Jessica Cleary, Psychologist As a homeschooling parent of many years as well as a psychologist, I can tell you right now that what you're being asked to do is not real homeschooling. This is SO much harder. And looks very different. It is schooling at home during a crisis. Let me tell you what to focus on if you're feeling lots of anxiety and stress with schooling at home during this time of Coronavirus (COVID-19). Tamsyn White, Principal Psychologist I don’t know about you, but for me the world seems to have changed so much in the space of just a few short weeks. At the end of February, COVID-19, or the Coronavirus, was barely on my radar and I certainly wasn’t aware of just how much it was going to start impacting my life. Lots of the clients I work with, my colleagues, and my friends, have reflected the same thing back to me, too. One of the biggest changes for my clients is that, before COVID-19 really hit our consciousness, the word “Telehealth” was probably rarely heard. These days, if you’re tracking the news like I have been, the word seems to be everywhere! So what is Telehealth? Well - despite lots of people just hearing about it for the first time - Telehealth is not new. In fact, there are practitioners from lots of different disciplines who have been offering Telehealth services for many, many years. Some services ONLY offer Telehealth services. For example, our clinic’s director, Jessica Cleary, has been offering Teleheatlh appointments to women around Australia who have been experiencing parenting stress for a number of years now; our Speech Pathologist, Meg Tasker, has worked for a Telehealth provider, offering speech pathology services to clients locally, and some who don’t even live in Australia; and I myself have provided Telehealth treatment to clients who live rurally in the past. Telehealth has really broadened the scope of the clients who we can reach out to and help. We, as a clinic have almost always had Zoom (like Skype) appointments as an option if a client can’t attend the rooms on the day of their appointment. You might also be reassured to know that there is some really good evidence that tells us Telehealth can be just as effective as face-to-face therapy in most cases. In fact, there can be a stack of benefits to Telehealth for clients - not least of all that we get an insight into where you (or your child!) lives, and can help you identify things in your own home environment that can be used in your journey to wellbeing. There are some things to think about that can help you and your child get the best out of their sessions:
Above all - we’re all in this together. I’m so glad that we have this option to continue working with you through this hard and stressful time in the world. Please don’t hesitate to reach out to us if you think we can help you with something we haven’t thought of. If you live in Australia and would like to book a Telehealth session with Hopscotch & Harmony for you or your child, please click the button below to complete our booking form and we'll get back to you as soon as possible.
Jessica Cleary, Psychologist Parents and educators are in uncharted waters as we seek to support ourselves and the children in our care through the current pandemic. Here are my thoughts on how to navigate conversations with kids on coronavirus. Tamsyn White, Psychologist In our work as psychologists, we often hear from children and young people that they are feeling so distressed that they are experiencing suicidal thoughts. Of course when they hear this, many parents feel extremely worried. Such distress in children and going people can manifest in lots of different ways in terms of behaviour, emotions, and impact on relationships and functioning at school, home, and workplaces (where relevant). What to look out for - warning signs:
What can you do? Talk and listen to your teen: The expert on how your young person is feeling is your young person themselves. Check in with them often about how they’re travelling and let them know you’re always there for them, even if they don’t want to chat. Check in on yourself It’s natural to feel frightened, overwhelmed, or even angry if your teen lets you know they’ve been thinking of harming themselves. It’s important to let your child or adolescent know that you love them and support them, and that you need to keep them safe. Try to communicate calmly, without judgement, and try to help them see that it’s safe to talk to you. Make sure you ask them directly Parents are often worried that if their teen or child hasn’t had thoughts of suicide, they will be created if asked directly. This is a myth, and research has shown us that asking directly can be very protective. Avoid using euphemisms such asking if they’ve been thinking about “doing something silly” to themselves. Rather use direct, non-judgemental language. Simple is best: “Have you had thoughts about hurting yourself, or taking your own life?” should be a question we are all comfortable asking our loved ones. Plan with your child for their safety If your child or adolescent does let you know that they are having thoughts of harming themselves, make sure you’re prepared to engage in some safety planning. Ask them whether they have a plan to hurt themselves, and ask them to work with you as a team to help keep them safe. This might mean removing access to means, helping them manage their social media time, increasing their connection with supportive family and friends, and seeking professional help. Be prepared to contact services In a crisis where a young person has, or is just about to harm themselves, it is best to present to your hospital's emergency department - via ambulance if necessary. In situations of less urgency, where future potential risk is identified by you, you can gain assistance from your own General Practitioner, the local hospital Child and Adolescent Mental Health Services, and sometimes from school counsellors, if they are available. Where to go for help: Kids Helpline is a free, private and confidential 24/7 phone and online counselling service for young people aged 5 to 25. They can be contacted by phone on 1800 55 1800 or website: https://kidshelpline.com.au/get-help/webchat-counselling/ Lifeline provides free, 24-hour Telephone Crisis Support service in Australia. Volunteer Crisis Supporters provide suicide prevention services, mental health support and emotional assistance, via telephone, online, and face-to-face. Call 13 11 44 or visit their website: https://www.lifeline.org.au/about-lifeline/contact-us Area Mental Health Services (AMHS) triage provides mental health information, advice and referral. Each AMHS has a centralised triage number. www.health.vic.gov.au/mentalhealth/services ARAFEMI Carer Helpline provides free, confidential information, support and referral for family, carers and friends of people with a mental illness. 1300 550 265, 9am to 5pm weekdays www.arafemi.org.au/family-support/telephone-helpline.html Australian Centre for Grief and Bereavement provides a range of education, counselling, research and clinical services for those working in and affected by experiences of grief and bereavement. 1800 642 066. www.grief.org.au Beyondblue provides information about the signs and symptoms of depression, available treatments, how to get help and links to other relevant services and support groups. 1300 22 4636, 24 hours/7 days. www.beyondblue.org.au
Jesse Diggins, Psychologist Part of my role as a school psychologist is responding to critical incidents that involve aggression and violence. I’ve learned to be able to face these situations with calmness and confidence. Many of the techniques I employ are taken from Therapeutic Crisis Intervention developed by Cornell University. The techniques and principles in this model are highly generalizable and can be applied by families. The beauty of this is that as complex and daunting as aggressive behaviour can appear, the way to respond can be simple and involves answering 3 questions: 1. What emotions am I feeling right now? If we are not emotionally regulated when we respond to a child there is a high likelihood that this will only perpetuate the situation. The child’s need remains unmet and they now also have additional stress. As the saying goes (and neuroscience attests to), ‘when we are at our angriest… we are at our stupidest’. Speaking of, when children are highly emotionally dysregulated they don’t have access to their pre-frontal cortex which is responsible for problem-solving, reasoning and perspective taking. So, asking them to ‘make a good choice’ at the height of aggressive behaviour probably isn’t going to work. We should try and emulate what we can see a duck in a pond look like; on the surface it is calm and graceful, underneath is a little more frantic but that is hidden from view. 2. How are environmental factors influencing the situation? Many times, behaviours are influenced by those observing it. Removing other children or adults can be the catalyst for de-escalation. Similarly, removing yourself partially or fully as a responder (when safe to do so) can also be what is required for de-escalation to occur. 3. What does my child feel, need or want? Behaviour is almost always a form of communication that expresses a need. Identifying and reflecting back your child’s need or feeling goes halfway to solving the problem. There is a difference between caving into unrealistic demands and simply demonstrating to your child that you can hear and understand their frustration. Children may need up to a few hours to recover and return to a baseline state. This is the time to have that conversation about what they can do to get their needs met next time in a more adaptive way.
