fault of the person who is being abused. Tell an adult you trust or call a helpline.

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When a child demands a toy or refuses to cooperate, it can feel frustrating-like they just don't understand how lucky they are.

Children's demands might hit especially hard when we're working long hours to make ends meet or just trying to get dinner on the table. We're also reminded of how much need there is among families in our own communities and around the world. While young children can't yet see the world from somebody else's perspective, we can begin to build a sense of gratitude starting in the toddler years.
Here are some ideas on how to model gratitude and create family traditions that focus on values of thankfulness and generosity:

Show appreciation to your children. Slow down and observe more closely. You'll see things you appreciate about your kids-then tell them! Appreciation can be an even more powerful motivator than praise. Sharing appreciation is a strong way to feel connected to one another.

Show appreciation for others. Never underestimate the power of your words and actions. Your children are paying attention to the way you treat others, whether it's friends, neighbors, a teacher, or the cashier at the market. They hear your tone with the salesperson on the phone. You set a great example when you model kindness, generosity, and gratefulness in your own everyday interactions.

Use the word "grateful." Children need to learn what this new word means. Explain that being grateful is noticing something in your life that makes you happy. "I'm grateful that it's sunny today because it was raining yesterday." Mention gratitude when you're doing an everyday pleasant activity, like hanging out at the playground or eating watermelon on a hot day. Pause and say, "I'm so grateful for this day!" or "Wow, this is fun!" Your enthusiasm will be contagious.

Make a Thankful Tree. Cut a tree trunk from cardboard or construction paper. Tape to a wall or window and cut out some leaf shapes. Ask your child to think of something they are thankful for and write one on each leaf. Then tape the leaf to a branch. Add your own "thankful things." Have your child ask family members what they're are grateful for and add them to the tree.

Share stories of thankfulness, gratitude, and generosity. The titles below, for children from birth to five years old, focus on different aspects of these important values:

For Children Birth to 3 Years Old:
Biscuit is Thankful by Alyssa Satin Capucilli
The Thankful Book by Todd Parr
Thanks for Thanksgiving by Julie Markes
Bear Says Thanks by Karma Wilson
Splat Says Thank You by Rob Scotton
Should I Share My Ice Cream by Mo Willems

For Children 3-5 Years Old:
Thankful by Eileen Spinelli
Being Thankful by Mercer Mayer
Ordinary Mary's Extraordinary Deed by Emily Pearson
Did I Ever Tell You How Lucky You Are? by Dr. Seuss
Giving Thanks by Jonathon London
Don't Say a Word, Mama/No Digas Nada, Mama by Joe Hayes

Share "Roses and Thorns." Even young children can talk about what went well (roses) and what was hard about each day (thorns). It gives them, and you too, a chance to vent a frustration and focus on what is good in life.

Emphasize presence over presents. Some people pull off the "no gifts" approach to their children's birthday parties. (The key is to start very young!) An alternative approach is to opt for a book swap or ask for donations to a local food bank or animal shelter. You can also make it a habit to give the gift of time and activities-like a birthday picnic and trip to a local park-as opposed to "stuff."

Talk openly about donations and other "good deeds." You don't have to have a lot of money to make a difference. If you have money in your budget to donate to a favorite cause, share this giving with your children: "We're giving some money to help animals that don't have homes." Keep explanations simple and matter-of-fact. As children grow up, they will eventually see that helping and giving are part of your family's culture.

Fostering feelings of gratitude can transform our outlook on life. Gratitude helps us focus more on the good news in our lives. But like anything else, gratitude requires practice. Sharing appreciations when we feel them and actively looking for things that make us happy can "retrain" our brains toward these attitudes of gratitude. Being grateful offers a new perspective, one that will help you see the best in your kids and the world, and will teach them to do the same.

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When a child demands a toy or refuses to cooperate, it can feel frustrating-like they just don't understand how lucky they are. Children's demands might hit especially hard when we're working long hours to make ends meet or just trying to get dinner on the table.

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To understand emotional abuse, we need to understand the difference between emotional abuse and normal conflict.

Conflict is a normal part of any relationship and is a healthy way for two people to express emotions, identify an issue, and have a chance to talk through whatever issue is bothering them.

Emotional abuse involves nonphysical behavior that belittles another person and can include insults, put down, verbal threats or other tactics that make the victim feel threatened, inferior, ashamed or degraded.

When is Conflict Actually Not Conflict, but Something More? When is it Emotional Abuse?

Have you ever experienced the feeling of having a knot in your stomach when dealing with someone or just felt that something in your relationship was off? When one party feels scared, confused or like nothing they do will ever be right, this may be an indication or sign of emotional abuse.

Emotional abuse is behavior from another person that makes you consistently feel badly about yourself, like you just can't be you. Emotional abuse is not limited to romantic partner, but can be perpetrated by a family member, friend or coworker. Emotional abuse can make you feel guilty, ashamed, silenced, violated, uncomfortable or many other things. Emotional abuse can be harder to identify since no one else can necessarily "see" its effects like they can a bruise, cut, or a scar.

Abusive behavior is often motivated by a desire for power and control but the reasons why that need exists varies. Maybe the person who hurt you didn't do so on purpose; maybe they did. While it's helpful to understand the "why", the reasons are not an excuse for harmful behavior- but they can make everything more confusing. Emotional abuse is complicated and disorienting. Below are 5 common signs of emotional abuse:

They Ignore Boundaries or Invade Your Privacy

We all have the right to our own space. Sometimes it can be tricky to distinguish between the rush and thrill of any new relationship or connection and a violation of your space because you may feel that you want to spend all of your time with this awesome person. This can look like your partner:

Wants to move a relationship faster than you are comfortable with either emotionally or physically (e.g. saying "I love you" very quickly and pressuring you to do the same, pushing you to engage in sexual activities, pushing you to move in together)

Checks your texts messages, email or social media accounts without your permission

There is Help for Emotional Abuse

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What is emotional abuse? Our experts explain how emotional abuse can look like in different relationships and how it differs from conflict.

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Why domestic violence victims don't leave (Content Warning: Guns, Abuse)

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Why domestic violence victims don't leave (Content Warning: Guns, Abuse)

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Why domestic violence victims don't leave | Leslie Morgan Steiner | TED

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What Is an Emotionally-healthy Childhood?

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What Is an Emotionally-healthy Childhood?

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What Is an Emotionally-healthy Childhood?

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Criticism when you've had a bad childhood

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Criticism when you've had a bad childhood

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Criticism when you've had a bad childhood

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Right now, you are probably getting an earful from your inner voice. You know, that little commentator in your head that is always chattering?

It can either sound like the leader of the pep squad, bolstering your confidence, whispering instructions, and boosting performance; or the nagging mother-in-law sabotaging your success with negative comments and cutting criticism.

Dozens of studies including recent experiments by Antonis Hatzigeorgiadis, from the University of Thessaly, indicate that these inner monologues influence our behavior in both positive and negative ways. Here are five ways to alter your self-talk script and to use your inner voices to help make good on your goals, gain confidence, and perform better.

1. Listen Critically to Your Inner Critic

In high-pressure situations self-talk is often relentless and critical, says Ethan Kross, PhD, the laboratory director of the Emotion & Self-Control Lab at the University of Michigan. Instead of thinking deliberately and logically, our inner voices are stoked by emotion, and that influences everything from how we talk to ourselves to our behaviors and beliefs, attitudes, and habits.

So your first step is to listen critically to what you are saying to yourself - and how you are saying it. When your inner voices start running amok with words of disdain and discouragement, pause the conversation as you consider ways to change it.

2. Create Psychological Distance from Yourself

Using first-person phrasing, such as "Why am I so stressed?" or "How can I do better?" may increase feelings of shame or anxiety.

Instead, Kross suggests using your own name or a second- or third-person pronoun when referring to your situation. Asking yourself, "Why are you feeling so stressed?" is one way to create the psychological distance you need to regulate emotion and be able to lessen your discomfort rather than add to it.

As Kross explains, "People who use their own name or 'you' begin to think of the task more as an interesting challenge rather than as a threat."

3. Fit Your Conversation to Your Goal

You are talking to yourself, so consider where you ultimately want to go. Hatzigeorgiadis's research indicates that different types of self-talk work best for specific goals.

Instructional self-talk like "shoulders back" or "keep the left arm straight" or "temper the eggs before mixing" work best to improve technique.

Motivational self-talk such as "you've got this," or "you can do it," "keep going," can help with confidence, strength, or endurance.

4. Treat Yourself as a Friend

Demeaning, disparaging, or negative self-talk is only going to amp up your stress and hold you back. Instead, speak compassionately to yourself-just as you would to a friend.

Rescript negative messages to include a positive spin. "I am not good at this" can be changed to "Relax. You are prepared for this."

"I don't know what to say" can be rescripted to "Remember to smile and ask good questions."

5. Say, "I Don't," instead of "I Can't"

Several experiments by Vanessa Patrick, a professor of marketing at the University of Houston, found that people using the phrase "I don't" to resist temptation fared better for longer than those who said "I can't." Saying "I can't" communicates limitation or constraint. Saying "I don't" demonstrates that you are in charge of your thoughts and behaviors, and that is a powerful reminder that will help you prevail.

Try it for yourself and feel the difference.

"I can't miss my workouts" versus "I don't miss my workouts."

"I can't buy these shoes until payday" versus "I don't buy shoes until payday."

"I can't eat dessert" versus "I don't eat dessert."

When you replace inner smack talk with encouraging self-talk you will be better able to meet adversity and challenges and do things that will contribute to greater success. In this way, small linguistic changes can mean big life changes.
This article courtesy of Spirituality and Health.

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Right now, you are probably getting an earful from your inner voice. You know, that little commentator in your head that is always chattering? It can either sound like the leader of the pep squad, bolstering your confidence, whispering instructions, and boosting performance; or the nagging mother-in-law sabotaging your success with negative comments and cutting criticism.

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10 Best Restorative Mental Health Day Activities for Kids

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10 Best Restorative Mental Health Day Activities for Kids

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Inside: Learn the best mental health day activities for kids and why they'll help to restore and emotionally balance your child. "Even if I was ok giving my child a mental health day, what would we even do?
As it turns out, this is a common question and stumbling block for many parents considering offering their stressed or overwhelmed child a mental health day off of school, or their regular day-to-day responsibilities.

The good news is, the answer isn't complicated and requires no preparation or financial investment.

While your child may want to escape what's on their mind by binging on screen time all day, spending time doing a few of these mental health day activities for kids will make the most of their time off, and give them the best emotional reset moving forward.

Having a conversation early on in the day to discuss both of your expectations, and letting your child help choose some of the following activities, will go far to get them on board and on the path to calm confidence again.

Here are the most powerful well-being boosting mental health day activities for kids that have a long history of research and evidence backing them up.

10 Best Mental Health Day Activities for Kids

1.Connect

Hands down, the best thing you can do for your child during a mental health day is to connect with them emotionally and relationally. What does this mean exactly?

Giving your child full undivided attention and fully listening with the intent to understand their thoughts and feelings, and not just listening to respond.

When parents respond to their children with sensitivity and warmth, kids are more likely to develop secure attachments - loving, trusting relationships that promote confidence and emotional health. In addition, studies show that sensitive, affectionate, responsive parenting protects children from toxic stress. - Gwen Dewar Ph.D

Pro Tip: Connection with younger children happens less through direct conversation and more through play and shared activity, so be aware of when and how your child usually opens up

2. Move

Physical movement is amazing for mental health in so many ways. Body movement allows emotions to move through us as well as creating a release of feel-good endorphins and a decrease in the stress hormone cortisol.

Aerobic exercise specifically has been found to be as effective as both medicine and psychotherapy for depression and anxiety, and it's one of the strategies that will come naturally for your child.

According to the American Psychological Association:

"On average, young people who exercise more have lower levels of depression, stress and psychological distress, and higher levels of positive self-image, life satisfaction and psychological well-being"

Pro tip: Ask your child if they'd like to choose an activity to 'move our bodies or if they'd like you too. This way you can offer them some control if necessary, or not if they're overwhelmed.

3. Slow down

Sometimes life feels kind of like running on a treadmill. One activity after the next and pretty soon, we're not sure why we're on the treadmill anymore or where we're headed.

In order for your child to find the perspective needed to reflect, their brain needs the quiet time and space to do so. Our brains also do important regeneration and growth during quiet time.

"Silence offers opportunities for self-reflection and daydreaming, which activates multiple parts of the brain. It gives us time to turn down the inner noise and increase awareness of what matters most. And it cultivates mindfulness - recognition, and appreciation of the present moment." -Cleveland Clinic

Pro Tip: Simply allow an open and unscheduled chunk of time for your child to navigate. Pretty easy right?

4. Play

Play is not only how children learn almost everything from their cognitive development to social skills, it's also how they blow off steam and express unprocessed emotions.

Megan Gunner Ph.D. from the University of Minnesota helps clarify how play reduces stress for kids:

Play is the best medicine in stressful times like this. Play gives children a sense of control because, by definition, play is what we engage in because we want to, not because we have to.

Fantasy play allows children to create a world where they decide what happens and they can predict what goes on. Control and predictability are two pillars of stress reduction.

Pro-tip: Push through your adult discomforts and don't be afraid to get silly with your child! Allow them to direct the play and meet their needs for control and predictability.

Related read>> 75 Calm Down Strategies for Kids (that Actually Work!)

5. Journal

Journaling is a powerful activity for a mental health day, and for your child to externalize their emotions in a safe way. That is, get them 'out of their head' and into a productive outlet where they can be reflected on, understood, and worked through.

Clinical Social Worker Yanique Chambers explains why kids should journal:

Some kids keep their feelings to themselves because they don't feel comfortable saying them out loud. They fear being ridiculed or believe that their thoughts and feelings aren't important enough to share openly. Journal writing gives kids a judgment free space to self-explore and find their creative voice. They can use their journal as a place to dream and set goals. They can also use journal writing to find solutions to internal conflicts and solve problems.

Pro-tip: Use these engaging emotions flashcards for kids (fresh off the press!) to prompt them in writing how they feel and why.

6. Create

Another way to help your child release and work through overwhelming emotions on a mental health day off school, is by creating art. Not only will be they be given an avenue to express their emotions, but art also provides a conduit to emotional regulation and mindfulness.

Art materials provide a safe outlet for emotions. Feelings and ideas can be reduced to a manageable size and manipulated as desired. Movement, image, color, line, and imagination all help children express themselves in a multidimensional way. This is a way that words may not be able to do, or that may be more comfortable for them than words. - The Artful Parent

Pro-tip: Prepare an inviting surface (this might mean putting down a table cloth, tray etc) for your child, and set out a few different art tools for them to choose from.

7. Music

There's a reason that music therapy has been incorporated into most pediatric hospitals. Music is extremely beneficial for encouraging rest and relaxation in children, as explained by early childhood educator and composer Nancy Kopman.

Children's Music for Rest and Relaxation can be used as an effective tool in helping children establish, strengthen and manage their own self-regulation. Knowing how to help oneself relax and focus is a healthy foundation for managing/coping with stress.

