Helping Children to Recognize Emotions in Themselves and Others

Dear Friends of Quest,

Happy New Year!!! I hope that this monthly installment of our newsletter finds you enjoying the holiday season and getting ready to celebrate the start of a new year!

We are excited to have both of our two therapy groups (our general group with some video game making and our rock climbing therapy group) starting the winter sequence on Wednesday, January 8th!

SIGN UPS ARE HAPPENING NOW!

This issue of our newsletter features an article regarding how to help children to recognize the emotions that they experience as well as when others are having an emotional reaction.  At Quest, we are proud to provide an innovative treatment program through our therapeutic summer camp and school year therapy groups that have been proven to reduce problem behaviors not only at camp, but in school, at home, and in everyday life.  We hope that our newsletter will be a source of support and applicable information to improve the lives of the amazing children and families in our community.

Sincerely,


Jodie Knott, Ph.D.
Director and Licensed Psychologist
Quest Therapeutic Camps of Southern California





Helping Children to Recognize Emotions in Themselves and Others   

Learning to recognize one's own emotions as well as the emotions of others is a critical skill needed for children and adults to have healthy and positive interactions with others.  While the ability to be able to read facial expressions is typically a well developed, natural skills for people, it is very common for children with attention and social difficulties to have severe struggles in this area.  Typically by preschool, children can make and understand all of the 410 different facial expressions.  "An early skill that has been found to be important for the development of additional social ability is the ability to understand and recognize facial expressions appropriately.  These expressions allow the child to understand the other's mood reaction to their behavior and adapt accordingly." [1]  In general, children on the autism spectrum have been found to struggle significantly since they typically don't give eye contact and instead look at someone's mouth.  This is concerning since approximately 80% of human facial expressions is communicated through the eyes. [2]  In addition, only 7% of emotional meaning is expressed with the use of words, while 55% is conveyed through facial expression, body language, and gestures. [3]  Luckily, children can be taught how to recognize facial expressions and emotions in themselves and others.

There are several resources that can be helpful to help children with recognizing facial expressions and emotions.  A couple of these programs include:

1.  "Let's Face It!"--A face recognition program that teaches facial recognition and emotion recognition in 20 hours.  The program is a free download from the University of Victoria Brain and Cognition Lab and the Yale Child Study Center.  Information is available at: http://web.uvic.ca/. [4]

2. Attainment's Getting the Message, Learning to Read Facial Expressions Program--Pat Crissey provides a solid program with many ways to assess aspects of facial recognition as well as providing a curriculum for how to approach teachable skills and connected practice opportunities.

At Quest, we have also worked with our children by teaching many skills related to face recognition and emotion recognition.  We do this in several ways.  Regarding facial recognition, one key area of our program is trying to make our conversations with our campers explicit and go over with them what benefits they can get out of seeking out more information from facial cues and body language.  We don't just tell our children to give us good eye contact, but we discuss with them the type of information that they should be seeking out through the eye contact that they are giving.  In addition, often parents or teachers will assume that children will understand the adult's emotional experience since their emotions are being conveyed through their facial expressions.  Since the children we work with are prone to struggles in this area we instead are very clear in our language.  For example: I might say to our campers "Right now I am very frustrated.  You can see this by looking at my face.  Pay attention to the shape of my eyebrows and how my hands are on my hips.  Those are both clues that I am frustrated right now."  We often will try to help the children we work with to recognize their own cues as well.  An example of this would be to say to a child, "Right now it looks like you are upset.  I can see that your voice is lower, that your shoulders are slumped, and your mouth is turned down.  These are all cues to me that you might be upset."

For emotional conversations, our campers also often respond best when we give multiple choice options regarding how they are feeling versus an open ended question.  In several instances we work to help our children to rate their various emotions from happy, sad, excited, nervous, etc. on a 1 to 5 scale.  Often we will see less behavioral difficulties when we are successfully able to help our children recognize when they are getting upset and then using appropriate coping strategies.  At Quest, many of our children become proficient at labeling the intensity of an emotion that they are experiencing and then using corresponding coping strategies until they have decreased to a 1 or a 2 on our 5 point scale.  We also routinely use our number scale on days with emotionally intensive field trips such as a trip to a local amusement park when we ask our campers how excited and also how nervous they are and then discuss how we can often feel more than one emotion at a time.

While it takes time to focus on facial expressions and the recognition of emotions it is valuable since this is a key skill for success.  The good news is is that there are good resources out there to help teach your children these skills.

[1] Semrud-Clickman, M (2007). Social competence in children. New York, NY: Springer, p. 76. as cited in a presentation on Social Difficulties of Learning, Attentional and Autism Spectrum Disorders by Dr. Kevin Blake, 2013.  www.drkevinblake.com.
[2] Dr. Kevin Blake, presentation on Social Difficulties of Learning, Attentional and Autism Spectrum Disorders, 2013.  www.drkevinblake.com.
[3] Mehrabian, 1987, as cited in Getting the Message, learning to read facial expressions by Pat Crissey, 2007, USA.
[4] Dr. Kevin Blake, presentation on Social Difficulties of Learning, Attentional and Autism Spectrum Disorders, 2013.  www.drkevinblake.com.

