Parenting Coping Skills for Children with Anxiety and Depression

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Introduction

Depression and anxiety disorders are the most common mental illnesses faced by youth in the United States.  These disorders can be debilitating and can lead to difficulties such as poor performance in school, withdrawal from friends and social events, anger and range, changes in eating or sleeping patterns, and even suicidal thoughts or suicide.

Depression and anxiety disorders range in severity. It’s important to recognize the signs and then treat the symptoms.  The most severe cases should always be treated by professionals. Facing the challenges of depression and anxiety disorders can be scary and stressful but they can be overcome.  These disorders do not have to be a lifelong disorder. We’d like to suggest three ways parents can help children and youth deal with the complications of anxiety and depression disorders: Cognitive Behavior Therapy, engaging in healthy and meaningful activities and acts of service, and seeking professional medical help.

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PONDER QUESTION:

What are a few ways that you have already learned to cope with depression and anxiety yourself? In what ways have you been able to help others?

Don’t Ignore the Signs

In our last post we listed some of the symptoms of depression and anxiety.  Common symptoms can include a change in eating patents, school performance, an increase in isolation, an expression of feelings of hopeless, and threats of suicide.  It’s important to not just dismiss these symptoms or to view them as a phase.  Recognizing the signs early is an important step in combating anxiety and depression disorders.  The sooner the symptoms are treated the less devastating the effects can be.

CHECK IT OUT:

Expert Shelley Skas discusses advice to help Moms and Dads when their kid has depression.

 

PONDER QUESTIONS:

What sign have you noticed that might mean you should seek help? Make a list.

 

CHECK IT OUT:

The Encyclapedia of Early Childhood Development created this short video to give parents general tips on helping their child struggling with depression or anxiety.

Parenting Strategies for Children Depression

Cognitive Behavior Therapy

David A Bednar, the former President of BYU Idaho and a General Authority in the Church of Jesus Christ of Latter Day Saints several years ago at a conference.  He was speaking concerning how we ultimately are responsible for our own feelings.  When it comes to being offended Bednar stated, “You and I cannot control the intentions or behavior of other people. However, we do determine how we will act. Please remember that you and I are agents endowed with moral agency, and we can choose not to be offended.”  He taught that our thoughts control our actions and that ultimately we are responsible for what we think about and what we choose to entertain.

Aaron Beck, the leader in the field of Cognitive Behavior Therapy has taught that what we believe influences how we feel, behave, and react to our environment.  We basically behave and are controlled by our thoughts.

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Cognitive Behavior Treatments are focused on this train of thought.  Our thinking controls our acts and that our thinking can be changed.  Beck (2005) defined cognitive therapy as helping an individual identify and change any distorted thinking about themselves, others or the world.

Cognitive Behavior Therapies assumes that false or irrational thoughts lead to feelings of depression and anxiety and that those initial thoughts can be changed. Cognitive therapies typically use a technique called cognitive restructuring.

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An example would be a person who is depressed due to a negative self-image.  An effective CBT would be looking in the mirror and saying, “I am beautiful.”  If the thought is entertained it can become a reality for the individual.  Changing a reality fixes the problem.

CHECK IT OUT:

Blog writer Clayton Explains more about Cognitive Behavioral Therapy

 

PONDER QUESTION:

How can you apply CBT to your own situation? What ideas come to mind?

 

CHECK IT OUT:

Dr. Sylvia Gearing lists five ways that Cognitive-Behavioral Therapy can help your child fight off depression for the rest of their life.

 

Acts of Service / Positive Activities

We recently interviewed several families who have teenagers who suffer from depression and anxiety disorders.  Two of those families listed being involved or extremely busy as effective methods of coping with those disorders.

The first family using this coping method was Sara who is 16 and her mother Ann.  Sarah’s negative body image led her to have feelings of depression which led to suicidal feelings.  After attempting counseling and psychiatric services Ann decided that the best approach would be to get Sarah involved in community services.  Ann took Sarah to volunteer feeding the homeless at a local homeless shelter and at a local Jewish community center.  Sarah proclaimed that she has less time to focus on her own problems when she is actively involved in caring for others.  The experience has been positive for her and has helped her through some really difficult times.

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The second family that we interviewed consisted of Matt who is 17, his mother Rachel and his father Dan.  Matt suffers from panic attacks and depression.  His panic attacks lead to severe bouts of depression.  Rachel and Dan both grew up with a religious upbringing, but fell away from their faith.  After seeing Matt’s struggles, they decided that attending church may be the best way to help Matt.  Their social interactions at church led to Matt having more social involvement.  Matt recently helped with some of the flood repairs in the Houston area, and became involved with community projects in the boy scouts as well as regular service projects through church.  Matt said as of late he’s been too busy to be focused on himself and at the end of the day he’s just tired.

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Becoming involved in the community can improve the self-image and self-esteem of the youth suffering from depression and anxiety.  Giving meaningful service gives meaningful memories and often improves the valued self-worth of participants.

PONDER QUESTION:

Can you think of any ways you and your child can serve in the community? Make a list and take a moment to think or research local opportunities.

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Medical Treatment

Medication is a frequently used method of controlling and coping with depression and anxiety.  If a child’s symptoms are severe and last an extended period of time seeking professional help is generally an excellent idea.  Psychiatrists frequently prescribe Selective serotonin reuptake inhibitors (SSRI’s) which increase the amount of serotonin in the brain.  Other medications also may be available to treat chemical imbalances in the brain which may be the cause of displayed symptoms.