As much as music has the power to generate excitement and make kids want to get up and move, it can be equally effective at helping kids slow down their breathing, thoughts and bodies.

Pro tip: Spotify has tons of great playlists for relaxation or check out Nancy's great collection of music for kids.

7. Nourish

The typical child diet leaves a lot to be desired these days with an overabundance of processed foods and sugary sweets. Taking the opportunity to incorporate more nutrient dense and unprocessed foods on your child's mental health day could possibly improve their mood and even their future habits.

The relationship between food and mood is a two-way street. What you eat affects your mood, and your mood can affect your food choices.

There are hundreds of risk factors that contribute to mental health and mood issues such as anxiety, depression and behavioural disorders. But of all of those risk factors, food is one of the most controllable. So even if you have a genetic predisposition to one or more of these, what you eat can make a significant difference. -Jessica Donovan, Founder of Natural Superkids

Pro tip: Make a healthy recipe together with your child and reap the benefits of a better mood, fun and connection.

Related Read>> 75 Ways to Show Love to Your Child and Boost Their Self-Esteem

8. Meditation

If you haven't tried mindfulness activities for kids with your child yet, a mental health day is a great time to do so. Meditation is one way to practice mindfuless with kids and simply means paying attention and becomming aware of the present moment, and will literally help shift your child out of their bodys stress response system and into the calm and focused part of the brain.

Studies show that the benefits of mindfulness for kids may include:

1. Increased focus, attention, self-control, classroom participation, compassion.

2. Improved academic performance, ability to resolve conflict, overall well-being.

3. Decreased levels of stress, depression, anxiety, disruptive behavior.

Pro tip: Check out the best tools for mindfulness with kids that promote calm and focus

9. Problem Solve

A mental health day with your child is the perfect time to step back from the daily grind and reflect on what's going well and what may not be.

Without intentionally planning, problem solving and goal setting it's unlikely that long-term and meaningful progress will be made in a timely manner in the areas your child is struggling with.

Reasons WHY your child should learn goal-setting include: teaches them to take responsibility for their own behaviors and learning, promotes a "can-do" attitude and it forms a powerful lifeling habit. -Big Life Journal

Pro Tip: Use these goal setting resources for kids to make it super simple for you and your child.

10. Go Outdoors

The benefits of nature for kids have been documented for many decades and spending time outside during a mental health day will certainly allow your child to reap these benefits:

Specifically, we have learned that nature tends to result in reduced circulating levels of the stress hormones adrenaline and cortisol and the inflammatory marker immunoglobulin A. It is also associated with lowered blood pressure, improved "affect" (or short-term emotional experience), blunted "perceived stress" after stressful life events, and lower short-term levels of anxiety and depression.

Pro-tip: Bring an 'indoor activity' outside! Simply grab your lunch, some books or a boardgame and do them outside instead.

Mental health day activities for kids are powerful

While you might assume your child's days of new learning, making friends and just growing are full only of childhood wonder and joy, mental health professionals know otherwise.

Whether it's pressure to acheive high academic scores, making it onto a club sports team or just navigating social conflicts with peers, your child faces a number of stressors everyday out in the world, and sometimes it all starts to feel like too much.

Allowing your child to take a load off and engage in these mental health day activities for kids will help them accomplish the 3 R's that we could all use a little more of, relaxation, reflection and reset.

This article is the third in a 4-part series on mental health days for kids.

Check out the other articles in the series:
Kids Need Mental Health Days- 9 Misconconceptions that Need to Change Now 7 Surefire Signs your Child Needs a Mental Health Day
Want to Raise an Emotionally Healthy Child that will thrive out in the world? I created a free 5-day parenting course just for you! (sign up below)

Other parenting articles you'd love:
75 Awesome Calm Down Strategies for Kids (that they'll actually want to try!) The Best Mindset for Parenting a spirited Emotionally Intense Child 10 Insights of Remarkable Parents from a Family Therapist Easy Ways to Bond With Your Child (even when there's no time in the day) 10 Everyday Ways to Improve Your Child's Mood and Behavior

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Angela Pruess LMFT, Child Therapist + Parent Coach

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10 Best Restorative Mental Health Day Activities for Kids

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"Even if I was ok giving my child a mental health day, what would we even do?As it turns out, this is a common question and stumbling block for many parents considering offering their stressed or overwhelmed child a mental health day off of school, or their regular day to day responsibilities.

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STARTING A SUPPORT GROUP FOR CHILDREN AND TEENS

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STARTING A SUPPORT GROUP FOR CHILDREN AND TEENS

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It is well documented that support groups are helpful to people dealing with a broad range of life challenges, losses, and traumas. For burn survivors, finding a supportive group of people who understand the long journey back after a burn injury and who can therefore offer hope and direction in the process of recovery is a godsend. Support groups can decrease the sense of isolation and stigmatization that many burn survivors feel. Being a part of a support group can be the first step in reconnecting socially after burn injury. Every journey begins with a single step, and the step of finding a healthy and healing support group is often an essential one for burn survivors, their families, friends, and caregivers.
1. PLANNING
Sample Goals (for facilitators)

To create a "safe" and accepting environment for participants.

To provide an environment in which participants can feel comfortable sharing their burn and recovery related experiences.

To use a mix of purposeful activities and discussion/sharing through which participants can develop coping skills and social skills

To help children build bonds/relationships with group members for ongoing support and belonging

To create a format and environment in which children/teens have repeated attendance/ participation in group sessions.

Pre-Plan Your Activities

Icebreaker or collaborative group task. Basic icebreakers can start a group off on general participation. (Examples: Name games, Human Bingo, etc. Consider using an activity or task that requires teamwork and participation of all members. While icebreakers are helpful in getting the group to be more generally comfortable, actually working together at a collaborative task will further gel the participants' relationships. Relationships and teamwork help make those bonds that cause children to truly feel more comfortable and safe for sharing and discussion, and for repeated group attendance. For additional ideas, please refer to the reference list at the end of this handout. note: Be ready with several icebreakers/ collaborative tasks in case your group appears to need multiple introductory activities.

Take-home activities: Some participants will want to continue working through their feelings after the group experience/between group sessions. Consider providing a journal (for picture drawing or writing, depending on participants' ages), helping the children to start a scrapbook, or a semi-structured workbook-there are several emotional processing-type workbooks listed in the reference section.

Also consider some type of handouts for the parents that will give them ideas on some of your focused activities and suggestions of how to create an environment for open dialogue processing for the child or adolescent.
2. IMPLEMENTATION Set the Tone
Provide a basic, age-appropriate introduction, such as: "In this group, we all have something in common: all of our lives have been impacted by burn injury. We'll use our time together for sharing, listening, learning from and being supportive of each other."
Introduce "Ground Rules" for the Group

We take turns speaking here. One person talks at a time. Everyone can speak if they want to, but no one has to talk." Consider using something tangible (such as a talking stick) to represent the speaker's turn.)

All feelings are okay. No one's feelings are ever wrong. They are what they are, and that is okay here.

The Platinum Rule: Treat other group members as they would like to be treated. If you are unsure, how someone wants to be treated, ask them! (This will help you meet each child/teen "where they are" in the context of a support group).

What is shared in this group stays in this group. Ask group members for their commitment to confidentiality. If people come in late, briefly mention boundaries to them also. Exception (be sure to say this): "I care a lot about helping you. If you tell me (and/or the group) something that I think is dangerous or unsafe for you, I have to help protect you by telling another adult who can help. I want to help keep you safe and help to make sure you're okay."

Invite participants to add ground rules if appropriate; this is your judgment.

Introduce and Facilitate an Activity (Optional but Recommended for Most Age Groups vs. Pure "Discussion-only" Group Time)

Icebreaker or Collaborative Group Task - Use a task or activity that requires teamwork and participation of all members (such as completing a puzzle together, without using hands, or without using words). While icebreakers are helpful in getting the group to be more generally comfortable, actually working together at a collaborative task will gel the participants' relationships. Relationships and teamwork help make those bonds that cause children to truly feel more comfortable and safe for sharing and discussion, and for repeated group attendance.

Focus Activity - Facilitate your activity (project, reading a purposeful story, etc.), be attentive to participants' attention span, grasp of material and instructions, need for assistance, changing directions, and session timing. Be sure to leave time for discussion and processing.

Discussion/Processing Time
Use open-ended questions. A few examples:

Who would like to tell us 2-3 sentences about their project?

Can you tell us more about that ____________ ? (be concrete)

What did you learn by making/doing today's project/experience?

What (if anything) are you planning/hoping to share with your family about (today's project or experience)?

What might be easy or difficult about sharing this with your family?

What have you learned or said here in group that you want your family/classmates/friends/etc. to know?

Link your participants' experiences: Has anyone else had a similar experience?/Does anyone feel the same way?

Invite all participants to share: Make sure that all have opportunity to speak; be aware of children who might dominate the conversation. (Avoid going around the circle in a particular order; this forces participants to speak before they are ready to share). Invite the shy/quiet participant to speak: Use targeted eye contact and a gentle verbal invite (such as calling the child by name) to share for participants who have not had a turn.

Again, a tangible "turn-taking" object is helpful here (such as a talking stick).
Closing

Thank participants for their participation, work, and sharing (cite specific examples if appropriate)

provide information for next meeting, mentioning specifics and enticements for attendance (highlight exciting plans or incentives). Also assign "roles" for next time if appropriate "e.g., Johnny can help with the snack, Susie can help lay out the materials, Joey will help with chairs"

If your participants are doing journals, scrap books, or other projects at home, remind participants of the value in this work.

Leave open-ended offer for help/support (or getting further help) if needed between now and next group time. For example, if you are available to talk to participants via phone, or if issues arose which participants may need to discuss with a parent or trusted adult, encourage them to do so with concrete suggestions. (Note: This could also be a private conversation with a particular participant if appropriate).

3. RECOMMENDATIONS AND NOTES
Creating the Environment

Respect children's physical boundaries
Ask permission to hug or touch. Listen while people are sharing. With older children and teens: ask permission to comment on something someone else has shared or to ask them a question. It is fine to let others know that you would rather they didn't comment on what you shared. Advice-giving: different way of listening; be with the person, not trying to fix it.

Use of a tangible object (such as a talking stick) will help to keep the focus on one speaker at a time.

Small group size is beneficial
A small group, especially with children, can be an asset to ensuring comfort, participation, and management of behaviors during the group. While many would judge the success of an ongoing group solely on attendance rates, know that regular attendance and active participation from a smaller number of children is a legitimate measure of success.

Close the group process
Thank people for attending, sharing and listening to each other. Remind the group of commitment to confidentiality. Suggest/provide/offer children and adolescents a safe and appropriate outlet for continuing to express their feelings outside of the group setting. (Suggest talking to a supportive adult, drawing, or writing in a journal, etc.) If there is a plan for group to continue/have future meetings, be concrete with plans (say it, write it, give it (on handouts)).

Participants' age groups are too diverse:
Consider offering two (or even three) separate group sessions. Share the facilitation tasks with professional peers, or possibly schedule back-to-back times so that families who travel for group will only make one trip. If you must keep a large variety of ages in one group setting, consider having consistent or occasional small group break-out sessions for tasks or discussion of more sensitive topics (such as intimacy for teens). Knowing your participants' needs and dynamics will help you judge this.

Continued reluctance of children/teens to "open up,"participate, or share:
Invite guest speakers whose stories and discussion style sets the tone. Infuse a few "peer mentor" style participants (of the same age group or only slightly older than participants) whose own sharing/participation can help members to open up

Developmental Considerations for Talking and Listening With Children

Participants express need for support between meeting times or at home:
Discuss options with the child's parents/guardians, offer school reentry type support (remember, school reentry programs are useful at each change of peer group or even with new teachers). Consider developing a local mentor for the child, teen, siblings, or family. This can help provide a local resource for assistance with reentry into the home community. Suggestions include a teacher, fire fighter, a SOAR(trained peer support) volunteer etc. (who you have screened to be appropriate for interactions and basic support)

Participants gain a great deal from the group process at camp/time-limited setting, but have no follow-up. Encourage your local burn center or foundation to provide aftercare programming throughout the year (ongoing support groups, regular camps, family days, etc.). Online tools such as the Phoenix Society chat room can offer a safe/secure forum for further support and meeting up with fellow campers. Provide a tangible memento of the experience that participants can take with them. Having a token from the experience can be a reminder of the benefits of opening up, sharing your story, having confidence and support, etc. (Example: Each participant has a "Great things about Johnny" list which everyone has an opportunity to write on).

Suggestions for Overcoming Common Challenges of Support Groups for Youth
Developmental Stages and Implications for Support Group Settings
Self Efficacy: a person's belief in his or her ability to succeed in a particular situation. If a child/teen believes s/he can be successful in a particular situation (such as dealing with a bully or facing classmates for the first time after burn injury), this belief helps determine how the child thinks, behaves, and feels. (Albert Bandura)

In support groups, children can experience a carefully managed social setting which affords them the opportunity to succeed; transferring this experience into their school, home, etc. is an invaluable tool. If they can feel safe, happy, and successful in support group, this impacts their ability to go back to their home setting successfully. Facilitators can help shape these feelings of success and build skills for children to use at home/school.

Notes: Chronological age might not match developmental stage. It is normal for children and teens to experience some (temporary) developmental regression during times of stress. Human beings go "backwards" in their reactions and ability to process their emotions and external information when stressed!

Knowing these facts can help in your use of language and in building on the strengths that accompany each stage. Note each child's functional level, recognize their struggles and celebrate their successes based on their milestones as well as valued and unique individuals.

From Erikson's Stages of Development:

Infancy: Birth to 18 Months:Trust vs. Mistrust;

Needs maximum comfort with minimal uncertainty to trust himself/herself, others, and the environment

Basic Strength: Drive and Hope

Existential Question: Can I trust the world?

Application in support group setting: Children will likely be past this developmental stage when attending a formal group setting. However, keeping this in mind for siblings in the home (who were also burned or otherwise impacted by the injury) can also help you to understand your participants' home dynamics. At this stage, children are learning to separate from parents/trusted adults and to feel safe and comfortable in the presence of others.

Early Childhood: 18 months to 3 Years: Autonomy vs. Shame

Works to master physical environment while maintaining self-esteem

Basic Strengths: Self-control, Courage, and Will

Existential Question: Is it okay to be "me?"

Application in support group setting: Look for participants' focus on mastering tasks during activities; frequently children in this stage will imitate others' performance as examples for their own. What to do: Provide positive feedback regarding their capabilities. ("You are doing a great job following the steps on this project. I like how you are doing x. . .") Also, reinforce their capability to handle situations such as staring or dealing with fears. ("You've got some great words to help yourself when someone looks at you. Remember how you told me what you'd say?. .")

Preschool Age: 3 to 5 Years: Initiative vs. Guilt;

Begins to initiate, not imitate, activities; develops conscience and sexual identity

Basic Strength: Purpose

Existential Question: Is it okay for me to do, more, and act?