Alyce Galea, Psychologist Early on in therapy, teenagers often find it hard to identify the stressors or triggers that might be contributing to their difficulties. One way that you can start to identify your current stressors is by doing the stress bucket activity. I often like to conceptualise our wellbeing as a bucket.
Stressors can be categorised into three domains:
Once we have determined what our current stressors are, it is important to identify those stressors that you have some control over, and those that you have absolutely no control over. That way, we can then focus on problem solving ways of relieving the stress of situations that you may be able to change, even slightly. . Two ways we can learn to relieve stress are:
For example: Regularly practicing relaxation or deep breathing, exercise, starting a journal, listening to music. Alyce Galea is a psychologist at Hopscotch & Harmony who works with adolescents and young adults across a wide range of settings, including schools and community mental health services (Headspace). She is particularly interested in supporting young people experiencing mood and anxiety disorders, low self-esteem and interpersonal difficulties; and has a particular interest in working with young women exhibiting traits of Borderline Personality Disorder. Hillary Sanders, Psychologist If you’re considering taking your child to see a therapist, it pays to prepare them. Here are 10 useful pointers to consider: 1. Involve them The important point to raise here is to actually ensure that your child is aware of their session, prior to attending. A common mistake parents make is not telling their child, or telling them at the last minute (such as when driving to the appointment). This is often with the best of intentions, as parents hope to reduce any undue worry or resistance about attending, however it is often counterproductive. Like all of us, unfamiliar situations can trigger worried thoughts. If your child has no idea what the appointment is about, or what a therapist does, their brains will attempt to make sense of it, which often results in negatively distorted beliefs or assumptions. For example, your child may see a therapist in the same way as an authority figure, like a teacher, and believe that they are getting into trouble because they are "bad". Or they may see a therapist more like a doctor, and worry they will be subjected to medical tests, given medication or a needle. As you can see, it’s important to ensure that your child knows what the appointment is about and what a therapist does, to avoid any misconceptions. We want to ensure they have a positive experience of help- seeking; if their first experience of help-seeking is one fraught with confusion, anxiety, and negative beliefs, then you may encounter resistance to them attending further sessions. 2. Use simple explanations To explain the role of the therapist, keep it clear and simple. Introduce the role of a therapist as someone who can help people of all ages with things like big feelings or difficulties at home or at school. Explain that the therapist helps people find ways to cope with these feelings or difficulties, as well as helping them to feel better within themselves and within their relationships (i.e. friends, home, school). For children, point out that they will have fun with the therapist too! They will get a chance to play and be creative. 3. Gently touch on the difficulties Add what you have noticed they are struggling with. For example, you might have noticed they are avoiding school, or perhaps they are finding it hard to manage anger at home. Gently mention what your concern is, but ensure the conversation is not a disciplinary one, meaning that you do not demonise their behaviour or send the message that "something is wrong with you", which places the weight of the issues on them. Phrase your concerns as "difficulties". For example, "I have noticed you're having difficulty with (state the challenge) at the moment, and a therapist can help us with this". 4. Normalise Every human being experiences emotional, behavioural, and social difficulties throughout their life. Normalise your child's struggle as part of being human! It can help to share your own experience of difficulties with your child, for example, "Hey I was nervous about school too", or "Sometimes I have days I can’t control my anger too". This normalises and humanises their experience, and helps them to see that everyone struggles, even grown-ups. If you have seen a therapist yourself, it can help to share this with them, and tell them a couple things it helped you with. 5. Give them a "mental map" of what to expect To alleviate nerves about attending a new place and meeting a new person, give your child an idea about what to expect from their session, such as what time their session is, how long it will go for, where you will be (i.e. in the session with them, or in the nearby waiting room), and the name of their therapist. If you have already met with the therapist, you might like to share your impression of them (e.g. "they were easy to talk to", or "they go for the same football team as you!"). Most clinics have photos and a brief description of therapists on their website, which you could share with your child if they are curious. 6. Comfort tools Some children like to bring toys, games, or sensory tools with them to the session as a way to help them feel more at ease, and self regulate if needed. You may wish to ask your child if they'd like to bring something along as a comfort tool, or even as a bit of "show and tell" to enable their therapist to get to know them better. 7. Working together, not in isolation It’s important for your child to know they are not doing this alone. I often talk about working together as a "support team", where the child, parents, therapist, and sometimes other people like siblings, are all going to work together to get a better handle on the issues. The issues do not resolve simply through the attendance of therapy sessions; an important part of the work occurs outside of session, based on the implementation of strategies at home, school, etc. So remind your child that you're in this with them! 8. After the session It's okay to check-in with your child about how they’re feeling, and whether or not they would like to talk about anything from the session, but make sure not to interrogate or push them to disclose (if you require more information about how privacy and confidentiality works for child clients, please speak with their therapist). If your child requires a calming activity to transition from their session into the next task of their day, such as returning to school, it can help to go for a short walk outside, play a game, or enjoy a snack or drink together. 9. Resistance Therapy can be difficult for all ages, as it often involves working on behavioural changes, sitting with discomfort, and processing painful memories, feelings, and insights. It makes sense then, that some people would resist it, especially children who are geared towards pleasure and reward! So naturally, some resistance is to be expected. However, if you notice an ongoing pattern of resistance to attending sessions, ask your child about it. There could be other reasons to explain it. Perhaps they don't think they need help, and feel resentful that they are being "forced" to go. Maybe they are not ready to reveal their thoughts and feelings. Or perhaps they just don't "click" with the therapist. All reasons are valid and worth hearing. So rather than ignoring the resistance, listen to your child, and raise any concerns about their engagement with the therapist. 