Behaviors and Characteristics of Happy People

Dear Friends of Quest,

Happy Thanksgiving!!! I hope that this monthly installment of our newsletter finds you happy and healthy, and enjoying your Thanksgiving!  This sequence of our school year fall rock climbing and video game making groups are almost finished until January!  Early registration discounts for our January groups end December 15th so sign up now.

This issue of our newsletter features an article regarding characteristics that are associated with being the most happy.  At Quest, we are proud to provide an innovative treatment program through our therapeutic summer camp and school year therapy groups that have been proven to reduce problem behaviors not only at camp, but in school, at home, and in everyday life.  We hope that our newsletter will be a source of support and applicable information to improve the lives of the amazing children and families in our community.

Sincerely,


Jodie Knott, Ph.D.
Director and Licensed Psychologist
Quest Therapeutic Camps of Southern California



Behaviors and Characteristics of Happy People  
This month with Thanksgiving here it seemed like a great time to discuss happiness as Thanksgiving is often thought of a time to reflect on what we feel blessed by or what we are thankful for.  For this article, I am choosing to summarize a recent article in Psychology Today by Todd Kashdan and Robert Biswas-Diener, two authors who focus on well-being.  They note that:
True happiness is more than a jumble of intensely positive feelings--it's probably better described as a sense of 'peace' or 'contentedness.' Regardless of how it's defined, happiness is partly emotional--and therefore tethered to the truth that each individual's feelings have a natural set point, like a thermostat, which genetic baggage and personality play a role in establishing.  Yes, positive events give you a boost, but before long you swing back toward your natural set point...That is, happiness is a state of mind, and as such, can be intentional and strategic.  Regardless of your emotional set point, your everyday habits and choices...can push the needle on your well-being. [1]

This article by Kashdan and Biswas-Diener present research findings on 5 things that happy people do differently.

1.  The Real Rewards of Risk (when anxiety is an optimal state)
Happy people tend to not just stay in their comfort zone, but choose to venture into new territories to try new things since they tend to be curious.  Even though curiosity can lead to some discomfort and vulnerability, happy people tend to take risks that lead to more positive, emotional experiences of higher intensity.

2.  A Blind Eye to Life's Vicissitudes (the benefit of seeing the forest but not the trees)
The authors report that happy people tend to be less likely to be analytical, detail-oriented, and skeptical about others.  They indicate that paying some attention to detail can help to have a realistic worldview, but happy people do this without getting pulled in too far to little details.
This is not to say that we should take a laissez-faire attitude to all our responsibilities; paying attention to details is helpful. But too much focus on minutiae can be exhausting and paralyzing.  The happiest among us (cheerfully) accept that striving for perfection--and a perfectly smooth interaction with everyone at all times--is a loser's bet. [2]

3.  The Unjealous Friend (we're buoyed by others' good fortune)
Kashdan and Biswas-Diener report that while being able to be there for friends in down times is important it is actually more important when looking at happiness to be able to celebrate with a friend or partner in their most joyful and successful moments.

4.  A Time for Every Feeling (the upside of negative emotions)
The authors report that it is important to have a balance of being able to let go of small things, but not to deny their own feelings.  Kashdan and Biswas-Diener indicate that happy people know that emotions provide good information and that they don't hide from negative emotions, but instead use this information to change their behavior and situations as needed.
Happy, flourishing people don't hide from negative emotions.  They acknowledge that life is full of disappointments and confront them head on, often using feelings of anger effectively to stick up for themselves or those of guilt as motivation to change their own behavior.  This nimble mental shifting between pleasure and pain, the ability to modify behavior to match a situation's demands, is known as psychological flexibility. [3]

5.  The Well-Being Balancing Act (pleasure and purpose work together)
It is important to find balance between finding fun and pleasure in life, with having a purpose in life since purpose can often drive us to take risks and make changes.  They note that people who are happiest are often the most successful at sacrificing pleasures for the short-term to work towards what they aspire for in life.  The authors recommend that in order to find purpose it can be helpful to reflect honestly on what you find most rewarding and meaningful, what you typically excel at, what you wouldn't be willing to give up, and what you crave the most.

Kashdan and Biswas-Diener detail that there is more to life than being happy.  They note that the "good life is best construed as a matrix that includes happiness, occasional sadness, a sense of purpose, playfulness, and psychological flexibility, as well autonomy, mastery, and belonging." [4]  While we can't change everything about our happiness, we can do many things to focus our energy on making healthy habits and choices.

[1] Kashdan, T.B., and Biswas-Diener, R. What happy people do differently. Psychology Today, July/August 2013, p. 52.
[2] Kashdan, T.B., and Biswas-Diener, R. What happy people do differently. Psychology Today, July/August 2013, p. 54.
[3] Kashdan, T.B., and Biswas-Diener, R. What happy people do differently. Psychology Today, July/August 2013, p. 57.
[4] Kashdan, T.B., and Biswas-Diener, R. What happy people do differently. Psychology Today, July/August 2013, p. 54.

