Child Therapy for Behavior Issues

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When kids struggle to communicate their negative emotions verbally, they often resort to acting out or arguing to demonstrate how they’re feeling. They might throw a tantrum, yell, or scream to communicate their anger instead of being able to explain the source of their frustration.

Parents who think they’ve made a reasonable request might not know how to react when their children respond in anger.

For example, imagine you’re cooking dinner and you hear your kids arguing in the next room. You feel frustrated because you’re thinking about all of the times you’ve lectured them to get along.

You may place the blame on your children for acting this way; after all, you’ve told them over and over how they should act. A more helpful focus would be to consider whether your expectations are as clear as they should be, and how consistent you’re being with communication and follow-through.

No matter what struggles you might be having in communication or consistency, you can always adjust your approach in order to see benefits.

Part one of this series discussed reflective listening as a tool to make children feel heard. Reflective learning helps the speaker feel that they’re understood and can connect a child to his or her emotions, as well as coach them to comply with your instructions. In this article, we’ll discuss therapeutic limit-setting.

Therapeutic Tips for Parents

As a therapist, some of my unchanging standards are unconditional positive regard, a belief that the client has the inner ability to change, and empathy.

Ensure that you are approaching your child with unconditional positive regard by not allowing their behavior to lead you to judgment or condemnation of who your child is as a person. This will create an environment of safety and security that allows your child to feel protected.

It’s important to remind yourself that your child is the only one who possesses the ability to change his or her behavior.

This means you’re not responsible to make your child learn or understand; you can only do the best you can to communicate while encouraging your child to grow in confidence that he or she is able to overcome difficulties.

Empathy involves valuing your child’s emotions and experiencing and honoring them as an individual, as well as honoring your own individuality. This makes your child feel known and seen as a worthwhile person.

How to Set Limits for Your Children

Using these standards as a foundation, we can apply the following model to set limits for our children’s behavior. This model is based on Garry Landreth’s teaching on how to set limits in child-centered play therapy. It’s called the ACT model of limit setting.

The ACT model is comprised of three components: acknowledge your child’s feelings, communicate the limit, and target the alternatives.

Step One: Acknowledge Your Child’s Feelings

We introduced this topic in our discussion on reflective listening. Acknowledging a child’s feelings means you verbally reflect what you think their current thoughts and emotions are. Pay attention to facial expressions, body language, and both verbal and nonverbal cues.

Acknowledging your child’s feelings makes them feel understood and helps them connect emotions with how they’re acting.

Example: “I know you are feeling very angry with me right now. So angry you want to hit me.”

Step Two: Communicate the Limit

You set a boundary that does not allow your child’s behavior outside of certain limits. This won’t stop a child from feeling upset or angry. Instead, they’re used to stop hurtful, destructive, or disrespectful behavior.

“… but you may not hit me.”

Step Three: Target Alternatives

Once you’ve set a limit on a certain behavior, tell your child how you expect them to behave instead. Let them know how they can express their emotions in a safe and responsible way.

“You may choose to hit your pillow or you may choose to hit a beanbag.”

Limit-setting isn’t just a way to give your child options, even though choices are a part of the model. We use choices in order to acknowledge that children have the ability to control their own behavior.

This helps to teach them the difference between impulse and action, and it is an empowering way to give them the tools to learn self-control.

This model is helpful for parents as well. You no longer feel like you have to control your child’s every move, or that your authority is dependent on whether your child feels like listening to you.

Instead, you’re placing the responsibility for obedience on your child, while focusing on your own responsibility to set expectations and follow through with appropriate consequences when those expectations are not met.

Consequences can be used as Step 4 of the ACT model. A child who has chosen to hit their parent instead of using an acceptable way of expressing their emotions should experience a consequence for their behavior:

“When you chose to hit me, you chose to lose all of your TV time this week.”

Speaking this way might not come naturally in the beginning, but it eventually becomes intuitive and helps both you and your child know what to expect.

This tool is something that is used daily in child therapy settings, and it is highly beneficial. It gives children structure and consistency and teaches them emotional self-regulation, allowing them to grow and flourish.

Photos
“Reconciled,” courtesy of Eye for Ebony, unsplash.com, CC0 License; “Girl,” courtesy of Patrick Fore, unsplash.com, CC0 License; “Pout,” courtesy of martakoton, pixabay.com, CC0 Public Domain License; “Parenting,” courtesy of marcisim, pixabay.com, CC0 Public Domain License

How to Help Your Child Overcome Symptoms of Anxiety

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When we imagine childhood, often thoughts of being carefree and happy flash across our minds. We hope for the same things for our children, yet more kids are showing symptoms of anxiety.

Unfortunately, they aren’t immune to anxiety. They enter this big, scary world and face many mountains of their own. Think about moving towns, changing schools or even having to participate in a spelling bee when there’s a learning or attention issue. Anxiety can be crippling at any age.

What Do Symptoms of Anxiety Look Like in Children?

All children get stressed at some point in life. They might have a test coming up or a tryout for a sport that turns their tummy into knots. If that’s the case, how do you know if your child is overly anxious? Children struggling with anxiety may have frequent stomach aches, headaches, completely stop eating and stop playing with other friends.