10. Don't aim for perfect! As a parent, you are not expected to know exactly how therapy "works", or to give the perfect description of the therapy process to your child! Keep it calm, kind, and simple. Leave all of the finer details to the therapist. Overall, the pointers I have raised here simply ensure that your child has some awareness of what they'll be walking into, rather than it being a big "unknown". This goes a long way to reducing any unnecessary worry, and promoting positive engagement in the very beginning. A final note: Therapy is a useful tool, yet your love, care, and non-judgmental "noticing" of your child's distress is the first and most important step in the therapy process. Hilary Sanders is a psychologist at Hopscotch and Harmony Werribee and Belmont who is passionate about supporting people of all ages, however has a particular interest in working with adolescents and adults. Hilary values diversity, and encourages individuals to celebrate their uniqueness- she believes human difference is what makes life interesting! An LGBTIQA+ advocate, Hilary acknowledges the complex nature of sexuality, and is driven to support individuals experiencing challenges arising from sexual diversity Natcha Limpianunchai, Provisional Psychologist It is common to feel overwhelmed about the current bushfires. Children may not fully comprehend what they see on the news or smell in the air, however they may still experience distress and anxiety. You may find yourself feeling helpless about how to help your child, particularly if you feel overwhelmed yourself. Here are a few starting points to consider: What could be going on? If your children have seen the news or heard conversations about bushfires, they may be feeling helpless, sad or worried. If your children have experienced direct effects of the bushfires (e.g. evacuating from their home, seeing bushfires first-hand), they may also feel unsafe and uncertain. Take notice on any changes in behaviour, such as fear about sleeping alone, wanting to stay close to parents more than usual, nightmares, increase in tantrums, or withdrawal from play. Engage with a health professional if there has been drastic change in behaviour. Every child may need something different Everyone has a different way of coping with stress. Some children may want to share their concerns with you straight away whereas some may not. Don’t feel like you need to make your child talk about it, but reminding them that they can talk to you about anything they want anytime they would like, can be very helpful in this situation. Explain the truth with age-appropriate language You can ask your child how much they understand what is going on ("What do you think is happening?", and help to foster their understanding using different means such as drawing or story books. Some story books about difficult experiences or bushfires are ‘a terrible thing happened’ by Margaret Holmes, and ‘Bushfires’ by Marguerite Hann Syme. Shift the focus to hope Children may have seen pictures and videos that are scary to them. Showing pictures or news of people who are helping, such as donations, help from overseas, and volunteers, can help to alleviate some of the distress. You can also discuss ideas on how they can help, such as making craft items for animal rescue or participating in a fundraising. Don’t forget to look after yourself It is difficult to support others when you are overwhelmed yourself. Pay attention to your emotional state and what you need to feel supported, to help you to feel more confident in supporting others around you. Although most children can recover from distressing experience over time, some children may experience ongoing distress, and those who have experienced the bushfire first-hand or have lost loved ones are more particularly at risk. Signs such as frequent, continual emotional outbursts, prolonged preoccupations with the bushfires, or severe anxiety can help to indicate the impact on their wellbeing. We hope that you stay safe during this stressful time. Please reach out to your doctor or to a mental health professional if you need further support.
If you have two or more children OR have a sibling yourself you probably know a thing or two about sibling rivalry. Even though hearing these squabbles can totally push our buttons, we need to stop ourselves from stepping in too quickly as it can rob our kids the opportunity to practice the important skills of problem solving, negotiation and compromise. Learn more in our webinar that takes a deep dive into Sibling Rivalry Emily Vujicic, Psychologist Christmas seems so far away now, and we are already back in full swing at school. Most children will be settled back into routine of the school term with bed times, after school activities, and being responsible for home learning activities. For many children and parents, it can still be a very tiring and tense time. There may be extra adjustments like a change in friendship groups, an unfamiliar teacher, or things in their family life that are affecting them. This may lead to difficulties with sleep, tears in the morning, and possibly reluctance or refusal to go to school. I have put together a small collection of ideas could help ease the transition process. Being organised can help take the load off the mornings. Making lunches, packing bags and getting clothes out ready the night before can all mean there is less to do in the morning when there is more time pressure. This helps make the morning the most relaxed and positive it can be. Utilising check lists can help give your child independence in these tasks, and help prepare them for the following day. Routines can be helpful to get the children settled, and having a nice balance of activities and rest times. It is important not to have all of the fun things at home, and school is then seen as missing out. This might mean ‘fun’ snacks are for school, not letting the children know what interesting things you will be doing while they are at school, and not using school or teachers as a negative or threat. As you go back to work and your children are back at school, you may need to make additional effort in having positive time with them, giving them opportunities to talk. Often, children and adults alike, worry right before we go to bed, when we don’t have things around us to distract us from our thoughts. Many families find that after dinner time is a good time to check in and see if there is anything to talk through. If there is something troubling your child, be optimistic, realistic and empowering. It may mean that you spend some time helping them to think realistically about a situation, or find the positives if they can only see the negative. Helping them to come up with their own strategies to cope is a good life skill that can be strengthened in all of us. It may even lead to activities you do together, like some deep breathing or a calming walk. Dr Ross Greene encourages the idea that children are doing the best they can. If there is a problem, lets try teach them the expectations, and make sure they have the skills to do it. By talking with children proactively and collaboratively, we help instil a sense of responsibility in them. It helps children feel heard, and like they are a part of changes, rather than changes just happening to them.. If you are interested in this, I encourage you to read any of his books, or The Explosive Child for more depth info. It is also important that everyone is giving the children the same message, so communicating with the school can help ensure that your child may need a little extra TLC, encouragement or support as they transition into the year.