Application in support group setting: Participants will begin to use their own ideas for performance and tasks; they will display more ideas that deviate from others' opinions; they will be more aware of "right" and "wrong" (and learn whether adults will support their assessment of right and wrong, tattling on peers), facing guilt and blaming themselves for events (such as an accident that caused a burn injury), even when there is no causal link. Siblings can also experience guilt at this level and beyond ("I was mad at my brother and used angry words, then he got hurt. It's my fault."). Additionally, children begin to differentiate stereotypically male and female behaviors (girls play with dolls, boys play with trucks, etc.).

What to do: Be concrete in your directions and expectations, allowing participants to clarify understanding. Praise participants for their capabilities (be concrete). Be concrete in clarifying situations which seem to cause guilt or feelings of inability, and validate the children's logic and thoughts. (example: "Accidents happen; The fire/your brother's injury was not your fault, you were not even present when it happened", etc.)

School Age: 6 to 12 Years: Industry vs. Inferiority;

Tries to develop a sense of self-worth by refining skills

Basic Strength: Method and Competence

Existential Question: Can I make it in the world of people and things?

Application in support group setting: Participants assign self-worth to ability successfully manage situations and complete tasks. Frustration with struggles and blaming oneself for perceived failure can be an issue. Also, having to rely on a parent to complete basic tasks after burn injury (such as assistance in eating or getting dressed) can cause great frustration linked to this developmental need.

What to do: Provide opportunities for success and competence. Be aware of the level of difficulty of activities and have modifications/adjustments ready (physical alterations or otherwise). Utilize activities which allow participants to have a defined role in activities to reinforce their strengths and abilities.

Adolescence: 12 to 18 Years: Identity vs. Role Confusion;

Tries integrating many roles (child, sibling, student, athlete, worker) into a self-image under role model and peer pressure

Basic Strengths: Devotion and Fidelity

Existential Question: Who am I? What can I be?

Application in support group setting: Participants will associate their identity, self-esteem, and value with activities and roles. Frustration can arise when these identities don't match/when expectations for different roles don't match.
Web Sites, Printable Handouts, and More Extensive Resource Lists:
What to do: Be aware that burn injury can remove some roles, such as athlete, or a level of confidence in one's own value. Use group time to reinforce the roles participants play (example: "John is great at analyzing the overall situation. He always helps the group work out puzzles. Or John, you're really great at providing understanding to other group members. You are a valuable member of our group and we appreciate that about you."). Provide opportunities to discuss "who I am" and "where I'm going" for participants in this group.

SUGGESTED RESOURCES

The Phoenix Society: http://www.phoenix-society.org is the only national organization helping burn survivors everywhere get back to living. You can visit the website for a wealth of information.

Centering Corporation and Grief Digest Magazine: http://www.centering.org: grief support resources and workshops
Books:
Self Esteem Shop (resource collection for purchase): http://www.selfesteemshop.com : independent bookstore that caters to mental health professionals and those they serve
Brief Author Bio: Jessica Irven, m.S. is a Licensed and Certified Recreational Therapist and Certified Child Life Specialist. She has worked with children, teens, young adults, and families in various settings for over fifteen years, and has worked in health care (both medical and mental health) for over 10 years. Her experience in the hospital inpatient, outpatient, and community settings includes burn center work and pediatric aftercare as well as workshops for young adults, families, burn camps, and retreats, both in the U.S. and abroad. She is a firm believer in seeing "what can be" in people and in using a mix of purposeful activity, supportive interactions, and individual reflection and growth as part of the coping and healing process.
Compassion Books: compassionbooks.com books, DVDs, and audios to help children and adults through serious illness, death and dying, grief, bereavement, and losses of all kinds

"101 Fun, Creative, and Interactive Games for Kids" by Steven Peck
"Brave Bart: A Story for Traumatized and Grieving Children" by Carolina Sheppard
"Changing Faces: the Challenge of Facial Disfigurement" by James Partridge
"How to Talk So Kids Will Listen and Listen So Kids Will Talk" by A. Faber and E. Mazlish
"I Know I Made It Happen: A Gentle Book About Feeling Guilty" By L.B. Blackburn/Centering Corp
"Just Kidding" by Trudy Ludwig
"My Many Colored Days" by Dr. Seuss
"Quick Crowdbreakers and Games for Youth Groups" by Group Publishing.
"The Revised & Expanded Book of Raccoon Circles" by James Hallie Cain and Thomas E. Smith
"Severe Burns: A Family Guide to Medical and Emotional Recovery" by Andrew Munster
"Sometimes I'm Bombaloo" by Rachel Vail
"Sticks and Stones: 7 Wasy Your Child Can Deal with Teasing, Bullying and Putdowns" by Margaret M. Holmes
"The Struggle to Be Strong: True Stories by Teens About Overcoming Tough Times" by Al DeSerta and Sybil Wolin
"Support Groups for Children" by Kathleen O'Rourke and John Worzbyt
"A Terrible Thing Happened" by Margaret M. Holmes, Sasha J. Mudlaff, and Cary Pillo
"Words Will Never Hurt Me; helping Kids Handle Teasing, Bullying and Putdowns" by Sally Northway Ogden

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burn survivor peer support children teens recovery isolation burn victim community personal growth counseling

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Starting a Support Group for Children and Teens

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It is well documented that support groups are helpful to people dealing with a broad range of life challenges, losses, and traumas. For burn survivors, finding a supportive group of people who understand the long journey back after a burn injury and who can therefore offer hope and direction in the process of recovery is a godsend.

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Sherman Smith saw the most terrible thing happen. At first he tried to forget about it, but soon something inside him started to bother him. He felt nervous for no reason. Sometimes his stomach hurt. He had bad dreams. And he started to feel angry and do mean things, which got hi m in trouble. Then he met Ms. Maple, who helped him talk about the ter rible thing that he had tried to forget. Now Sherman is feeling much b etter. This gently told and tenderly illustrated story is for childre n who have witnessed any kind of violent or traumatic episode, includi ng physical abuse, school or gang violence, accidents, homicide, suici de, and natural disasters such as floods or fire. An afterword by Sash a J. Mudlaff written for parents and other caregivers offers extensive suggestions for helping traumatized children, including a list of oth er sources that focus on specific events.

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Sherman Smith saw the most terrible thing happen. At first he tried to forget about it, but soon something inside him started to bother him. He felt nervous for no reason. Sometimes his stomach hurt. He had bad dreams. And he started to feel angry and do mean things, which got hi m in trouble.

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A Terrible Thing Happened by Margaret, M. - Read Aloud

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A Terrible Thing Happened by Margaret, M. - Read Aloud

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Video length: 6 minutes
*After the reading they give an example of an activity that can be after reading the story at 4:49 minutes

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Magination Press Story Time - Margaret M. Holmes Reads A Terrible Thing Happened

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A rare look at emotional bullying among boys from the best-selling author of My Secret Bully.D.J.'s friend Vince has a habit of teasing D.J. and then saying, Just kidding!" as if it will make everything okay. It doesn't, but D.J. is afraid that if he protests, his friends will think he can't take a joke. With the help of his father, brother, and an understanding teacher, D.J. progresses from feeling helpless to taking positive action, undermining the power of two seemingly harmless words. Trudy Ludwig takes another look at relational aggression, the use of relationships to manipulate and hurt others, this time from the boy's point of view.

Back matter includes discussion questions, a "dos and don'ts of teasing" list, and a resource guide for parents and teachers.

Endorsed by Full Esteem Ahead, The Hands & Words Are Not For Hurting Project, and The Ophelia Project.

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Just Kidding: Ludwig, Trudy, Gustavson, Adam: 9781582461632: Books - Amazon.ca

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"Just Kidding" by Trudy Ludwig - Read Aloud

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"Just Kidding" by Trudy Ludwig - Read Aloud

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A book about bullying

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How to Support Self-Regulation Difficulties in Children

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How to Support Self-Regulation Difficulties in Children

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Written by: Cynthia Yoo, B.A., M.A., Registered Provisional Psychologist

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How to Support Self-Regulation Difficulties in Children

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It is tempting to label challenging behaviour as oppositional, defiant, manipulative, and attention seeking. But, challenging behaviour is often not in children’s control. It is more accurate and helpful to understand this behaviour as a sign that children cannot handle their big emotions (e.g., mad…

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BullyingCanada is Canada's only wrap-around mental health service for bullied youth. We work one-on-one with them, their parents and local supports for as long as it takes to bring an end to the bullying and help them heal.

Our Lifeline: Bullied Youth Support Network provides a safe space for youth to reach out by phone, texting or email, for expert help in bullying intervention and to learn how to deal with bullies.

Our highly trained volunteer Support Responders and professional Counsellors work with children and youth to prevent them from being bullied, create lasting solutions and help them heal from the trauma of being bullied. We also deliver Empowering Youth Workshops at schools, community centres and sports clubs on recognizing and handling bullying.

Unlike any other charity, we help to bring kids peace again by working with their parents, teachers, school principal and guidance counsellor, their tormentors, local social services and even police when necessary. By working with their school and its school board, we ensure schools have a bullying policy and know how to enforce it.

Our team is passionate about empowering bullied kids and creating safe, inclusive environments for them to live in. We are here, day or night, to listen, provide guidance and give them the brighter future that they deserve.

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BullyingCanada - giving bullied kids a brighter future

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BullyingCanada is the only national organization that resolves bullying situations for Canadian youth by directly facilitating communication between bullied kids, their tormentors, parents, teachers, school boards, social services, and, when necessary, police.

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About National Child Day

Canada has declared November 20 th as National Child Day to celebrate the rights of children. November 20 th was chosen as the day to celebrate National Child Day because the United Nations adopted the United Nations Convention on the Rights of the Child (UNCRC) on November 20, 1989.

By signing onto the United Nations Convention on the Rights of the Child in 1991, Canada made a commitment to ensure that all children are treated with dignity and respect and have every opportunity to reach their full potential. This commitment includes:

Providing children opportunities to have a voice (speak out and be heard)

Protecting children from harm

Ensuring children's basic needs are met

How to celebrate National Child Day

Celebrating National Child Day is about celebrating children as:

active participants in their own lives and in their communities

active citizens who can and should meaningfully contribute to decisions that affect their lives

National Child Day is an excellent opportunity for educators, parents and caregivers to teach children about their rights. Here are some ideas on how to celebrate:

Child rights activity guide

About the Child rights activity guide

The National Child Day Child rights activity guide provides information about National Child Day and step-by-step instructions for various activities that teachers, educators or group leaders can use with a group of children or adolescents. There are also many ideas to inspire children and youth to take action in the sections You have the right to know your rights and Generation Go of the guide.

National Child Day activity selector tool

For help in selecting an activity from the guide that is appropriate for your target age group, use our Activity selector tool.

Posters

More information

Below you'll find information and links to resources for children, young adults, parents and caregivers, and educators. Choose the tab that concerns you for resources to meet your needs.

For educators

By increasing awareness of children's rights, you can help to promote and improve the health and well-being of children and adolescents in Canada.
You can celebrate and promote the United Nations Convention on the Rights of the Child by engaging children and adolescents in activities and community projects from the National Child Day Child Rights Activity Guide. You may also visit the links below for more resources.

National Film Board: Child Rights
The following four short films are available to all viewers: An Artist, Ex-Child, Overdose, Every Child. There are also many other videos available only with a subscription to CAMPUS.

Government of Canada: Human Rights
Know your rights as a Canadian citizen, understand how your rights are protected, and learn how to file a complaint if you have been discriminated against. You can also learn about legislation and other conventions that protect the rights of specific communities and groups, including people with disabilities, Indigenous People and LGBTI persons.

Canadian Child Care Federation: Child Rights
A blog series related to child rights, including an article on how to celebrate National Child Day, and an article on behaviours that demonstrate respect for the rights of children.

For children

As a child under the age of 18, you have special rights, and these rights are protected by the United Nations Convention on the Rights of the Child (UNCRC). Your rights include:

to be protected: from abuse, neglect and exploitation

to basic care: such as having food and shelter

to be heard: to participate in decisions that affect you

to know and understand your rights!

Canada agreed to the UNCRC in 1991 and is responsible to inform children about their rights. In the UNCRC, there is a full list of rights for all children under the age of 18. The UNCRC exists to help you have a happy childhood and help you grow up to be your best.

Check out our posters section to learn more about your rights. You can also check out the " You have the Right to Know Your Rights " section of the National Child Day Child Rights Activity Guide for ideas on how you can be a child rights leader.

There is more information and activities in the links below. You can start by visiting Zoe and Molly to learn about how to safely explore the internet. This website includes games and activities to learn about online safety. This website is hosted by the Canadian Center for Child Protection.

For teenagers

Knowing your rights is powerful and can help you create the changes you want to see in your school, your community, your country and the world! By knowing and practicing your rights, you can make a difference. Take the time to get to know your rights, and make your voice heard!

Check out the Generation Go section of the National Child Day Child Rights Activity Guide for ideas on how you can be a child rights activist. Also check out the links below to learn more about your rights and for ideas on how you can make a difference:

For parents and caregivers

As a parent, you play an important role in the healthy development of your child. You have the main responsibility to raise your child and as such, it is important for you to understand your child's rights. A great place to start is to check out our posters section and talk about them with your child.

The activity A Child's Rights and Wants in the National Child Day Child Rights activity guide (page 7 of the PDF) is a great way to engage your child in a discussion about their rights. You can also encourage your child to check out the "You Have the Right to Know Your Rights" and " Generation Go " sections of the guide to learn more about their rights and for inspiration on how to become child rights leaders.

You may also visit the links below for more resources to help you and your child learn about child rights

Government of Canada: Family Law
Information for families experiencing separation and divorce, including how decisions about parenting after divorce must take into account the best interests of a child and a Child's Views and Preferences. For resources to support children affected by separation or divorce, see What Happens Next: Information for kids about separation and divorce and Because life goes on ... helping children and youth live with separation and divorce.

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united nations convention on the rights of the child

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Canada has declared November 20 th as National Child Day to celebrate the rights of children. November 20 th was chosen as the day to celebrate National Child Day because the United Nations adopted the United Nations Convention on the Rights of the Child (UNCRC) on November 20, 1989.

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How to deal with toxic family relationships

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How to deal with toxic family relationships

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Video length: 15 minutes

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How to deal with toxic family relationships | Johnson Chong | TEDxRolandPark

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Trauma & Play Therapy: Holding Hard Stories

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Trauma & Play Therapy: Holding Hard Stories

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Video length: 18 minutes

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Trauma & Play Therapy: Holding Hard Stories | Paris Goodyear-Brown, MSSW, LCSW, RPTS | TEDxNashville

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How Play Therapy Treats and Benefits Children and Some Adults

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How Play Therapy Treats and Benefits Children and Some Adults

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Play therapy is a form of therapy used primarily for children. That's because children may not be able to process their own emotions or articulate problems to parents or other adults.

While it may look like an ordinary playtime, play therapy can be much more than that.

A trained therapist can use playtime to observe and gain insights into a child's problems. The therapist can then help the child explore emotions and deal with unresolved trauma. Through play, children can learn new coping mechanisms and how to redirect inappropriate behaviors.

Play therapy is practiced by a variety of licensed mental health professionals, like psychologists and psychiatrists. It's also practiced by behavioral and occupational therapists, physical therapists, and social workers.