If your child is worried about an activity months or weeks in the future, this is a major indicator anxiety is consuming him. Children can also worry about catastrophes that are unlikely to happen and ask many ‘what if’ questions like, “What if our house catches on fire during the night?”

A child’s anxiety can extend beyond himself and affect his family. Some parents plan their vacations around finding a place that won’t disturb their child and trigger anxiety.

It’s easy to get overwhelmed and feel helpless when your child is facing anxiety, but when you remain steadfast and calm you can be fully present to guide your child through their everyday anxiety.

To help a child overcome anxiety, it’s important to first understand what’s going on in their mind. Children form anxious thoughts after sensing a threat and lacking the ability to cope. It derails them from daily activities when they get stuck in this pattern of thinking. The things that cause your child anxiety might not appear major, but it’s crucial to understand and empathize with your child’s struggle.

How to Keep Your Child From Worrying

Make sure your children feel heard and understood when they begin to worry. Don’t dismiss or minimize their feelings. To them, the feelings and thoughts are as real as you are and they need your reassurance. Next, teach them about two different paths the mind can take. Your anxious child automatically goes down the worry path without realizing that another option exists.

Help your child understand how the body changes when experiencing fear and anxiety, so he can begin to recognize the signs. Teach your child to talk back to their worries and fears. Imagine worry as a big bully or monster that can be conquered by telling why it isn’t welcome in your world.

The worry bully exists to keep everybody from enjoying life. Parents and siblings can even gang up on the worry bully together so that one child doesn’t feel isolated in this. The worry bully is an enemy we all must face together.

Show your child how he has the power to change his thinking. Give an example of a situation that could potentially cause anxiety for your child. Maybe even the thought of riding a school bus without you would cause him anxiety. The thoughts and feelings might range from, “What if nobody sits by me? What if the bus driver leaves me somewhere wrong? What if I get picked on? The bus is scary.”

Instead, you can think of it this way, “The bus driver is a professional and cares about the kids. My classmates show up every day to school without getting left somewhere else. My good friend Robby would sit with me if I asked him. My classmates even talk about how much fun it is to ride a bus.” The thoughts slowly shift to ones of excitement and confidence.

Don’t Give Up

Rewiring the brain to externalize anxiety takes time. If the family continues to focus on working together as a team to fight the worry bully, your child will experience different ways to overcome those anxious thoughts and not allow worry to wear him down. Talking with a counselor can help the family navigate through anxiety and brainstorm strategies for overcoming its influence.

Photos:
“Girl,” Courtesy of greekfood-tamystika, pixabay.com, CC0 License; “Worried,” Courtesy of Eneas De Troya, Flickr CreativeCommons (CC BY 2.0); “Afraid,” Courtesy of Joseph Gonzalez, unsplash.com, CC0 License; “Plea”, Courtesy of Bkrmadtya Karki, Pixabay.com, CC0 License

ADHD Treatment Options: Beyond Medication

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If you’re looking for ADHD treatment options that go beyond the typical medication solutions, this article is for you. First, let’s get a better understanding of what ADHD really is and what the symptoms include.

ADHD: What is it?

ADHD is a common disorder. The Diagnostic Statistical Manual, 5th Edition of the American Psychiatric Association (DSM-5), refers to Attention-Deficit Disorder (ADD) / Attention-Deficit/Hyperactivity Disorder (ADHD) as a “Neuro-developmental Disorder” and calls it a neurological disease. Though the disorder is more common in children, the manual notes that it can occur in people of all ages. Newport Beach Christian Counseling offers support and strategies for managing ADHD in both children and adults.

The National Institute of Mental Health (NIH) defines ADHD as “a brain disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.”

The NIH specifies three essential types:

  • Inattention – the person easily gets off task, fails to persist, has trouble focusing and staying organized.
  • Hyperactivity – the person is always on the move, regardless of whether it is appropriate or not. They may fidget non-stop, tap, or talk. In adults, this may be exhibited as acute restlessness or causing others to become worn out with the non-stop activity.
  • Impulsivity – the person may be prone to making snap decisions without thinking through any potential consequences or ramifications. They may feel a strong need for immediate gratification and display an unwillingness to delay gratification. They may constantly interrupt others and may make crucial decisions without giving them proper thought.

The Mayo Clinic’s website calls ADHD “a chronic condition that affects millions of children and often continues into adulthood. ADHD includes a combination of persistent problems, such as difficulty sustaining attention, hyperactivity and impulsive behavior … children with ADHD also may struggle with low self-esteem, troubled relationships and poor performance in school. Symptoms sometimes lessen with age [but] some people never completely outgrow their ADHD symptoms.”

