Parent and Child Psychological Services of Sarasota
  • Home
  • About Our Team
  • General Therapy Info
  • Anxiety
  • Behavior Problems/PCIT
  • OCD, PANS/PANDAS & BFRBs
  • Selective Mutism
  • Trauma
  • Testing
  • Resources & Events
  • FAQs
  • Blog
  • Contact
  • Notice of Privacy Practices
  • No Surprise Act
  • Employment/Training Opportunities
Parent and Child Psychological Services PLLC 
941.357.4090 (Office)/ 727.304.3619 (Fax)
​Instagram: @childtherapysrq

Teenage Self-harm Risk Factors: New Research By Tara Motzenbecker, MS, NCSP

8/19/2021

1 Comment

 
Picture
Self-harm, or deliberately cutting one’s self, is an unhealthy, unhelpful, and often dangerous coping mechanism, often used by teenagers. There is some new research out of the University of Cambridge that examines risk factors for using self-harm in the teen years. It is important to note that self-harm is not considered a suicidal behavior, but it a significant risk factor for subsequent suicide attempts. 

The Cambridge team identified adolescents who reported self-harm at age 14 in the United Kingdom. The full results are published in the Journal of the American Academy of Child and Adolescent Psychiatry.

The team identified two distinct subgroups among young people who self-harm, with significant risk factors present as early as age five, nearly a decade before they reported self-harming. While both groups were likely to experience sleep difficulties and low self-esteem reported at age 14, other risk factors differed between the two groups.

The first group showed a long history of poor mental health, as well as bullying before they self-harmed. Their caregivers were more likely to have mental health issues of their own.

For the second group, one of the key signs was a greater willingness to take part in risk-taking behavior, which is linked to impulsivity. Factors related to their relationships with their peers were also important for this subgroup, including feeling less secure with friends and family at age 14 and a greater concern about the feelings of others as a risk factor at age 11.

This research is so important because the findings suggest that it may be possible to predict which individuals are most at risk of self-harm up to a decade ahead of time, providing a window to intervene.  The results suggest that boosting younger children’s self-esteem, implementing anti-bullying measures, and providing advice on sleep training, may reduce levels of self-harm many years later. 

The research was supported by the Gates Cambridge Trust, Templeton World Charity Foundation, and the UK Medical Research Council.

Reference
Uh, S et al. Two pathways to self-harm in adolescence. Journal of the American Academy of Child and Adolescent Psychiatry; 14 June 2021; DOI: 10.1016/j.jaac.2021.03.010

​

1 Comment

A Good (Enough) Start to the School Year by Kirsten Ellingsen, PhD

8/10/2021

0 Comments

 
Picture

​In the next few weeks children and teens will be returning to school. New expectations, different teachers, harder academic work, and navigating school social dynamics is a lot of change. This is going to be a transition to support. The tips below can help. For children or teens who have been virtually learning at home or those who frequently experience anxiety, it is particularly helpful to prepare and set them up for success before they enter the classroom.
 
Below are a few ways to support your child or teen during the transition back to school.
 
Explore general thoughts and feelings about returning to school.
 
  • Try NOT to suggest or offer emotions in your question (Are you scared? Are you worried?), but ask a general exploratory question, “How do you feel about going back to school?”. This allows the child or teen space to consider and respond.
 
  • Reflect and validate ANY feeling expressed. (“You said you are excited and nervous about going back to school. That makes sense/I can understand that”).
 
  • Along those lines…. Try not to minimize or dismiss what your child tells you. (“oh, there is nothing to be scared of”, “it will be great”). Not only is that invalidating to what your child said or what he or she is actually feeling; you cannot guarantee that it will be great or that there is nothing to be worried about. Different children will have different experiences, communication that allows open support and sharing is the goal.
 
  • If your child does express worry, make a list of worries (in order of smallest to biggest worry). Help develop an action plan to address worries that are within control and talk about strategies to help tolerate the anxiety that is associated with worries outside your/your child’s control. Reflect feelings and help children accept feelings. Problem solve when appropriate.
 
 

Make a list of Pros and Cons for Returning to School. 
  • Encourage a balanced list; write down what a child says without judgment or talking them out of their thought.
 