In addition, the Association for Play Therapy offers specialized training programs and advanced credentials for licensed mental health professionals, school counselors, and school psychologists.

According to the professional organization Play Therapy International, up to 71 percent of children referred to play therapy may experience positive change.

While some children might start off with some hesitation, trust in the therapist tends to grow. As they become more comfortable and their bond strengthens, the child may become more creative or more verbal in their play.

Some of the potential benefits of play therapy are:

taking more responsibility for certain behaviors

developing coping strategies and creative problem-solving skills

self-respect

empathy and respect for others

alleviation of anxiety

learning to fully experience and express feelings

stronger social skills

stronger family relationships

Play therapy can also encourage use of language or improve fine and gross motor skills.

If your child has a diagnosed mental or physical illness, play therapy doesn't replace medications or any other necessary treatments. Play therapy can be used alone or alongside other therapies.

Although people of all ages can benefit from play therapy, it's typically used with children between the ages of 3 and 12. Play therapy may be helpful in a variety of circumstances, such as:

There's a bit of a communication gap between children and adults. Depending on age and stage of development, children simply don't have the language skills of adults. They may feel something, but in many cases, they either can't express it to an adult or don't have a trusted adult to express it to.

On the other end, adults can misinterpret or completely miss the child's verbal and nonverbal cues.

Children learn to understand the world and their place in it through play. It's where they're free to act out their inner feelings and deepest emotions. Toys can act as symbols and take on greater meaning - if you know what to look for.

Since the child can't adequately express themselves in the adult world, the therapist joins the child in their world, on their level.

As they play, the child may become less guarded and more apt to share their feelings. But they aren't pressured. They're allowed to do so in their own time and with their own method of communication.

Play therapy will differ depending on the therapist and the particular needs of the child. To begin, the therapist may want to observe the child at play. They may also want to conduct separate interviews with the child, parents, or teachers.

After a thorough assessment, the therapist will set some therapeutic goals, decide on what limits may be necessary, and formulate a plan for how to proceed.

Play therapists pay close attention to how a child handles being separated from the parent, how they play alone, and how they react when the parent returns.

Much can be revealed in how a child interacts with different types of toys and how their behavior changes from session to session. They may use play to act out fears and anxieties, as a soothing mechanism, or to heal and problem-solve.

Play therapists use these observations as a guide to the next steps. Each child is different, so therapy will be tailored to their individual needs. As therapy progresses, behaviors and goals can be reassessed.

At some point, the therapist may bring parents, siblings, or other family members into play therapy. This is known as filial therapy. It can help teach conflict resolution, promote healing, and improve family dynamics.

Sessions typically last 30 minutes to an hour and are held once a week or so. How many sessions are needed depends on the child and how well they respond to this type of therapy. Therapy can take place individually or in groups.

Play therapy can be directive or nondirective. In the directive approach, the therapist will take the lead by specifying the toys or games that'll be used in the session. The therapist will guide the play with a specific goal in mind.

The nondirective approach is less structured. The child is able to choose toys and games as they see fit. They're free to play in their own way with few instructions or interruptions. The therapist will observe closely and participate as appropriate.

Sessions must take place in an environment where the child feels safe and where there are few limitations. The therapist may use techniques that involve:

creative visualization

storytelling

role-playing

toy phones

puppets, stuffed animals, and masks

dolls, action figures

arts and crafts

water and sand play

blocks and construction toys

dance and creative movement

musical play

Depending on the child and the situation, the therapist will either guide the child toward certain methods of play or let them choose for themselves. There are any number of ways the therapist can use play therapy to get to know the child and help them cope with their problems.

For example, the therapist might offer the child a dollhouse and some dolls, asking them to act out some problems they have at home. Or they might encourage the child to use hand puppets to recreate something they found stressful or frightening.

They might ask your child to tell a "once upon a time" story to see what the child might bring to light. Or they might read stories that solve a problem similar to your child's. This is referred to as bibliotherapy.

It could be as simple as asking questions while your child is drawing or painting to try to gain insights into their thought process. Or play various games with the child to encourage problem-solving, cooperation, and social skills.

Play isn't just for kids, and neither is play therapy. Teenagers and adults can also have a difficult time expressing their innermost feelings in words. Adults who may benefit from play therapy include those affected by:

When working with adults, a therapist may use dramatic role-playing or sand-tray therapy to help you get in touch with feelings that are hard to talk about. These therapies can help you work on strategies for dealing with particular scenarios.

The very act of playing, whether it's games, arts and crafts, or music and dance, can help you relax and unwind from the stresses of everyday life.

Art therapy, music therapy, and movement can help reveal hidden traumas and promote healing. Under the guidance of an experienced therapist, play can be a valuable tool in getting you where you want to be.

Play therapy for adults may be used as a complement to other types of therapy and medications. As with children, the therapist will tailor play therapy to your specific needs.

Play therapy is a method of therapy that uses play to uncover and deal with psychological issues. It can be used on its own, particularly with children, or along with other therapies and medications.

To get the most out of play therapy, look for a licensed mental health professional experienced in this type of therapy. Your pediatrician or primary care doctor can make a referral.

If you don't already have a mental health professional, the Healthline FindCare tool can help you find one in your area.

You may also choose to search for a credentialed registered play therapist (RPT) or registered play therapist-supervisor (RPT-S) through the Association for Play Therapy.

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Play Therapy: What Is It, How It Works, and Techniques

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Play therapy is a method of therapy that uses play to uncover and deal with psychological issues. It can be used on its own, particularly with children, or along with other therapies and medications. Learn more here.

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Here’s Why You Should STOP Using Functioning Labels

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Here’s Why You Should STOP Using Functioning Labels

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Here’s Why You Should STOP Using Functioning Labels

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Functioning labels may seem helpful and accurate -- but they aren’t. Learn how they harm autistic people, and what you should use instead.

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*Video in the article, video length: 5 minutes

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Adverse childhood experiences (ACEs) can have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. CDC works to understand ACEs and prevent them.

Adverse Childhood Experiences (ACEs) Prevention Strategy Plan [3 MB, 20 Pages]
This resource outlines CDC's specific goals and objectives for ACEs prevention and response. The goals and objectives aim to prevent ACEs before they happen, identify those who have experienced ACEs, and respond using trauma-informed approaches in order to create the conditions for strong, thriving families and communities where all children and youth are free from harm and all people can achieve lifelong health and wellbeing.

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Adverse childhood experiences (ACEs) can have a tremendous impact on future violence victimization and perpetration, and lifelong health and opportunity. CDC works to understand ACEs and prevent them. Adverse Childhood Experiences (ACEs) Prevention Strategy Plan [3 MB, 20 Pages] This resource outlines CDC's specific goals and objectives for ACEs prevention and response.

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The World Mental Health Day raises awareness of mental health issues around the world and mobilize efforts in support of mental health.

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World Suicide Prevention Day September 10th

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World Suicide Prevention Day September 10th

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Canadian Association For Suicide Prevention

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Canadian Association For Suicide Prevention Suicide Prevention Canada - CASP - Service Support Directory - Conference - CASP

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For the last 35 years, the Canadian Association for Suicide Prevention (CASP) has been an advocate for suicide prevention, envisioning a Canada without suicide. Since 1985, the organization has worked towards the achievement of its mission by advocating, communicating, and educating for suicide prevention, intervention, postvention and life promotion in Canada.

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Overview

Fetal alcohol syndrome is a condition in a child that results from alcohol exposure during the mother's pregnancy. Fetal alcohol syndrome causes brain damage and growth problems. The problems caused by fetal alcohol syndrome vary from child to child, but defects caused by fetal alcohol syndrome are not reversible.

There is no amount of alcohol that's known to be safe to consume during pregnancy. If you drink during pregnancy, you place your baby at risk of fetal alcohol syndrome.

If you suspect your child has fetal alcohol syndrome, talk to your doctor as soon as possible. Early diagnosis may help to reduce problems such as learning difficulties and behavioral issues.

Symptoms

The severity of fetal alcohol syndrome symptoms varies, with some children experiencing them to a far greater degree than others. Signs and symptoms of fetal alcohol syndrome may include any mix of physical defects, intellectual or cognitive disabilities, and problems functioning and coping with daily life.

Physical defects

Physical defects may include:

Distinctive facial features, including small eyes, an exceptionally thin upper lip, a short, upturned nose, and a smooth skin surface between the nose and upper lip

Deformities of joints, limbs and fingers

Slow physical growth before and after birth

Vision difficulties or hearing problems

Small head circumference and brain size

Heart defects and problems with kidneys and bones

Brain and central nervous system problems

Problems with the brain and central nervous system may include:

Poor coordination or balance

Intellectual disability, learning disorders and delayed development

Poor memory

Trouble with attention and with processing information

Difficulty with reasoning and problem-solving

Difficulty identifying consequences of choices

Poor judgment skills

Jitteriness or hyperactivity

Rapidly changing moods

Social and behavioral issues

Problems in functioning, coping and interacting with others may include:

Difficulty in school

Trouble getting along with others

Poor social skills

Trouble adapting to change or switching from one task to another

Problems with behavior and impulse control

Poor concept of time

Problems staying on task

Difficulty planning or working toward a goal

When to see a doctor

If you're pregnant and can't stop drinking, ask your obstetrician, primary care doctor or mental health professional for help.

Because early diagnosis may help reduce the risk of long-term problems for children with fetal alcohol syndrome, let your child's doctor know if you drank alcohol while you were pregnant. Don't wait for problems to arise before seeking help.

If you have adopted a child or are providing foster care, you may not know if the biological mother drank alcohol while pregnant - and it may not initially occur to you that your child may have fetal alcohol syndrome. However, if your child has problems with learning and behavior, talk with his or her doctor so that the underlying cause might be identified.

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Causes

When you're pregnant and you drink alcohol:

Alcohol enters your bloodstream and reaches your developing fetus by crossing the placenta

Alcohol causes higher blood alcohol concentrations in your developing baby than in your body because a fetus metabolizes alcohol slower than an adult does

Alcohol interferes with the delivery of oxygen and optimal nutrition to your developing baby

Exposure to alcohol before birth can harm the development of tissues and organs and cause permanent brain damage in your baby

The more you drink while pregnant, the greater the risk to your unborn baby. However, any amount of alcohol puts your baby at risk. Your baby's brain, heart and blood vessels begin to develop in the early weeks of pregnancy, before you may know you're pregnant.

Impairment of facial features, the heart and other organs, including the bones, and the central nervous system may occur as a result of drinking alcohol during the first trimester. That's when these parts of the fetus are in key stages of development. However, the risk is present at any time during pregnancy.

Risk factors

The more alcohol you drink during pregnancy, the greater the chance of problems in your baby. There's no known safe amount of alcohol consumption during pregnancy.

You could put your baby at risk even before you realize you're pregnant. Don't drink alcohol if:

You're pregnant

You think you might be pregnant

You're trying to become pregnant

Complications

Problem behaviors not present at birth that can result from having fetal alcohol syndrome (secondary disabilities) may include:

Attention deficit/hyperactivity disorder (ADHD)

Aggression, inappropriate social conduct, and breaking rules and laws

Alcohol or drug misuse

Mental health disorders, such as depression, anxiety or eating disorders

Problems staying in or completing school

Problems with independent living and with employment

Inappropriate sexual behaviors

Early death by accident, homicide or suicide

Prevention

Experts know that fetal alcohol syndrome is completely preventable if women don't drink alcohol at all during pregnancy.

These guidelines can help prevent fetal alcohol syndrome:

Don't drink alcohol if you're trying to get pregnant. If you haven't already stopped drinking, stop as soon as you know you're pregnant or if you even think you might be pregnant. It's never too late to stop drinking during your pregnancy, but the sooner you stop, the better it is for your baby.

Continue to avoid alcohol throughout your pregnancy. Fetal alcohol syndrome is completely preventable in children whose mothers don't drink during pregnancy.

Consider giving up alcohol during your childbearing years if you're sexually active and you're having unprotected sex. Many pregnancies are unplanned, and damage can occur in the earliest weeks of pregnancy.

If you have an alcohol problem, get help before you get pregnant. Get professional help to determine your level of dependence on alcohol and to develop a treatment plan.

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Fetal alcohol syndrome - Symptoms and causes

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Fetal alcohol syndrome results from alcohol exposure during the mother's pregnancy, causing irreversible brain damage and growth problems in the child.

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Fetal Alcohol Spectrum Disorder

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September 9 th is International FASD Day. First celebrated in 1999, FASD day is devoted to raising awareness of fetal alcohol spectrum disorder (FASD) to improve prevention of FASD and diagnosis and support for individuals with FASD.

Throughout the month of September, events are held across Canada and around the world in recognition of FASD Day. However, one day is not enough. At CanFASD, we recognize September as FASD Month and encourage all our followers to continue to work towards increased awareness of FASD throughout FASD Month and beyond.

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The Canada Fetal Alcohol Spectrum Disorder Research Network (CanFASD) is a collaborative, interdisciplinary research network, with collaborators, researchers and partners across the nation. It is Canada's first comprehensive national Fetal Alcohol Spectrum Disorder (FASD) research network. It started as an alliance of seven jurisdictions and operated for seven years as the Canada Northwest FASD Research Network.

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Link above is for Androids on Google Play
*Reviews are mixed with a rating of 4.2/5

Link for Apple Store here: https://apps.apple.com/us/app/piku-calm-kids/id1515706450

A few audios are available for free but for more, payment is needed $6.99/monthly or $54.99/annually

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National Child & Youth Mental Health Day May 7th

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National Child & Youth Mental Health Day May 7th

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May 7th is about building caring connections between young people and the caring adults in their lives. We know having caring, connected conversations can have a big impact on the mental health of children and youth.

As Founders of National Child & Youth Mental Health day in 2007, FamilySmart has been leading May 7th and creating opportunities for home, schools, communities and organizations to connect around our "I care about you" message.

We hope you will join us this year.

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National Child & Youth Mental Health Day

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May 7th is about building caring connections between young people and the caring adults in their lives. We know having caring, connected conversations can have a big impact on the mental health of children and youth.

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Sometimes it's easy to notice when kids feel good about themselves and when they don't. This idea of feeling good about yourself is called self-esteem.

Kids with self-esteem feel liked, accepted, and confident. They're proud of what they can do and think good things about themselves. Kids with low self-esteem criticize themselves and doubt they can do things well. They feel they're not as good as other kids and think of the times they fail rather than when they succeed.

Why Does Self-Esteem Matter?

Kids who feel good about themselves have the confidence to try their best at new things. They feel proud of what they can do. Self-esteem also helps kids cope with mistakes. They feel encouraged to try again, even if they fail at first. Self-esteem helps kids do better at school, at home, and with friends.

Kids with low self-esteem feel unsure of themselves. If they think others won't accept them, they may not join in. They may let others treat them poorly and have a hard time standing up for themselves. They may give up easily or not try at all. Kids with low self-esteem find it hard to cope when they make a mistake, lose, or fail. So they may not do as well as they could.

How Does Self-Esteem Develop?