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FEEDBACK

We would love to hear back from you how we can improve our posts or any other comments you have! Take our assessment survey here: https://survey.zohopublic.com/zs/MsCuLs

Additional Resources

Service Opportunities:

Videos:

  • Sit down with Carol F. McConkie, first counselor in the Young Women General Presidency of the Church of Jesus Christ of Later-day Saints and Heather Nelson, a licensed clinical social worker and learn more about how to help your child struggling with depression or anxiety                                https://www.youtube.com/watch?v=DEZA-Oe9sng
  • Child psychiatrist, Dr. Marshall Korenblum, explains depression and provides a information about how parents can spot depression in their child- and what to do about it.                                                                                        https://www.youtube.com/watch?v=4ZnVbZm20YQ

Books:

  • “Unstuck: Your Guide to the Seven-Stage Journey Out of Depression” by James M. Gordon
  • “Feeling Good” by David D. Burns
  • “Mind over Mood” by Dennis Greenberger

Websites:

  • Beck CBT offers numerous resources, online courses and information for several mental disorders.                                                                                      https://beckinstitute.org/
  • The Worry Wise Kids website offers specific aid for children with depression and options for parents.                                                          http://www.worrywisekids.org/node/22

 

References for Lesson 6

Beck, A. T. (2005). The current state of cognitive therapy: A 40-year retrospective. Archives of General Psychiatry, 62, 953–959.

Yoo, Y., Lee, D., Lee, I., Shin, N., Park, J., Yoon, M., & Yu, B. (2016). The Effects of Mind Subtraction Meditation on Depression, Social Anxiety, Aggression, and Salivary Cortisol Levels of Elementary School Children in South Korea. Journal Of Pediatric Nursing, 31(3), e185-e197. doi:10.1016/j.pedn.2015.12.001

Star (2006) Cognitive Behavioral Therapy for Adolescent Depression. SAMHSA’s National Registry of idence-Based Programs and Practices (NREPP). Retrieved from ttp://cdc.thehcn.net/index.php odule=promisepractice&controller=index&action=view&pid=847

 

 

 

Child and Adolescents with Anxiety and Depression

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Introduction

Each of us have had experiences that caused us to endure sadness, or anxiety.  These emotions can be come from the death of a loved one, disappointments, abuse or bullying, failure, or fear. Those feelings are natural, normal, and most of the time a part of healthy human emotions.  However, sometimes these emotions don’t have a triggering point and are just there. When those feelings become persistent, intense, even crippling, is when it becomes concerning.

Those lingering feelings are classified as either depression or anxiety disorders and should be diagnosed by a doctor. According to recent findings from research conducted for the center of disease control, depression and anxiety disorders are the most common of all mental illnesses and mental disorder. (Pratt, Brody 2014) Although similar, it’s important to understand that anxiety and depression are separate disorders.  Being aware of the differences is important in seeking treatment. In this post those symptoms and warning signs of depression and anxiety will be discussed.

**NOTE: In no way should this post serve as a diagnosis for Depression or Anxiety Disorders or be promoted as professional advice. For more in-depth information or personal questions, always consult with your doctor.

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CHECK IT OUT:

Watch Sabrina Benaim’s poem “Explaining My Depression to My Mother”

 

What is Depression?

The centers for disease control and prevention define depression as an illness characterized by persistent sadness and sometimes irritability.  While depression is often associated with adolescents and adult’s recent findings (Kertz & Kranzler 2016) show that depression can impact even preschool aged children.  One in ten children and adolescents struggle with mental health issues, but only a third of those suffering receive help (Kertz et al. 2016).

As mentioned above, depression can be triggered by life events, or exits due to other reasons related to the body’s chemicals. Harvard Medical School explains more by saying:

“It’s often said that depression results from a chemical imbalance, but that figure of speech doesn’t capture how complex the disease is. Research suggests that depression doesn’t spring from simply having too much or too little of certain brain chemicals. Rather, there are many possible causes of depression, including faulty mood regulation by the brain, genetic vulnerability, stressful life events, medications, and medical problems. It’s believed that several of these forces interact to bring on depression” (Publishing, 2017).

 

CHECK IT OUT:

Watch this short video Living with Depression to understand what it may feel like.

 

PONDER QUESTION:

What stood out to you in the video Living with Depression? Could you or someone you know relate? Take a moment to write down some of your thoughts.

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Warning Signs and Symptoms of Depression:

 Depression can manifest itself with a variety of symptoms.  For someone to be diagnosed with a major depressive disorder a patient would need to display several symptoms for a period of at least two weeks.  Common symptoms are included but not limited to:

  • Feelings of sadness and hopelessness
  • Insomnia
  • Isolation and social withdrawal
  • Change in weight or appetite (increase or decrease)
  • Feelings of worthlessness
  • Chronic fatigue
  • Suicidal thoughts. (Depression is the leading cause of suicide)

 

CHECK IT OUT:

This short video explains signs of depression in children and how they are often exhibited.

 

PONDER QUESTION:

Are any of these symptoms familiar to you or your family members?

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What are Anxiety Disorders?

There are several disorders that can be classified as different types of anxiety disorders. The most common ones that affect children are generalized anxiety, separation anxiety disorder, and social anxiety.