When you wake up in the morning, your level of arousal can vary. You may be feeling just right and bounce out of bed, you may be feeling low / slow and lethargic or you may feel irritable or in a bad mood. The light may be blazing through the window, the alarm is ringing in your ear, you can feel how cold it is outside and all this sensory information is overwhelming for a moment. However, you have had many years of experience, you know what you need each morning to be able to adjust your level of arousal to the ‘just right state’ that allows you to function, concentrate and perform. Having a hot shower, drinking a cup of coffee, listening to the radio or going for a run are just some common sensory strategies that we have learnt to use to enable us to begin our day right. Now consider what it would be like for your child, who may have an existing diagnosis, who is still very much developing physically, emotionally and mentally, coupled with the fact that they do not yet have their own sensory strategies to use when first waking up. Now that would be a challenge! So, what are sensory needs? The way we make sense of the world is via our senses. Sights, tastes, textures, sounds, smells and movements turn into information that our body requires to regulate, develop and learn. And in that order. If our sensory system is not processing sensory information efficiently and effectively, higher processing skills like learning, behaviour and skill attainment will not happen. Our sensory system, to use an analogy, can be likened to a set of cups. Each cup represents one of the seven senses and the goal is to keep each of them at a just right level of fullness so the body stays regulated and calm. Having too much stimulation in one sensory cup can cause it to overflow and therefore would create dysregulation. Further to this, once a single cup does overflow, it is highly possible that the others will become unbalanced and then the effect of this is a downward slope of distraction, negative feelings and behaviour. The same then holds true for cups that have too little stimulation. If a child doesn’t receive enough sensory input, the cup will be under filled and may then cause a child’s focus to be diverted to filling that cup i.e. seeking input to establish a more balanced level. Often over the course of a typical day at school or kindergarten, our children’s sensory cups can be flooded and or deprived which, as you can imagine, will create a chaotic and challenging day for them. So how can we make the mornings, easier for our sensory children? 1. Make your Mornings Predictable If your child is a sensory child, majority of the time they may feel overwhelmed and not in control. Therefore, it is important to give your child a greater sense of power so they feel less anxious about the day ahead.
2. Remember Behaviour is a Form of Communication. Next time your child is acting out, take a step back and try to understand what it is your child needs. For example, if your child is jumping around, then they are likely craving more opportunities for movement or if they are continuously clinging to your leg they may be seeking tactile stimulation. Understanding your child’s sensory preferences will enable you to use strategies to readjust their levels of arousal and prevent a tantrum from occurring. 3. Add Sensory Experiences to Existing Practices You may not have an existing ridged routine but have tasks that you and your child attempt to complete each morning. Making these tasks more sensory focused and specific to your child’s preferences may provide your child with what they require to self-regulate. Some examples of sensory routine experiences are:
4. Practice and Persistence This will take practice, trial and error and you probably won’t achieve a smooth sailing morning each time. However, with good insight into your own and your child’s sensory preferences, you will be able to help enhance their ability to self-regulate their sensory demands throughout their day. If you wish to meet with one of our occupational therapists to help you and your child with sensory regulation and create a sensory diet, please contact us The importance of noticing the ‘grey area’ children in a black and white education system.29/1/2019
In a funding based educational system, it can be challenging for teachers to adequately support students who they have identified as having significant educational needs, however were not eligible for funding under their education system. Without dedicated funding and limited resources to support the particular student, teachers often report feeling somewhat helpless. In these cases, teachers tend to feel that the demands of the curriculum are forever exceeding the level of the student’s abilities and that the child is not receiving a satisfactory amount of support in accordance with their educational needs. In addition, the students themselves begin to feel discouraged at school, as their academic successes are inconsistent and subpar compared to their peers. This can lead to feelings of stress, poor self-efficacy and poor self-esteem. While acknowledging that each student and their circumstances are unique, there are some simple steps that school staff alongside parents can take to facilitate discussion about the student’s needs and begin planning for appropriate interventions within the resources available. 1: Be self-forgiving. In most cases, it is a reality that the level of adjustments required to extensively support this child may be beyond what you as one person (with 20+ students to simultaneously support) can achieve in a classroom setting. Be prepared to accept that your absolute best efforts as a teacher may only account for a portion of the adjustments that the child requires. 2: Assessment. The first step to providing individualised support to a student with educational needs is to understand what their unique learning needs are. The type of assessments that will be completed/sought will depend on the presenting concerns (medical, language, cognitive, sensory etc.). For example, children who experience difficulties with comprehension/with their expressive vocabulary may benefit from a language assessment. It is more than likely that if a child has been identified as having significant educational needs that standardised assessment would have already been completed to identify the specific strengths and targets for intervention of the child. Usually children with identified difficulties in school systems are referred for a cognitive (or psychoeducational)/language assessment (depending on the presenting concerns) which is usually completed by the Psychologists/Speech Pathologists in the Student Support Services team. This service is of no cost to the family/school, however waiting periods may vary. Once school staff and parents are aware of the child’s level of functioning in the relevant areas, individualised support planning can commence. 3: Plan. A collaborative support system (containing teachers, parents and external service providers if any) for these children is essential in supporting the student’s unique needs. It is important that this support system discuss each area of development and who/what will be responsible for this aspect of intervention. For example, if it was identified that the child has complex sensory needs, then a classroom sensory diet can be developed in conjunction with an external Occupational Therapist and implemented by the classroom teacher daily. In addition, a Psychologist may suggest appropriate social-emotional strategies that can be implemented in a classroom setting. To facilitate discussion about the unique needs of your student, I have summarised just a couple of general examples of recommendations that may be suggested in a planning meeting. However, it is important that the support team maintain their unique goals to one or two important objectives at a time and do not overwhelm the student with too many interventions at any one time. Communication
Sensory
Social-Emotional / Behavioural
Educational
4: Review and Revise Pay attention to how the student is responding to the planned interventions and seek to implement these consistently for a minimum of four weeks. Review the student’s progress with the support team and make revisions to the approach/interventions as required. It is also important that progress is reflected on and the interventions evaluated by the child themselves. Overall, it is vital that the support team work hard to ensure that the student feels supported and successful in order for them to thrive from appropriate intervention. As we come to the end of the school year, it brings about excitement for many. The end of school year also brings many change – change in routines, end of school year events, end of year excursions, celebrations, step-up days, going away on holidays. For some children, these changes can be unsettling and can make them feel anxious. Here are 5 tips on helping your child through the holiday period:
Hilary Sanders, Psychologist Life as a teenager can be tough. We all remember what that was like, right? Your hormones are racing, your body is changing, you're juggling competing and increasing demands at school and at home, perhaps also sport and work commitments. You want to be unique, yet at the same time fit in. Impress your friends, your parents, your teachers — There's a lot going on! Now, imagine on top of this, you are also questioning your sexual orientation. You have noticed you're not attracted to the opposite sex in the same way as your peers. However, attraction to the opposite sex (heterosexuality) is the most commonly expressed sexual orientation in society, so what does that mean for you? Sexual orientation (or sexual identity) refers to the enduring or evolving pattern of one's sexual, romantic, and/or emotional attraction to a particular sex. Commonly used terms to describe one's sexual orientation include, amongst others, heterosexual/straight, homosexual (gay, lesbian), bisexual, queer, asexual, and pansexual. The acronym LGBTIQA+ (Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, Asexual, and others) incorporates sexual orientation, gender identity and intersexuality, and is often used to refer to sexual identities that differ from heterosexual. It is important to note that these "labels" do not rigidly or personally apply to everyone, and some would prefer to not use labels at all. Sexual orientation is diverse, and unique to the individual. Living in a heteronormative society can accentuate a sense of difference when you do not identify as heterosexual. Feeling "different" is especially challenging during adolescence because this developmental stage prioritises social belonging and acceptance. The threat of judgment, ridicule, or rejection from others can be overwhelming for young people during this time, and can influence how they express their sexuality, if at all. Research has also found that non-heterosexual young people are more likely to experience mental health difficulties, such as anxiety and depression, compared to other young people (see this link for more information). We want to ensure our young people feel supported as they learn about themselves and their emerging sexual identities. How we approach sexuality can have a lasting impact on their relationship with us, and their emotional wellbeing, so it makes sense to reflect and think about it. It’s never too soon, or too late, to begin the conversation! If you've been asking yourself "What should I say? What if I say the wrong thing? How do I approach my teen, if at all?", the following tips may help.