Challenging Children's Fears

Dear Friends of Quest,
 
Happy Halloween!!! I hope that this monthly installment of our newsletter finds you happy and healthy, enjoying your fall season!  Our school year fall rock climbing and video game making groups are zooming by!
 
This issue of our newsletter features an article regarding how to assist children to challenge their fears.  At Quest, we are proud to provide an innovative treatment program through our therapeutic summer camp and school year therapy groups that have been proven to reduce problem behaviors not only at camp, but in school, at home, and in everyday life.  We hope that our newsletter will be a source of support and applicable information to improve the lives of the amazing children and families in our community.
 
Sincerely,


Jodie Knott, Ph.D.
Director and Licensed Psychologist
Quest Therapeutic Camps of Southern California




Challenging Children's Fears  

This month with Halloween fast approaching it seemed like a great time to discuss how parents can help children to challenge their fears.  I have a feeling that all the holiday clown commercials lately sparked this topic for me this month since even as an adult I can't help but feel uneasy when those scary creatures flash across my television screen.  Seeing the movie Poltergeist as a child was enough to teach me that clowns are just not to be trusted.  Moving on from my own personal childhood fear...It is very common for children to experience some fears in childhood.  While having fears can be a form of anxiety, these fears are often not a large concern unless children are suffering from many fears or a lot of general anxiety, the fears are causing the child high levels of distress, or are negatively impacting the child.  In these types of cases it can be most helpful to see a licensed professional since a therapist can further assess the level of anxiety a child may be experiencing and create a more comprehensive treatment program individualized for a specific child.

In other cases, where it is just one or two fears that are manageable there are many potential interventions parents can use that can be very helpful for children.  Common childhood fears such as a fear of the dark or monsters under the bed can often be addressed at home.

Some tips that can often help children with their various fears:
1.Try to gather more information from your child about his or her fears.  Often children will have a specific reason that they are afraid to sleep in their own room or are afraid of the dark such as that they are afraid of robbers, a certain type of monster, that a parent often leaves a door unlocked in the house that they always notice, etc.  In many cases, when you know what is driving a specific fear you can target your conversations or interventions to allieviate it.
2.  Help your children avoid things that increase their fears.  I can't tell you how many of the children that come into my office can't pry themselves away from the things that scare them such as certain cartoons, movies, or books.  I feel like I have to personally thank the Goosebumps book series for bringing children again and again into my office over the years.  As the parent, it often becomes your job to decide to limit your child's exposure to certain types of scary entertainment (even if your child begs and pleads that deep down he or she can handle it).
3.  Teach your children skills to manage their anxiety such as relaxation strategies (deep breathing, imagery, progressive relaxation) and help them create positive self-statements to say to themselves ("I am safe right now.  I just need to calm down and relax.  I can trust my parents to keep me safe.")
4.  Some parents are also willing to use some interventions that can be a little unconventional, where as some other parents don't feel these are the best fit for their children.  Some strategies that have been really helpful to get some children who are afraid at night to sleep in their own rooms include creating some sort of keepsake for protection at night to help children feel safe.  I have worked with some children who really found relief by us creating some sort of dream catcher in the office to serve as a reminder that they are safe.  I know several parents who have also either ordered some monster repellants online or made their own "monster spray".  If parents choose to go this route, I tend to advise that they don't make a ritual out of something like a monster spray, but instead have it be something that wards off monsters permanently with one dose.
5.  Provide big rewards and incentives for children who are able to use coping skills to challenge their fears.  Children often respond well to bonuses for each night that they stay in their room for the whole night.

Some tips of what to say to children about their fears:
1.  Normalize fears to let children know that pretty much all children and adults have fears.  I consider having some fears or concerns as a sign that your child is conscientious and really cares about their own health and safety, which is a good thing.
2.  Inform your children that you are available to discuss their fears with them.  Children also often benefit from knowing that it can be a sign of strength, not weakness, to be able to discuss their feelings including their fears.
3.  Don't minimize your child's fears or say that his or her fears are silly.  Hearing from a parent that monsters don't exist and just shutting down a conversation typically won't end a child's fears.
4.  Make it clear to your children that you as the parent have the important job to keep them safe and that you make decisions every day to make this happen such as by deciding on safe neighborhoods, wearing seat belts, making healthy eating choices, etc.

While all children are different, many of the strategies listed above can help children to find relief from their fears.  Anxiety is a common experience for many children and using some of the above strategies or meeting with professionals can often help your children to move beyond their fears to find greater peace.

Apps to Assist with Parenting

Dear Friends of Quest,
 
I hope that this monthly installment of our newsletter finds you happy and healthy, enjoying your fall season!  Our school year rock climbing and video game making groups are flying by already!
 
This issue of our newsletter features some recommendations for apps that might be helpful for raising a family in the current electronic age.  At Quest, we are proud to provide an innovative treatment program through our therapeutic summer camp and school year therapy groups that have been proven to reduce problem behaviors not only at camp, but in school, at home, and in everyday life.  We hope that our newsletter will be a source of support and applicable information to improve the lives of the amazing children and families in our community.
 