  • Generalized Anxiety Disorder: General Anxiety disorder is defined as persistent and excessive worrying.  Common symptoms for GAD include muscle tension, irritability, trouble concentrating, restlessness, trembling, fast heartbeat and dry mouth.
  • Separation Anxiety: Separation anxiety normally manifests itself from early in development (toddler years) to late childhood. (Morris RJ, Kratochwill 1991) Common symptoms include excessive worry about losing loved ones, unreasonable fear of events that cause separation (such as a kidnapping), a refusal or reluctance of leaving home, a fear of sleeping alone, frequent nightmares about separation.  The diagnosis comes if symptoms are persistent for about 4 weeks.
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  • Social Anxiety Disorder: Social Anxiety disorder is usually visible when children fear places where there are people.  Attending school because of a fear of peers would be a normal sign of this type of anxiety disorder.  Someone suffering from this disorder would have trouble making new friends and communicated with his peers.

 

 CHECK IT OUT:

Children share their on perspectives on anxiety

 

PONDER QUESTION:

Do you recognize a specific type of anxiety? What might you add to what has already been shared?

 

FEEDBACK

We would love to hear back from you how we can improve our posts or any other comments you have! Take our assessment survey here: https://survey.zohopublic.com/zs/MsCuLs

 

Additional Resources

Videos:

Books:

  • Helping Your Depressed Child by Martha Underwood Barnard
  • My Feeling Better Workbook: Help for Kids Who Are Sad and Depressed by Sara Hamil
  • When Nothing Matters Anymore: A Survival Guide for Depressed Teens by Bev Cobain
  • Helping Your Anxious Child: A Step-by-Step Guide for Parents by Ronald Rapee, Ann Wignall, Susan Spence, Heidi Lyneham, Vanessa Cobham
  • Calming Your Anxious Child: Words to Say and Things to Do by  Kathleen Trainor

Websites:

 

References for Lesson 5

Kaushik, A., Kostaki, E., & Kyriakopoulos, M. (2016). Review article: The stigma of mental illness in children and adolescents: A systematic review. Psychiatry Research, 243469-494. doi:10.1016/j.psychres.2016.04.042

Kertz, S. J., Belden, A. C., Tillman, R., & Luby, J. (2016). Cognitive Control Deficits in Shifting and Inhibition in Preschool Age Children are Associated with Increased Depression and Anxiety Over 7.5 Years of Development. Journal Of Abnormal Child Psychology, 44(6), 1185-1196. doi:10.1007/s10802-015-0101-0

Merckelbach H, Mayer B, et al. Common fears and their relationship to anxiety disorders symptomatology in normal children. Pers Individ Diff 1998;24(4):575–8.

Morris RJ, Kratochwill TR. Childhood fears and phobias. In: Kratochwill TR, Morris RJ, editors. The practice of child therapy. 2nd ed. New York: Pergamon; 1991. p. 76–114.

Publishing, H. H. (2017, April 11). What Causes Depression? Retrieved November 11, 2017, from https://www.health.harvard.edu/mind-and-mood/what-causes-depression

Parenting Strategies for Children with ADHD

CheyMont23Leave a comment

Introduction

This video reviews what was discussed in the last post and gives a brief overview of the approaches discussed in this post. You can also read the information below the video.

The last post on this blog addressed Attention Deficit Hyper Active Disorder, also known as ADHD. General symptoms of ADHD were discussed such as impulsive behavior, difficulty focusing for long periods of time, restlessness and fidgeting. Common examples of ADHD characteristics included loosing track of time and running late, messy bedrooms and frequently interrupting while others are talking. This post addresses general strategies and skills that parents can use if their child is diagnosed with ADHD.

**NOTE: In no way should this post serve as a diagnosis for ADHD or be promoted as professional advice. The suggestions and strategies are based on peer reviewed research and testimonies of those diagnosed with ADHD. For more in depth information or personal questions, always consult with your doctor.

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PONDER QUESTION:

What are successful techniques you have already used to cope with ADHD? Take a moment and make a list of all of techniques you can think of!

Socio-Emotional Approach

In 2015 it was noted that medication is the number one approach used to help children with ADHD, even though it is recommended that psychological intervention should be the first tool (Cardoso-Moreno, Tomás-Aragonés, & Rodríguez-Ledo, 2015). In a study done by Cardoso-Moreno et al. 25 children between the ages of eight and twelve diagnosed with ADHD were tested to see how a social and emotion approach could be used. The children participated in 8 one-hour weekly sessions one-on-one with an instructor. The sessions discussed the following:

  1. Recognizing certain emotions
  2. Role playing situations and modeling appropriate behavior
  3. Self-Awareness of their own strengths and weaknesses and how to use them
  4. How they feel in group settings as well as problems they may face with peers
  5. Social Skills focusing on empathy, assertiveness and active listening
  6. A Summary of what was learned over all

 

This study found that the children who went through these sessions showed improvement in Executive Function skills such as memory, self-control, managing time and paying attention (Cardoso-Morerno, 2015). Although these results are specific to this group, it could be helpful to discuss these session topics with your child and practice some of the skills.

CHECK IT OUT:

This video by AttentionTalk Video has ADHD coach Jeff Copper explain more about regulating emotions.

Anna Sabramowicz explains more about behavior modeling and how to use it.

Youtube vlogger Jenn and her mom answer questions about making friends and social skills.