Helpful services and links: - Q Life: QLife is Australia’s first nationally-oriented counselling and referral service for LGBTIQA+ people, offering peer supported telephone and web based services between 3:00pm and midnight every day of the week, all around the country. You can call them (between 3pm and midnight) on 1800 184 527 or chat online: https://qlife.org.au/ - BeyondBlue 'Families Like Mine' resource: 'Families like mine' is a multimedia guide that offers practical advice to families of young gender diverse people, same-sex attracted and bisexual people, and those who are questioning their sexuality or gender identity: https://www.beyondblue.org.au/who-does-it-affect/lesbian-gay-bi-trans-and-intersex-lgbti-people/families-like-mine - Kids Helpline: Kids Helpline is a free, private and confidential 24/7 phone and online counselling service for young people aged 5 to 25. Kids can call on 1800 55 1800. Their website also has information for parents: https://kidshelpline.com.au/parents/ Hilary Sanders is a psychologist at Hopscotch and Harmony Werribee and Belmont who is passionate about supporting people of all ages, however has a particular interest in working with adolescents and adults. Hilary values diversity, and encourages individuals to celebrate their uniqueness- she believes human difference is what makes life interesting! An LGBTIQA+ advocate, Hilary acknowledges the complex nature of sexuality, and is driven to support individuals experiencing challenges arising from sexual diversity Dad’s mental health matters too. Dad’s have a unique and great impact on their child’s social and emotional development. Listed below are five starting places for Dad’s to explore their role as a parent and caring for their own mental health. Dad’s are an important member of the parenting team. The Centre for Perinatal Excellence (COPE) have developed a number of resources with valuable and down to earth advice for fathers and partners on adjusting to life with a baby. COPE explores topics such as what to expect during pregnancy, birth, and life with a baby. Information is included on the signs of anxiety and depression to look out for in men. There are also tips for maintaining positive wellbeing during this transitional time. Dad’s can understand what skills and difficulties are age-appropriate. The Raising Children Network and KidsMatter websites provide information on what to expect from children at different ages and when to seek advice regarding a child’s development. Through learning about typical development, dad’s can feel more confident about understanding the many changes that happen as children grow up and how to support their relationship with their child. Dad’s have strengths that make them great parents. Take a moment to reflect on what qualities are important to you as a parent. Consider how day to day interactions with your child may or may not display these qualities. It can be easy to miss the remarkable moments of strength, kindness and wisdom that all parents share with their family. Dad’s can seek support for parenting skills. Participating in a group program can be a great opportunity to connect with other people who may be experiencing similar challenges to your family. It can also offer a chance to hear different strategies and ideas that might work in your family. Evidence based programs include Tuning into Kids, Triple P, and Health Dads Healthy Kids. Sometime attending a program isn’t feasible. Luckily, there are online options such as ParentWorks that can be done at home and at your own pace. Reach out to employers for organisational support. Balancing multiple priorities such as family, friends, work, and leisure activities can be a stretch. If you are feeling stressed or down you may be able to access an employer assistance program (EAP) giving you access to short-term counselling. Alternatively, it may be possible to have a conversation with an employer around family friendly work arrangements. With an estimated 90% of children and adolescents playing video games (Lenhart et al.2008), the impacts that video games have on users is a fierce and ongoing debate in academic literature. There is a wealth of literature that reveals that there are both positive and negative outcomes associated with gaming. Positive ImpactsSome academics hold the perspective that gaming is a modern form of play and should be considered as a contemporary means of psychosocial development. With the increasing social connectivity built into modern video games, playing online provides an opportunity to connect and cooperate with peers. Social connection is an often cited as a positive outcome for users. Yet, researchers have discovered various other benefits too. Playing ‘shooter’ games has been shown to promote some specific cognitive skills. This is likely to do with the visually rich environments and rapid attentional demands within modern games. Recent literature has shown that ‘shooter’ video games have been associated with enhanced attention allocation and enhanced spatial abilities (Green & Bavelier, 2012; Uttal et al., 2013). These cognitive benefits remained over time and generalized to other contexts. Gamers that are strong in these cognitive skills are advantaged academically in the STEM fields (Science, Technology, Engineering, Mathematics) (Wai, Lubinski, Benbow, & Steiger, 2010). Another - admittedly more speculative - area of benefit relates to motivation. A recent study (Ventura et al., 2013) found that the extent of video game use significantly predicted how long participants would demonstrate persistence in attempting to solve difficult puzzles. Many psychologists and educators are familiar with Carol Dweck’s seminal ‘Growth Mindset’ philosophy which posits that persistence and continual effort are key to success (Dweck & Molden, 2005). The finding by Ventura and colleagues (2013) links to the ideas purported by Dweck and is particularly interesting in light of the popularity of the recently released videogame, Fornite. In Fortnite, success involves outlasting other players. With the likelihood of winning being small, a substantial amount of persistence and determination is required for players who seek to win. Some researchers speculate that players of video games, such as Fortnite, can develop a ‘persistent motivational style’ which may have beneficial generalized effects in school or work contexts. Though this relationship is merely correlational and needs further empirical evidence. A final benefit, which is more robustly researched, is that of social benefits. Research has found that video game players can develop prosocial skills when they play games that are designed to reward effective cooperation, support, and helping behaviours (Ewoldsen et al., 2012). The critical dimension that seems to determine whether video games are associated with helping and prosocial behaviour is the extent to which they are played cooperatively versus competitively. NEGATIVE IMPACTSA day spent searching for research papers debating the negative impacts of gaming would yield dozens of papers with wide ranging and opposing findings. Thankfully, we have meta-analyses. Meta-analyses are a type of research review that combines the findings of many other studies. Further, we have great research bodies that do meta-analyses of other meta-analyses, combining the results of hundreds of individual studies. One such research body is the American Psychological Association who has recently released a major review of research into the impact of violent video games. To conduct their review, the APA contacted approximately 130 of the most frequently published researchers and experts in the field of gaming and requested nominations of the 10 strongest empirically based studies on this topic. This process yielded four meta-analyses which took into account more than 150 individual studies. The review produced robust evidence that violent video game exposure was associated with increased aggressive behavior and increased aggressive thoughts. The review also clearly evidenced that video game exposure