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A Small Break from Therapy – What’s the Big Deal?

Written by: Erilda Borici and Olivia Smith

Now that warm weather has finally arrived, many children and families are eagerly awaiting the end of the school year and the beginning of the summer break. Summer is the perfect time of the year to play outside with friends and to enjoy family time.  It’s also an excellent opportunity to add additional therapy sessions to maintain progress made during the school year or to meet goals. 

When your child is in need of counseling, speech therapy, occupational therapy, ABA or physical therapy, an individualized treatment plan is created by your therapist. Therapists build a strong rapport and a trusting relationship with children through consistent time spent together.  A break in therapy disrupts their treatment plan and can delay progress.

There are multiple ways to maximize your child’s time in therapy during the summer months by participating in our multidisciplinary approach. If necessary, your child can receive various therapeutic services all under one roof. 

For children who have diagnoses of Autism, ADHD, or other developmental, cognitive, or mental health concerns, multiple therapeutic services are recommended to allow your child to reach their full potential. Apart from the convenience of having all  of your child’s services under one roof, therapists collaborate with each other to ensure consistency for your child. Coordination of care will allow your child to grow and gain skills as rapidly as possible.   

The summer months bring lots of opportunities for children to play at parks, learn to use/ride various gross motor toys such as bikes or scooters, or play at the beach. Therapy is play based so it’s fun! 

Many of our clinics have a sand table where children can learn how to build sand castles, or jungle gym equipment that they can learn to navigate safely. We teach bike riding!  Mastery of these skills during your child’s sessions provides confidence that they can participate in these activities safely and effectively outside of the clinic setting.  One of the most important goals in therapy is to have fun while skill building.

Here are some tips on maintaining consistency and getting the most out of treatment for your child.  

  • Since children are out of school, they have a lot more availability during the day to participate in therapy, and while camp and extracurricular activities are important, and great options for staying active, they cannot replace individualized therapy plans.   
  • Summer can be filled with unstructured time. For kiddos who struggle with ADHD, Autism, or Anxiety, this can be exacerbate some of their symptoms. Maintaining scheduled therapy hours provides children with consistency and routine to continue to work on their treatment goals.  
  • Rescheduling missed sessions is easier during the Summer months. (you might even be able to see a different therapist, depending on your child’s needs)  
  • Plan ahead and schedule additional sessions if you have an upcoming vacation or break, your therapist may have extra flexibility as well. 
  • Remember, school may be out, but kiddos who maintain their therapy schedules thrive when Autumn arrives! 

**Please keep in mind cancellations should be done at least 24 to 48 hours in advance, so other families also have the chance to reschedule.


NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines and Mequon! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

 

Is My Child Depressed? What You Should Know About Childhood Depression

What the Numbers Show

Research has shown that children, even babies, have experienced depression. In the United States alone, research studies suggest that up to one percent of babies, four percent of preschool-aged children, five percent of school-aged children, and eleven percent of adolescents meet the diagnostic criteria for Major Depressive Disorder. Blog-Childhood Depression-Main-Landscape-01

It is important to understand the risk factors and symptoms of childhood depression to help your child receive the necessary therapeutic interventions. Suicide is the second leading cause of death for children, adolescents, and young adults aged 10 through 24 (http://jasonfoundation.com/prp/facts/youth-suicide-statistics/). Suicide is significantly linked to depression, so early detection and diagnosis is critical and sometimes even life-saving.

Symptoms of Childhood Depression

Just like adults, children are capable of changes in mood, expressing negative thoughts, but are more likely to show depressive symptoms in behavioral ways. For example, a child experiencing depression may complain of fatigue, stomach aches, headaches, or experience irritability, changes in appetite, and changes in sleep patterns. These physical symptoms, often known as somatic symptoms, are expressed physical aches and pains that are real experiences for your child, although they have no known medical causes. These somatic complaints are often common in children who experience depression. It is important to rule out physical illness or other medical problems with your pediatrician if your child is experiencing these symptoms.