Self-esteem can start to develop when a baby gets positive attention and loving care. It begins when a child feels safe, loved, and accepted.

As babies become toddlers and young children, they're able to do some things by themselves. They feel good about when they can use their new skills. Their self-esteem grows when parents pay attention, let them try, give smiles, and show pride.

As kids get older, self-esteem can grow any time children try things, do things, and learn things. This may happen when kids:

make progress toward a goal

learn things at school and get good grades

make friends and get along

do favorite activities, like music, sports, art, cooking, tech skills

help, give, or be kind

try hard at something and get praised

feel understood and accepted

When kids have self-esteem, they feel confident, capable, and accepted for who they are.

How Can Parents Help Build Self-Esteem?

If kids don't feel good about themselves, parents can help. Boost your child's self-esteem by doing things like being a good role model. Help kids learn to do stuff so they can feel proud. Praise effort and ban harsh criticism.

By helping build kids' self-esteem, you let them know how valued and important they are.

Date reviewed: September 2023

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helping my child feel good about herself

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Kids with self-esteem feel liked, accepted, and confident. Here's how to build healthy self-esteem in your kids.

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How to Leave Your Comfort Zone and Enter Your ‘Growth Zone’

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How to Leave Your Comfort Zone and Enter Your ‘Growth Zone’

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Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole-Staff Approach

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Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole-Staff Approach

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Victoria E. Romero (Author), Ricky Robertson (Author), Amber Warner (Author) & 0 more

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Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole-Staff Approach

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Building Resilience in Students Impacted by Adverse Childhood Experiences: A Whole-Staff Approach: Romero, Victoria E., Robertson, Ricky, Warner, Amber: 9781544319414: Books - Amazon.ca

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5 (More) Self Regulation Games and Activities

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5 (More) Self Regulation Games and Activities

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Video length: 14 minutes

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5 (More) Self Regulation Games and Activities | Social Emotional Learning

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Self-Regulation vs. Self-Control - Staying Ahead of the Game

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Learning self-control is one of the most important parts of growing up, right? We're always trying to teach our kids how important it is not to let their feelings get the best of them. A lot of the time, though, when we try to reinforce self-control, we're actually missing an opportunity to teach something much ...

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How childhood trauma affects health across a lifetime

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How childhood trauma affects health across a lifetime

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Video length: 16 minutes

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How childhood trauma affects health across a lifetime | Nadine Burke Harris | TED

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Understanding Early Childhood Mental Health: A Practical Guide for Professionals

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Understanding Early Childhood Mental Health: A Practical Guide for Professionals

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Susan Janko Summers Ph.D. (Author), Rachel Chazan-Cohen Ph.D. (Editor)

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Understanding Early Childhood Mental Health: A Practical Guide for Professionals

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Up to 90% off Textbooks at Amazon Canada. Plus, free two-day shipping for six months when you sign up for Amazon Prime for Students.

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How A Messed Up Childhood Affects You In Adulthood

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How A Messed Up Childhood Affects You In Adulthood

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Video length: 8 minutes

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How A Messed Up Childhood Affects You In Adulthood

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Don’t Force the Hug: Let Kids Show Affection on Their Own Terms

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Don’t Force the Hug: Let Kids Show Affection on Their Own Terms

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It's a scenario we're all familiar with: someone is leaving the house and you call your child to come and say goodbye. "Give Aunt Heather a hug," you order. Your child hesitates, clearly not wanting to, but you push them to do it (either verbally or literally). If they refuse further you're embarrassed and feel like they're being rude. Aunt Heather is embarrassed because she doesn't really care if she gets a hug, but now it's getting awkward. Eventually you make your child hug her. She leaves and you promptly forget the whole thing ever happened until next time.

You're probably thinking, "It's only a hug! Who cares?" But teaching a child that they can show affection on his/her terms is one of the tools parents can use to help protect their children from sexual abuse.

Think of the messages you're sending by this simple act of forcing your child to give affection when he or she clearly doesn't want to do so. You're telling them that when an adult wants a hug or kiss they are required to give it to them, even if they are uncomfortable. If you allow them to show affection on their own terms, however, you're teaching them that they own their feelings. You're helping them realize that you value their feelings. They're learning that they have the right to say no.

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Don't Force the Hug: Affection and Consent | Defend Innocence

# data[].attributes.attachment_link.description
It's a scenario we're all familiar with: someone is leaving the house and you call your child to come and say goodbye. "Give Aunt Heather a hug," you order. Your child hesitates, clearly not wanting to, but you push them to do it (either verbally or literally).

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Video length: 6 minutes

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Childhood Trauma and the Brain | UK Trauma Council

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Video length: 11 minutes

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Why You Should Try Therapy Yesterday | Dr. Emily Anhalt | TEDxBoulder

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Keith Powers: Therapy is the best thing ever

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Keith Powers: Therapy is the best thing ever

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Video length: 3 minutes *gets a little loud as the video ends

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Keith Powers: Therapy is the best thing ever | JED Voices

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Hello! My name is Kaitlinn Shaw. I am a Registered Social Worker with the Ontario College of Social Workers and Social Services Workers (OCSWSSW). I welcome clients of all ages and diverse life paths, but in particular children and youth as well as 2SLGBTQ+ folks. I have experience in helping with a broad range of challenges, including anxiety, depression, focus and attention, self- esteem, sexuality and gender exploration, social relationships, trauma and post-traumatic stress, suicidality and self-harm, dissociation, life transitions, and existential issues (identity, meaning, purpose).

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Hello! My name is Kaitlinn Shaw. I am a Registered Social Worker with the Ontario College of Social Workers and Social Services Workers (OCSWSSW). I welcome clients of all ages and diverse life paths, but in particular children and youth as well as 2SLGBTQ+ folks.

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Helping Children Manage Anxiety at School: A Guide for Parents and Educators in Supporting the Positive Mental Health of Children in Schools

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Helping Children Manage Anxiety at School: A Guide for Parents and Educators in Supporting the Positive Mental Health of Children in Schools

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As the rate of children with anxiety climbs steadily, teachers and parents need ways to help children manage their anxiety while at school. In Helping Children Manage Anxiety at School, author Colleen Wildenhaus uses her experience as a parent and teacher to help parents and teachers understand anxiety, create a classroom environment that supports positive mental health, and offers a guide for creating a plan for the anxious child. How do you help the child who refuses to go to school, sits alone rather than with peers, or defies all requests to complete assignments? While these situations often lead teachers and parents to identify their child's reactions as misbehavior, the truth is anxiety is often the root cause. Using real-life scenarios, easy to implement strategies, and hands-on exercises, parents and teachers will learn that anxiety is treatable with the right tools, allowing them to provide the necessary guidance and support to children who need it most. Using the information in this book, parents and teachers will have the knowledge to help an anxious child increase their confidence and independence, reestablish peer relationships, improve their emotional well being, and see a rise in their academic abilities. With the purchase of this book, you gain access to over 20 free printable PDFs focused on supporting the anxious child. Backed by years of personal experience and success, Helping Children Manage Anxiety at School gives parents and teachers the strategies and information they need to positively support the mental health of children in the classroom.

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Helping Children Manage Anxiety at School: A Guide for Parents and Educators in Supporting the Positive Mental Health of Children in Schools

# data[].attributes.attachment_link.description
As the rate of children with anxiety climbs steadily, teachers and parents need ways to help children manage their anxiety while at school. In Helping Children Manage Anxiety at School, author Colleen Wildenhaus uses her experience as a parent and teacher to help parents and teachers understand a...

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AbilitiCBT - Offering Free Therapy for People Living in Ontario

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AbilitiCBT - Offering Free Therapy for People Living in Ontario

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No information when the limited offer expires
This is available because the organization partnered with Government of Canada

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Positive Self-Talk: How Talking to Yourself Is a Good Thing

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Positive Self-Talk: How Talking to Yourself Is a Good Thing

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Positive Self-Talk: Benefits and Techniques

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Shifting your inner dialogue from negative to positive can boost your mental health and overall outlook on life. We’ve got tips and strategies for training your brain in positive self-talk.

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What is pica?

Pica is an eating disorder where a person compulsively eats things that aren't food and don't have any nutritional value or purpose. Depending on when and why a person does this, pica can be normal, expected and harmless. However, it can cause major problems if a person with this condition eats something toxic or dangerous.

Pronounced "PIKE-ah," pica gets its name from a bird species, the Eurasian magpie (the formal Latin name for that species is Pica pica). This bird has a reputation for eating unusual objects.

Who does pica affect?

Pica can happen to anyone at any age but tends to happen in three specific groups of people:

Young children, especially those under 6 years old.

People who are pregnant.

People with certain mental health conditions, especially autism spectrum disorder, intellectual disabilities or schizophrenia.

How common is pica?

Pica is a relatively common condition, but experts aren't sure exactly how common it is. That's partly because research studies often don't use the same definition for this condition.

It's also common for healthcare providers to miss the condition entirely. This can happen when people don't tell their doctor about it or don't report signs of it in their children.

Yet another reason is that infants and young children often put things in their mouths, which is part of their normal development. This kind of pica usually goes away on its own very quickly.

How does this condition affect my body?

Pica is a condition where a person compulsively eats things that aren't food and don't have any nutritional value. Because it's compulsive, people with this condition have a very hard time controlling the urge on their own.

Pica can have a wide range of effects depending on what non-food item(s) a person eats. For people who eat things like ice - a common behavior for someone who is pregnant - pica is harmless. For others, it can lead to eating dangerous or toxic items.

Depending on what you eat, pica can damage your teeth. It can also lead to dangerous problems even when you eat things that aren't toxic. An example is when people eat hair (known as trichophagia), which can get stuck in their digestive tract, causing blockages, tearing or other damage.

Parasites that live in the soil can also infect people who eat dirt or clay (geophagia). People can also contract illnesses from eating feces (poop), especially pet feces that might contain parasites or other germs.

Mental health effects

People with pica often feel embarrassed or ashamed about this condition. Because of this, people with this condition often don't seek treatment or are afraid to open up about it to their healthcare provider.

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Pica: What It Is, Causes, Symptoms & Treatment

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Pica is a mental health condition where people compulsively swallow non-food items. Swallowing hazardous items makes this condition dangerous, but it's treatable.

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Article is available in Spanish and English

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What Is Seasonal Affective Disorder?

Seasonal affective disorder (SAD) is depression that happens to a person only at a specific time of year. With SAD, a person becomes depressed in fall or winter, when days are shorter and it gets dark earlier. SAD is brought on by the brain's response to the seasonal changes in daylight. When the daylight hours grow longer again, the depression lifts.

SAD is also called seasonal depression.

What Are the Signs & Symptoms of SAD?

As with other kinds of depression, a person with SAD may notice any or all of these:

Changes in mood. SAD can cause a mood that's sad, depressed, or irritable. SAD can make people feel hopeless, discouraged, or worthless. They may cry or get upset more easily.

Negative thinking. A person can become more self-critical, or more sensitive to criticism. They may complain, blame, find fault, or see problems more often than usual.

Lack of enjoyment. People with SAD may lose interest in things they normally like to do. They may lose interest in friends and stop participating in social activities.

Low energy. People may feel tired, low on energy, or lack motivation to do things. To them, everything can seem like it takes too much effort.

Changes in sleep. A person may sleep much more than usual. They may find it especially hard to get up and ready for school or work in early morning hours.

Changes in eating. SAD may bring on cravings for simple carbohydrates (think comfort foods and sugary foods) and the tendency to overeat. Because of this change in eating, SAD can result in weight gain during the winter months.

Trouble concentrating. Like any depression, SAD can make it hard to focus. This can affect schoolwork and grades.

With SAD, a person notices these changes only during the time of year when there are fewer hours of daylight. As the season changes and days become longer again, their depression gets better and their usual energy returns.

What Causes SAD?

Seasonal depression is brought on by the brain's response to shorter daylight hours. Daylight affects two chemicals in the brain, melatonin and serotonin. These chemicals help regulate a person's sleep-wake cycles, energy, and mood.

Melatonin is linked to sleep. The brain makes more melatonin when it's dark. Higher melatonin levels cause a person to feel sleepy and less energetic. Serotonin is linked to mood and energy. The brain makes more serotonin when a person is exposed to sunlight. Higher levels of serotonin boost feelings of happiness and well-being. Low levels of serotonin lead to depression.

Shorter days and longer hours of darkness in fall and winter may cause higher levels of melatonin and lower levels of serotonin. This creates the biological conditions for depression.

How Is SAD Diagnosed?

Talk to your doctor if you think your child has SAD. Health care providers can diagnose it by asking questions and listening. A health checkup can make sure that symptoms aren't due to another condition.

When symptoms of SAD first start, parents might think that a lack of motivation, energy, and interest are due to a poor attitude. Learning about SAD can help them understand another possible reason for the changes, easing feelings of blame or impatience with their child or teen.

Parents might not know how to bring up their concerns to their child. It's best to be supportive and not judgmental. Try saying something like, "You don't seem like yourself lately - you've been so sad and grouchy and tired, and you don't seem to be having much fun or getting enough sleep. So, I've made an appointment for you to get a checkup. I want to help you to feel better and get back to doing your best and enjoying yourself again."

How Is SAD Treated?

If a child or teen is diagnosed with SAD, the doctor may recommend one or more of these treatments:

More Light Exposure

For many kids and teens with SAD, simply spending more time outside during daylight hours is enough to relieve seasonal depression. Exercising outdoors or taking a daily walk are ways to do this. Full-spectrum (daylight) bulbs that fit in regular lamps can help bring a bit more daylight into winter months and might help with mild symptoms.

Light Therapy (Phototherapy)

More troublesome symptoms may be treated with a stronger light that simulates daylight. A special lightbox or panel is placed on a tabletop or desk, and the person sits in front of it briefly every day (45 minutes or so, usually in the morning) with eyes open, glancing - not staring - occasionally at the light. Symptoms tend to improve within a few days or weeks. Even after they feel better, people who use a light therapy box for SAD continue to use it until enough sunlight is available outdoors.

Like any medical treatment, light therapy should be used only after talking about it with a doctor. Carefully follow the instructions that come with the light box.

Talk Therapy

Talking with a therapist helps relieve the negative thoughts and feelings associated with depression. It can ease the isolation or loneliness that kids and teens with depression often feel. It can help them understand their condition, and learn what to do to prevent future bouts of seasonal depression.

Medicine

Doctors may prescribe medicine for some kids and teens with SAD. Antidepressant medicines help balance serotonin and other neurotransmitters that affect mood and energy.

How Can Parents Help?

If your child or teen is diagnosed with SAD, there are things you can do to help:

Participate in your child's treatment. Ask the doctor how you can best help your child.

Help your child understand SAD. Learn about the disorder and provide simple explanations. Remember, staying focused might be hard, so it's unlikely your child will want to read or study much about SAD - if so, just recap the main points.

Encourage your child to get plenty of exercise and to spend time outdoors. Take a daily walk together.

Find quality time. Spend a little extra time with your child - nothing special, just something low-key that doesn't require much energy. Watch a movie or share a snack together. Your company and caring are important and provide personal contact and a sense of connection.