produced desensitization to violence and decreased empathy. The review concluded that violent video game use is a risk factor for adverse outcomes. There are also factors that have been found to influence and interact with the development of aggression in gamers. Some researchers have suggested that it is the competitive features of certain games that produce the aggressive effects (Adachi & Willoughby, 2011). As mentioned above, this is contrary to cooperative games that can have prosocial benefits. Past research has identified a number of risk factors that can moderate and influence the development of aggression, such as: pre-existing aggressive traits, low socioeconomic status, harsh parental discipline practices and experiences of peer rejection and bullying (Dodge, Coie, & Lynam, 2006; Herrenkohl et al., 2000). The APA review was able to determine that in the majority of studies, even after these factors were controlled for, violent video games still independently predicted aggression. Existing research suggests that higher amounts of exposure are associated with higher levels of aggression and other adverse outcomes. The conclusions of the APA review relate to children, adolescents and young adults. This is far from an exhaustive list of outcomes that result from gaming. The intention of this paper is to inform the public of a range of valid findings from either side of the debate. SUMMARY POINTSPositives include:
REFERENCESCalvert, S. L., Appelbaum, M., Dodge, K. A., Graham, S., Nagayama Hall, G. C., Hamby, S., ... & Hedges, L. V. (2017). The American Psychological Association Task Force assessment of violent video games: Science in the service of public interest. American Psychologist, 72(2), 126.
Dodge, K. A., Coie, J. D., & Lynam, D. (2006). Aggression and antisocial behavior in youth. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 719–788). Hoboken, NJ: Wiley. Dweck, C. S., & Molden, D. C. (2005). Self-theories: Their impact on competence motivation and acquisition. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 122–140) New York, NY: Guilford Press. Granic, I., Lobel, A., & Engels, R. C. (2014). The benefits of playing video games. American psychologist, 69(1), 66 Green, C. S., & Bavelier, D. (2012). Learning, attentional control, and action video games. Current Biology, 22, 197–206. doi:10.1016/j.cub .2012.02.012 Herrenkohl, T. I., Maguin, E., Hill, K. G., Hawkins, J. D., Abbott, R. D., & Catalano, R. F. (2000). Developmental risk factors for youth violence. Journal of Adolescent Health, 24, 176– 186. Lenhart, A., Kahne, J., Middaugh, E., Macgill, A. R., Evans, C., & Vitak, J. (2008). Teens, video games, and civics: Teens’ gaming experiences are diverse and include significant social interaction and civic engagement. Pew Internet & American Life Project. Retrieved from the Pew Internet & American Life Project website: http://www.pewinternet.org/ Reports/2008/Teens-Video-Games-and-Civics.aspx Uttal, D. H., Meadow, N. G., Tipton, E., Hand, L. L., Alden, A. R., Warren, C., & Newcombe, N. S. (2013). The malleability of spatial skills: A meta-analysis of training studies. Psychological Bulletin, 139, 352– 402. doi:10.1037/a0028446 Ventura, M., Shute, V., & Zhao, W. (2013). The relationship between video game use and a performance-based measure of persistence. Computers & Education, 60, 52–58. doi:10.1016/j.compedu.2012.07 .003 Wai, J., Lubinski, D., Benbow, C. P., & Steiger, J. H. (2010). Accomplishment in science, technology, engineering, and mathematics (STEM) and its relation to STEM educational dose: A 25-year longitudinal study. Journal of Educational Psychology, 102, 860 – 871. doi: 10.1037/a0019454 A story for families of young children diagnosed with neurodevelopmental conditions. As a Psychologist in private practice, I regularly assist a paediatrician in diagnosing children and adolescents with Autism Spectrum Disorder (ASD) and/or Intellectual Disability (ID). Diagnoses are communicated to parents within a feedback session, where I outline the assessment findings, convey my rationale for diagnosis, its implications on their child’s functioning and provide specific recommendations that I believe will be beneficial for the child moving forward (whether it be educational adjustments, resources, additional services etc.). Although every feedback session is as unique as the individual being discussed, I often receive the same questions from parents of children with a recent ASD/ID diagnosis: “Does this mean my child will never thrive or become a functional member of society?” “Does this mean they will never get a job or be independent?” Depending on the severity of the neurodevelopmental disorder/delay, this may be a reality for a minority of families, yes. However, for a lot of children this diagnosis does not dictate whether they will be a fulfilled, functional and successful individual. I explain to parents that every child has the ability to learn and succeed. However, it is emphasised that these children may acquire new skills differently than their peers and at a different pace. I encourage parents to be mindful that we all have our strengths and areas that require development (for example social skills/communication for ASD) and that the appropriate recommendations will seek to maximise their child’s opportunity to participate in the world in a way that is meaningful to them. We discuss short-term goals with a reflection of their strengths, transition to increased independence and generalisation of learnt skills. With every diagnosis, my admiration of parents who transform their anxious energy into proactive and action-focused forces for their children never fades. It is common to see families initially overcome by a sense of hopelessness, or for some families grieving a future they initially envisioned for their child. In these moments, the anxiety and uncertainty can overshadow other information provided by professionals. My goal was to write a blog post that would instil hope in our families and what better way to achieve this than to hear from a family that has walked in their shoes. I also wanted our families to hear about a wonderful local business that supports and positively contributes to our local community, ‘Gracie’s Boutique’ in Point Cook. For this blog, I had the honour of interviewing Kerrie White (owner of Gracie’s Boutique) and her 17-year-old daughter Gracie White, who has a diagnosis of Autism Spectrum Disorder. I also had the pleasure of briefly speaking to Gracie’s younger sister Mia White. We spoke about Gracie’s journey from diagnosis to schooling, intervention, Gracie’s life now and goals for the future. Kerrie and I also spoke about Gracie’s Boutique and its wonderful contributions to our local community. The early years… Alike to the reports of most parents whose eldest child receives diagnosis of ASD or ID, Kerrie reported that she did not have much experience or knowledge of appropriate developmental milestones and behaviours in early childhood, however noticed “some warning signs” as Gracie was approaching 18 months of age. Kerrie recounted that following the birth of her younger daughter Mia and the family’s transition from North Sydney to Victoria, she approached Gracie’s new Maternal Health Nurse with concerns regarding her development and “felt that something wasn’t quite right”. Following the nurse’s observations of Gracie, she was referred for a diagnosis of Autism Spectrum Disorder and for multiple external services (Speech Pathology, Paediatrician, and Early Intervention). Kerrie stated that the family “got on the path pretty quickly” and commenced Speech Pathology and Early Intervention therapy immediately following referral. From Kerrie’s descriptions, it seems that the Autism Spectrum Disorder diagnostic process has evolved significantly over time. Kerrie reported that families were being placed on a 12-18 month wait list for a public diagnostic assessment in Regional Victoria (let alone Melbourne). Alternatively, families could pay a costly fee to have this assessment conducted privately with little to no wait