Hopscotch & Harmony - Child psychology blog

Promoting Infant Mental Health: Understanding and Responding to your Infant’s Cues

13/6/2018

Infant mental health refers to how well an infant (newborns to the age of three) develops socially and emotionally. Specifically, this refers to: developing the ability to form close and secure adult and peer relationships experiencing, managing and expressing a full range of emotions exploring the environment and learning

How to promote Infant Mental Health

Infant mental health can be nurtured through a secure and stable relationship with their caregiver. This is done by what caregivers do, the things they say, as well as through the environment created at home.

It includes even small things that caregivers may do without even noticing it, such as talking to your infant and spending time with them. In particular, noticing and responding to your infant’s cues can help to nurture your relationship with your infant as well as support their mental health.

Learning to understand your infant’s unique cues
Cues refers to the sounds and movements infants make. These can include facial expressions, vocalisations, body movements and reactions. Cues can be as subtle as an opening hand or widening their eyes.

Cues let us know something about the infant’s needs, their emotional state and physical
state. In other words, cues are an infant’s way of communicating with us. Caregivers can
learn to understand what an infant is trying to communicate by:

Observing and paying close attention to their facial expressions, body movements, and body reactions for cues about their needs.
Observe and pay close attention to the types of sounds that your infant makes.
Notice the type of touch that your child likes.
Notice the environment that your baby enjoys, including the types of sounds and movements.

Each infant has their own cues and it takes time to learn these cues. You do not have to
understand your infants cues every time! However, become a curious observer of your
infant and their cues. Continue trying to understand what your infant is trying to
communicate.

Responding to you infant’s cues

As cues are a way for your infant to converse, it is important for caregivers to respond to these cues. This involves responding sensitively and promptly. By responding to your infant’s cues, it helps the infant make sense of the world. It lets them know that their caregiver will respond to them when they are feeling insecure, it makes them feel safe, creates a predictable routine and creates trust.

Understanding and responding to your infant’s cues is just one way that you can promote your infant’s mental health. It is also very important that caregivers take care of themselves and their own mental health, in order to continue to build a secure and stable relationship with their infant.

If you would like support regarding your infant’s mental health or your own mental health, please contact Hopscotch and Harmony to discuss further.

Sarah Gatt is a Hopscotch and Harmony Psychologist passionate about providing early intervention services to young children in order to help aid their development and reach their full potential. She creates a warm and safe therapeutic environment for children, by providing therapy in a creative and individualised manner. Sarah consults from our Werribee practice.

3 Tips for Nurturing Playfulness

6/6/2018

Kate Hardiman, Psychologist

Humans are biologically wired to play. Play creates feelings of joy at all ages and stages, including adulthood. Play helps us to connect with others. Play is used to safely explore the world and learn about emotions. Play supports the development of healthy nervous systems and to regulate the excitement and calming systems in our bodies.

Think of a time you felt a strong connection to someone else, it may be a child or an animal. What were you doing in this moment?
Think back to when you were a child, what did you like to do on the holidays and weekends? What were your hobbies or interests? When was the last time you did one of these playful activities.
Create a list of jobs you would be interested in doing if you had a parallel life. Then, think about a small action that you could try out for fun. For example, if you once dreamed of being a pro surfer, take a swim in the ocean. If you fancy the idea of farming, grow something in the backyard.

Kate Hardiman is a Hopscotch & Harmony psychologist who works closely with children, teens and parents to support behavioural challenges, emotional outbursts, social withdrawal, or fears and worries about everyday things.

Mindful moments – how to experience more of them in your day

30/5/2018

Leanne Smith, Psychologist

Anyone, at any time, anywhere can engage in mindfulness. This is the beauty of
it. Mindfulness is about paying close and undivided attention to one thing, such
as bringing attention to a flavor when eating, noticing the color or curves of a
leaf, how warm water feels on your hands, the weight of your body or the flow of
your breath.