The Mayo Clinic also lists several different real-life scenarios as examples to demonstrate the difficulties that those who suffer from ADHD will often experience:

  • The tendency toward classroom difficulties, which can be the cause of academic failure, judgment from others, and low self-esteem
  • The tendency to being accident-prone and suffering more injuries than non-ADHD children
  • The tendency toward low self-esteem
  • The tendency to struggle with interpersonal interaction
  • Greater risk of drug and alcohol abuse

Also, according to the Mayo Clinic, ADHD children are much more likely to suffer from such conditions as:

  • Learning disabilities, especially with communication and understanding
  • A variety of anxiety disorders
  • Depression
  • Disruptive mood dysregulation disorder, seen in irritability and easy frustration
  • Oppositional defiant disorder (ODD), marked by a habit of defiant, negative, or even hostility toward those in authority
  • Conduct disorder, demonstrated in antisocial behavior like fighting, stealing, vandalism, or causing harm to animals or people
  • Bipolar disorder, which is characterized by both depression and mania
  • Tourette’s syndrome

What Causes ADHD?

CHADD and the NIMH (National Institute of Mental Health) state that even after a plethora of studies, the sources of ADHD are still relatively elusive. NIMH suggests that “like many other illnesses, a number of factors can contribute to its development,” such as:

  • Genes – more than 20 genetic studies indicate clear evidence that ADHD runs in families.
  • Smoking, alcohol consumption, or use of drugs while pregnant
  • Environmental toxin exposure while pregnant. or for the child, at a very young age
  • Over-consumption of sugar
  • Low birth weight
  • Various brain injuries

CHADD also lists the following items, which while they are not known causes, are believed to intensify ADHD symptoms for some:

  • Excessive watching of television
  • Excessive sugar intake
  • Stress in the family (e.g. – conflict, poverty)
  • Trauma

There is a mixed bag of opinions when it comes to the distinct “causes” of ADHD, though most experts would agree that it is rooted in a neurological chemical imbalance.

ADHD has, like many mental disorders, been medicalized, and serious efforts are underway to reassure parents that ADHD is not as a result of bad parenting, family issues, bad teachers, or improper socialization. Lacking well-tested evidence one way or the other, ADHD is currently viewed as a brain-based medical/genetic disorder.

ADHD Treatment

Both the Mayo Clinic and NIMH are convinced that certain treatments can drastically reduce ADHD symptoms, improving quality of life.

A variety of medications are prescribed and combined with various therapy approaches:

  • Behavior therapy: Parents and teachers can adopt behavior-modification techniques, such as reward systems or timeouts.
  • Psychotherapy: Older ADHD children are encouraged to discuss the things that are bothering them, exploring inappropriate patterns of behavior, and learning appropriate and healthy ways to manage their condition.
  • Skill Training for Parents: Parents develop and put into practice ways of understanding and guiding their child into right behavior.
  • Family therapy: This nurtures the family dynamic and will assist both the parent and child in understanding the challenges they face.
  • Training in Social Skills: Children are helped to develop acceptable social behaviors that will serve them well in adult life.

The Mayo Clinic also recommends some alternative treatment methods:

  • Meditation or Yoga: Regular practice of yoga or meditation can help children learn relaxation and discipline, which can help them learn to manage their ADHD.
  • Special diets: The diets typically recommended for those suffering from ADHD require them to eliminate foods that are rich in sugar and fat. Experts would also advise avoiding additives and coloring. However, studies so far have not discovered a substantial link between ADHD and diet. It is recommended that those with ADHD stay away from caffeine, which can trigger many of the symptoms associated with this disease.
  • Vitamin or mineral supplements: While there is no conclusive evidence that they can actively alleviate ADHD symptoms, vitamins can be good for one’s general health. “Megadoses” of vitamins – doses that are in excess of the Recommended Dietary Allowance (RDA) – can cause harm.
  • Herbal supplements: To date, no evidence suggests that herbal remedies are of help in managing ADHD, and on the contrary, some can even be dangerous.
  • Proprietary formulations: Made of vitamins and micronutrients, as well as other ingredients, there is little evidence to suggest they can do any good.
  • Essential fatty acids: These fats, which include omega-3 oils, are necessary for the brain to function well. Research regarding their efficacy is still ongoing.
  • Neurofeedback* training (also referred to as electroencephalographic (EEG) biofeedback): a child is taught to focus on performing a specific task while employing a machine which displays brainwave patterns and activity, keeping brain wave patterns active in the front of the brain, and thereby improving ADHD symptoms. Additional research is required to determine the efficacy of this treatment.
  • Regular exercise, alongside its general health benefits, may also positively affect ADHD children’s behavior when supplemented by other kinds of treatment.

Christians and ADHD Treatment

The Medicalization of ADHD

The medicalization of ADHD has been occurring for some time. Current estimates by CHADD suggest that more than 1 in 10 U.S. children, ages 4-17 have received a positive ADHD diagnosis and that more than 15% of elementary school-aged children are routinely diagnosed as having ADHD. These numbers alarm many people who call into question the APA’s contention that ADHD should be classed with the neurobehavioral diseases.

Additionally, it is important to treat the medicalization with caution. It can become too easy for difficult children to be broadly defined as suffering from ADHD and quickly medicated as a result. This may not be dealing with their root problems and simply numbs the neurological problem without adequately treating it.