time, however as a young family it was uncertain whether this was financially viable at the time. Kerrie noted that the diagnostic/intervention process was not the same for any one family and luckily Gracie was able to be assessed within 3-4 months via a Medicare claimable service. “We met a lot of people who were in the same age group as Gracie who later went on different paths with the same result”. When describing the diagnostic assessment itself, she relayed that it was conducted by a panel of professionals who would observe a child for the majority of the day. In hindsight, Kerrie described Gracie as “classically autistic” and she “ticked a lot of boxes” throughout the diagnostic process (spinning, several repetitive behaviours, echolalia, behavioural compulsions). The diagnostic assessment resulted in a diagnosis of Autism Spectrum Disorder provided by a Psychiatrist. “For us, it was the best outcome because at that point we said to ourselves ‘right now we know where we’re at, let’s move on and do whatever needs to be done for her’ ”. By the time Gracie was three years of age, she was participating in intensive early intervention therapy (otherwise known as Applied Behaviour Analysis (ABA) therapy) five afternoons a week in Gracie’s home therapy room (that the family constructed themselves). Kerrie stated that Gracie’s early behavioural therapy was managed and reviewed by a Psychologist who would collaborate with the family as co-therapists. Kerrie stated that early behavioural therapy and implementing PECS (Picture Exchange Communication System) at home “made a massive difference”, however it wasn’t always smooth sailing. Despite this, the family’s ‘take things one day at a time’ approach assisted them in coping throughout these challenging periods when Gracie’s behaviour escalated. Contrast to current funding systems, Kerrie detailed that families were financially responsible for any services required for their children, as there were no funding frameworks and scarce support groups when Gracie was young. She estimated that the costs of Gracie’s combined services reached an annual total of $40,000, which was a worthy but costly commitment for a young family. Kerrie reported that Gracie commenced 3-4 year old Kindergarten at a Montessori centre, which promoted Gracie’s independence and play based skills. At the time, Psychologists from the Department of Education conducted assessments with children in their Kindergarten environment to determine their eligibility for entry into specialist schooling. According to Kerrie, given the inconsistency of Gracie’s engagement throughout the testing process and scoring technicalities, she did not meet criteria for entry into a special school and commenced her first term at her local mainstream government school. Gracie’s first term in a mainstream school was described to be highly distressing for Gracie and the family. “What we thought we had in place was no longer working” “there were a combination of things that did not work for her” “at the time she was distressed and non-verbal”. “Her anxiety was manifesting in her behaviour, such as head butting walls and becoming overwhelmed”. On one occasion, Gracie reportedly refused to pass a wire fence when requested during a school excursion, as she was adamantly adhering to her family’s rule to not pass wire fences from her grandmother’s property. Following a taxing term, Kerrie obtained exemption from the Department of Education to enrol Gracie into Western Autistic School. This enrolment was conditional provided that the family moved into the local catchment zone and with no hesitation the White family moved their life to the Wyndham area in 2005. Gracie’s initial enrolment and experience at Western Autistic School was described to be positive. Kerrie reported that “It was a very safe environment” “it made me feel comfortable to have her there”. She recounted that although Gracie gained a lot of life skills from Western Autistic School, the family felt that Gracie would thrive from a specialist setting with more of an academic focus in addition to life skills. In 2009, Gracie was reassessed to determine her eligibility for enrolment into another specialist school. Despite being deemed unassessable as she “put her head through the wall” in distress, she was granted entry into Warringa Park School, commencing in 2010. “Moving to Warringa Park has been a fantastic move for Gracie...she loves it there and has lots of friends”. “They’ve developed a high level of behavioural management of students, an impressive security protocol and great ratios of teaching staff to students”. “They provide a diverse curriculum for the varying life skills that young individuals want to learn”. Kerrie reported that due to the significant amount of progress made, Gracie had stopped behavioural therapy in 2010. Kerrie’s advice for parents: 1: “Bring everything back to short term”. 2: “Be prepared to make change, it’s not ideal but it’s not the end of the world” 3: “Take a pause, take a breath” 4: “Celebrate the small wins and surround yourself with people that understand how significant the small wins are” 5: “You are your child’s best advocate, it can be overwhelming but it’s a cause worth fighting for”. Kerrie’s advice for parents: Gracie reported that Mondays at Warringa Park School consist of her favourite subjects (Literacy and Mathematics) and that the rest of the week is dedicated to work experience and other specialist classes. Gracie reported that she has previously participated in work experience at Caley’s Café, Gervey’s Kitchen in Tarneit, Vinnies and Red Cross. This term, Gracie stated that she is completing work experience at Plants Galore in Werribee South. She noted that she’s completing “Travel Ed” and recounted that she recently practised a train commute from Werribee Station to Flinders Street Station, a tram down to Albert Park, as well as tram to Brunswick. She reported that she also learns makeup, skincare and hair grooming/styling at school. Gracie expressed that she enjoys her hospitality classes and stated that she has mastered several recipes including pasta, pancakes, omelettes, spanakopita, apple cinnamon cakes, steak sandwiches, mac and cheese, burritos, curries and noodles (I was tempted to stop her from listing any more recipes before I started drooling, yum!). Gracie reported that she loves to cook and creates a number of dishes at home using the safe knife skills taught to her at school. When asked about her career aspirations and future goals, Gracie stated that following the completion of Year 12 in 2019 she would like to begin working at Plants Galore. Mia and Kerrie admiringly shared that Gracie is relentlessly dedicated to whatever goals she sets. If the inviting storefront, charming pieces or ABSOLUTELY irresistible homewares (I’m serious, you won’t leave there empty handed) isn’t reason enough to visit Gracie’s Boutique, allow me to briefly capture its involvement with our local community. On the occasional Saturday, Gracie will work at Gracie’s Boutique. She reported that she films many promotional videos for the store on social media, steams clothes, creates stickers and stamps store bags. In addition to her many talents and achievements, Gracie creates the beautiful artwork that’s printed on greeting cards that are sold at Gracie’s Boutique (pictured in this blog post). Kerrie reported that Gracie’s passion for drawing and birthdays is what birthed the idea of her greeting cards. When Gracie isn’t at school or working at Gracie’s Boutique, she enjoys dancing, shopping and is a member of ‘Team Strikers’, a bowling team in her local area. Despite her achievements, it was noted that Gracie still experiences challenges from time to time. Her reported best way of coping on days when she is angry, confused or when she doesn’t understand something is to “take a deep breath”. Gracie was a vivacious and hilarious young woman who was a pleasure to interview. The photo of the two of us at the top of this post is a selfie that Gracie took! (Permission provided by Gracie’s mother to post photo).