Be patient. Don't expect symptoms to ease right away. Remember that low motivation, low energy, and low mood are part of SAD.

Help with homework. You may temporarily need to help your child organize assignments or do work. Explain that concentration problems are part of SAD and that things will get better. Kids and teens with SAD may not realize this and worry that they can't do the schoolwork. You may also want to talk to the teachers and ask for extra time to do homework until things get better with treatment.

Help your child to eat right. Encourage your child to avoid loading up on simple carbs and sugary snacks. Provide plenty of whole grains, vegetables, and fruits.

Establish a sleep routine. Encourage your child to stick to a regular bedtime every day to get the mental health benefits of daytime light.

Take it seriously. Don't put off a doctor visit if you think your child has SAD. If diagnosed with SAD, your child should learn about the seasonal pattern of the depression. Talk often about what's happening, and reassure your child that things will get better, even though that may seem hard right now.

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Seasonal affective disorder (SAD) is depression that happens to a person only at a specific time of year. With SAD, a person becomes depressed in fall or winter, when days are shorter and it gets dark earlier. SAD is brought on by the brain's response to the seasonal changes in daylight.

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Stress affects all systems of the body including the musculoskeletal, respiratory, cardiovascular, endocrine, gastrointestinal, nervous, and reproductive systems.

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This fun and inviting back-to-school story stars the lovable, mischievous hero from the international bestseller The Color Monster . The Color Monster Goes to School is a showstopping introduction to the joy and wonder of first school days.
The Color Monster feels a little nervous. Today is his first day at school . . . and he doesn't even have a clue what school is! But, guided by his young friend, the Color Monster has lots of new adventures and makes new friends -- and looks forward to tomorrow.
With bold colors and child-friendly art for young readers -- and an adorable, shaggy rainbow critter as the star --

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The Color Monster Goes to School: Llenas, Anna: 9780316537049: Books - Amazon.ca

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The Colour Monster Goes to School - Read Aloud

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The Colour Monster Goes to School - Read Aloud

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The Colour Monster Goes to School: Kids books read aloud by Books with Blue

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The Color Monster: A Story About Emotions

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The Color Monster: A Story About Emotions

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The Color Monster: A Story About Emotions

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The Color Monster: A Story About Emotions: Llenas, Anna: 9780316450010: Books - Amazon.ca

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The Color Monster - Read Aloud by Mr. Joshua Brooks

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Mental health conversation starters: 14–18 years

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Mental health conversation starters: 14–18 years

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In this time of growth into adulthood, your teen is developing a unique personality and is looking for more independence and responsibility.

Teenagers increasingly interact with others through social media and mobile phones. As a result, they may spend less time with family and more time with friends, both online and outside the home.

This is also a time of physical changes for both girls and boys.

Teens can experience

Rapid physical changes which can lead to concerns about body size, shape or weight.

Eating problems or concerns.

Heightened moodiness and social anxiety.

Sadness or depression, which can lead to low self-esteem or other problems.

More than just feeling blue

Poor mental health in adolescence can go hand-in-hand with other health and behavioural risks, including alcohol or drug use, violent behaviour and unsafe sex.

Because many health behaviours and habits carry over from adolescence into adult years, it is very important to support teens in choosing healthy practices that assist their well-being.

"How are you doing?

You might be getting on well with your teen, or you might be experiencing challenges. Wherever your relationship currently is, it's important to show that you are always there to help your teen through any tough times with love and support.

How to start the conversation

Ask them about their day - try to create occasions for a chat like cooking dinner together.

Ask open-ended, clarifying questions to understand how they feel. You could try "Could you explain what you mean by..." or "How do you think you would have felt if..."

Ask about their opinions and even share your own so that you can understand each other better.

Self-harm

If you are concerned self harm may be an issue, gently raise the subject and try to find out if your teen has ever had thoughts of this.

It can help to start by asking about others rather than them, for example, "Some people your age harm themselves, have you ever heard of people doing this from your friends?".

Reassure them that you are always there for them, for example, "you know you can always talk to me about anything". This will let them know that they can speak to you, and that you want to help them.

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Mental health conversation starters: 14-18 years

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In this time of growth into adulthood, your teen is developing a unique personality and is looking for more independence and responsibility. Teenagers increasingly interact with others through social media and mobile phones. As a result, they may spend less time with family and more time with friends, both online and outside the home.

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What Does Social Anxiety Look Like?

When faced with a feared social situation, people with social anxiety experience some of the following:

Negative thoughts (what you think)

People with social anxiety tend to have negative thoughts about themselves (e.g. "I'll have nothing to say"), as well as how others will react to them (e.g. "Others will think I'm weird")

People with social anxiety also tend to focus their attention on themselves during social situations. They focus on their performance and how anxious they feel and look

Examples: "I'm going to say something stupid" ; "I'll get anxious and others will notice" ; "They won't like me" ; "Others will think I'm stupid" ; "I'll offend someone" ; or "No one will talk to me"

Physical symptoms (what you feel)

People with social anxiety are often very concerned about visible signs of anxiety, such as blushing or trembling.

Examples: racing heart, upset stomach, shaking, choking sensations, sweating, blushing, trembling, dry mouth, shortness of breath, nausea, dizziness, lightheadedness, blurred vision, urge to urinate, etc.

Avoidance and safety behaviors (what you do)

People with social anxiety will often try to avoid or escape social situations. If they do go into social situations, they tend to do things to feel less anxious or to protect themselves from embarrassment or negative evaluation (e.g. if I'm worried about saying something stupid, then I'll try to avoid talking).

Examples: Avoiding (e.g. not going to the party), escaping a scary social situation (e.g. leaving the party early) or engaging in protective behaviours to try and stay safe (e.g. drinking alcohol, staying quiet and avoiding eye contact).

When Does Social Anxiety Become a Problem?

It's normal to feel anxious in social situations from time to time. For example, many people feel anxious in job interviews or when having to give a formal speech. Social anxiety can be a problem when it becomes too intense or happens too often. When it does, social anxiety can cause significant distress and affect many aspects of a person's life including:

Work and school

Examples: difficulty with job interviews; problems interacting with bosses or co-workers; trouble asking and answering questions in meetings or classes; refusing job promotions; avoiding certain types of jobs or career paths; poor performance at work or school; decreased enjoyment of work or school.

Relationships

Examples: difficulty developing and keeping friendships and romantic relationships; trouble opening up to others; difficulty sharing opinions

Recreational activities/hobbies

Examples: avoid trying new things; avoid taking classes or lessons; avoid activities that involve interacting with others, such as going skiing or to the gym

Day-to-day activities

Examples: difficulty completing daily activities, such as going grocery shopping, going out to eat, taking the bus, asking for directions, etc.

My Anxiety Plan (MAPs)

MAP is designed to provide adults struggling with anxiety with practical strategies and tools to manage anxiety. To find out more, visit our My Anxiety Plan website.

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When faced with a feared social situation, people with social anxiety experience some of the following: Negative thoughts (what you think) People with social anxiety tend to have negative thoughts about themselves (e.g. "I'll have nothing to say"), as well as how others will react to them (e.g.

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Mental health conversation starters: 11–13 years

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Mental health conversation starters: 11–13 years

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As your child enters puberty, they are better able to express their feelings, and have a stronger sense of right and wrong.

They can make their own choices about friends, sports and school. With this independence comes a bigger focus on their own personality, interests and friends.

They are also undergoing many physical changes like the starting of periods for girls and deepening voices among boys. For some children these changes might be worrying or frightening.

A time of change

Rapid physical changes combined with concerns about their appearance and the importance of friendships can affect a child's mental and emotional well-being. It can be a challenging time for children as they navigate this important stage of development. Knowing that they can talk to you about their worries or problems can make a world of difference.

Children at this age can

Experience moodiness - going back and forth between highs and lows.

Feel burdened by schoolwork.

Develop eating problems/concerns.

Feel sad or anxious which can lead to lack of confidence, low self-esteem and other issues depending on the child.

How to start the conversation

Make the time and space to start the conversation without any pressure or expectations.

Consider a time like while doing chores, cooking or while travelling together.

Let the conversation flow naturally - be conversational rather than 'questioning'.

Be sensitive to their mood - if they are having a bad day or are busy, choose a different time.

Open, honest and direct communication

If you notice changes in your child's mood or behaviour, gently let them know you've noticed and ask if they would like to talk about it. For example:

They don't seem as sociable with their friends as before - did they have an argument?

Their school grades go down - is there a particular subject they're struggling with?

They appear to have become moodier, sadder or quieter - is there something on their mind?

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Mental health conversation starters: 11-13 years

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As your child enters puberty, they are better able to express their feelings, and have a stronger sense of right and wrong. They can make their own choices about friends, sports and school. With this independence comes a bigger focus on their own personality, interests and friends.

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Mental health conversation starters: 6–10 years

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Mental health conversation starters: 6–10 years

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As your child starts school, their physical, mental and social skills are developing rapidly. They are learning to describe experiences and talk more about their emotions.

Friendships and peer pressure start becoming more important as they shift their focus from home to the world outside.

By spending more time outside home, your child is gaining a sense of responsibility and learning to be independent.

Some older children will start to go through puberty and will show physical changes, as well as emotional ones.

Time to check in

Starting school brings children face-to-face with the outside world and is a major life event!

It is a critical time for children to develop confidence in all areas of life, such as navigating relationships, learning at school and sports, and managing their emotions. Checking in on how they're doing and supporting them along the way can help them foster resilience and mental well-being.

How to start the conversation

Start by asking how they're doing. Talk to your child about school, friends, the things they like and dislike doing and what they find difficult.

Use everyday events that cause positive and negative emotions - like winning at sports or scoring low grades - to check in on how your child feels and to forge a strong bond with them.

As they get older, and if appropriate to your child's development, talk about the normal physical and emotional changes of puberty and help them to know what to expect. Check in on how they're feeling, if they have any worries or questions you can talk through together.

Maintain an open, trusting and loving environment

Help your child feel comfortable about opening up to you.

Your child wants to be liked and accepted by people around them. Being accepted by you is the first step toward building confidence.

Be mindful of the examples you set. Your child looks to you and picks up on your emotions and how you respond to different situations.

Recognize their accomplishments and good behaviour. Praise them by focusing on their actions ("you worked hard on this and it really shows!") rather than them as a person ("Oh, you're smart!").

Remember: Your time is a precious gift for your child

Saying "I love you" or hugging your child are not the only ways to show affection.

Really listen and show a genuine interest in what they have to say.

Have fun together with special activities no matter how small.

Include them in family decisions like what to eat for dinner.

Let them know that you love them no matter what, even when they make mistakes.

See more parenting tips and resources on family well-being>>

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Mental health conversation starters: 6-10 years

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As your child starts school, their physical, mental and social skills are developing rapidly. They are learning to describe experiences and talk more about their emotions. Friendships and peer pressure start becoming more important as they shift their focus from home to the world outside.

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How to prepare your child for a lifetime of positive mental health: 0–5 years

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How to prepare your child for a lifetime of positive mental health: 0–5 years

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From the first smile and first step to experiencing a whole range of emotions, your child is passing many important childhood milestones.

This is a time of growth and learning and an ideal time to start supporting your child's mental well-being.

Laying the foundations for a happy and healthy life

Your child looks to you for love, learning and safety. Try to spend as much quality time together as possible. Fostering a warm and tender relationship, and helping your child feel safe and cared for, go a long way to laying the groundwork for a lifetime of good mental health.
Jump to:
Babies | Toddlers | Pre-schoolers

Babies

Spending quality time with your child is good for both of you. It even releases natural hormones that help you bond with your baby and enhance well-being for both of you!

Play with them, cuddle them.

Talk to them, sing to them.

Respond to their sounds with words so they can begin to understand language and communication.

Toddlers

As your child starts to move around more, their desire to explore is increasing. This curiosity needs nurturing and encouragement.

Read to your child (every day if you can).

Play games that engage their curiosity and learning.

Ask your child to name things - start with their name and objects around them, keep it simple.

Explore the surroundings outside your home together.

Pre-schoolers

As your child grows more independent and curious, they will want to explore the world outside and learn about the things around them. Interactions with people will help them develop their own ways of thinking and understand the world around them.

Encourage social interaction through play with other children.

Invite them to help you with simple age-appropriate chores. Guide them through steps to solve simple problems.

Set clear boundaries and realistic expectations. Follow up 'No' with alternatives for what you would prefer them to do instead.

Provide them with clear choices that are easy for them to understand when making decisions on what to eat, wear or play.

What to look out for

Young children are learning how to express themselves and manage big emotions. This can sometimes cause anger or stress when they cannot communicate their needs. When children feel stressed or overwhelmed, they need a loving adult to help reassure them and help them to navigate their feelings.

Avoid...

Any form of violence, including shouting and hitting. When a child lives in a negative environment it can cause "toxic stress" - harming the child's growth and development - as well as long term problems in later life.

Frequent arguments between parents and people around the child. Tension in the environment can be stressful for children - they may feel neglected, powerless and vulnerable.

Any form of neglect. Children need consistent attention, love and care for their healthy growth and development.

Remember: Take care of yourself as well

Whether you are a parent of a baby or toddler, you will experience a wide range of emotions at different times - this is normal. Emotions include joy, frustration, fatigue and nervousness. Whenever you feel overwhelmed, take time to manage your own stress.

Make sure you've got good social support around you. Try to have some alone time, so you can have some space for yourself.

Remember to invest in enough sleep, healthy food and physical activity.

Some form of stress is something every new parent experiences, but don't be afraid to ask for support, and take time to look after your own needs.
See more parenting tips and resources on family well-being>>

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How to prepare your child for a lifetime of positive mental health: 0-5 years

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From the first smile and first step to experiencing a whole range of emotions, your child is passing many important childhood milestones. This is a time of growth and learning and an ideal time to start supporting your child's mental well-being. Your child looks to you for love, learning and safety.

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Video length: 20 minutes

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The impact of divorce on children: Tamara D. Afifi at TEDxUCSB

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How families can support a child's mental health

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How families can support a child's mental health

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Video length: 18 minutes

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How families can support a child's mental health | Paul Sunseri | TEDxFondduLac

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How to talk to your kids about mental health I UNICEF

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How to talk to your kids about mental health I UNICEF

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How to talk to your kids about mental health I UNICEF

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Good mental health for children: 3-8 years

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Good mental health for children: 3-8 years

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Children's mental health: what it is and why it matters

Mental health is the way children think and feel about themselves and the world around them. It affects how children cope with life's challenges and stresses.

What good mental health in children looks like

Children with good mental health feel loved, safe and secure in their environments. They also feel happy and positive about themselves most of the time.

They're kind to themselves during tough times or when things don't go the way they expect. This means they feel OK about trying new or challenging things.

They enjoy life, learn well and get along well with family and friends.

And they can manage sad, worrying or angry feelings and bounce back from tough times.

Good mental health is an important part of healthy child development. It helps children build positive social, emotional, behaviour, thinking and communication skills. It also lays the foundation for better mental health and wellbeing later in life.

Relationships and good mental health for children

A positive relationship with you directly and positively affects your child's mental health.