A 2012 article in Der Spiegel magazine quotes Dr. Leon Eisenberg, a pioneer in ADHD studies, who eventually distanced himself from the over-diagnosis of ADHD. “ADHD is a prime example of a fabricated disorder,” Eisenberg said. “The genetic predisposition to ADHD is completely overrated.” Instead, child psychiatrists should investigate much more thoroughly the psychosocial reasons that can lead to behavioral problems, said Eisenberg. Are there fights with the parents, do mothers and fathers live together, are there family problems? Such questions are important, but they take a long time, said Eisenberg, adding with a sigh: “A pill commits itself very quickly.”

Too often, a purely medical diagnosis misses the holistic nature of the condition. Plus, the ADHD label can become very stigmatizing. Author Kati Li claims that “by diagnosing kids with ADHD, biological factors have come to override what used to be considered moral problems under the jurisdiction of the family.”

Li asserts that the medicalizing ADHD fails to hold children responsible for their own actions. Rather, it relegates unacceptable behavior to the realm of disease, and families are not considered responsible for their failure to discipline, socialize, and protect their children.

Medication

The medicating of ADHD is also a cause for concern for many. Many of the drugs prescribed for ADHD treatment closely resemble amphetamines (speed), a narcotic in the same class as cocaine and one that is often used in a recreational context. Many argue that ADHD medication can also lead to nervousness, addiction, anxiety, decreased appetite, insomnia, headache, nausea, stomachache, heart palpitations, and dizziness.

Anthony Martignetti, critical of prescribing medication for ADHD treatment, believes that “talk therapy” is a much better way forward. He emphasizes the role of the parent in effectively treating ADHD, pointing out that they may “interpret discipline, age-appropriate accountability, and boundaries to be forms of psychologically damaging abuse…which creates children without boundaries who are unresponsive to parental controls and who act and appear to be what we would have referred to in another time as ‘spoiled brats.’”

Secondly, he argues that ADHD can be made worse when parents lack sufficient time to actually parent their kid. Parental fatigue and guilt may be one reason that children are lacking boundaries and struggling to listen to instructions.

Third, Martignetti points the finger at societal and cultural shifts that interpret aggressive behavior, “roughhousing,” competitiveness, and other kinds of “acting-out” as actually detrimental to the self-esteem development process.

Religious Considerations

According to Ms. Li, the medicalization of ADHD appears to only offend certain Christian groups (i.e. Catholics and Conservative Protestants). Conservative Protestants rightly believe the Bible to be God’s word (and therefore infallible and inerrant), and that human beings possess a sinful nature which predisposes him to rebel against and disobey God’s laws. On this basis, they also discourage behaviors that constitute a health risk (i.e. – smoking, extramarital sex, drug use, fornication, etc.).

Evangelicals point out that according to 1 Cor. 6:19 the body of a Christian is a temple of the Holy Spirit and therefore must remain free of sin. Evangelicals reject much of secular psychiatry due to its secular presuppositions, favoring a Biblical approach instead. As a result, they typically do not view ADHD as a disease. In fact, conservative Protestants and Roman Catholics have both recognized the spiritual aspects of ADHD.

The Bible contains teaching about many of the symptoms of ADHD. A quick search of a Bible app will turn up references to “attentiveness” (Proverbs 6:6-8, 6:20-21, 7:24, 12:11, 24:27; Colossians 3:23; James 1:19; Deuteronomy 6:6-8; 1 Peter 1:12-15), “self-control” (Galatians 5:23, 2 Peter 1:6, 1 Corinthians 9:27, Proverbs 10:19, 25:28, Matthew 12:36, Philippians 4:8), and “impulsivity” (Proverbs 18:13, 21:5, James 1:2-4, 1:19, Galatians 5:22).

In addition, Philippians 2:3-4 demonstrates the need for one to have a servant’s heart, Romans 12:2, Ephesians 4:23, and Philippians 4:8 teach self-control over one’s own thought life, 1 Corinthians 14:40 implies that living lives of disciplined structure is desirable, 2 Timothy 3:10-11 shows that demonstrating acceptable behavior is important, and 2 Timothy 3:16 states that the teaching of the Bible is profitable.

The Pursuit of Godly Seed, a book written from a conservative Christian perspective, demonstrates how Biblical principles of children-rearing and developing healthy home life can actually be a guard against ADHD. The book points out the devastating consequences of devaluing, neglecting, and rejecting children and their need for excellent, guidance, training, discipline, teaching, protection, and faith-based nurturing.

The book argues that children may be exasperated by parents or caregivers and that this can turn them off to the things of God. The book lists some key conditions that could result in this occurring in children from a Christian background: (a) “lukewarm” Christianity in the home, (b) abuse in anger, (c) the pain and confusion of parental divorce, (d) verbal abuse, and (e) sexual molestation or abuse.

Concluding Remarks

Christians should always critically assess any ADHD diagnosis given by a medical professional and would be wise to survey all available treatments when seeking ways to help their child’s condition. There are many beneficiaries to the medicalization of ADHD in children, and indications are that the medical industry frequently undermines the role of parents and family and interferes with their attempts at Biblical child-rearing. Newport Beach Christian Counseling can provide a faith-based approach to navigating ADHD diagnoses and treatments while supporting Biblical parenting principles.