 

Mindfulness Based Strategies 

These ideas stem from a study of 30 female high school students diagnosed with ADHD. The group of girls received eight 90-minute sessions of mindfulness-based instruction and were then compared to a group that did not participate in the sessions. Mindfulness, or meditation is considered thinking deeply and focusing for a period of time; this is usually done in silence and while relaxing.

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The sessions in the study included:

  1. An overview of what mindfulness means and general information about therapy sessions
  2. Basic concepts of mindfulness and inertial guidance
  3. Practiced eating with mindfulness and talking about experiences
  4. Introduced breathing exercises and other forms of meditation
  5. Introduced and practiced physical verification
  6. Practiced breathing exercises and physical verification at the same time
  7. Introduced and Practiced mindfulness of thoughts and sounds
  8. Reviewed sessions and discussed learnings
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The results of this study indicate that mindfulness could reduce the severity of ADHD in female adolescents (Abdolahzadeh, Mashhadi, & Tabibi, 2017). The idea with this is that being mindful helps to minimize impulsive behavior. Although mindfulness may not “cure” ADHD it could be a helpful tool.

PONDER QUESTIONS:

What are some mindfulness or relaxation techniques you may already practice? What would you like to know more about concerning mindfulness?

CHECK IT OUT:

Jeff Copper and Caroline Maguire with AttentionTak Video explain the need for self-awareness.

Beth Kurland walks children through a five minute meditation practice to help them recognize bodily sensations and how to focus attention.

This video by Stop, Breath, and Think gives six tips for how to mindfully eat.

Executive Function Approach

Executive Function is a term some people are familiar with, but many are not. It is a term used to generally describe mental functioning skills such as memory, behavior control, planning and organizing and many other goal and reasoning driven behaviors. Children with ADHD do poorly on a number of tasks involving executive function skills which leads some researchers to argue that a deficit of executive function is a main factor of ADHD (Tarver, Daley, & Sayal, 2015). Children with ADHD “often display [executive function] deficits that negatively impact their strategic planning, goal-setting, and persistence” (Johnson, & Reid, 2011).

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These difficulties can impact a child’s academic performance as well. There are however strategies that parents and teachers can use to give their child the best chance at success. The following tips were researched by Joseph Johnson a doctoral student in Special Education at the University of Nebraska:

  • Promote Risk Free Practice. Parents and teachers can reduce frustration by making sure that students understand what they have been taught and have been given several chances to practice. Avoid pushing children to perform above their ability or before they are ready and focus instead on mastering skills completely.
  • Promote a “Can Do” Attitude: Emphasize that if students work had and apply the skills, they will be able to develop the skills they’ve been taught.
  • Teach Self–Assessment: Help kids learn to monitor their own behavior by modeling appropriate behavior and then helping them recognize it in themselves and others. If needed, help the child write notes, keep a log or fill out charts to measure their behavior.
  • Break it Down: Children with ADHD focus on smaller tasks better. Provide clear steps in their instructions that they can remember.
  • Set and Evaluate Goals: Because they struggle with focusing on an end goal, children with ADHD may avoid setting goals or performing tasks to get there. Work one-on-one and can help as well as making goals specific, reachable, and a little challenging.
  • Teach Persistence: Children with ADHD may have a difficult time regulating their emotions and can feel overwhelmed when they feel frustration, this may cause them to quite a task that is difficult. Helping a child persist through challenges will benefit their ability to cope with their emotions (Johnson et al., 2011).
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PONDER QUESTION:

In what ways can you apply some of Johnson’s Research and advice? Write down a few thoughts you have.

CHECK IT OUT:

Dr. Russell Barkley is a leading expert on ADHD. In this video he discusses five cognitive abilities that appear to be impaired in children with ADHD. 

Jeff Copper ADHD coach explains more about executive function.

Jeff Copper ADHD coach walks us through a exercise to help us pause and think.

 

FEEDBACK

We would love to hear back from you how we can improve our posts or any other comments you have! Take our assessment survey here: https://survey.zohopublic.com/zs/MsCuLs

 

 Additional Resources

Videos:

Books:

  • “Boys Without Instructions” by Penny Williams
  • “Parenting Your Child with ADHD: A No-Nonsense Guide for Nurturing Self-Reliance and Cooperation” by Craig Wiener
  • “The ADHD Parenting Handbook: Practical Advice for Parents from Parents” by Colleen Alexander-Roberts
  • “The Survival Guide for Kids with ADHD” by John F. Taylor

Websites:

 

 References for Lesson 4

Abdolahzadeh, Z., Mashhadi, A., & Tabibi, Z. (2017). Effectiveness of mindfulness-based therapy on the rate of symptoms and mindfulness in adolescents with attention-deficit hyperactivity disorder. Journal Of Fundamentals Of Mental Health, 19(1), 30-37.

Cardoso-Moreno, M. J., Tomás-Aragonés, L., & Rodríguez-Ledo, C. (2015). Socio-emotional intervention in attention deficit hyperactive disorder. European Journal Of Education And Psychology, 853-59. doi:10.1016/j.ejeps.2015.07.001

Johnson, J., & Reid, R. (2011). Overcoming Executive Function Deficits With Students With ADHD. Theory Into Practice, 50(1), 61-67. doi:10.1080/00405841.2010.534942

Tarver, J., Daley, D., & Sayal, K. (2015). Beyond symptom control for attention-deficit hyperactivity disorder (ADHD): what can parents do to improve outcomes?. Child: Care, Health & Development, 41(1), 1-14.