When we practice mindfulness, we bring our attention to the current moment, without reflecting on the past or looking into the future. It is a time for stillness and calm in the mind.

How can we create more space for mindful moments?

Choose a time to be mindful

Think of a time during the day or night that you can devote to yourself and your
mindful practice. At times it is a tight squeeze to find the space to completely
stop. Ask yourself if you can do this within your daily routine.

Will you use mindfulness while washing the dishes; paying attention to the warm water on
your hands and the motions of the cloth? Will you practice as you drink your
morning coffee or tea; noticing the feel of each sip? Will you practice as you
shower; reflecting on the warmth of the water as it sprinkles onto your feet?

Use the outdoors and nature

Take time out to enjoy a mindful walk close to nature. Sit close to a plant or
grassed area and center your attention to your breath. Observe an indoor plant if
you do not have a garden close by. This doesn’t need to be for long, even 5 or 10
minutes will do.

Consider a modern approach

With a rise in technology and broadening availability of resources through it,
let’s use this to our advantage! Mindfulness can be confidently guided and
practiced with Apps, Podcasts or even through YouTube. These can be used on
your phone, an iPad, computer or other devices.

One of my favorite mindful Podcasts for kids is ‘Peace Out’ written by Chanel
Tsang. For adults, the Bhudify app can be a great guide.

One of our talented Hopscotch and Harmony clinicians, Kessia Ianzano wrote a
great article for Apps to use for mindfulness very recently for Mindful May.
Check it out here.

A great article by our Clinical Psychologist Georgina Psomiadis is also presented
on our blog if you would like some tips on the benefits meditation for you and
your children. Find it here

Include essential oils

Including essential oils safely in your routine can increase the opportunity for
mindful moments. Oils can be diluted into a spray bottle, a roller ball, or into an
aroma diffuser.

It is recommended to consult a trained aromatherapist when considering the use of essential oils for you and your family. Aroma can be the focus point of the mindful moment, noticing how the aroma smells, and the way our body feels when we are in its presence. Small aroma diffusers can be great for the office or car too (Ebay or many other online stores sell these). Using aroma can become a routine and can remind us to take some time each day toenjoy a mindful moment.

By selecting a few of the tips from above, you will be able to find small ways in which you can bring mindfulness into your home and your life. Happy Mindful May everyone!

Leanne Smith is a Hopscotch & Harmony Psychologist who has a special interest in helping young children develop social skills and emotional regulation. She supports parents and children with Autism Spectrum Disorder to learn life skills and improve well-being. Leanne consults from both Belmont and Werribee.

5 Top Apps for Children's Meditation and Mindfulness

23/5/2018

Kessia Ianzano, Psychologist

In a society where technology is everywhere, there is now a phone app for just about everything! Meditation and mindfulness for children and adolescence is no exception, and there are currently hundreds of apps available.

Below are the top 5 apps I recommend to my clients who need a little extra help with worries, getting better sleep, focusing in the classroom or when they might become a little too angry.

Smiling Mind
Smiling Mind's programs are divided by age, starting at 7-11 years. If you have children who are struggling with their emotions, this app may be a helpful addition to the current methods you and they are using.

DreamyKid
The DreamyKid meditation app offers meditation, guided visualization and affirmations curated just for children & teens. It uses proven techniques that teach your kids methods to guide them towards a happier life through mindfulness.

Calm
Calm is the perfect meditation app for beginners, but also includes hundreds of programs for intermediate and advanced users. Guided meditation sessions are available in lengths of 3, 5, 10, 15, 20 or 25 minutes so you can choose the perfect length to fit with your schedule.

Stop, Breathe & Think Kids
Stop, Breathe & Think Kids offers children a fun and easy way to identify and process their emotions. From counting breaths to friendly wishes or frog jumps, each activity brings fun rewards to keep them engaged.