Too often, parents are effectively “drugging” their children, having been told that their kids have a “brain disease.” But we must be critical of the evidence for this assertion. Many believe that inattentive or impulsive children are simply in need of well-rounded parental discipline, guidance, and love rather than serious medical intervention. God loves these kids, and he wants them to grow into all He has planned for them. With this mind, parents should think carefully about reaching for prescriptions and should take careful thought when seeking treatment for their child.

Photos
“Twirl,” courtesy of Caleb Woods, unsplash.com, CC0 License; “Purple donut,” courtesy of Sharon McCutcheon, unsplash.com, CC0 License; “Medication,” courtesy of jarmoluk, pixabay.com, CC0 License; “Bible,” courtesy of Aaron Burden, unsplash.com, CC0 License

Two Common Anxiety Disorders in Children

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Do you recall what your very first day at school felt like? Or how about your first day of work on the job? These thoughts and fears may no longer reside in your memory since they were normal and temporary reactions. However, imagine how it would feel if you were to experience those same feelings constantly, even when they made no sense!

These feelings of anxiety can be overwhelming for a child. Maybe your child struggles with anxiety and you are wondering what is really going on in their head when they fear a social setting so much that they can’t participate.

It can be tough on the whole family when one of the children struggles with anxiety symptoms, and even more so when their best friend or their teacher just doesn’t get what is happening or understand how to support them. Newport Beach Christian Counseling can help families and children navigate these challenges with understanding and effective strategies.

Some teachers are not equipped to know what is happening when a child experiences anxiety and they can underestimate the effects that it has on the student’s success and performance and social relationships. Teachers may confuse anxiety with other things, such as behavioral issues, and not know how best to work with parents for a successful outcome, as well as how to advocate for the child within the larger framework of the school system.

Perhaps you have wondered how to better understand your child’s needs when they face these types of challenges but are met with misunderstandings and/or lack of support from others.

The remainder of this article will cover 10 ways that anxiety affects a child’s life and education:

  • A child’s feelings of worry about themselves, their parents, or family members
  • Having nightmares or night terrors and lack of sleep
  • Symptoms of panic attacks
  • Decline in educational success
  • Physical symptoms of headaches and stomachaches
  • Extreme difficulty focusing or concentrating
  • Heightened risk of developing depression or other anxiety disorders
  • Lack of social skills or experience
  • Low levels of communication while in social situations
  • Being misunderstood by family, school teachers, and/or peers

There is a difference between anxiety and an anxiety disorder. There are anxiety disorders that occur only in children. The Diagnostic and Statistical Manual of Mental Disorders, 5th Edition (DSM-5) distinguishes between anxiety disorders and normative fear or anxiety, noting that anxiety disorders are extreme and persist beyond a time that is developmentally appropriate.

Anxiety disorders in children can cause them to read greater levels of danger into a situation or completely avoid it. Separation anxiety disorder and selective mutism typically begin in the early years and persist throughout adulthood when left untreated. Sometimes children with anxiety disorders may have the symptom of panic attacks in response to a fear.

Separation Anxiety

Although some separation from a caregiver is normal in children, separation anxiety is when a child is so anxious from the separation of a caregiver that it is developmentally inappropriate. The diagnostic criteria for separation anxiety disorder include:

  • Nightmares
  • Worry that their attachment figure might be hurt in some way and a reluctance to be separated from them.
  • Physical symptoms related to distress.
  • Extreme apprehension about possible events such as kidnapping, accidents, getting lost or getting sick – anything that might separate them from their attachment figure.
  • Reluctance or refusal to leave the house and go to places like school, aversion to sleeping somewhere other than home, and physical symptoms such as head or stomach aches when separated from the attachment figure.

The most commonly diagnosed childhood anxiety disorder is separation anxiety. School disruption effects 75% of children struggling with separation anxiety because of their unwillingness to even attend school on a daily basis. Even children who end up going to school may still suffer because they cannot focus on what is being taught due to their anxiety over those at home.

Sleep disturbances are also common with symptoms consisting of nightmares as well as physical symptoms. This is a challenge for any parent who is unaware of the level of fear that their child experiences from sleeping in their room alone.

When a child does not get enough sleep, it is difficult for them to function at school. Their behavior may cause confusion in the classroom which can create tension in their relationship with teachers and peers. The behavior can become so disruptive that the teachers and peers may find it difficult to engage with them on a developmentally appropriate social level, resulting in the child being labeled as defiant.

A parent may develop their own response to their child’s anxiety symptoms. Some parental responses can end up reinforcing the child’s symptoms and behaviors. Negative behaviors may result in a parent removing them from the area in which the behavior occurred, which can increase their anxiety even more.

This can be increasingly frustrated for parents who struggle to understand what is going on with their child. Parents may continue to reinforce behaviors, for example, by allowing their child to sleep with them when they fear to sleep alone or to stay home from school when they do not want to go. This is detrimental to the family as a whole and may cause stress to the rest of the family.