 

 

 

Learning More About Attention Deficit Hyperactive Disorder in Children

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Introduction

When describing her step-son, Michelle explained that he wasn’t like most kids who’d sit still in their seat and follow directions during class. Chase, then in kindergarten, would instead be getting time outs and getting into trouble because he couldn’t control himself. Sometimes he would even become aggressive to other children and hit them. Michelle defined it as devastating when Chase was finally suspended from Kindergarten. Although he just seem rambunctious at the time, Chase was later diagnosed with Attention Deficit Hyperactive Disorder, or ADHD (Lite, 2013).

A smiling child sits in a green tree, looking up, on Lopez Island

Since 2003, the number of children ages 4-17 in the U.S. diagnosed with ADHD has increased from 7.8% to 11% in 2017 (Centers for Disease Control and Prevention, 2017). This means about 6.4 million children in the U.S. struggle with sustained attention, constant fidgeting and restlessness, and impulsive behavior (National Institute of Mental Health, 2016). This post provides a summary of ADHD, its defining characterizes and personal stories and examples of those diagnosed with it.

What is ADHD?

ADHD is defined as a condition where a person has difficulty focusing their attention for long periods of time or on one idea at a time. They often struggle with controlling their behavior and have increased body movement which makes them fidget and become restless. ADHD can often result in poor performance in educational, social, or work settings. This disorder is typically diagnosed by a doctor during childhood, but symptoms can persist and at times remain undiagnosed until adulthood.

PONDER QUESTION:

In what ways have you or someone you know struggled with ADHD?

CHECK IT OUT:

Thomas E. Brown, PhD introduces ADHD and gives some fundamental notes in this video by Understood for Learning and Attention Issues (a comprehensive resource for parents of kids with learning and attention issues).

 

How do People Diagnosed with ADHD Explain it?

ADHD Collective is a website geared towards coaching and helping adults and students with ADHD. In June of this year they prompted individuals who are diagnosed with ADHD to comment what it feels like as well as pulling pervious social media posts concerning it; the response was overwhelming. One commenter described it has having multiple TVs turned on all the time in their head. Another named Liz said “My head is full of post it notes and they’re all face down on the floor of my brain” (Muller, A., Muller, M., 2017). One featured comment of the post stated “Sometime I have this thing (think of my brain as a computer) it’s like someone tried to run a whole bunch of different programs all at once and the computer froze which really sucks because the only [way] to completely ‘unfreeze’ my brain is to ‘restart’ it (aka go to sleep) so for the rest of the day my brain is pretty much shut down and I can only handle simple things for the rest of the day…” Other commentors described ADHD as having several tabs open in their brain all the time, understeering a car and having to overcorrect, or a spinning beach ball constantly in their head (Muller et al., 2017).

Because people diagnosed with ADHD struggle to focus they often will make mistakes or not pay attention to details in their schoolwork or other settings. They may seem like they are not listening (especially in group settings), struggle with following instructions or be generally unorganized. Since children with ADHD often don’t notice details they may misplace things for school, misjudge their time and be late, or may be easily distracted by unimportant sights, sounds, smells, or other thoughts  instead of working on a task (Rosenblum, S., Frisch, C., Deutsh-Castel, T., & Josman, N., 2015).

CHECK IT OUT:

Young Youtuber Charlotte explains what it’s like for her being diagnosed with ADHD.

PONDER QUESTION:

How do you or someone you know relate to some of the example shared? What might you add to what has already been shared?

 

ADHD and Children

In their book Attention-Deficit Hyperactivity Disorder in Children, Adolescents, and Adults Paul Wender and David Tomb say that when parents start to research more concerning ADHD, they often may think that all of their children display traits associated with ADHD. This is considered normal; everyone at times has trouble focusing or is restless. They difference however is when these traits are persistent and consistent in a child and are noticed in several different settings i.e. school, home, activities etc. (Wnder et al., 2016). When young children display signs of ADHD they may rush from one activity to the other or never sit quietly and work through games or puzzles. In social situations children may interrupt others or not listen to someone talking and this may result in fewer friendships. At home instructions are hard to follow and remember so chores are often left undone and bedrooms are messy (Wender et al., 2016).

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When it comes hyperactivity, not all children that struggle with attention struggle with being hyperactive. Most children or very energetic in their play, however children with ADHD struggle to control their movement when they need to, such as classroom settings or at home. Sometimes an increase in clumsiness accompanies ADHD because of a lack of gross motor skills such as running, jumping or swinging and fine motor skills like writing or drawing (Block, 2017).

Wender et al. (2016) also point out that their book should not be used for diagnosis but can be “used by a parent as a ‘screening’ tool, for help in deciding whether a child’s behavior requires evaluation by a specialist” (p. 11). We also support and advise consulting with a doctor concerning diagnosis and treatment.

PONDER QUESTION:

Do you know a child with ADHD? How have they gotten help to handle it?

CHECK IT OUT:

In this video created by My Little Villagers two children are interviewed and asked various questions. One is diagnosed with ADHD and one is not.   

 

FEEDBACK: 

We would love to hear back from you how we can improve our posts or any other comments you have! Take our assessment survey here: https://survey.zohopublic.com/zs/MsCuLs

 

 References for Lesson 3

Block, R. M., Macdonald, N. P., & Piotrowski, N. P. (2017). Attention deficit hyperactivity disorder (ADHD). Magill’S Medical Guide (Online Edition).

