Biology Change Pressure Identity and Self-Image

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1 Victoria L Foster

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3 Biology Change Pressure Identity and Self-Image

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6 Sadness Sadness is something we all experience. Sadness is usually tied to one event or reason. Sadness is what happens when normal events occur in ways that are hurtful. Sadness is temporary and is not constant. Sadness can be interrupted by periods of contentment. DSM-V Criteria for Major Depressive Disorder Depressed mood or loss of interest or pleasure in daily activities for more than two weeks. Mood represents a change from the person s baseline. Impaired function: social, occupational, educational. Specific symptoms, at least 5 of these 9, present nearly every day: 1. Depressed mood or irritable 2. Decreased interest or pleasure 3. Significant weight change or change in appetite 4. Change in sleep 5. Change in activity 6. Fatigue or loss of energy 7. Guilt/worthlessness 8. Concentration 9. Suicidality

7 Anxiety can be described as a sense of uneasiness, nervousness, worry, fear, or dread of what is about to happen or what might happen. Types of anxiety Constant worries leave a child feel overwhelmed by every little thing. Anxiety, just like depression, affects the whole child, disrupting sleep, concentration, confidence, appetite, and outlook on life. Anxiety, just like depression, crushes a child s self-esteem.

8 Test anxiety is a form of performance anxiety the expectation to do well elicits worry, nervousness, dread, etc. Test anxiety may produce somatic symptoms. Self-critical thinking feeds test anxiety. Even though the child is prepared, they focus on negative thoughts such as, What if I forget everything I know? Will my parents be satisfied with the grade I received? What if I don t get an A? Get the student to focus on the process not the product.

9 Stress is the way our body reacts to the demands made upon us by the environment, our relationships and the perceptions we have about those demands. Good stress versus bad stress Bad stress affects day-to-day functioning

10 Children who are too busy may begin to show the following signs: Feel tired, anxious or depressed Complain of headaches and stomachaches Fall behind on their schoolwork Overscheduling can take a toll on family life and peer relationships. Set reasonable limits on extracurricular activities. Remember the importance of downtime. Kids need time to just be kids.

11 Irritability or volatility Sleep disturbances (nightmares) Inability to concentrate or focus Physical: stomachaches, headaches Unexplained fears or increased anxiety (clingy) Regression in development Isolation from family or social activities and relationships Drug or alcohol experimentation

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13 Poll: How Kids Handle Stress Healthy versus Unhealthy coping skills 75% of children surveyed said when they are stressed, they would like their parents to talk to them, help them solve the problem, try to cheer them up, or just spend time together.

14 Build up your child s self-esteem: labeled praise, find activities where your child can show he/she is good at something. Let you child lead the way Be careful not to pass down your fears Work together: a parent who is too easy and a parent who pushes your child too much is confusing. Consequences: Parents who have reasonable expectations of their children coupled with clear and consistent consequences for behavior ALONG WITH love and acceptance have the most competent, self confident, happy children.

15 Be aware and alert of your child s behaviors and emotions Build trust with your child Be open and available Encourage them to express their emotions and feelings Teach and model healthy emotional responses Encourage healthy and diverse friendships Encourage exercise, physical activity, proper nutrition and REST Keep your child aware of anticipated family changes Monitor television and electronic devices Limit over-scheduling Monitor your own stress level. Don t forget to take care of yourself. Calm is contagious! Develop partnerships with your child s educators Seek the assistance of a physician, school counselor, or mental health professional

16 In order to build resilience we need to: 1. Trust our child s ability to handle difficult problems 2. Show them that you trust their ability to cope 3. Allow and accept 4. Do not jump to rescue them or fix situations 5. Balance our own wants and needs with theirs

17 Books Helping Your Anxious Child: A Step-by-Step Guide for Parents The Cognitive Behavioral Workbook for Anxiety: A Step-by-Step Program Beyond the Blues: A Workbook to Help Teens Overcome Depression On the Web National Institute of Mental Health Anxiety and Depression Associate of America Child Mind Institute In the Community Grief: Bo s Place PARC: Substance abuse See Mrs. Foster for referrals