What Parents Can Do to Help

Parents are a child’s greatest advocate and support, so it is important to know what to do to help your child if you suspect that he or she is struggling with depressive symptoms.

  • Talk about depression with your child. Support and encouragement through open communication help your child feel comfortable to express his or her feelings. This lets your child know that he or she is not alone, is loved, and understood.
  • Talk with your child’s pediatrician. Mental health is just as important as your child’s physical health. If you notice your child is experiencing symptoms of childhood depression, call your pediatrician to alert him or her of your child’s emotional concerns. Your pediatrician may recommend a diagnostic screening or refer to an outpatient licensed therapist.
  • Don’t ignore it! Depression is a serious mental illness that cannot be brushed aside or ignored. Ignoring your child’s emotional concerns will not help your child obtain the treatment that he or she needs to overcome depression.

Treatments Offered

Depression is a treatable illness with success rates of up to 80% for children and adolescents who receive therapeutic intervention. The other 20% may respond well to medicinal interventions along with traditional therapy (https://blogs.scientificamerican.com/mind-guest-blog/what-adults-need-to-know-about-pediatric-depression/). Recommended treatments include play therapy, family therapy, and individual talk therapy, including cognitive behavioral therapy (CBT) that helps children re-frame their negative thinking patterns to help them change their self-perception and consequently, improve their mood. Cognitive behavioral therapy is goal-oriented, problem-solving focused, and is one of the most commonly used interventions to treat depression.

Medicinal options are another commonly used treatment for children who experience depression, with the goal of reducing depressive symptoms. The majority of children who take antidepressant medications will be able to stop their medication with support from their pediatrician or psychiatrist when their symptoms improve. It is important to note that the use of antidepressant medication for children and adolescents may carry a higher risk for suicidal thoughts for this population. It is imperative to receive ongoing medication monitoring to assess risk of side effects and other interactions.

I Think My Child is Depressed. What Should I Do?

If you suspect that your child may be experiencing depression, it is recommended that you contact your pediatrician. Share your concerns and plan for a medical evaluation to begin the diagnostic process. If medical testing shows no other reason for the fatigue, stomach aches, headaches, sleep, appetite changes, or sadness that often come with depression, a licensed mental health professional will evaluate further to determine the most appropriate treatment plan.

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

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A Counselor’s Take on 13 Reasons Why

If you have a preteen or teen child, you probably have heard of the hugely popular Netflix show 13 Reasons Why. The show, based on a best-selling novel, centers around Hannah, a teenage girl who dies by suicide and leaves behind tapes to the people she feels pushed her towards ending her life. This popular and controversial show has brought in discussions about mental health, bullying, sexual assault, substance use and suicide. As a counselor, I agree that raising awareness on these topics is crucial and necessary, especially considering the frightening increasing rates of these issues. However, I am concerned about the potential impact that this show might have on young teens. Blog-13 reasons why-Main-Landscape-01

Teenagers are very vulnerable to graphic content. The show can be hard to watch, and some scenes can be potentially very triggering. Many teens are binge-watching the show, which increases concern about the possible emotional distress that can be caused by doing so. I do not recommend that anyone struggling with suicidal thoughts watches the show as it might develop potential ideas or even romanticize the idea of suicide. The problem with the ultimate fantasy is that the character does not get to change her life with suicide nor does she get to find out what happens next. Suicide is final.

13 Reasons Why also misses the mark in its failure to address mental illness or depression ( the most common risk factor in completed suicides). Depression can look differently in teens than adults.

Some risk factors include:

  • Significant sense of sadness
  • Significant irritability
  • Isolation
  • Negative comments about life
  • Loss of interest in sports, hobbies, etc.

My recommendation is that if your child wants to watch the show, you watch with them.