Centers for Disease Control and Prevention. (2017, October 12). Attention-Deficit / Hyperactivity Disorder (ADHD). Retrieved October 28, 2017, from https://www.cdc.gov/ncbddd/adhd/data.html

Muller, A., Muller, M. (2017, June 24). Discover Exactly What ADHD Feels Like On A Daily Basis. Retrieved October 28, 2017, from http://www.adhdcollective.com/what-does-it-feel-like-to-have-adhd/

National Institute of Mental Health . (2016 , March). Attention Deficit Hyperactivity Disorder. Retrieved October 28, 2017, from https://www.nimh.nih.gov/health/topics/attention-deficit-hyperactivity-disorder-adhd/index.shtml

Lite, J. (2013, August 21). A real mom’s story: Raising a child with ADHD. Today . Retrieved October 25, 2017, from https://www.today.com/health/real-moms-story-raising-child-adhd-I123149

Wender, Paul H., and David A. Tomb. ADHD : Attention-Deficit Hyperactivity Disorder in Children, Adolescents, and Adults, Oxford University Press, 2016. ProQuest Ebook Central, .

 

Coping Strategies to Help Children with Fetal Alcohol Spectrum Disorders

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Introduction

The first mental disorder discussed on this blog was Fetal Alcoholic Syndrome Disorders (FASD). The first post consisted of a brief overview of what FASD  is and how it can be prevented. Several physical and behavioral characteristics were explained in the first post as well. This is a follow up post that explains a few coping techniques and strategies for helping children with FASD. What is written is not intended to diagnose or treat FASD; always consult with a specialist or your doctor concerning such questions.

Little blonde hair girl covering her face with hands

FASD has been called a silent crisis in America.  Much effort has been made in promoting and teaching the importance of preventing it, but the resources for families who are coping and managing with FASD are very limited.  An important aspect of coping with the difficulties of FASD is to know that you are not alone.  Millions of families in the United States face the challenges of FASD.  Recent research from the centers of disease control show that that fetal alcohol spectrum disorders are occurring 0.2 to 1.5 infants in every 1,000 live births. (CDC,2015).

Recognizing the Symptoms

Alcohol use doing pregnancy is the cause of FASD.  Being aware of some of the signs of FASD is important to make sure that there is not a misdiagnosis. Recent studies have brought alarming results concerning misdiagnosis of mental disorders.  Dave & Fernandez have suggested in their research (Dave 2015) that recent spikes of autism diagnoses are displacing other conditions.  A quick autism diagnosis can derail or delay the important care needed for children with FASD.

Two little boys bobbing for apples in an inflatable pool in Alexandria

Parenting Advice for Children with FASD

Janeen of Flordia explained that her most common problems are managing her child’s health care, finding the right medial team and medication and getting support instead of being judged.  She credits the support of her husband and their dedication to being patient as her effective coping method.  For Janeen and her husband they championed the practice of patience because they realize they are running a marathon and not a sprint.

A mix of permissive parenting with its wide ranges of freedom and authoritative parenting seem to have been the most effective approach. Authoritarian parenting (controlling, harsh punishments and argumentative) will often increase difficult behaviors since children with FASD have a difficult time keeping calm.

Kid sitting alone near a lake thinking

PONDER QUESTION:

What are effective parenting techniques you already use? Make a list!

 

Parenting Approaches to FASD

It is believed that no two cases of FASD are exactly alike.  The disorder can be displayed across a wide spectrum.  Managing and coping with the condition can vary as each experience is different.  We had the chance to ask parents who cope with these challenges to share some of their common challenges and how they cope with them.

 

The Neuro-Behavioral Approach

Heather of Las Vegas Nevada is raising two children that with FASD.  The most common challenges that she deals with is the effect of reactive attachment disorder.  Reactive attachment disorder can occur in children who have disruptions in parenteral relationships and display as an extreme lack of trust in care givers and in difficulties in establishing new relationships. Their added challenges is that they feel that many professionals have difficulties identifying or even understanding the nature of her children disorders.  Heather and her husband have coped by adapting their parenting styles.  They take a neuro-behavioral approach that focuses on adaptations instead of consequences.  The neuro-behavioral approach recognizes that each child with the disorder will be slightly different from another child with it. Each child will have strengths and weaknesses. When confronting a challenge, use the child’s strengths and move away from the weaknesses that they have.

CHECK IT OUT:

Want to learn more about the Neuro-Behavioral Approach? The Website Families Affected by Fetal Alcohol Spectrum Disorder offers more insight and resources! Follow the link below to learn more.

http://fafasd.org/resources/whats-nb-approach-fasd/

PONDER QUESTION:

What strengths does your child have? How can you use that to help them? What weaknesses do they have? How can you diminish using those?

Teresa Kellerman, a specialist in FASD who trains in the Arizona Department of Health has also taught the value of adaptation as shared by Heather.  In 2004 she developed the Fasstar Trek Model which helps assist the behavior management of children with FASD. Her 15 behavior rules are summarized below:

Teresa Kellerman’s Fasstar Trek Model

  1. Think Brain Damage. The damage from FASD ultimately is in the brain; this damage is permanent and unchanging. Understanding that it’s not just bad behavior is the first step to coping correctly.
  1. Think “Environment.” As mentioned above, the damage is permanent and while the child can’t be changed their environment can be changed. Physical surroundings, people they interact with, and schedules can all be changed. Parents, teachers and other care givers can all adapt to the child and this can improve behavior.
  1. Adjust Your Attitude. Encourage appropriate behavior rather than punishing misbehavior.  Remember that most of the time the child cannot control his/her behavior.