Sincerely,


Jodie Knott, Ph.D.
Director and Licensed Psychologist
Quest Therapeutic Camps of Southern California





Apps to Assist with Parenting  

As many of the monthly newsletters focus on parenting tips and how to make life easier for families it seems appropriate to mention some of the apps that are available that can be helpful at times for parents in achieving some of their parenting goals.  There are some helpful apps that focus on how to help families monitor the safety of their children, provide reminders, and manage chores, rewards, and allowances.  Some of the suggestions that I will be offering this month come from researching online about a variety of apps available, while others are direct recommendations from some of the parents I work with who have highly recommended these apps.  For all of these recommendations, each parent should reflect on what they would like in an app and what is really a good fit for them and their specific family's unique needs.  This list is also just a small list of what is out there and available as possible resources.

Several recommendations on this list come from Heather Leister, The Iphone Mom at www.theiphonemom.com, who has a whole website designed to evaluate apps for children and their families.  Her top 50 suggestions for moms in a variety of areas including "saving money, organizing, and having fun" are available at www.babble.com.  The three apps she mentions that I specifically want to call attention to are:
1.  Mobicip Safe Browser--provides and alternative web browser that can restrict what your child can access online
2.  iReward Chart--reward chart/incentive program tracker
3. e-Nag Reminders--schedule text message prompts

Lindsay Hutton wrote the "12 Must-Have Apps for Moms" for www.familyeducation.com.  The apps on her list that I specifically wanted to mention are:
1. Mama Bear--"an all-in-one app that allows you to always know where your kids are, what they're doing on social media, who they are with, and, for parents of teens, if they are speeding."  The app also provides updates about social media including notifying parents about inappropriate language, a map feature, and a chance for your child to check-in or notify a parent in an emergency.  
2.  iReward Chart--reward chart also highly rated above
3.  Chore Pad--reward plan for chores

Code9 Mobile--Regarding teen tracking, this app was recommended online since it locates your child, monitors their contacts in the address book, curfew tools to shutdown texting after hours, text message filtering, and the ability to block certain numbers.

Recommendations from my families:
1.  360 Locator--For GPS locating, parents can use this app to locate their children, noting this app is so specific they can even see if their child is on the right side of the street when waiting at a bus stop to make sure their child catches the right bus.
2. iAllowance--a system for tracking rewards, priviliges, and allowance
3. Play Timer--an app that shuts down the electronic when their child's earned time is over
4. Kik--text messaging app
5. Teen Safe--text and facebook tracking (a parent mentioned this is a great app for android users)
6.  Directive Parenting--This is a web based program, developed by Dr. Robert Field, the founder of Quest, to identify problem behaviors, create behavior programs, chart a baseline of behavior, and set rewards and consequences. www.directiveparenting.com

The Newsletter in Review

Dear Friends of Quest,

I hope that this monthly installment of our newsletter finds you happy, healthy, and ready for a great school year!  I can't believe it, but camp has flown by and it is time for the school year rock climbing and video game making groups to start!  I am happy to say that we had an incredible summer this year.  We are also doubling our school year programs with the addition of a video game making group.

 Please checkout our website for
our detailed calendar and more information for our rock climbing and video game making school year groups!
EARLY BIRD DISCOUNT SIGN UPS
HAPPENING TIL SEPTEMBER 10TH!!!

Announcements:

We are asking you to partner with us to help scholarship children into the Quest program who otherwise wouldn't be able to afford it.  We now have two ways that you can help us in this endeavor.

1.  Contribute by donating money to our scholarship fund through the American Camp Association.
These donations are tax deductible and are held specifically by the ACA for our local Quest campers.  To donate please click here and type in "Quest Therapeutic Camps of Southern California" for the camp that you would like to donate to.

2.  Download the Communities for Cause app and some of your regular shopping helps fund kids into Quest.

 
This issue of our newsletter features a summary of all the previous newsletters since there have been a lot of topics covered in the past year and a half. At Quest, we are proud to provide an innovative treatment program through our therapeutic summer camp and school year rock climbing therapy groups that have been proven to reduce problem behaviors not only at camp, but in school, at home, and in everyday life.  We hope that our newsletter will be a source of support and applicable information to improve the lives of the amazing children and families in our community.

Sincerely,


Jodie Knott, Ph.D.
Director and Licensed Psychologist
Quest Therapeutic Camps of Southern California





The Newsletter in Review  

This month seemed like a good time to provide a summary of all the Quest newsletters that have been written since it first began in May of 2011.  I thought this would make sense to do since it would be a way to cover some of the topics that I tend to find the most relevant for families and include things I discuss frequently with both the children and adults I see in my office and at camp.  I am happy to say that our newsletter distribution has grown a lot in the past year and a half.  I strive to have the newsletter be a solid resource with information and tips to help children and families live happier, healthier lives.  Hopefully this review will lead you to some of our archived newsletters that you may have missed or would like to further explore at this time.  Below I have listed the article by name and have labeled the topics covered, as well as placing a star by the articles that are discussed most frequently.  A link is also provided at the bottom of the list for how to access these articles since they are all archived on our website.