Although it might be hard or uncomfortable, it might bring an opportunity to discuss important topics such as:

  • Talk to your children about bullying and what it might look like. Bullying can be physical or verbal abuse, excluding others, or using the internet/social media to attack and humiliate the victim. Teach your child to not be a bystander or support bullying.
  • Talk to your child about resilience and options on how to reach out for support if they are being bullied. If children develop resilience and strong self -advocacy, it can help them further develop their self- esteem and instill courage.
  • Talk to your child about symptoms of depression. 1 in 5 teens experience depression and suicide is the third leading cause of death among 15-24-year-olds according to the CDC. Discussing the issue of suicide does not plant the idea. It creates the opportunity to offer help. Have a conversation with your child about trusted adults in their life that they can reach out to if they need help.
  • Listen to your child’s comments without judgment. Do not minimize or trivialize what you see. If it appears insignificant to you as an adult, remember that this is a daily reality that teens are faced with each day. Allow your child to discuss any issues without judgment or punishment.

In addition, the Jed Foundation has released a great list of additional talking points. You can check those out here: https://www.jedfoundation.org/13-reasons-why-talking-points/

We need to use shows like 13 Reasons Why as a reminder. A reminder to be emotionally present and let children know that they are loved and supported. Children need you to be their secure base, to support their exploration, help them, enjoy with them and watch over them. Make sure to create a space for listening that is nonjudgmental and supportive.

If you need to talk, or if you or someone you know is experiencing suicidal thoughts, call the Suicide Prevention Hotline 1800-273-8255 or 1800-SUICIDE (784-2433).

NSPT offers services in Bucktown, Evanston, Deerfield, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Mequon! If you have any questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140!

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Managing Anxiety in the Classroom

Anxiety is one of the most common mental health issues in our country, affecting millions of adults and children alike. Children with anxiety at school may be experiencing it for several different blog-anxiety-in-school-main-landscapereasons. A few common reasons children may be anxious at school revolve around separation from parents or caregivers, social anxiety or test anxiety. Sometimes, it’s hard to pinpoint exactly what the cause is, which is okay too. The important thing is that the symptoms are managed appropriately. Since kids spend the majority of their day in a classroom, it is paramount that teachers and other staff are trained to recognize, support and advocate for anxious students.

Identifying anxiety early on is a very important step as it can help mitigate larger problems later on in adolescence and adulthood.

Let’s start by discussing some common signs and symptoms that we may see in an anxious child. These include, but are not limited to:

  • Refusal or reluctance to attend school
  • Difficulty concentrating
  • Negative self-statements
  • Perfectionist tendencies
  • Withdrawing from other children
  • Lack of participation
  • Tearfulness
  • Excessive worrying
  • Frequent trips to the nurse
  • A decline in academic performance

Over the years, our education system has made tremendous progress in identifying and helping children struggling with anxiety. One of the most common are accommodations under a 504 Plan. An example of an accommodation used in a 504 Plan would be adjusting the child’s seating arrangement (often referred to as “preferential seating”). An anxious child may feel more comfortable sitting closer to the teacher, or further away from a highly-energetic or rambunctious child. Another accommodation is extra time on tests (often referred to as “time and a half”), since test-taking can be a common trigger for anxiety. If you feel a 504 Plan might be helpful and appropriate for your child, it would be a good idea to plan a parent-teacher conference to discuss your options.

Close communication and collaboration between teachers and parents is a great way to ensure that your child is getting his or her needs met in the classroom. Sometimes, anxious kids just need a little extra encouragement and reassurance. Positive reinforcement is an excellent tool used for pointing out a child’s successes and efforts, and rewarding them for it. Many schools have a social worker or counselor on staff as well. Social workers and counselors are specifically trained to help children struggling with anxiety and other social-emotional issues. One-on one or small group sessions can be extremely beneficial in helping manage anxiety at school. Incorporating social work minutes into your child’s schedule is a great way to provide your child with extra support during the day.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Executive Functioning and Self-Regulation Skills for My Child

Children aren’t born with executive functioning or self-regulation skills, rather their brain has the capacity to develop them. As a result, these skills that support a child’s capacity to learn, grow and develop can be inhibited by a number of factors including stress, environment, relationships, or delays. They can blossom and develop more fully with support from adults and the environment around them. Some children require more focused support to better develop executive functioning and self-regulation skills. Support can be through Early Education Opportunities and/or more formal intervention and support like Occupational Therapy, Behavior Therapy or Mental Health Services. blog-executive-functioning-main-landscape