Headspace: Guided Meditation and Mindfulness
Meditation made simple. Guided meditations suitable for all levels from Headspace. Meditation can help improve your focus, exercise mindful awareness, relieve anxiety and reduce stress.

Kessia Ianzano is a Hopscotch & Harmony psychologist who provides mental health support to young people as well as to athletes of all ages across a diverse range of settings including elite national environments, state level teams and local community organisations. In addition to working with athletes, Kessia has worked as a school psychologist and consults at Hopscotch & Harmony at our Werribee Practice. You can book online here.

Females on the Autistic Spectrum

9/5/2018

Georgina Psomiadis, Clinical Psychologist

When looking at the research, different studies, together with anecdotal evidence, there are various results in ratios between males and females on the autistic spectrum, ranging from 2:1 to 16:1, respectively!

So why are there such differences across studies? There are several possible reasons for this, some of them being:

More subtle presentation in females (though subtle presentations can present in males also)
Diagnosticians and trainers are not recognising girls given the current diagnostic criteria is more associated with the more ‘obvious’ criteria, more often seen in males.
Autism is usually not being considered as an explanation for the difficulties experienced by women (the specific questions are not being asked)
Other diagnoses are often used to explain autistic experiences

The below table illustrates the differences between more obvious characteristics of ASD compared to more subtle characteristics (National Autistic Society):

Often, I hear parents say that their daughter’s teachers don’t notice any ‘problem’ in the classroom, and in fact, they’re considered the perfect student! This is often quite distressing for parents as their child may to experience intense emotional outbursts the moment they arrive home.

Girls tend to mask their behaviours quite well, as they are more motivated to engage socially. They spend excessive amounts of energy doing so at school, as to not get noticed and fly under the radar. Because of this mental and emotional exhaustion, here comes the meltdowns when they finally feel like they can be ‘themselves’.

Unfortunately, there may be very little clear ‘red flags’ in early childhood other than shyness, being quiet and having interests that are ‘typical’ for young girls, though the intensity of this interest is excessive.

The expressive language used by autistic females is often exceptionally good, which can then mask their difficulties processing verbal information. Their eye contact might also be quite good, they may do ‘small talk’ well and can be very chatty, though these tend to be quite exhausting and when their energy is not replenished, can cause significant distress and other mental health conditions over time.

Females who seek therapy present with mental health issues such as eating disorders, personality disorders, depression, anxiety and self-harming behaviours that can divert the clinician’s attention away from a possible underlying autism.

Mothers who identify with having autistic characteristics are typically the ones who bring their young daughters into therapy or for assessment, as they notice the difficulties in their child as similar to their own difficulties, and don’t want their child to go through the same challenges as they did growing up.

We know that appropriate support at younger ages leads to better outcomes. Early intervention is always a good idea, whether a formal diagnosis is made or not (although having a diagnosis can open up funding support for interventions); if the clinician is attuned to the ASD presentation, they will provide the appropriate interventions.

Our mission at Hopscotch and Harmony is to smash the stigma of mental health conditions and a big part of our work is working with young children, teens and adults on the autistic spectrum.

Having an Autism Spectrum Disorder (ASD) does not have to be scary.

There is so much support out there and this will continue to grow as our understanding of their needs deepens. Listening to so many individuals with autism talk about their relief and enhancement of self-understanding when they receive a diagnosis are some of the benefits of going through the formal assessment process. Though this is not true for everyone.

Some people identify with having autistic characteristics or self-diagnose as having ASD, and are content with being aware of what they struggle with and their strengths and don’t want a formal diagnosis. Some people may overly-identify with a diagnosis and feel like ‘something is wrong with them’. This is where clinical judgement and parental intuition come into play… there is never a black and white answer, is there?

Many psychologists at Hopscotch and Harmony are highly skilled in the assessment process for ASD. If you want more information on this process, please call us and we will guide you through this.