Do you have a closer bond with one child more than the others? Perhaps this bond was formed with the child who most needs the sense of closeness and safety. This can cause rifts between you and your spouse or other family members before you are even aware of it.  While you spend much of your time attending to the child struggling with separation anxiety, others in the family may be feeling left out.

Not only does separation anxiety have an immediate effect, but it can prove detrimental long-term as well. The isolation a child experiences today can bring on social problems, later on, making it more likely they will remain unmarried. In addition, children who suffer from separation anxiety disorder are more likely to develop depression or other types of anxiety disorders as they grow up.

Selective Mutism

Anxiety can affect a child’s life and educational success in other, more subtle ways. Does your child never talk at school, but won’t stop talking as soon as you pick them up?

Does your child act shy in public when around people that you know, when only moments ago they were laughing and talking with their brothers or sisters in the car? Does this seem to be context-specific? Perhaps they suffer from selective mutism, another anxiety disorder that can strike children.

Selective mutism, though quite rare, typically affects children prior to the age of five. It often goes unnoticed until such time as the child enters school. Many times, children grow out of selective mutism, but understanding the effects, symptoms, and signs of it is still important because of the many ways that anxiety can affect a child’s life and education.

In order to deliver a diagnosis of Selective mutism, certain criteria have to be met, such as:

  • Not speaking in settings or situations where it would normally be expected (i.e. – school).
  • Not speaking when it isn’t merely a result of ignorance of the subject being spoken about.
  • Symptoms that are unrelated to some other type of communication disorder or which happen simultaneously with some other disorder, like autism spectrum disorder.
  • Behavior that lasts for more than a month and stretches beyond the first month of school, when children are normally hesitant to participate in their new surroundings.

Here are a few factors that are critical for understanding the kinds of symptoms that one should look for. Children with selective mutism will often have normal patterns of communication at home with their family. However, they will clam up in public settings (such as school) and may even fail to speak to their extended family members who do not live with them. Children may also be silent when in the company of peers.

A child with anxiety may have even more of a struggle in making friends at school than will a child who is anxiety free. It is even more challenging for a child that suffers from selective mutism. Other children may be hesitant to befriend a child that cannot talk to them.

Selective mutism may also produce other problems at school, especially if the teacher cannot interact with, and assess the educational levels of the child, or where the child cannot communicate their needs to the teacher.

Even though children with selective mutism can occasionally come up with nonverbal methods of communication, like pointing, the lack of communication may increase the possibility that they will be teased by peers, which will further aggravate their anxieties about being in social settings.

A child with anxiety, whether ongoing or only occasional, has feelings, emotions, and behaviors that may be initially confusing to those who care about them. Young children will likely not understand the anxiety symptoms in their body at first, but they pass into the adolescent years they become more aware and they may prioritize their need to feel better, even though they might not know exactly how to achieve this.

They may try things that may appear to relieve the anxieties that they experience and run the risk of developing unhealthy or risky habits that can lead to increased anxiety, shame, guilt, or confusion.

Parents, siblings, friends, and teachers can find it a significant challenge to interact with a child that experiences all the worry and fear brought on by separation anxiety or selective mutism. However, these challenges can be overcome – there is hope, because of the high success rate of managing both conditions.

Therapy can (and should) include both the child and family members to increase their understanding of the symptoms and to help develop more appropriate ways to manage anxiety and its causes. Children will be taught more appropriate ways of coping with their anxiety and develop skills to change their thought patterns when anxiety symptoms show up.

If you are unsure whether anxiety is the cause of your child’s distress, schedule an appointment with a Christian Counselor Newport Beach today. Becoming educated about your child’s anxiety can be the beginning of a new day for everyone.

Photos
“I love you,” courtesy of London Scout, unsplash.com, CC0 License; “Afraid,” courtesy of Joseph Gonzalez, unsplash.com, CC0 License; “Coloring time,” courtesy of Aaron Burden, unsplash.com, CC0 License; “Smug,” courtesy of vborodinova, unsplash.com, CC0 License 

How to Deal with Anger Issues in Children

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Growing up is harder than it looks. Children face many challenges, everything from bullies to broken homes that can cause anger issues to build and manifest in a variety of ways, from name-calling to throwing a book at a sibling. There are multiple triggers that could cause anger to erupt in children, and the root of that anger isn’t always easy to identify. Newport Beach Christian Counseling offers guidance to help children and families address these challenges.

Emotions are real but not always reliable

It’s important to mention that being frustrated or angry is a natural emotional response. If a child gets angry it’s not always something to be afraid of nor should a parent avoid discussing it either.

The results of that anger are what needs to be addressed carefully to successfully find a healthy way to express angry emotions. Unhealthy anger in a child could be expressed by violating someone through a form of physical aggression, verbal outbursts, seeking revenge or other negative, disruptive behaviors.

Address, but don’t suppress anger issues

Suppressing anger isn’t the solution. Children should have the freedom to express anger, happiness, sadness and the range of other emotions on the spectrum. They shouldn’t be restricted to only experiencing and displaying a certain set of emotions.