  • Also, guide acknowledging and adding potential positive and challenging aspects to the list that might be relevant and not expressed. (This can also be asked in an open-ended way that still allows a child to agree or not. “I wonder, if seeing your friends is something you are looking forward to” or “Sometimes 6th graders might have concerns about finding their way around a new building. Is that something you have thought about?).
 
Visit the School.
 
  • Drive to the school. A few times. Several times if your child is particularly nervous or expressing significant worry about going back.
 
  • You can even practice parking and getting out of the car to increase comfort.
 
Come up with a helpful phrase.
 
  •  Help your child/teen come up with a mantra or helpful statement or phrase before starting school. Repeat this statement often leading up to school. Demonstrate positive and balanced self-talk. Watch for catastrophizing statements to offer an alternative view or perspective.
 
  • If there is high anxiety, use this helpful phrase when you drive to the school. Model slow, calm deep breaths and repeat the phrase with your child (I can handle this, I am nervous and brave, but I can do this. Most people are feeling nervous and excited).
 
Model Calm and Confidence.
 
  • Do a self-check to make sure you are calm and demonstrating a relaxed demeanor when you are talking to your child about returning to school. Make sure if you calm and relax before any practicing driving to the school.
 
  • This does not mean denying feelings or dismissing concerns, only increasing self-awareness of your own concerns or anxiety. Find another adult or support to talk about your own anxiety or worry if needed.
 
“One of the most helpful things you can do is model calm, confident behavior, particularly while helping a child get ready for school. A child usually starts school no calmer than her least-relaxed parent.” https://childmind.org/article/helping-children-with-special-needs-go-back-to-school/
 
 
Set up a morning, afternoon, and bedtime routine.
 
  • Deciding on a reasonable schedule that allows a calmer morning, adequate sleep and time for homework and play/relaxation will help with the transition back to school.
 
  • Predictability facilitates safety and can lower anxiety. Consistent expectations for morning routine and practicing how to prepare in the evening and choose designated place for backpack/needed materials will help in the morning.
 
  • Creating and using written checklists together with your child/teen to promote independence that is age/developmentally appropriate will also help teach responsibility and reduce arguments and repeated reminders for morning or getting ready for bed. (Also, start earlier bedtime now to help with the adjustment if your child or teen has had late summer nights and sleeping in during the summer).
 
 
We hope that you enjoy your final weeks of summer. Give yourself and your child/teen more time, more encouragement, and less pressure in the transition back to school this year. Allow activities or extra time to let off steam after school or provide quiet to recover from the new daily school demands. All students will have to adjust. If your child is experiencing high separation anxiety, please reach out to a qualified therapist or your pediatrician. Let the school know so that the school counselor and staff can be sensitive to your child/teen’s needs and work with you to come up with a plan for drop off or if anxiety increases during the school day.
 
 
Websites for parents:

 
https://childmind.org/article/helping-children-with-special-needs-go-back-to-school/
https://gozen.com/separation-anxiety-dos-and-donts-to-help-your-child-and-you-be-brave/
https://www.understood.org/en/learning-thinking-differences/understanding-childs-challenges/talking-with-your-child/what-to-say-when-kids-with-learning-and-thinking-differences-dont-want-to-go-to-school


0 Comments

    Author

    Parent and Child Psychological Services is a private practice serving children and families in the Sarasota, Florida area. The practice is owned and operated by Dr. Gibson, a Licensed Psychologist who is Board Certified in Clinical Child and Adolescent Psychology. ​

    Archives

    February 2023
    January 2023
    December 2022
    November 2022
    October 2022
    September 2022
    August 2022
    July 2022
    May 2022
    April 2022
    March 2022
    February 2022
    January 2022
    December 2021
    November 2021
    October 2021
    September 2021
    August 2021
    July 2021
    June 2021
    May 2021
    April 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    October 2020
    September 2020
    August 2020
    July 2020
    June 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020
    December 2019
    November 2019
    October 2019
    September 2019
    August 2019
    July 2019
    June 2019
    May 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018
    August 2018
    August 2014
    July 2014
    May 2014
    February 2014
    January 2014

    Categories

    All

    RSS Feed

Parent and Child Psychological Services PLLC 
info@childtherapysrq.com
941.357.4090 (Office)
727.304.3619 (Fax)                                                                                                                                                               
4071 Bee Ridge Road, Suite 204                                                                                                              
Sarasota, FL 34233                                                                                                                                   
Proudly powered by Weebly