How to Identify on Track Development for Executive Functioning and Self-Regulation Skills

Positive Engagement in School

  • Your child has a positive experience at school, cooperates with expectations and meets expectations most days.
  • Your child completes their work in a timely manner and typically understands the material.
  • Your child’s school work is typically organized and can be located easily.
  • For younger children, they attend school most days without difficulty. They can share what happens at school each day and can tolerate when things change.

Pro-social Skills

  • Your child can get along with others, can initiate interaction and negotiate play appropriately.
  • Your child typically understands and follows routine expectations and rules.
  • Your child typically responds to redirection without difficulty.
  • Your child can communicate his needs, wants, or wishes appropriately and effectively.
  • Your child can take responsibility for their actions and can understand the consequences.
  • For younger children, they engage in turn-taking, sharing, and show emerging empathy for others if they get hurt or sick.

Healthy and Safe Choices

  • Your child makes safe choices when interacting with others across settings (home, school, and in the community).
  • Your child can recognize and understand the importance of rules and safety.
  • Your child can make healthy choices for themselves (balanced eating, exercising or participating in activities that make them feel good).
  • Your child can access and utilize help when needed.
  • For younger children, they can talk about the rules at home and school. They can cooperate with important routines like sleeping, eating and toileting.

Communication and Coping Skills

  • Your child can express their needs, wants, and feelings verbally and effectively.
  • Your child can typically communicate or express their frustration or anger in a safe, appropriate manner.
  • Your child can accept support or help from others.
  • Your child can advocate for themselves appropriately.
  • For younger children they can ask for help, ask for their needs with words or gestures, and can calm down with adult support.

How to Promote Executive Functioning and Self-Regulation skills

  • Provide a visual guide for routine and rules at home.
  • Make expectations clear and concise; talk about what happened if expectations are not being met.
  • Provide 1 or 2 step directions when giving instructions.
  • Spend time together for multi-step activities like art, a puzzle or baking activity; talk about the steps needed.
  • Encourage and praise hard work and persistence especially when trying something new or challenging.
  • Use first/then statements i.e. First we put the toys away, then we can have snack.”
  • Take time for calm and quiet activities together i.e. reading, taking a walk and coloring.
  • Model how to calm down or take deep breaths when upset.
  • Model healthy living and safe choices.
  • Develop Family Rituals that provide time to reflect and share about thoughts, feelings, and experiences (i.e. Highs and lows from the day over dinner, 3 best parts of the day on the drive home, marking off days on a calendar to look forward to a family outing).
  • Talk and share about feelings. Be willing to share your own.

Resources:

http://developingchild.harvard.edu/science/key-concepts/executive-function/ 

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Teaching Children Mindfulness

By now, there’s a good chance that you have heard of mindfulness. It seems to be everywhere these days, but what exactly is it? Mindfulness is a meditation practice that begins with paying blog-mindfulness-main-landscapeattention to breathing to focus on the here and now. It means being aware of your present moment (thoughts, feelings, and physical sensations) without judgments and without trying to change it.

Why Teach Mindfulness?

In today’s world with TV, video games, computers and busy schedules it can be hard to focus on the here and now, however, the benefits of being able to be mindful are vast. Recent scientific research has shown the positive effects it can have on positive well- being and mental health. It has been shown to improve attention, reduce stress, and increase the ability to regulate emotions and feel compassion and empathy.

3 Benefits of Being Mindful for Children:

  1. Being mindful can give you more choices and more control over behaviors. Being fully aware is important if a child is overly emotional or impulsive. It allows them the opportunity to slow down and catch themselves before they do something they might regret later.
  2. Being mindful can increase compassion and empathy for oneself and others. When kids learn to be aware while being nonjudgmental, they can turn the criticisms into observable facts.
  3. Being mindful can help with focus and make kids more productive. When kids stay focused, they can stay engaged better in activities and school work.