Quest Newsletter Article Review 

ARTICLE NAME	TOPICS COVERED
Experiencing Enrichment through Camp	Camp Enrichment
Navigating Dangerous Waters: Kids and Electronics	Parenting
Sensory Integration and Sensory Processing Disorders	Treatment
*Treatment Options for ADHD	Treatment
*The Importance of Social and Emotional Intelligence	Social Skills
The Power of Exercise	Alternative Health Options
*Success at Home Starts with Home(work)	School Parenting
*The Wild West of Parenting	Parenting
Last Child in the Woods	Alternative Health Options
*Take the Emotion Out of Parenting	Parenting
*Strategies to Help Children Overcome Social Challenges	Social Skills
Determining Whether an Assessment is Needed for Your Child	Assessment
*Being a Parent Detective	Parenting
Making the Most Out of the Holidays	Enrichment
Making Changes Count and Last	Goal Setting
*Positive Change Through Praise	Parenting
Parents Are People Too	Parenting Enrichment
The Amazing Power of Camp	Camp Enrichment
Using Positive Behavior Support in the Home	Parenting
Setting Children Up for Success in Game Play with Others	Social Skills
*Relaxation Strategies for a More Happy, Calm Life	Treatment Parenting
Supporting Children's Academic Growth with 504 and IEP	School
Why Rock Climbing	Alternative Health Options
Teaching Children to be Honest	Parenting
Helping Prepare Teens with Attention and Learning Difficulties for College	School
Increasing Happiness and Goal Attainment	Goal Setting
*Increasing Task Completion and the School Behavior Tracker	School
*Being Clear About the Nonnegotiable	Parenting
*What ADHD Is and Isn't	Treatment
The Keys to Successful Family Problem Solving	Parenting
The Unique Power of Group Interventions	Camp Treatment
Providing Children with Enriching Summer Experiences	Camp Enrichment
Long Term Benefits of Behavioral Therapy	Treatment

To sign up for the Quest Newsletter: Please click the link on the left side of this newsletter.

To see archived newsletters: Please click here.

Long-Term Benefits of Behavioral Therapy

Dear Friends of Quest,
 
Wishing you a HAPPY 4TH OF JULY from Quest!!!  

I hope that this monthly installment of our newsletter finds you happy, healthy, and ready for fireworks!  I can't believe it, but camp starts Monday!  
 
 Please checkout our website for
our detailed calendar and more information!  
LAST MINUTE SIGN UPS HAPPENING NOW!!!

Announcements:

We are asking you to partner with us to help scholarship children into the Quest program who otherwise wouldn't be able to afford it.  We now have two ways that you can help us in this endeavor.

1.  Contribute by donating money to our scholarship fund through the American Camp Association.
These donations are tax deductible and are held specifically by the ACA for our local Quest campers.  To donate please click here and type in "Quest Therapeutic Camps of Southern California" for the camp that you would like to donate to.

2.  Download the Communities for Cause app and some of your regular shopping helps fund kids into Quest.

 
This issue of our newsletter features a summary of a recent article regarding research on behavioral programs that I thought you might find interesting. At Quest, we are proud to provide an innovative treatment program through our therapeutic summer camp and school year rock climbing therapy groups that have been proven to reduce problem behaviors not only at camp, but in school, at home, and in everyday life.  We hope that our newsletter will be a source of support and applicable information to improve the lives of the amazing children and families in our community.
 
Sincerely,


Jodie Knott, Ph.D.
Director and Licensed Psychologist
Quest Therapeutic Camps of Southern California




Long-Term Benefits of Behavioral Therapy

In May of this year, the Scientific American published an article titled, "Not-so-quick fix: ADHD behavioral therapy may be more effective than drugs in long run."  I found this article interesting and wanted to share it in the newsletter since it focuses on how stimulant medications may help children focus and have better classroom behavior, but that programs focusing on making behavior changes may make more of a difference in the long-term.

The author of the article, SciCurious, states:
A new synthesis of behavioral, cognitive and pharmacological findings emerged at the recent Experimental Biology meeting, held last month in San Diego, where experts in ADHD research and treatment gathered to present their work.  Their findings suggest that behavioral and cognitive therapies focused on reducing impulsivity and reinforcing positive long-term habits may be able to replace current high doses of stimulant treatment in children and young adults.

The article goes on to cite research related to how behavioral change programs can have lasting effects regarding ADHD with different groups from children, college students, and parents of children with attention difficulties.  Regarding college students, the author cites research from Dr. Advokat at Louisiana State University that suggests that working to develop better study habits is what is most likely to translate into better grades and that medication and behavioral programs that target developing good study habits is crucial.  This research also suggests that less medication may be needed once good study habits are established.  Research conducted by Dr. Pelham of Florida International University suggests that for parents who utilize more skills to manage stress through behavioral interventions are shown to increase how well their children behave at home and in the classroom.  Dr. Schweitzer's research, out of the MIND Institute at UC Davis, is also cited as evidence regarding how cognitive interventions with children can help them improve control over their minds and may reduce the need for medication.