This story is a shining example of how the perseverance and dedication of a family paired with the right intervention can make a significant impact on a young person’s life. I’m looking forward to hearing of Gracie’s future notable achievements to add to her successes. Thank you to Kerrie, Gracie and Mia for their time and for sharing their inspirational journey. What is body image? Body image refers to the thoughts and feelings that a person has towards their body and body parts. There are a number of things that can influence our body image, including: media, culture, family, and friends. Why is body image important? Having a healthy body image can lead to better self-esteem, happiness and confidence among children. On the other hand, having a poor body-image has been linked with a number of difficulties, including poor self-esteem, withdrawal from physical and social activities, low mood, and disordered eating. While there has been an emphasis on body image in females, it is important to also be mindful of body image in males . How can parents promote a healthy body image in children?
If you would like support regarding your child’s or your own body image, please contact us at Hopscotch and Harmony to discuss further with our psychologists and dietitian. Shu-Lin Pook, Dietitian People who struggle with body image or an eating disorder can find it difficult to eat. Some families or individuals can be so consumed with the message of healthy eating that the thought of food can provoke a range of emotions, such as feeling anxious when meals are not pre-planned to fit the current “diet”, or feeling guilty from eating the “wrong” or “bad” food. So comes the million-dollar question: What is healthy eating? Society has now accepted that being on diets are normal to achieve that perfect body. There are unlimited messages from social media, friends, and articles about what food is good, or what is healthy for you. It is not surprising for me to see families and children being confused about what they should or should not eat. Let me start off with my top 5 red flags of what is NOT normal / healthy eating:
1. Avoiding whole food groups Avoiding whole food groups is my number one red flag as it can put a person at risk of nutritional deficiency. From a dietitian point of view, eliminating a food group completely can have detrimental effects on children. Here’s a summary on the 5 main food groups, and a brief summary as to why they are important for health:
I encourage parents to talk about food as fuel or energy for your body. The 5 main food groups above are essential in our diet and we should have them regularly on a daily basis. To find out more about the main 5 food groups, check out the Eat for Health website. 2. Having the feeling of guilt when it comes to eating Food should be enjoyed in moderation, and I strongly discourage labelling food as good/bad, or healthy/unhealthy. Children should be enjoying a variety of food and rather than feeling guilty when it comes to eating a certain “bad” food. This can be tricky as lots of adults and parents label food as well. Teaching your child on how to eat as according to their hunger cues is an important part of healthy, normal eating (see point number 3). All foods can (and should) be enjoyed in moderation. Only actively avoid a certain food when that food is dangerous to the health of your child. For an example: a child who has peanut allergy warrants the need to actively avoid peanuts in that child’s diet. 3. Not knowing how or when to start or stop eating When should we eat is another common question I get from families. Should my child have 3 set meal times? Should they eat whenever a food is offered? In a way, yes, we should eat according to a set meal time to discourage children from skipping meals. If your child is still young, I encourage parents to decide when and what they would like the child to eat, and the child to decide how much they would eat. This is important for the young child to learn about their hunger cues, and to stop eating when they are full. Children should have 3 main meals and 2-3 snacks in a day. Try not to use food as a way to coax children to eat food that they don’t like, as it can encourage children to eat more even though they are full. This can lead to over-eating, which can cause rapid weight gain in children. Some older children or teenagers can have irregular meal times. This may not be ideal as they can sometimes ignore their hunger cues as they are too busy with other stuff, such as hanging out with friends. Initially, it may be worthwhile to remind them to have something to eat every 4 hours. This helps to regulate their hunger/satiety cues, and with time, they should be eating when they are hungry, and stop eating when they are full. For those who eat out of stress, boredom, or those who eat to regulate their emotions, I strongly suggest working out on mindful eating strategies (which will be covered next week ??) which can be found here:
5. Fixated on being a certain weight A classic example for this is: “I have to be exactly 63kg because XXX says so”, or “my friend YYY is 39kg, and I want to be at his / her weight”. Most people, including children can work out that one can control their weight by controlling what they eat. This can then spiral into an unhealthy obsession of what and how much one can or should eat to get to this “ideal” weight. This unhealthy obsession can then lead to dieting, obsession with food, and negative body image, which can be difficult to manage especially if left unmanaged. Rather than to focus on what food will do to the numbers on the scales, try to encourage the child to focus on other positive aspects of themselves. A good way to talk about food is to talk about food groups and why variety is important to provide different macronutrients and micronutrients to nourish the body. For a growing child, it is important NOT to discuss about weight loss. If you are concerned about your child’s weight, talk to a health professional such as your GP, paediatrician, or you can to talk about how to manage your child’s weight.
What a fabulous night the Hopscotch & Harmony team had at the 2018 Wyndham Business Awards! A great evening to have fun and socialise in a setting away from the practice, and so interesting to learn of all the achievements from other local businesses. Wyndham Council to a terrific job putting on this event and we are so grateful to have won the Best Professional Services (Small) category.
Winning an award like this provides us with a platform to speak about mental health and to de-stigmatise the seeking of support for mental health issues. Go team! |
Categories
All
|