How to Teach Mindfulness at Home:

An excellent way to teach mindfulness at home is to model and participate in mindfulness as a parent. Setting routines to take a few moments, close your eyes, notice your breath, thoughts, emotions, physical sensations without judgment can make a great impact on the whole family. Parents can encourage their kids to take a few moments during homework time, stressful times or just any transition time to practice being mindful. Being mindful can be fun too!

Try the following exercises with your child:

  1. The seeing game can be asking your child to take a minute to notice things around the room they haven’t noticed before. Did they notice anything new or different?
  2. Going on a nature walk can be turned into a mindfulness exercise encouraging your child to use their five senses (sight, sound, smell, taste and touch) to be mindful of the world around them.
  3. The “tense and relax” exercise; in this exercise kids tense different muscles in their bodies for a few seconds and then release. This is a great way for kids to relax and be present.
  4. Breathing friends- Use a stuffed animal to help your child practice mindful breathing. Teach your child to take deep breaths and notice how their body feels as their chest and belly goes up and down. Then have the child teach the deep breathing to the stuffed animal to empower them.

References:

http://www.ncbi.nlm.nih.gov/pubmed/18365029

http://www.ncbi.nlm.nih.gov/pubmed/17940025

Rathus, J. H., & Miller, A. L. (n.d.). DBT skills manual for adolescents.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Bullying Warning Signs

Bullying is an ongoing concern for parents, care givers and teachers. How to tell if your child is being bullied can be difficult, as bullying can take on many forms. The act is a deliberate imbalanceblog-bullying-warning-signs-main-landscape of power; and can be physical, emotional, sexual or verbal.

Having a working knowledge of warning signs is essential for supportive parenting. If your child has some of the warning signs below, it is not a guarantee that they are being bullied. Open and honest dialogue with your children will provide more insight into the potential causes of some warning signs.

Below are a variety of warning signs that could signify your child is the victim of bullying:

  • Noticing your child has damaged belongings; this can span from clothing, to book bags, to text books, etc.
  • Unexplained physical injuries like bruises or cuts
  • Tendency to isolate from friends and peers
  • An increase in anxiety or fear related to attending school and often will explore opportunities to miss school (i.e. Excuses, faking sick, etc.)
  • Changes in sleeping or eating patterns; suffers from frequent nightmares, poor appetite
  • Appears sad, upset or angry when returning from school
  • Decrease in academic achievement
  • Health concerns; most often frequent stomach aches, headaches, etc.

Beginning a discussion with our children about bullying can be challenging, as many kids tend to shy away from disclosing this information. The most essential component is that as a parent you remain calm and supportive, not reactive to what your child discloses.

There are several questions below to guide a conversation related to bullying:

  • There has been a lot of bullying in the news lately. How does your school handle bullying? Tell me about a time you saw someone being bullied, or experienced it yourself. How did you handle it?
  • I’m worried about [insert behavior/symptom/action]. I’m wondering if you could tell me more about what is going on?
  • Tell me about your friends this year. Who are you spending time with, and what do you like about them?
  • Who do you spend time with at lunch and recess? Tell me about your bus rides home. With whom do you sit?
  • Are there any kids at school who you really don’t like? Why don’t you like them? Do they ever pick on you or leave you out of things?

If your child discloses that they are being bullied, it is essential that you remain calm. Overreaction can result in regret of disclosure or a tendency to limit discussing such content in the future. As a parent, the strongest role you can take if your child is being bullied is to provide support and care, validate to your child that this is not their fault and that you are here to love and support them.

At times, children can be very hesitant about disclosing bullying due to fear of retaliation. If you notice concerning symptoms, but your child denies, it is appropriate to reach out to your student’s teacher and express concern.

The following questions may provide greater insight into your child’s experience during the school day:

  • With whom does my child interact on a daily basis?
  • Tell me about my child’s peer interactions. Which are going well? Are there any you find concerning?
  • Have you noticed any behavioral changes within my child over the past [days, weeks, months]?
  • What is one thing my child does very well in school, and what is one concern you have for my child.