 

PONDER QUESTION:

What changes can you make in your child’s environment and in your own attitude?

Teen boy walking home from school wearing a backpack

  1. Medications Work.   Weigh the Pros and Cons of choosing medication and consult with your doctor. Be flexible figuring it out during the process, each child will be different.
  1. Meals and Diet. Avoid additives, read labels, minimize fast food and stick to restaurants that don’t use preservatives. Try eliminating different foods one at a time and looking for a difference.
  1. Adjust Your Expectations. Children with FASD  most likely will not be able to at their age level.  Divide the child’s chronological age by 2 and assume that the child’s ability to function will be around that level.  As children get older they are better able to act their age, but sometimes their ability to function socially and emotionally is often around the 6-year-old level.
  1. Understand the Nature of FASD.  Having an awareness of what FASD is will help you focus on effective intervention.  It is important to remember that it is ultimately brain damage.
  1. Avoid Physical Punishment.  Never hit or slap the child.  Child with FASD strongly learn by imitating others and if others are physically aggressive with the child, they will most likely become physically aggressive with others.
  1. Supervision. Most children with FASD require close monitoring.  Most adults with FASD require at least daily monitoring, and some need 24/7 supervision.  Because of lack of impulse control and poor judgment, the decisions they make are not always wise and may put them at serious risk.

 

PONDER QUESTION:

What are some ways you can increase supervision if needed? Brainstorm a few! This of people you can ask for help.

Young girl curiously peeking out of a vehicle window at Cinque Terre Point

  1. Use Consequences With Care.  Consequences must be concrete, simple, and must be applied immediately and consistently. Keep the child’s functional age in mind.
  2. Give One-A-Day Vitamins. The child with FASD may have nutritional deficiencies, one-a-day vitamins with minerals can be helpful.
  1. Rethink Time Out. If the child is out of control it can be from feeling frustrated, overwhelmed, or be caused by sensory overload.  Quiet time is a good coping strategy to help regain control.

 

PONDER QUESTION:

What are some activities that are soothing to your child? How can you use those activities to give your child quiet time and calm them? Create a “toolbox” or “quiet box” of things that you can easily access and use to calm a distraught child.

  1. Don’t Use “Tough Love.” The child with FASD has poor judgment and can make the same mistakes over and over again. Even when strict consequences are used the child may not make the connection. The child’s ability to make a wise choice depends on how well his/her brain is functioning at the moment.
  1. Individualize the Behavior Plan. Don’t apply one model or method to all children with FASD.  Not everything is going to work for all children effected.
  1. Take the time to study about FASD; Read information on the Internet, print out brochures and articles, teach others what you have learned.  The most important person to educate is the child. The more they know, the better they will be able to cope (Kellerman, 2004).

Woman carrying a flannel shirt and walking through a yard

It’s important to remember that though FASD comes with difficult challenges they can be managed and coped with. Find or make a support system or group that you can lean on and counsel with.

This lesson concludes the section on FASD. The next two posts will cover Attention Deficit Hyperactive Disorder (ADHD).

FEEDBACK: 

We would love to hear back from you how we can improve our posts or any other comments you have! Take our assessment survey here: https://survey.zohopublic.com/zs/MsCuLs  comment, or share our posts on facebook and like our facebook page!

Other Resources:

In this presentation Mary Berube (MSW, RSW) provides practical suggestions for how parents can strengthen their relationships with their children affected by FASD.

https://www.youtube.com/watch?v=sG_-Kc7FFTw

Randi Hankins gives information concerning ADHD and FASD in this four part developmental workshop.

https://www.youtube.com/watch?v=tylkCsnFlLs

Trying Different Rather than Hard by Diane Malbin ( https://www.amazon.com/Trying-Differently-Rather-Than-Harder/dp/0972953205)

 

References

CDC. Fetal alcohol syndrome-Alaska, Arizona, Colorado, and New York, 1995-1997. MMWR Morb Mortal Wkly Rep. 2002;51(20):433-5

Dhaval M. Dave, Jose M. Fernandez, Rising Autism Prevalence: Real Or Displacing Other Mental Disorders? Evidence From Demand For Auxiliary Healthcare Workers In California, Economic Inquiry, 2015, 53, 1, 448

Kellerman,T (2004). Behavior Environmental Adaptation Model The 15 BEAM Rules of FASD Behavior Management Also known as the Fasstar Trek Model:  http://www.come-over.to/FAS/BEAM.htm

 

 

 

Fetal Alcohol Spectrum Disorders

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Introduction

The first disorder discussed on this blog is  Fetal Alcohol Spectrum Disorders (FASD) and is the primary content for the first two posts. FASD are developed when a woman drinks alcohol while she is pregnant and can have varying levels of effect on the growing baby but mostly effects their mental development and behavior control. According to Wilhoit, Scott and Simecka this makes FASD “one of the leading intellectual disabilities that is preventable” (Wilhoit, 712). Only in recent years has there been substantial research and attention given to FASD which has increased its proper diagnosis of the symptoms.

Three people clinking their wine glasses

How Does Alcohol Affect a Baby’s Development?