The article ends with a note that Advokat, Pelham, Schweitzer, and many other scientists agree that there should be a "renewed focus" on behavioral therapies since these programs create no drug tolerance, create no concerns regarding substance abuse, and may be the most effective for long-term treatment.  The author cites how it will be important to decipher which behavioral therapy programs are most effective.

Article by SciCurious, Not-so-quick fix: ADHD behavioral therapy may be more effective than drugs in long run. Scientific American, http://www.scientificamerican.com/article.cfm?id=adhd-behavioral-therapy-more-effective-drugs-long-term

The Keys to Successful Family Problem Solving

The Keys to Successful Family Problem Solving

Many factors can be involved in creating an environment ready for successful family problem solving.  Conversely, there are many approaches or tactics that can disrupt and ruin attempts for families to problem solve.  The good news is that by utilizing research based strategies and avoiding negative behaviors for family interactions families can have a wide range of successes in solving problems together and feeling more connected as a family unit.

There are many problem solving don'ts that can negatively impact families. These don'ts include, but are not limited to:
Don't
1.  Blame the other person
2.  Defend yourself
3.  Talk about intentions
4.  Make broad generalizations
5.  Bring up the past (using terms like always and never)
6.  Change the subject
7.  Lecture or give long explanations
8.  Put the other person down
9.  Try to problem solve when angry or upset [1]

When problem solving it is crucial to stay focused on the topic at hand instead of making broad generalizations, bringing up the past, or changing the subject. When we forget that we are all on the same team it is likely that we will engage in blaming the other person, defending ourselves, or talking about intentions. It is impossible to read other people's minds and we often jump to unsound conclusions when we do this.  Instead of trying to read people's minds it is crucial to clarify things that we think we have heard to make sure we are interpreting the message correctly.  Often in my work with families we will discuss how the family will fall into these 9 pitfalls listed, especially in times when they are not remembering that they are all on the same team or when they engage in problem solving when they are too upset to think clearly.

It is paramount to give loved ones the benefit of the doubt, discuss troubling behaviors (versus character deficits) that are upsetting us, and engage in positive, open communication that is reciprical and supportive in nature.  Often coming from a strengths-based, solution focused approach can be helpful including asking questions like "How can we as a family rely on our past successes with problem solving to help us in this current dilemma? What are some of our greatest strengths as a family and how can we access them now?  What are we most thankful for currently in our relationships with each other and how can we keep that in mind while we problem solve?"

Avoiding problem solving when angry is one of the most important aspects to follow to engage in successful problem solving.  I will often have family members rate how angry or upset they are from 1 to 10.  As a general rule, I advise that anytime any of the family members is rating themselves above a 3 problem solving is abandoned until all family members are below a 3 since often when we go above this level of intensity we commonly fall into the problem solving don'ts listed above.  Questions that are often helpful to know when enough relaxation or coping strategies have been used to once again return to successful problem solving is to answer yes to these questions:
1.  Right now am I below a 3?
2.  Right now can I speak calming and respectfully?
3.  Right now I know that deep down we are all on the same team and I will be able to give my family member the benefit of the doubt?
4.  Right now can I think clearly and am willing to consider alternate perspectives and possible solutions?

If the answer to these 4 questions is yes for everyone it can be an appropriate time to return to problem solving.  While it is important to take breaks and call family timeouts when people rise above a 3 for intensity level, all family members must know that a timeout is a promise by everyone to return to working together to solve the problem when everyone is calm.  By avoiding this list of common pitfalls, while also monitoring current levels of stress and intensity, and returning to family discussions when everyone is ready to engage in positive, strengths-based problem solving great things can happen for families.

[1] Handout from child and family practicum program for the University of Oregon Counseling Ph.D. program (resource from Dishon and Stormshak)

Increasing Task Completion in School Aged Children

Increasing Task Completion in School Aged Children

Parents' concerns regarding their children's task completion are something I hear about all the time in my practice.  This concern is common for many parents, especially those who have children with attention and learning difficulties.  Difficulties with task completion are commonplace and children, parents, and teachers all benefit when plans are in place to support children to increase their task completion.

There are many things that can impact task completion including:
1)  Difficulties staying focused and a low arousal rate for children
2)  Distractions occurring in the classroom
3)  Difficulties for children understanding what is expected during certain times in class regarding task completion
4)  Frustrations for children having difficulty learning certain concepts
5)  Children becoming overwhelmed by the size of an assignment

It can be important to first assess what might be getting in the way of successful task completion since based on the type of struggle a child is having a different intervention strategy would likely be needed.  For example; children with difficulties related to attention difficulties typically benefit from systems that help them learn what is expected, assist them with managing organizational details, and stay on task, while children who might be having more difficulties due to low frustration tolerance or anxiety may benefit from different strategies.