If you suspect your child is being bullied, beginning dialogue and providing a safe non-judgmental space is the first step in supporting your child. If you have greater concerns, or have information that your child is being bullied, it is important that this be addressed as soon as possible. Reach out to your school, principals, teachers, and notify them of your concerns. Provide your child with support and listen when needed, and if appropriate, provide the access to a licensed mental health provider for additional care.

References:

https://www.stopbullying.gov/at-risk/warning-signs/

http://www.violencepreventionworks.org/public/bullying_warning_signs.page

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Creative Conversation Starters: Get Your Child to Talk to You

Having regular conversations with your child can be beneficial in many ways. You get to learn more about each other and further develop your relationship with them. Additionally, you can helblog-conversation-starters-main-landscapep
their confidence, self-esteem and their social skills.

I understand it can be difficult to find time between your busy schedule and their busy schedules, so we have to get creative! Some ideas of times you can maximize to get conversations with your child can be during a car ride to and from their activities, in a waiting room, during dinner and before bedtime as a part of their routine!

Get the Conversation Going

When I say conversation, it doesn’t have to be dry. Get creative with topics that may be fun or interesting to your child!

Here are some ideas to use as conversation starters:

  • Check in with your child daily. Ask about their day, what was something interesting that happened to them, what did they like about their day or what is something that could have been better.
  • Play 20 questions by thinking of an object, animal or person and have the child ask 20 questions to find the answers by only asking yes or no questions. Take turns!
  • Telling a story! If you or your child can’t think of one, you can go in a circle and say a word each to tell a silly story.
  • Take turns telling jokes.
  • Play would you rather with your kid. Ask age appropriate questions like would you rather not be able to go outside all day or not be able to go inside all day? Would you rather have a pool filled with chocolate chip cookies or Oreo cookies?
  • You can have a jar of questions at the dining room table. Place previously written questions in a jar and take turns going around the table answering them. The questions can be general like what is your favorite food, sport, vacation, music or movie? You can purchase one already made.
    • You can also incorporate specific questions if you are wanting to work on a particular area such as self-esteem. Then you can add questions such as: what do you like best about how you look? What do your friends say they like about you? What do you do that gives you confidence?
  • Play games that allow for open conversation. There are many out there including Chat Pack, Scruples, or Thumball are a few favorite.

Remember

Remember the point is to get the conversation going and have fun with your child! This helps further develop your relationship with them, because you are creating opportunities for them to share, problem solve and to know they can discuss anything with you. You are modeling appropriate behaviors, social skills and self-esteem. Who better to teach them this than you! Remember to really listen and respond in cool/calm way, there is no judging their response if they are being silly or answering sincerely. If you want to mold their response because you feel they could have done better you can ask: “What is another way you can answer that?” or “How would that feel if that was you?”

Resources:

http://idealistmom.com/raise-kind-kids/

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee! If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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Kindergarten Firsts: Fire Drills, Lock Down Drills and Tornado Drills

It’s that time of year: backpacks are filled with new crayons and pencils, new shoes and outfits have been selected and are ready to go. Along with back to school clothes and medical check-ups, Blog-Kindergarten-Firsts-Main-Landscapethere is another important detail to remember to address with your kindergartner, talking about fire drills, lock-down drills, and tornado drills.

For some children, the idea of fire trucks arriving at school is thrilling and having a break from their classroom to walk outside is a welcomed break. For other children, particularly children with sensitivity to loud noises or changes in routine, fire drills, lock-downs and tornado drills can trigger uncomfortable feelings and even panic. Unfortunately, safety drills are a part of life, but the good news is, there are steps you can take to help your child be prepared for them.