Georgina Psomiadis is a Clinical Psychologist who sees children, teens and adults regarding a broad range of mental health concerns. She has a particular interest in supporting young people in creating an inner calm and confidence with their identity. Georgina considers the brain-body connection and incorporates mindfulness in her treatment. Call 9741 5222 to make an appointment with Georgina at Hopscotch & Harmony's Werribee or Point Cook practices.

Autism Spectrum Disorder: How is it diagnosed in children and adolescents?

25/4/2018

Sarah Gatt, Psychologist

What is Autism Spectrum Disorder?

Autism Spectrum Disorder is characterised by difficulties in the core areas of social communication and language, together with restricted, repetitive behaviours, interests, or activities.

The presentation of Autism Spectrum Disorder varies considerably between individuals. Therefore, a comprehensive assessment is needed.

Who Makes a Diagnosis?

In Victoria, best practice for an Autism Spectrum Disorder Assessment involves a multidisciplinary team. This means that multiple professionals work together to carry out a wide-range of assessments.

A multidisciplinary team usually includes: a paediatrician or child psychiatrist, a psychologist, and a speech pathologist. In addition, other professionals might also be included, such as an occupational therapist. All professionals come together to bring insight based on their areas of expertise.

What might be involved in a comprehensive Autism Spectrum Disorder Assessment?

An Autism Spectrum Disorder Assessment involves an in-depth analysis of your child’s
developmental and medical history, as well as an assessment of your child’s current strengths and challenges. Each professional gathers this information over multiple sessions. Generally, they will do this through:

A parent/caregiver session, whereby the professional will ask you about your child’s developmental history and current presentation. Each professional will ask you questions about your child’s development in their own areas of expertise.
Screening questionnaires, which are forms completed by parents/caregivers and teachers regarding your child. These help to gain further information regarding characteristics and behaviours that may be associated with Autism Spectrum Disorder.
Child observations, where the professionals will meet your child and complete formal assessment tasks and observations. Areas that the professionals may assess and observe, include your child’s communication, social interactions, play and behaviours.
Talking with teachers and/or completing classroom observations. With your consent, the professionals may liaise with your child’s childcare staff or teacher to help gain an overall picture of your child’s development.

Each professional will use the information they have gathered to write a report outlining the assessment results. These assessment results will be discussed with you and you will receive a copy of the report.

Once each of the professionals has completed their assessment report, the paediatrician or child psychiatrist will bring all the results together and make the final decision as to whether the criteria for Autism Spectrum Disorder is met.

Where do I start?

If you would like to discuss your situation and the possibility of Autism Spectrum Disorder, please book in an appointment with one of our psychologists experienced in the assessment and diagnosis of Autism Spectrum Disorder. Alternatively if you are sure you would like an assessment you can make an appointment to see your G.P. and request a referral to see a paediatrician. The paediatrician will do an initial assessment of your concerns and may then refer you to a psychologist and a speech pathologist for a multi-disciplinary ASD assessment.

How can Occupational Therapy help your child today?

16/4/2018

Paula Dadson, Occupational Therapist

The Number 1 way to make tooth-brushing fun for kids!

11/4/2018

Jessica Cleary, Psychologist

You wouldn't be alone if the mere thought of getting your kids to brush their teeth each morning and night fills you with dread. BUT we have come across something amazing in our household that has the little ones excited to brush their teeth. There are quite a few different tooth brushing apps but this initiative tops them all.

Chompers is a 2-minute, twice daily podcast that perfectly entertains kids while they brush. It even reminds them when it's time to start brushing the next quadrant of their mouths.

Following the "3,2,1 BRUSH!" to get started, kids will hear jokes, riddles, stories, fun facts and silly songs before the concluding "3, 2, 1 SPIT!".

Chompers can help teeth brushing time become a bonding, enjoyable time as parents and kids can have a giggle together.

We play it via Apple Podcasts but there are other options as well. Enjoy, and I hope it makes a difference for your family!