Common strategies that can be helpful for children with attention difficulties include:
1. Provide as engaging assignments as possible that often are hands on and multi-sensory in nature.
2.  Provide many prompts to help children regain focus if their attention drifts.
3.  Limit distractions when possible in such areas as seating children with attention difficulties next to positive peers who are most likely to be on task and creating quiet study environments.
4.  Have auditory and visual cues that clearly define what is expected at times since children with attention difficulties often miss cues like seeing that their peers are working quietly and they should be too.
5.  Create incentive plans for kids so that they can be rewarded for completing work and demonstrating on-task behavior.  Please click here for a form that I often use for children that allows for teachers to target task completion and various behaviors such as talking at appropriate times, staying in one's seat, etc.  This type of form can be monitored by teachers and rewarded at home.  The attached form can also be altered to be specific for your child given their school schedule and targeted behaviors.  I know a lot of parents have concerns about providing rewards for children for doing behaviors that they "should just do anyway."  What I find is that the reason that these types of programs work is that they flood dopamine into the reward centers of the brain, thus increasing attention and task completion.  This is crucial since children with true attention difficulties regularly do not process dopamine in the frontal lobe of the brain as efficiently as children who do not struggle with attention difficulties.

Common strategies that can be helpful for children with anxiety and low frustration tolerance include:
1. Teaching strategies for better emotion regulation including learning how to take deep breaths, use imagery, count to ten, think a happy thought, etc. to calm down.
2.  Provide positive counter thoughts for children if they tend to say or think negative or self-doubting statements.  Creating new positive thoughts such as, "I am bright and I work hard.  I will be able to figure this out.  I just need to go one problem at a time.  I can ask for help if I need it." can be incredibly helpful for children who struggle with negative thinking.  I often write these types of statements down for the children I work with on notecards when appropriate and it is common for their teachers to help them by reminding them to read their notecards when they appear anxious or frustrated.
3.  Cover up several of the work problems with another piece of paper so that children are less likely to get overwhelmed and can just focus on one problem at a time.
4.  Provide rewards for utilizing coping skills and completing steps along the way.

The great news is there are many ways in which children, parents, teachers, and other service providers can work together to support children who have difficulties with task completion.  Establishing high levels of communication between school and home and teamwork can greatly improve children's work completion, but also their self-esteem regarding themselves as good students.

Being Clear About the Nonnegotiable

Being Clear About the Nonnegotiable: How to Use Specific Language to Assist Children with Following Directions

I find that one of the most challenging areas for parents is how to assist their children with following directions quickly.  While almost all children will struggle on some days more than others to demonstrate good listening, this is often a significant issue for children with difficulties with attention, learning, or mood regulation.  Utilizing clear language can help children to better understand what is being communicated to them, which ultimately can improve the frequency of their following of directions quickly.

There are several challenges that can impact following directions quickly including:
1)  Difficulties staying focused and a low arousal rate for children, making it difficult for them to process directions when given.
2)  A tendency for children with some special needs to get "hyperfocused" on what they are doing and have difficulty tearing themselves away to respond to a new direction or expectation.
3)  Difficulties for children with cognitive flexibility causing them at times to get "stuck" in a certain way of thinking often with less ability in the moment to consider options.
4)  Difficulties with emotion regulation
5)  Children having difficulty with reading social cues, often not realizing that a direction that has been given is not a topic that is up for debate.

It can be important to first assess what might be getting in the way of successful listening and the following of directions since based on the type of struggle a child is having a different intervention strategy would likely be needed.  Last month's article provided some suggestions for how to increase attention and improve emotion regulation with tips to help children calm down and better manage their emotions if you would like more information in these areas.  

I consider hyperfocusing to be one form of getting "stuck" when it becomes incredibly challenging for a child to tear themselves away from some activity that he or she finds really engaging such as a video game.  Children also seem to struggle with cognitive flexibility frequently in various situations including when they expect things such as their schedule to go a certain way and plans change, when they believe that they are in charge of making a decision instead of their parents, and when something doesn't feel fair to them.  Clear language can be an important tool for parents to assist children to more accurately understand what is expected of them in a given situation.  I believe that not only do children benefit from clear directions and communication, but that often by using the same terminology over and over again, children begin to be more consistent in following directions quickly.