The first step in preparing your child for safety drills is to have a conversation, or several conversations, about them. Approach your child at a time of day when he/she is calm and broach the topic. You can introduce the topic by talking about how excited you are for your child to begin school, reminding him/her of the fun of meeting his/her teacher and seeing his classroom. Next, talk about a variety of things he/she will learn about, like animals, letters and numbers. Then, mention that you want to tell him/her about something that teachers and students learn about and practice so that they are prepared in all situations. Explain that drills are routines that teach them steps to do to keep them safe in case of a fire at school or an unsafe person, or unsafe weather.

You will want to keep the language you use very simple and non-threatening. Emphasize that schools are very safe places and that these routines are practiced because “practice makes perfect;” and that practicing the drills will help them remember the instructions that will keep them safe and keep them calm. If your child has sensitivity to loud noises or changes in routine, you will want to alert your child’s teacher before school begins.

Finally, remember to use calm and reassuring words as you discuss the drills, reinforcing the idea that teachers and staff are trained and that schools are strong and sturdy. If you feel your child may need additional support or reassurance, notify your school principal and your child’s teacher. Remember that North Shore Pediatric Therapy’s services provide counseling and can address persistent worries or other concerns.

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (877) 486-4140 and speak to one of our Family Child Advocates!

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September is Suicide Awareness Month

Suicide is the third leading cause of death for kids, ages 15-24, and continues to be a developing concern. With roughly 1,700 adolescents annually completing suicide attempts, there has been a significant push towards increasing awareness, prevention, and support resources for students, parents, teachers and care givers. blog-suicide-awareness-main-landscape

The following outlines some warning signs as well as steps that can be taken to prevent adolescent suicide. It needs to be said that not all children who present with some of the warning signs below are suicidal, it is important that you communicate with your children and assess their individual situations and needs.

Warning Signs of Suicide

  • Talking about death and dying – Discussing death can be a normative part of a child’s development, but a sudden increase or fixation of death and dying could be a warning factor
  • No future planning – As children, and adults, we plan for our futures and often discuss them with others. Individuals struggling with suicidal ideation often feel no hope for their future, and cannot express thoughts, hopes, or wishes that things could change or get better.
  • Recent loss – It is always important to support our children when they have experienced a recent loss; attuning to our child’s grieving process is an important component of supporting them.
  • Changes in sleep or eating habits – Any drastic or sudden changes to sleeping or eating habits that cannot be explained by another medical/social condition should be monitored.
  • Changes in behavior – Unexpected changes in performance at school, home, work, or with peers; often noted as “difficulty focusing.”
  • Changes in mood – Presenting as down, depressed, withdrawn, reclusive, angry or lonely can be warning signs. Some individuals also become elated or very happy prior to an attempt; emotional presentation that may be inappropriate given circumstances

Things You Can Do

Develop a positive relationship with your kids: Talk to your kids on a consistent basis about their day-to-day life; encourage appropriate expressions of emotions; provide a safe and stable home environment; spend quality time; listen without judgment.

Provide a Safe Environment: Do not keep firearms or other potentially lethal means in your home, or if necessary, keep them securely locked away without access.

Take threats seriously: Regardless if you believe this to be “real” or not, the youth is trying to express a need and reach out for support.

Provide resources and support:  For kids struggling with mental health concerns, provide access to care and support. Have access within your home to crisis hotline numbers, or emergency contacts your kids can reach out to for support.

Resources:

Suicide Prevention Toolkit: http://store.samhsa.gov/shin/content/SMA12-4669/SMA12-4669.pdf

You Matter Campaign: http://www.youmatter.suicidepreventionlifeline.org/

References:

Berman, A., Jobes, D., & Silverman, M., (2006) Adolescent suicide: Assessment and intervention (2nd ed.) Washington, DC: American Psychological Association, 456 pp.

National Suicide Prevention Lifeline or 1-800-273-TALK

NSPT offers services in Bucktown, Evanston, Highland Park, Lincolnwood, Glenview, Lake Bluff, Des Plaines, Hinsdale and Milwaukee. If you have questions or concerns about your child, we would love to help! Give us a call at (847) 486-4140 and speak to one of our Family Child Advocates!

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