Here are ideas to promote your child's mental health and wellbeing through a loving and supportive relationship:

Tell your child that you love them, no matter what. You can also show love through your body language and nonverbal communication - for example, making eye contact, giving a hug or smiling at your child.

Use a positive, constructive and consistent approach to guide your child's behaviour. This means giving your child praise and attention when they behave well, rather than negative consequences when they behave in challenging ways.

Make time each day to talk and listen to your child. If your child wants to talk, try to stop what you're doing and give them your full attention.

Enjoy time with your child doing activities they like. This could be reading together, kicking a ball, drawing, playing board games and so on.

Have regular family meals. Eating together can strengthen your relationship with your child, give your child a sense of stability and connectedness, and have a positive effect on their development. It might also encourage your child to eat well too.

Work on positive ways to solve problems and manage conflict between you and your partner, with your child and among other family members.

Encourage your child to connect with others in the community - for example, waving and chatting to neighbours, attending local festivals or helping out at a community garden. This gives your child a stronger sense of their place in the world and helps them learn how to relate to different people.

Emotions and good mental health for children

Children experience all sorts of emotions as part of growing up - fear, disappointment, sadness, anxiety, anger, joy, hope and so on. When children cope with big emotions or calm themselves down in difficult or emotional situations, they're likely to feel good about themselves.

Here are ways you can help your child learn to manage emotions:

Talk about emotions with your child, and encourage them to recognise and label their emotions. You can also let your child know that it's natural to have all sorts of feelings. For example, 'It looks like you're really frustrated that your toy won't work. I can understand that'.

Role-model a positive outlook for your child - for example, 'Running all the way around the oval looks hard, but I think I can do it if I take it slow and steady', or 'I'm disappointed that my cake didn't cook properly, but that's OK - I'll try it again another time'.

Support your child when something is bothering them. For example, if your child is having trouble with friends at school, you could give your child plenty of hugs and reassure them that you're there for them. And you could work with the teacher on a plan to handle the situation.

Help your child learn to manage small worries so they don't become big problems. You can do this by gently encouraging your child to do things they're anxious about instead of avoiding scary situations. For example, 'Have you thought about trying out for the school choir this year? You really enjoy singing'.

Behaviour, goals, skills and good mental health for children

Here are ways to promote your child's mental health and wellbeing through a focus on behaviour:

Have family rules about behaviour and involve your child in developing rules and consequences. Adjust the rules and consequences as your child grows. For example, you and your child might make and adjust rules about digital technology use or online behaviour. Rules and boundaries help children of all ages feel safe and secure.

Help your child to set realistic goals for their age and abilities and work towards achieving them - for example, riding a bike without training wheels or trying to solve a difficult maths problem for school. And praise your child's efforts to achieve the goal, rather than the goal itself.

Help your child learn how to solve problems so that they develop the skills to do this for themselves when they're older. For example, you can help your child work out what the problem is, brainstorm possible solutions, and choose a solution to put into action.

Encourage your child to try new things, take age-appropriate risks, and learn from their mistakes. This could be things like entering a competition, speaking in front of the class, climbing new equipment at the playground and so on.

Good physical health and mental health for children

Good physical health is important for mental health. That's because being fit and well helps your child have more energy, feel confident, manage stress and sleep well.

Here are ways to help your child stay physically fit and well:

Offer healthy food and encourage healthy eating habits in your family.

Encourage your child to try plenty of different physical activities and sports. Trying different activities is good for fitness and energy levels. It can also help children feel good about themselves as they develop new skills.

Make sure your child gets the sleep they need. Quality sleep will help your child to manage stress and a busy life.

If you're concerned that your child is showing signs of poor mental health, it's best to seek professional help as soon as possible. Your GP can guide you to the most appropriate services for your family.

Looking after yourself: why it's important to children's mental health

Looking after yourself helps you stay physically, mentally and emotionally well. This is good for you, and it's also very important for your child. When you're well, you're better able to give your child the warmth, care and attention they need to grow and thrive. You also set a good example of self-care for your child.

Looking after yourself includes:

If you're feeling overwhelmed or stressed or you're struggling with your mental health, parenting or relationship, getting professional support is a very good idea. You could start by talking to your GP.

Here are more ways to get support:

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Good mental health for children: 3-8 years

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Mental health is the way children think and feel about themselves and the world around them. It affects how children cope with life's challenges and stresses. Children with good mental health feel loved, safe and secure in their environments. They also feel happy and positive about themselves most of the time.

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The Psychological Effects of Divorce on Children

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The Psychological Effects of Divorce on Children

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The Psychological Effects of Divorce on Children

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Find out how kids deal with the emotional impact of divorce. Learn ways you can reduce the likelihood they will experience long-lasting effects.

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ADHD in Adulthood: The Signs You Need to Know

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ADHD in Adulthood: The Signs You Need to Know

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Video length: 10 minutes

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ADHD in Adulthood: The Signs You Need to Know

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Why everything you know about autism is wrong | Jac den Houting

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Why everything you know about autism is wrong | Jac den Houting

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Video length: 14 minutes

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Why everything you know about autism is wrong | Jac den Houting | TEDxMacquarieUniversity

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Autism — what we know (and what we don't know yet) | Wendy Chung

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Autism — what we know (and what we don't know yet) | Wendy Chung

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Video length: 16 minutes

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Autism — what we know (and what we don't know yet) | Wendy Chung

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Part 2: https://www.youtube.com/watch?v=UvmEbm4GoAg

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What is Autism (Part 1)? | Written by Autistic Person

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ADHD in Girls: How to Recognize the Symptoms

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Centers for Disease Control and Prevention

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ADHD is one of the most common neurodevelopmental disorders of childhood. It is usually first diagnosed in childhood and often lasts into adulthood.

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CHADD's podcasts- ADHD 365 and All Things ADHD -address a variety of topics for anyone dealing with ADHD. Listen for interventions, strategies, and tips for parents, teens, adults, educators, and professionals.

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Podcasts CHADD's podcasts-ADHD 365 and All Things ADHD-address a variety of topics for anyone dealing with ADHD. Listen for interventions, strategies, and tips for parents, teens, adults, educators, and professionals. Become a Sponsor Did you know that health ranks in the top five most popular podcast genres?

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*Article available in Spanish and English

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Centers for Disease Control and Prevention

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Autism spectrum disorder (ASD) is a developmental disability caused by differences in the brain. Some people with ASD have a known difference, such as a genetic condition. Other causes are not yet known. Scientists believe there are multiple causes of ASD that act together to change the most common ways people develop. We still have much to learn about these causes and how they impact people with ASD.

People with ASD may behave, communicate, interact, and learn in ways that are different from most other people. There is often nothing about how they look that sets them apart from other people. The abilities of people with ASD can vary significantly. For example, some people with ASD may have advanced conversation skills whereas others may be nonverbal. Some people with ASD need a lot of help in their daily lives; others can work and live with little to no support.

ASD begins before the age of 3 years and can last throughout a person's life, although symptoms may improve over time. Some children show ASD symptoms within the first 12 months of life. In others, symptoms may not show up until 24 months of age or later. Some children with ASD gain new skills and meet developmental milestones until around 18 to 24 months of age, and then they stop gaining new skills or lose the skills they once had.

As children with ASD become adolescents and young adults, they may have difficulties developing and maintaining friendships, communicating with peers and adults, or understanding what behaviors are expected in school or on the job. They may come to the attention of healthcare providers because they also have conditions such as anxiety, depression, or attention-deficit/hyperactivity disorder, which occur more often in people with ASD than in people without ASD.

Signs and Symptoms

People with ASD often have problems with social communication and interaction, and restricted or repetitive behaviors or interests. People with ASD may also have different ways of learning, moving, or paying attention. These characteristics can make life very challenging. It is important to note that some people without ASD might also have some of these symptoms.
Learn more about signs and symptoms of ASD "
Diagnosis

Diagnosing ASD can be difficult since there is no medical test, like a blood test, to diagnose the disorder. Doctors look at the child's behavior and development to make a diagnosis. ASD can sometimes be detected at 18 months of age or younger. By age 2, a diagnosis by an experienced professional can be considered reliable. However, many children do not receive a final diagnosis until they are much older. Some people are not diagnosed until they are adolescents or adults. This delay means that people with ASD might not get the early help they need.
Learn more about screening and diagnosis of ASD "
Treatment

Current treatments for ASD seek to reduce symptoms that interfere with daily functioning and quality of life. ASD affects each person differently, meaning that people with ASD have unique strengths and challenges and different treatment needs. 2 Treatment plans usually involve multiple professionals and are catered to the individual.
Learn about treating the symptoms of ASD "
Risk Factors

There is not just one cause of ASD. There are many different factors that have been identified that may make a child more likely to have ASD, including environmental, biologic, and genetic factors.

Although we know little about specific causes, the available evidence suggests that the following may put children at greater risk for developing ASD:

Having a sibling with ASD

Having certain genetic or chromosomal conditions, such as fragile X syndrome or tuberous sclerosis

Experiencing complications at birth

Being born to older parents

CDC is currently working on one of the largest U.S. studies to date on ASD. This study called the Study to Explore Early Development (SEED), was designed to look at the risk factors and behaviors related with ASD. CDC is now conducting a follow-up study of older children who were enrolled in SEED to determine the health, functioning, and needs of people with ASD and other developmental disabilities as they mature.

How Often ASD Occurs

CDC's Autism and Developmental Disabilities Monitoring (ADDM) Network has been estimating the number of 8-year-old children with ASD in the United States since 2000.

ASD occurs in all racial, ethnic, and socioeconomic groups. It is more than 4 times more common among boys than among girls.
Learn more about how CDC estimates the number of children with ASD "
If You're Concerned

As a parent, you already have what it takes to help your young child learn and grow. CDC has developed materials to help you track your child's developmental milestones and share that progress, or any concerns, with your child's doctor at every check-up.
Learn more about CDC milestone checklists and other parent materials "
Contact your child's doctor if you think your child might have ASD or if you have any other concerns about the way your child plays, learns, speaks, or acts.

If you are still concerned, ask the doctor for a referral to a specialist who can do a more in-depth evaluation of your child. Specialists who can do a more in-depth evaluation and make a diagnosis include

Developmental pediatricians (doctors who have special training in child development and children with special needs)

Child neurologists (doctors who work on the brain, spine, and nerves)

Child psychologists or psychiatrists (doctors who know about the human mind)

At the same time, call your state's public early childhood system to request a free evaluation, sometimes called a Child Find evaluation, to find out if your child qualifies for intervention services. You do not need to wait for a doctor's referral or a medical diagnosis to make this call.

Where to call for a free evaluation from the state depends on your child's age:

If your child is not yet 3 years old, contact your local early intervention system.
You can find the right contact information for your state by calling the Early Childhood Technical Assistance Center (ECTA) at 919-962-2001.

If your child is 3 years old or older, contact your local public school system.

Even if your child is not yet old enough for kindergarten or enrolled in a public school, call your local elementary school or board of education and ask to speak with someone who can help you have your child evaluated.

If you're not sure who to contact, call the ECTA at 919-962-2001.

Research shows that early intervention services can greatly improve a child's development. In order to make sure your child reaches their full potential, it is very important to receive services as soon as possible.

References

1. Lord C, Risi S, DiLavore PS, Shulman C, Thurm A, Pickles A. Autism from 2 to 9 years of age. Arch Gen Psychiatry. 2006 Jun;63(6):694-701.

2. Hyman, S.L., Levy, S.E., Myers, S.M., & AAP Council on Children with Disabilities, Section on developmental and behavioral pediatrics. (2020). Identification, evaluation, and management of children with autism spectrum disorder. Pediatrics, 145(1), e20193447.

3. Handleman, J.S., Harris, S., eds. Preschool Education Programs for Children with Autism (2nd ed). Austin, TX: Pro-Ed. 2000.

4. National Research Council. Educating Children with Autism. Washington, DC: National Academy Press, 2001.

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Basics About Autism Spectrum Disorder (ASD) | NCBDDD | CDC

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Autism Spectrum Disorders (ASDs) are a group of developmental disabilities that can cause significant social, communication and behavioral challenges. CDC is working to find out how many children have ASDs, discover the risk factors, and raise awareness of the signs.

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CHADD - Improving the lives of people affected by ADHD

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Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) is the nation’s leading nonprofit organization serving people affected by ADHD.

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ADD vs. ADHD: What’s the Difference in Symptoms?

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ADD vs. ADHD: What’s the Difference in Symptoms?

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The truth about ADD vs. ADHD: Attention deficit hyperactivity disorder comprises three distinct subtypes - inattentive (traditionally called ADD), hyperactive-impulse (traditionally called ADHD), and combined. Symptoms vary significantly for each type - from bouncing-of-the-walls energy to quiet spaciness and profound disorganization.

Cup of coffee with milk, cane sugar and yin-yang sign on dark background. Top view. Copy space.

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Illustration of head, brain of child with ADHD with icons representing "multiple intelligences": book smart, body smart, people smart, etc.

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Businesswoman hand connecting jigsaw puzzle, Business solutions, success and strategy concept

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Woman with ADHD sitting on top of mountain overlooking lake at sunset thinking about her diagnosis

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The stereotypical ADHD patient is a 9-year-old boy who loves to jump off dangerously high things and never remembers to raise his hand in class. In reality, only a fraction of people with ADHD fits this description. Here are the three distinct presentations of ADHD:1. Predominantly Hyperactive/Impulsive - see above2. Predominantly Inattentive - lack of focus and attention are [...]

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Combined type ADHD occurs when someone has 6 or more symptoms of inattention, and 6 or more symptoms of hyperactivity and impulsivity. Men and boys more commonly have hyperactive symptoms, while women and girls more commonly inattentive. Because of this, men are more commonly diagnosed than women, as their symptoms are more easily recognizable as ADHD.

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Drawing of ADHD woman full of problems and thoughts

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ADD vs. ADHD: What's the Difference in Symptoms?

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The truth about ADD vs. ADHD: Attention deficit hyperactivity disorder comprises three distinct subtypes - inattentive (traditionally called ADD), hyperactive-impulse (traditionally called ADHD), and combined. Symptoms vary significantly for each type - from bouncing-of-the-walls energy to quiet spaciness and profound disorganization.

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Diagnosing ADHD Is Hard. Here’s What Teachers Need to Know

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Diagnosing ADHD Is Hard. Here’s What Teachers Need to Know

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The chances are high that at some point in your teaching career, you'll be asked to fill out an assessment (or many) for students suspected of having attention-deficit/hyperactivity disorder, or ADHD.

Most diagnoses require observational data of a student's behaviors in different settings, such as at school and at home. But these observations are subjective and vulnerable to biases. An increasing number of studies show that certain groups of students are either over- or underdiagnosed with ADHD due to misconceptions about the disorder and differences by gender and race.

An estimated 6.1 million children in the United States have been diagnosed with ADHD. Millions more children with the disorder are surely left undiagnosed. Early intervention is so crucial for success down the road, at home and at school.

It is important that teachers-who play a key observational role in ADHD assessments in a school setting-understand that many factors can play into a diagnosis and how racial, gender, and age biases can affect those factors. It is equally important that school systems provide educators additional support through more objective testing measures, many of which already exist.