Controlling the emotions a child is allowed to feel can force those emotions to grow inward leading to depression or a host of other hidden hurts. Telling a child not to be angry is invalidating their feelings and telling them that anger emotion doesn’t exist. Acknowledging and addressing anger issues is the answer.

Parenting inconsistencies

Properly addressing anger largely falls on the parents involved in a child’s life. Parents of children struggling to manage angry outbursts, find it helpful to reflect on their own personal parenting methods.

Use of inconsistent disciplinary actions or methods leave the child with unstable boundaries and the inability to figure things out. As a result, the child is constantly frustrated due to the lack of consistency in their environment and they don’t learn the proper coping skills necessary to handle real-life situations.

A parent that remains calm during an anger outburst can easily detach from emotions and defuse the situation. Parents who model a healthy way to channel anger will be better equipped to facilitate the development of those same healthy ways in their children.

Ephesians 6:4 reads, “Father, do not exasperate your children; instead, bring them up in the training and instruction of the Lord.” In other words, Paul is admonishing fathers not to provoke their children to anger by providing them with a training process that builds their character through exposure to biblical principles that are good for them.

Freedom of choice

Life moves at the speed of our choices. Some choices move us forward while others take us back. When children learn that their choices are bringing them unfavorable results—limited screen time, timeouts, loss of privileges—they become more open to learning healthy ways to express emotions. Children have individual identities and need the opportunity to explore choices on their own.

It is helpful for parents to set clear expectations and consequences when in control of their emotions, refraining from impulse consequences that end up confusing their children.

An example would be to tell your child every night they need to wash the dishes after dinner. Failure to wash the dishes will result in no screen time that night. It’s better for a child to learn lessons from their bad choices and discover how to make responsible choices that are beneficial to their lives.

Delivering consequences

It’s a fine line between tender and tough. Letting a child know in the midst of a failure that they are still loved as they receive the consequence for failing to meet the expectation is how balance is struck between soft and stern.

For example, the child who did not wash the dishes before turning on the TV may be told, “What a bummer that you are going to miss out on tonight’s episode of your favorite show. I know next time you will remember to wash the dishes first.”

In this example, the parent’s anger isn’t evident and the consequences are upheld using a loving approach. This technique calmly explains the consequences of the child’s personal decision to disobey but focuses on the opportunity to try again tomorrow.

A child that is just yelled at only learns how much they dislike being yelled at or learns to use that in the future as their way to solve problems. Reacting to misbehavior during a crisis is never a wise option. Spanking or yelling when angry will only perpetuate that same behavior in your children.

Hebrews 12:11 (NLT) reads, “No discipline is enjoyable while it is happening–it’s painful! But afterward, there will be a peaceful harvest of right living for those who are trained in this way.”

Children and adults don’t naturally gravitate toward a disciplined life. It’s not easy to embrace.  Implementing expectations, giving the freedom to choose and clearly discussing consequences with your children are a few steps to take to navigate anger outbursts and prepare them for the real world.

If your child is showing signs of uncontrollable rage or hostility, it may be helpful to sit down with a licensed therapist to talk through what could be causing the problem. Learning how to train your child without exasperating them can often yield great results for a child with an explosive temper. Newport Beach Christian Counseling can provide the support and tools needed to navigate these situations effectively.

Photos
“Let go,” courtesy of Josh Willink, pexels.com, CC0 License; “Snatching berries,” courtesy of Kelly Sikkema, unsplash.com, CC0 License; “Kitchen drawer,” courtesy of Jaroslaw Ceborski, unsplash.com, CC0 License; “Red head,” courtesy of Matheus Bertelli, pixels.com, CC0 License 

9 Signs of Sexual Abuse in Children to Watch Out For

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It’s been a watershed season of exposing men and women who committed sexual assault and harassment. Businesses are taking legal actions to terminate employees or pull contracts indefinitely.  If the #Metoo movement teaches us anything, it’s that sexual assault and abuse is often silenced and that there’s strength in numbers.

Parents never want to hear these heartbreaking words uttered from their child’s mouth, “I’ve been sexually abused.” Children are often under the care of other adults at school, church, a friend’s sleepover, and even under their own roof. In these seemingly harmless settings, horrendous acts are carried out. Newport Beach Christian Counseling offers support for parents and children in the aftermath of such trauma, helping families navigate the healing process and find hope in the midst of deep pain.

9 Signs of Sexual Abuse in Children to Watch Out For

Parents must be vigilant to monitor who their children interact with on a daily basis. Because sexual abuse is often a confusing and paralyzing experience, children may not verbally express what’s happening to them. But if a child is being abused, it’s likely you will see the following signs.

1. Increased Fear and Anxiety

Fear is one of the biggest hallmarks of a child who has suffered abuse. Children can become hypervigilant, constantly on the alert.  You may see mounting fear and anxiety as the specific time of day approaches when the abuse normally occurs or if you mention inviting the abuser over.

2. PTSD Symptoms

Post-Traumatic Stress Disorder is not only reserved for military veterans returning from combat overseas. The same symptoms are present in children who have suffered abuse. Panic attacks occur when certain “triggers” bring feelings of immediate stress.