Common strategies that can be helpful for parents to be more clear in their language include:
1. Phrasing questions and commands clearly.  Often parents struggle when they use phrases like "Can you" or "Will you" with their children when they are really not asking a question, but giving a command.  In cases in which a parent is wanting to give a direction, avoid asking a question and using vague language and instead be clear.  For example: "Susy, right now I expect you to pick up your dish and place it in the sink." gives a specific direction about what is expected including when the parent is expecting the behavior to occur.
2.  Providing many prompts as well as auditory and visual cues can be helpful with situations involving hyperfocusing.  For example: If a child struggles with turning off a video game or putting away a game when it is time to do so, the child will often be more successful if the child is given several prompts about what to expect such as, "You have five more minutes to play before cleanup.  I am setting your timer next to the TV with five minutes on it so you will know when to stop."  Being consistent with clear rewards for stopping as directed and clear consequences such as losing game time the next day for struggling to stop as directed can also be beneficial in this area.
3.  Labeling children's feelings and the challenges for them that come when something feels unfair or unexpected can also be helpful.  Making statements such as, "I am guessing that you are disappointed or frustrated right now since it is time to cleanup and you would rather keep playing.  It is OK to feel frustrated.  I still need you to pick up your toy and put it in the toy box right now."  It also can be helpful to directly address the unfairness of life.  I often tell children that life isn't fair and that it isn't going to be and that the sooner that they can learn this the happier they will be.
4.  The use of the term "nonnegotiable" to me is one of the best ways to use clear language with children to help them know what is expected.  I encourage parents to define the term "nonnegotiable" for their children and to use this phase with their children in cases in which they have made a firm decision and the topic isn't up for debate.
5.  As always, incentive plans for kid can also improve the speed at which they have success with following directions quickly and being more flexible.  For example: "I know that this doesn't feel fair to you and you would like to keep playing, but this is a nonnegotiable.  Right now I need you to put the game in the box and place it on the shelf.  If you can do that quickly and deal well with your disappointment you can earn a bonus this evening."  

Families often get into the bad habit of arguing about or debating what should happen next.  The more that parents can use consistent and descriptive language the better that children will do with following directions quickly without as much debate.  Combining clear language, with labeling emotions children are likely experiencing, acknowledging times when children are getting "stuck", and providing cues and reminders about the bonuses that can be earned by being flexible and complying quickly good results are possible.  With consistency and time spent focused on having specific language dramatic behavioral changes are possible.  

Increasing Task Completion in School Aged Children

Increasing Task Completion in School Aged Children

Parents' concerns regarding their children's task completion are something I hear about all the time in my practice.  This concern is common for many parents, especially those who have children with attention and learning difficulties.  Difficulties with task completion are commonplace and children, parents, and teachers all benefit when plans are in place to support children to increase their task completion.

There are many things that can impact task completion including:
1)  Difficulties staying focused and a low arousal rate for children
2)  Distractions occurring in the classroom
3)  Difficulties for children understanding what is expected during certain times in class regarding task completion
4)  Frustrations for children having difficulty learning certain concepts
5)  Children becoming overwhelmed by the size of an assignment

It can be important to first assess what might be getting in the way of successful task completion since based on the type of struggle a child is having a different intervention strategy would likely be needed.  For example; children with difficulties related to attention difficulties typically benefit from systems that help them learn what is expected, assist them with managing organizational details, and stay on task, while children who might be having more difficulties due to low frustration tolerance or anxiety may benefit from different strategies.

Common strategies that can be helpful for children with attention difficulties include:
1. Provide as engaging assignments as possible that often are hands on and multi-sensory in nature.
2.  Provide many prompts to help children regain focus if their attention drifts.
3.  Limit distractions when possible in such areas as seating children with attention difficulties next to positive peers who are most likely to be on task and creating quiet study environments.
4.  Have auditory and visual cues that clearly define what is expected at times since children with attention difficulties often miss cues like seeing that their peers are working quietly and they should be too.
5.  Create incentive plans for kids so that they can be rewarded for completing work and demonstrating on-task behavior.  Please click here for a form that I often use for children that allows for teachers to target task completion and various behaviors such as talking at appropriate times, staying in one's seat, etc.  This type of form can be monitored by teachers and rewarded at home.  The attached form can also be altered to be specific for your child given their school schedule and targeted behaviors.  I know a lot of parents have concerns about providing rewards for children for doing behaviors that they "should just do anyway."  What I find is that the reason that these types of programs work is that they flood dopamine into the reward centers of the brain, thus increasing attention and task completion.  This is crucial since children with true attention difficulties regularly do not process dopamine in the frontal lobe of the brain as efficiently as children who do not struggle with attention difficulties.

Common strategies that can be helpful for children with anxiety and low frustration tolerance include:
1. Teaching strategies for better emotion regulation including learning how to take deep breaths, use imagery, count to ten, think a happy thought, etc. to calm down.
2.  Provide positive counter thoughts for children if they tend to say or think negative or self-doubting statements.  Creating new positive thoughts such as, "I am bright and I work hard.  I will be able to figure this out.  I just need to go one problem at a time.  I can ask for help if I need it." can be incredibly helpful for children who struggle with negative thinking.  I often write these types of statements down for the children I work with on notecards when appropriate and it is common for their teachers to help them by reminding them to read their notecards when they appear anxious or frustrated.
3.  Cover up several of the work problems with another piece of paper so that children are less likely to get overwhelmed and can just focus on one problem at a time.
4.  Provide rewards for utilizing coping skills and completing steps along the way.

The great news is there are many ways in which children, parents, teachers, and other service providers can work together to support children who have difficulties with task completion.  Establishing high levels of communication between school and home and teamwork can greatly improve children's work completion, but also their self-esteem regarding themselves as good students.