During the early weeks of pregnancy, when the baby is developing rapidly, the brain is starting to form and transmit information (Berk, 2014 ). According to Berk this “period is the time when serious defects are most likely to occur because the foundations for all the body are being laid” (89). Alcohol consumption during this sensitive period interferes with the development of the baby’s brain and blocks the brain from sending important signals throughout the body (Berk, 2014).

A close-up macro shot of a newborn baby's feet in the hands of its mother, Bucharest

 

Elizabeth Pomeroy stated this concerning fetal alcohol consumption:

“It used to be thought that small or even moderate amounts of alcohol were OK—doctors even still sometimes erroneously tell women this. However, it is now clear that no amount is safe—even a little bit puts the fetus in danger of sometimes serious effects” (Holleran, 419).

Pomeroy also stated that of the women who are of childbearing age, are sexually active, and do not use birth control nearly 50% of them have reported alcohol use which puts them at risk for “an alcohol-exposed pregnancy” (Holleran, 418). Many women may not even be aware that they are putting their child at risk by drinking alcohol due to unknown or unplanned pregnancy (Wilhoit, 2017).

 

PONDER QUESTION:

How can alcohol related birth defects be avoided in most cases?

CHECK IT OUT:

Dr. Siobhan Dolan explains in this March of Dimes video more details concerning alcohol consumption during pregnancy and how to avoid it.

Characteristics of FASD

FASD uses the term “spectrums” to include all of the different levels of fetal alcohol related disorders. Each disorder and child’s response will be slightly different based on the mother’s level of drinking and the phase of the baby’s development when it took place. General characteristics of FASD include slight physical traits, behavior and impulse control problems, and learning difficulties (Wilhoit, 2017).

CHECK IT OUT:

This is an introduction video of a miniseries documentary by that follows several teens with FASD and their parents. Watch for similar traits among the teens shown.

Physical Traits of FASD

Physical traits will differ depending on the level and stage of alcohol exposure to the baby.  Several identified physical symptoms include a smooth rather than dipped appearance between the nose and lips, an upturned nose, a thin upper lip, and even a curved pinky. Other characteristics can include smaller heads, low body weight, shorter frames, hearing and visual impairments, difficulty sleeping or sucking. Organs can also be affected and are usually shown as problems with the heart, kidneys and bones (Wilhoit, 2017).

Image result for physical symptoms of fASD

(Image: http://healthinstant.net/fetal-alcohol-syndrome-facial-features-symptoms-effects-and-treatment/)

Common Behavioral Problems of FASD

Often behavioral problems stemming from FASD can be misdiagnosed (Holleron, 2009). Due to the variety of forms, FASD can often look similar to hyperactivity, depression, anxiety, attention, and other disorders. Children with FASD often struggle connecting similar situations to different contexts can lead to difficulty in controlling their actions or verbal communication. They will often struggle with following rules or noticing important social signals with peers (Wilhoit, 2017).

Because fetal alcohol consumption blocks messages from parts of the baby’s brain they are left with incomplete portions that “make it difficult for the different parts of the brain to work together and limit the person’s ability to reason and control impulses” (Wilhoit, 712).

 

PONDER QUESTION:

Have you notice common FASD behaviors in children? How have you handled them?

Learning Difficulties with FASD

Because of disadvantages children with FASD face, they may often get left behind or “slip through the cracks” when it comes to learning and education (Wilhoit, 2017). Academic performance is usually lower for children with FASD in areas such as reading, spatial and verbal memory, and math (Wilhoit, 2017). However, children who struggle with learning new things because of FASD can still find ways to bridge the gap and make new connections. Often learning a new topic in multiple ways helps the child’s brain to go around the incomplete or affected portions of their brain and can improve learning challenges.

PONDER QUESTION:

In what ways have you seen learning difficulties for children with FASD be improved?

CHECK IT OUT:

This is a video created by Childbirth Media Center and is part of a nine episode series geared towards helping teachers better understand how to work with children who have FASD.

FEEDBACK: 

We would love to hear back from you how we can improve our posts or any other comments you have! Take our assessment survey here:  https://survey.zohopublic.com/zs/MsCuLs

References 

Berk, L. E. (2014). Prenatal development,  birth and the newborn baby. (6th Ed.), Development through the lifespan (pp. 78-117).  Boston: Allyn and Bacon.

Holleran Steiker, L. K. (2009). A Dialogue on Fetal Alcohol Spectrum Disorder (FASD) and the Prenatal Impact of Substances on Children: An Interview With Elizabeth C. Pomeroy. Journal Of Social Work Practice In The Addictions, 9(4), 417-422.

Wilhoit, L. l., Scott, D. d., & Simecka, B. b. (2017). Fetal Alcohol Spectrum Disorders: Characteristics, Complications, and Treatment. Community Mental Health Journal, 53(6), 711-718.

Other Sources:

“Children With Prenatal Drug Exposure” by Lynette S. Chandler and Shelly J. Lane

Arc of the United States youtube  FASD Prevention Series https://www.youtube.com/watch?v=dLp9s-HJdks&list=PL9ehQ7w4Tze3uF3_sbfgSmzowdu9Z4G6O

UPCOMING POSTS

Check back next week for the second post for FASD: Coping Strategies to Help Children.

A woman and her daughter both wearing skirts, walking hand in hand down a country lane surrounded by trees in Legenäsgatan