Triggers could be a certain smell like the cologne the abuser wears, people who sound like the abuser, or certain sights that bring flashbacks. Another form of PTSD in children is having disturbing dreams or problems getting a good night’s sleep. Nightmares become prevalent and memories of the trauma can disrupt their concentration at school.

3. Mood Changes

Unreasonable crying or sudden excessive crying that wasn’t present before are expressions of children suffering from abuse.  On the other end of the spectrum, children can have angry outbursts and get frustrated easily spouting out hurtful words to those around them.They might withdraw from adults in the belief that every person wants to harm them or they may become hostile toward those in authority who neglected to protect them.

Because these times of abuse were often out of their control, they will grow up wanting to control everything in their lives. Eventually, children numb their feelings and become detached and emotionally absent. They self-protect by creating an impenetrable wall around their hearts.

A point can even be reached where they disassociate from the abuse altogether by either diminishing the effects of the abuse in their lives or never admitting that the abuse happened to them. Children who experienced sexual abuse are more likely to grow up into teenagers who contemplate suicide, have self-inflicted wounds, and show signs of depression.

4. Guilt and Shame

Children find ways to blame themselves for the abuse. Guilty thoughts invade their minds like, “I should have said something to someone else,” or, “I was aroused so does that mean I wasn’t abused?”

The abuser often reinforces this message telling the child that somehow the child made the abuser touch them. It’s a tug-of-war in the mind for children in this situation. They know something feels wrong, but the mixed messages, instilled fear, and false responsibility can create turmoil in their minds.

5. Fear of Intimacy and Closeness

Intimate relationships can be a challenge after enduring abuse. Although children may still embody an outgoing personality, they learn how to keep people at arm’s length to prevent further harm. Physical contact, which is often terrifying, may cause them to lash out at someone who innocently tries to give a hug.

Other children become overly clingy needing constant physical and verbal affection. Children that have experienced abuse find it hard to know the difference between appropriate displays of physical affection and inappropriate sexual touch.

6. Sexuality

Sexually abused children usually grow up not wanting to have sex at all or view having sex with multiple people as the only way to receive touch and attention. This ends up creating a bigger web of pain in their lives.

Children who have been hypersexualized from assault may make sexual comments to other students or have an advanced knowledge about sex. Of course, in today’s world children are often exposed to movies that are not age-appropriate and they pick up the terminology.  But if a five-year-old girl can describe certain adult acts in detail, this should set off alarms.

Some children who have been abused by someone of the same gender end up confused about their sexual orientation. Due to confusing (maybe even somewhat pleasurable) physiological responses related to their abuse, they may silently wonder whether or not they are actually gay.

Some people may try to reduce their distinctive gender features by cutting their hair, hiding their breasts, eating more food to gain weight and becoming unattractive, or neglecting basic hygiene routines in order to repel people.

7. Alarming Forms of Creative Expression

Children love to play. It’s a normal part of childhood. However, if the dolls are not just playing mommy and daddy, but participating in strictly mommy and daddy activities it is a glaring red flag.

Often creative expression becomes a safe outlet for children to be honest without verbally admitting to the pain forced upon them. Journal writing, social media posts, poems, and pictures can all tell a story that’s been silenced inside. Today, teenagers swarm to social media to share their fight with depression or struggle with suicidal thoughts.

8. Not Behaving Appropriately for Their Age

Of course, some little girls want to imitate their moms by dabbing on some lipstick or painting their cheeks with blush when they see their moms getting ready for the day. Wearing more revealing clothing or always wanting to put on perfume, makeup and doing their hair could possibly point to past abuse.

Some older children will revert to their younger behaviors like wetting the bed or sucking their thumb. These aren’t always signs of trauma, but these signs merging with some of the others mentioned here are good indicators of abuse.

If you hear of older friends being mentioned frequently begin to investigate. Yes, there are good mentors and influences out there, but someone showing an unhealthy amount of attention toward your underage child requires some additional attention from you. Normally, children form friendships with kids around their same age.

9. Turning to Alcohol and Drugs

Alcohol can be used to not only numb pain from the past but make someone feel alive at the same time. Drugs and alcohol are a way to cope with the suppressed feelings and distressing thoughts. Drug and alcohol use can be a common coping mechanism for those who have experienced trauma in order to deal with disturbing thoughts.

If you are seeing unusual signs like these in the children around you, don’t ignore it – report it. Call your local CPS Office or the National Child Abuse Hotline at 1-800-4-A-CHILD.

Finding a Place of Healing

Christian counseling Newport Beach is just one way to begin a journey of healing and freedom. The Lord comes to heal the brokenhearted and to bind up our wounds (Psalm 147:3). If child abuse is a part of your story, Christian counseling Newport Beach offers a safe place to experience wholeness. Freedom is found by bringing things in the darkness into the light. Will you let someone help you today?

Photos
“Child of Light,” courtesy of Matheus Bertelli, pexels.com, CC0 License; “Silent,” courtesy of Kat Smith, pexels.com, CC0 License; “Wounded,” courtesy of Min An, pexels.com, CC0 License; “Play time,” courtesy of pixabay.com, pixels.com, CC0 License