Jessica Cleary is a psychologist, mother of three and the Director of Hopscotch & Harmony Psychology. She helps support parents through the ups and downs of raising behaviourally challenging kids. Her approach aims to develop and nurture the parent-child connection by helping parents learn the skills needed to support kids in a non-shaming, resilience building way.

Sensory behaviours in children; how can we understand and support them?

4/4/2018

Leanne Smith, Psychologist

When might these occur?

Children with Autism are most commonly thought of when there is mention of sensory
sensitivities or sensory behaviours. One of the criteria that a child with Autism may meet is
experiencing hyper (high) or hypo (low) reactivity to sensory input or unusual interests in
sensory aspects of the environment. There are also children who may not have a diagnosis who may present with sensitivities to some extent.

How do I know what to look for?

There are many categories of senses: sight, sound, touch, taste, smell, balance and we can even extend to include proprioceptive and vestibular input. There are two common presentations of sensory sensitivities.

Hypersensitivity occurs when sensory input exceeds a person’s ability to cope. This is a low sensory threshold and the child is explained as a sensory avoider.

Hyposensitivity occurs when greater than normal levels of input are required for registration. This is a high sensory threshold and the child may be seen as a sensory seeker.

Why might a child engage in sensory seeking or sensory avoiding?

Whether a child is seeking or avoiding sensory input, there are reasons behind the behaviours we can see. These may include the following, but can include many more:

Escaping from a situation
Releasing or blocking emotions
Avoiding a thought, an instruction or a demand
A way of taking a break
A way of feeling secure and safe
Enjoyment; it just feels good!
It reduces anxiety
It’s a routine now – it’s what I do!

What can I do to help?

As with any behaviour, if we can find out or make a prediction of why it is happening and what function it serves, we have a much better chance of making a successful support plan for the child. But how do you figure this out? Watch your child in various environments and observe their behaviours and reactions or even just ask them. Ask others involved in your child’s care also – it’s important to gather information. Be a detective!

Here are some tips that were shared on our blog recently about functions of behaviour – check it out:
https://www.hopscotchandharmony.com.au/blog/behaviour-the-importance-of-figuring-out-why.

Below are some common examples of behaviours and how you may be able to assist.

If a child is seeking sensory enjoyment:

Yes, sometimes these behaviours are enjoyable for a child, but are disruptive to the child’s
opportunities to socialize or it may be impacting/disrupting their learning or attention. If this is a behaviour that is safe, gently speak to your child (or use pictures) to explain it is not time for this just now; however, they may have some time to engage later. Remember, it’s okay for a child to engage in these behaviours sometimes; they serve a function. You also may like to suggest to a child they engage in these when it is time for them to follow their own ideas/explore their environment or when they take a break.

If a child is engaging in a disruptive sensory seeking behaviour:

If you believe the behaviour is inappropriate or disruptive, For example, if a child enjoys biting and sucking their school T-shirt, but this is the tenth one you’ve purchased this year! you may like to further explore why are they biting that material in the first place (Boredom? Anxiety? Is it a concentration aid? Does it calm them?). You may then consider providing alternative opportunities that serve the same function. If this really is just for comfort or concentration, they may like to have a more appropriate option (a small piece of similar material available to them that they can use). If this is due to anxiety, we need to look further into teaching effective and appropriate coping skills. Your child needs a proactive strategy.

If a child is a sensory avoider, provide appropriate ways for sensory avoiding where possible:

Can you help the child to communicate their discomfort in an appropriate way? Or maybe a child can be taught how to minimize the effect the sensory experience has on them. They should always be taught how to cope through a sensory experience as well as being given a way to minimize its effects. The world is an unpredictable place and your child may inevitably experience what they are trying to avoid at some stage.

A summary - How do we understand and how do we help?