The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) defines ADHD as a neurodevelopmental disorder characterized by persistent patterns of inattention or hyperactivity to the point where they interfere with development and daily functioning. Common symptoms are a lack of impulse control, restlessness, daydreaming, disorganization, forgetfulness, and poor attention to detail. While many of these behaviors can be attributed to typical child development, a key difference in a child with ADHD is they struggle with the same problems repeatedly, regardless of consequence or incentive.

Of course, many of these same symptoms are common with other disabilities, including anxiety disorders, obsessive-compulsive disorder, and autism. External factors like a lack of sleep, an unstable home life, stress, and trauma can also produce these symptoms.

Put all those factors together, and it can be difficult to distinguish ADHD from other issues initially.

When people think of a child with ADHD, they probably envision a child with boundless energy, constantly moving and talking, disruptively jumping from task to task. While these are classic signs, they do not paint a complete picture of ADHD and lead to the underdiagnosis of female students and the overdiagnosis of younger students.

According to the Centers for Disease Control and Prevention, male students are more than twice as likely to receive an ADHD diagnosis than female students. This is because ADHD symptoms often present differently between genders. ADHD is typically defined by three categories of behavior-hyperactivity-impulsivity, inattention, and combined. These behaviors are a common display of hyperactivity-impulsive type and are more often, but not exclusively, seen in male students.

Across genders, all three behavior types show up very differently. For example, hyperactivity-impulsivity in females often deals with difficulties in regulating emotion and can lead to difficulties forming social relationships with their peers. Females are also more likely to display inattentive-type behaviors such as distractibility, forgetfulness, inattention to detail, and disorganization. Because inattentive behaviors are often less overtly disruptive than hyperactive-impulsive behaviors, they are often overlooked.

Where girls are less likely to be diagnosed than boys, younger students are far more likely to be diagnosed than their older classmates. A recent meta-analysis of 19 studies in 13 countries covering more than 15.4 million children concluded that children whose birth date puts them on the younger side of their age-based cohort in school are considerably more likely to be diagnosed with or medicated for ADHD than their older peers. The pace of child development is very rapid, especially in the early years, so students who are months younger than their grade-level peers will display marked differences in behavior, especially when it comes to impulse control and activity levels.

In both instances, children who go undiagnosed develop coping skills that then mask their symptoms. Critics of ADHD use these studies to argue that the diagnosis of ADHD is a sham, but this disparity is actually the result of emotional immaturity in younger children.

Implicit bias can also hinder a diagnosis for students of color. It's an uncomfortable fact that everyone brings certain biases to their worldview. Our personal experiences, cultural messaging, and exposure to different people and ideas shape our judgments, for better or worse, and we may not know we have these implicit biases.
While these types of judgments are not maliciously intended, they can have a disproportionate effect on students of color. A 2013 study found that nonwhite students were 46 percent to 69 percent less likely to receive an ADHD diagnosis than their white peers. Follow-up studies as recently as this year have continued to confirm these disparities. In fact, students of color are more likely to be labeled with conduct disorder or oppositional defiant disorder (ODD) for behaviors that are labeled as ADHD in white students. Additional hurdles like higher rates of poverty, less access to health care, and cultural stigmas towards mental health within communities of color compound the problem.

The reality is that diagnosing ADHD is hard. With so many age-related and developmental questions at play in competition with our own biases, nothing is more important to the future of ADHD diagnosis than the widespread adoption of objective testing measures.

To get to an accurate (and unbiased) diagnosis, educators should use computer-based tests. These objective tools are already used by many clinicians who offer ADHD testing and diagnostic services, and the data generated serves as a valuable supplement to observational assessments, aiding behavioral health professionals in determining the best course of action. Tests that are cleared by the Federal Food and Drug Administration and can measure all three core symptoms stand to provide the largest benefit to clinicians and schools.

As our children face yet another year impacted by the pandemic, isolation, and remote learning, they are staring down the barrel of serious developmental challenges uniquely associated with growing up in this uncertain time. This is why now is a critical time for improvements in the assessment and diagnosis of ADHD and other developmental disorders so that we can get students the services they need to navigate this unprecedented era.

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Diagnosing ADHD Is Hard. Here's What Teachers Need to Know (Opinion)

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The chances are high that at some point in your teaching career, you'll be asked to fill out an assessment (or many) for students suspected of having attention-deficit/hyperactivity disorder, or ADHD. Most diagnoses require observational data of a student's behaviors in different settings, such as at school and at home.

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Misgendering Is a Human Rights Violation, Canadian Court Rules

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Misgendering Is a Human Rights Violation, Canadian Court Rules

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Deliberate misgendering in the workplace is a human rights violation, according to a ruling from a Canadian court.

Last Wednesday, the British Columbia Human Rights Tribunal ruled in favor of Jessie Nelson, a restaurant worker who filed a complaint against their former employer, Buono Osteria. Nelson, who is nonbinary and genderfluid, claimed the British Columbia Italian restaurant discriminated against them by intentionally using incorrect pronouns. They alleged that their former employers deliberately referred to them using gendered nicknames such as "sweetheart," "sweetie," and "honey."

In a 42-page ruling, Tribunal representative Devyn Cousineau found that the restaurant's alleged misconduct violated British Columbia's Human Rights Act. She went on to write that pronouns are "a fundamental part of a person's identity" and that their proper usage indicates "that we see and respect a person for who they are."

"Especially for trans, non-binary, or other non-cisgender people, using the correct pronouns validates and affirms they are a person equally deserving of respect and dignity," Cousineau wrote in the decision. "When people use the right pronouns, they can feel safe and enjoy the moment. When people do not use the right pronouns, that safety is undermined and they are forced to repeat to the world: I exist."

The tribunal ordered Buono Osteria to implement a formal pronoun policy, as well as mandatory diversity and inclusion training for all managers and staff. The restaurant and specific offenders responsible for the behavior will pay Nelson $30,000 in damages, according to the .

Nelson's attorney, Adrienne Smith, celebrated the decision after the ruling was handed down last week. They said the decision showed that "the correct pronouns for transgender people are not optional."

"They're the minimum of courtesy and respect," Smith said to Canadian news outlet . "It's not an option to respect the pronouns that trans people choose for themselves. It's a legal requirement to use the pronouns that a trans person uses for themselves and asks to have used in the workplace."

Nelson claimed in court documents that they had gone out of their way to explain the importance of being properly gendered in the workplace and anticipated that some coworkers would make honest mistakes. While some were "proactive and diligent" about using the correct pronouns, Nelson said others were "another story," namely their manager. Nelson's supervisor allegedly used "feminine" nicknames for Nelson, which they found "offensive, degrading, and minimizing."

Nelson was ultimately fired from the company as a result of the mistreatment they said they experienced. During a June 2019 staff meeting, Nelson suggested using gender neutral language for the restaurant's guests, rather than addressing tables as "ladies" or "guys." While some staff members were supportive, Nelson's manager allegedly rejected the idea, claiming that he "was not about to change how he spoke to guests unless he was directly ordered to by his manager."

Not long after the staff meeting, Nelson attempted to speak to their supervisor about their difficult working relationship in what turned into a bitter confrontation. He claimed that Nelson was attempting to "police our language" and that it "went against what his grandfather had fought for in the war."

As a result of the incident, managers felt that the two could no longer "be in the same building" and terminated Nelson from their position. Although Nelson attempted to get their manager to give them a reason for their dismissal - especially given the positive feedback about their performance overall - his only rationale was Nelson's so-called "militancy," claiming they did not "fit in" with the staff.

In the complaint, Nelson explained that being targeted because of their gender identity at their place of work made them feel "incredibly dysphoric."

"I've lived my entire life attempting to self‐express and figure out who I am and find a place in this world," they said. "And I've worked very, very hard and gone through a lot to get here. And it's a challenging battle to have on a daily basis, even when people don't mean it, let alone when somebody is doing it purposely."

Nelson testified that their goal in bringing the case forward is to ensure that "this doesn't happen anymore." "Because it's a lot," they told the Tribunal. "It's very draining. And we deserve to live, and have joy, and be respected for who we are."

The federal equivalent to British Columbia's Human Rights Act was expanded four years ago to provide greater protection to transgender people, according to the LGBTQ+ news outlet . In 2017, the Parliament of Canada passed bill C-16, which added protections on the basis of both gender identity and expression in its existing nondiscrimination and hate crimes laws.

Get the best of what's queer. Sign up for them.'s weekly newsletter here.

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Misgendering Is a Human Rights Violation, Canadian Court Rules

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Deliberate misgendering in the workplace is a human rights violation, according to a ruling from a Canadian court. Last Wednesday, the British Columbia Human Rights Tribunal ruled in favor of Jessie Nelson, a restaurant worker who filed a complaint against their former employer, Buono Osteria.

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Gen BIPOC is a podcast documenting the stories and vulnerabilities of young people who identify as Black, Indigenous, or People of Color

Gen BIPOC is a podcast documenting the stories and vulnerabilities of young people who identify as Black, Indigenous, or People of Color

Thoughtful and thought provoking

Ankita has a way of creating space for POC that is rarely seen in podcasts. She asks good questions and fosters safe and fun places for her interviewees to be themselves. These stories now have a platform snuggly fit in the hands of thoughtful, intelligent, Indian-American. I'd give it 10 stars if I could!

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Gen BIPOC is a podcast documenting the stories and vulnerabilities of young people who identify as Black, Indigenous, or People of Color Gen BIPOC is a podcast documenting the stories and vulnerabilities of young people who identify as Black, Indigenous, or People of Color Ankita has a way of creating space for POC that is rarely seen in podcasts.

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Fast Facts

At least 1 in 7 children have experienced child abuse and/or neglect in the past year, and this is likely an underestimate. In 2019, 1,840 children died of abuse and neglect in the United States.

Each day, more than 1,000 youth are treated in emergency departments for physical assault-related injuries.

In 2019, about 1 in 5 high school students reported being bullied on school property in the last year.

8% of high school students had been in a physical fight on school property one or more times during the 12 months before the survey.

Each day, about 14 youth die from homicide, and more than 1,300 are treated in emergency departments for violence-related injuries.
It's important to recognize the signs of traumatic stress and its short- and long-term impact.
The signs of traumatic stress may be different in each child. Young children may react differently than older children.

Preschool Children

Fear being separated from their parent/caregiver

Cry or scream a lot

Eat poorly or lose weight

Have nightmares

Elementary School Children

Become anxious or fearful

Feel guilt or shame

Have a hard time concentrating

Have difficulty sleeping

Middle and High School Children

Feel depressed or alone

Develop eating disorders or self-harming behaviors

Begin abusing alcohol or drugs

Become involved in risky sexual behavior

The Body's Alarm System

Everyone has an alarm system in their body that is designed to keep them safe from harm. When activated, this tool prepares the body to fight or run away. The alarm can be activated at any perceived sign of trouble and leave kids feeling scared, angry, irritable, or even withdrawn.

Healthy Steps Kids Can Take to Respond to the Alarm

Recognize what activates the alarm and how their body reacts

Decide whether there is real trouble and seek help from a trusted adult

Practice deep breathing and other relaxation methods

Impact of Trauma

The impact of child traumatic stress can last well beyond childhood. In fact, research has shown that child trauma survivors may experience:

Learning problems, including lower grades and more suspensions and expulsions

Increased use of health and mental health services

Increase involvement with the child welfare and juvenile justice systems

Long-term health problems (e.g., diabetes and heart disease)

Trauma is a risk factor for nearly all behavioral health and substance use disorders.
There is hope. Children can and do recover from traumatic events, and you can play an important role in their recovery.
A critical part of children's recovery is having a supportive caregiving system, access to effective treatments, and service systems that are trauma informed.

Get Help Now
SAMHSA Behavioral Health Treatment Services Locator The National Child Traumatic Stress Network: Get Help Now Healthcare Toolbox: Basics of Trauma-Informed Care
Not all children experience child traumatic stress after experiencing a traumatic event. With support, many children are able to recover and thrive.

As a caring adult and/or family member, you play an important role.

Remember To:

Assure the child that he or she is safe.

Explain that he or she is not responsible. Children often blame themselves for events that are completely out of their control.

Be patient. Some children will recover quickly while others recover more slowly. Reassure them that they do not need to feel guilty or bad about any feelings or thoughts.

Seek the help of a trained professional. When needed, a mental health professional trained in evidence-based trauma treatment can help children and families cope and move toward recovery. Ask your pediatrician, family physician, school counselor, or clergy member for a referral.

Visit the following websites for more information:

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Recognize the signs of child traumatic stress and the impact that trauma may have on children. The infographic developed by SAMHSA's National Child Traumatic Stress Initiative (NCSTI) provides information on the prevalence and impact of traumatic events on children, and what actions can be taken to support children who experience traumatic events.

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June is Indigenous History Month: Supports and Resources

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June is Indigenous History Month: Supports and Resources

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June is Indigenous History Month: Supports and Resources - LGBT YouthLine

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With June being Indigenous History Month, YouthLine wants to recognize the ongoing impacts of settler colonialism on 2SLGBTQ+ Indigenous youth, living in what is often referred to as Ontario. While many folks are putting up rainbow Pride flags this month, we acknowledge the valid experiences of grief, sadness, anger, and rage brought about by [...]

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How to Talk to [Mamí & Papí] about Anything

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How to Talk to [Mamí & Papí] about Anything

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These podcasts are by and for people with immigrant parents

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Real-life scenarios and practical, professional advice for adult children of immigrants on talking to our parents about stuff that's taboo to them.

Real-life scenarios and practical, professional advice for adult children of immigrants on talking to our parents about stuff that's taboo to them.

I always find myself engaging with the experts

I LOVE THIS SHOW! Juleyka goes deeper than "talking about our experiences" and brings in an expert to evaluate each conversation. This show is about informing and educating our communities with counselors, social workers, mental health professionals etc. I absolutely love it and "Dad Denies Systemic Racism" has been my favorite one so far. Thank you SO much for providing this platform. Thank you so much for allowing us to have this reource and helping us become better at talking to mami and papi about anything.

Amazing Resource

I've binged all the episodes in the last two days and I've shared with my students. Very helpful tips on having open communication with our parents & family. Love the host as well!

COVID and Mamí

I will never forget. It was Friday March 6th and it was pouring. I had finished my spin class. My industry had just canceled a major conference. I called my Mamí and Papí and said "We need to go buy groceries NOW" they both ignored me and didn't understand why I was sounding the alarm. One week later there was all around panic and grocery shortages. And my Mamí for the first time in my life said to me "Mamita tenias la razon te hubiera escuchado" yup. And from then on I found myself as their source of information for the first time in my life. This podcast ROCKS!

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how to talk to [mamí & papí] about anything

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‎How to Talk to [Mamí & Papí] about Anything on Apple Podcasts

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Real-life scenarios and practical, professional advice for adult children of immigrants on talking to our parents about stuff that's taboo to them. Real-life scenarios and practical, professional advice for adult children of immigrants on talking to our parents about stuff that's taboo to them. I LOVE THIS SHOW!