Identify if there is over or under sensitivity. Sometimes you may be able to observe this yourself, or sometimes you may need some input from trained practitioners such as a Psychologist, an Occupational Therapist or a Speech Pathologist.
What skills and strategies can we teach the individual?
Sensory avoiders: how can we change the environment to better assist the individual? / Sensory seekers: How can we integrate sensory input into the daily routine?
Communicate it between environments – Let your A Team know the plan; tell yourchild’s teacher, their helpers, their grandparents, your family members, your child!

If you believe your child may benefit from an integrated and individualised plan, speak to our Client Relationships Team today to discuss a practitioner who may be suitable to assist you and your child.

“It will never rain roses: when we want to have more roses, we must plant more roses”.
― George Eliot (Novelist, poet, journalist, and one of the leading writers of the Victorian era)

Leanne Smith
Leanne is a Hopscotch & Harmony Psychologist who has a special interest in helping young children develop social skills and emotional regulation. She supports parents and children with Autism Spectrum Disorder to learn life skills and improve well-being. Leanne consults from both Belmont and Werribee.

The difference between bullying and teasing

27/3/2018

by Melissa Bailey, Psychologist

Why should we know the difference?

A common theme that comes up in working with children and adolescents is bullying. Often I hear reports from clients who feel they are being bullied at school, which is obviously troubling for both the client and the parent, as nobody wants to be bullied and no parent wants to hear that their child is being bullied, or feels uncomfortable going to school.

Although a child may genuinely believe that they are being bullied, not all reports of bullying can actually be defined as such. In some cases the child may perceive teasing to be bullying, whether it is intended to be playful and harmless or goes too far and becomes hurtful.

In particular, kids on the autism spectrum, or who have social difficulties, tend to have a more challenging time interpreting social situations and may perceive teasing as bullying. Therefore it is important that kids (with or without ASD) and their parents understand the difference so that they can appropriately handle the situation, whether that be to work with the school to address the bullying and/or to seek assistance through school programs, a psychologist or counsellor to help develop and build a child’s resilience and assertive communication skills.

What is bullying and teasing?

Bullying: The National Centre Against Bullying (NCAB) define it as when an individual or a group of people with more power, repeatedly and intentionally cause hurt or harm to another person or group of people who feel helpless to respond. Therefore bullying is not a single episode of rejection, acts of nastiness or mutual arguments, disagreements or fights.

Teasing: Teasing is a social exchange and can be friendly, neutral or negative. Teasing or being mean is different to bullying as there is usually no power imbalance.

Although teasing can be hurtful and unkind it’s common among children and so it is important to know the difference as they may require different responses. Whilst I understand it’s common amongst children, I don’t condone bullying or being mean, and feel that it’s important for us to have common terminology so that we can assist children in the most appropriate way.

Melissa Bailey
Melissa supports primary and secondary school aged young people who experience emotional dysregulation, reduced self-esteem and self worth and who have difficulties at school. She is dedicated to working in partnership with educators and parents to ensure those closest to young people have the necessary skills and resources to support them.

<<Previous

Promoting Infant Mental Health: Understanding and Responding to your Infant’s Cues

3 Tips for Nurturing Playfulness

Mindful moments – how to experience more of them in your day

5 Top Apps for Children's Meditation and Mindfulness

Females on the Autistic Spectrum

Autism Spectrum Disorder: How is it diagnosed in children and adolescents?

How can Occupational Therapy help your child today?

The Number 1 way to make tooth-brushing fun for kids!

Sensory behaviours in children; how can we understand and support them?

When might these occur?

How do I know what to look for?

Why might a child engage in sensory seeking or sensory avoiding?

What can I do to help?

A summary - How do we understand and how do we help?

The difference between bullying and teasing

Why should we know the difference?

What is bullying and teasing?

Categories

our services

Our practice values

contact us

When might these occur?

How do I know what to look for?

Why might a child engage in sensory seeking or sensory avoiding?

What can I do to help?

​A summary - How do we understand and how do we help?

Why should we know the difference?

What is bullying and teasing?

Categories

our services

Our practice values

contact us

A summary - How do we understand and how do we help?