0 15 Tips for Talking to Kids about Ebola

By David Fassler, M.D.

Child and adolescent psychiatrist 

Parents and teachers may find themselves faced with the challenge of
discussing the evolving Ebola epidemic with children. Although these may
be difficult conversations, they are also important. There are no “right” or “wrong” ways to talk
with kids about Ebola, but here are some suggestions if you need help. 

1. Provide an open and supportive environment where children
know they can ask questions. At the same time, it’s best not to force children
to talk about Ebola unless and until they’re ready.

2. Answer questions honestly. Kids will usually know,
or eventually find out, if you’re “making things up." It may affect their trust in you or your reassurances in the future.

3. Use words and ideas children can understand. Gear
your explanations to the child’s age, language, and developmental level.

4. Help kids find accurate and up to date
information. Print out Fact Sheets from
the CDC, CNN, WHO and kidshealth.org.

5. Be ready to repeat information and explanations
several times. Some information may be
hard to accept or understand. Asking the same question over and over may also
be a way for a child to ask for reassurance.

6. Acknowledge and validate the child’s thoughts, feelings,
and reactions. Let them know that you think their questions and concerns are
important and appropriate.

7. Remember that kids often personalize situations.
For example, they may worry about their own safety and the safety of family members. They may also worry
about friends or relatives who travel or live far away.

8. Be comforting, but don’t make unrealistic promises. It’s
fine to let children know that they are safe in their home or at school. But you can’t promise that there will be no cases of Ebola in your state or
community.

9. Let kids know that there are lots of people helping
the families affected by Ebola. This time is a good opportunity to show children that when something scary or
bad happens, there are people to help.

10. Children learn from watching their parents and
teachers. They will be very interested in how you react to news about Ebola. They also learn from listening to your conversations with other adults.

11. Don’t let kids watch too much television with
frightening images. The repetition of such scenes can be disturbing and confusing.

12. Children who have experienced serious illness, loss, or other traumatic events in the past are particularly vulnerable to graphic
news reports or images of death. These children may need extra support and
attention.

13. Watch for physical symptoms including headaches and
stomachaches. Often times, kids express anxiety through physical aches and pains.
An increase in such symptoms without apparent medical cause may be a sign that
a child is feeling anxious or overwhelmed.

14. Children who are consumed with questions or worry about Ebola should be evaluated by a trained and qualified mental health professional. Other signs that a child may need additional care include:
ongoing sleep problems, frequent fears
about illness or death, or reluctance to leave parents or go to school. If such
behaviors continue, ask your child’s pediatrician, family physician, or school
counselor to help you contact a mental health professional. 

15. Although parents and teachers may follow the news and
the daily updates with interest and attention, most kids just want to be kids. They may not want to think about what’s happening across the country
or elsewhere in the world. They’d rather play ball, climb trees, or ride bikes.

Public health emergencies are not easy for anyone to
comprehend or accept. Understandably, many young children feel frightened and
confused.  As parents, teachers, and
caring adults, we can best help by listening and responding honestly and comfortingly. Fortunately, most children, even those who have experienced loss or illness, are quite resilient.  However, by creating an open environment where
they feel free to ask questions, we can help them cope with stressful events
and experiences.

David Fassler, M.D., is a child and adolescent psychiatrist
practicing in Burlington, Vermont. He is also a Clinical Professor of
Psychiatry at the University of Vermont.

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0 Tips for Talking to Children about the Connecticut School Shooting

By David Fassler, M.D.

Parents and teachers are faced with the challenge of discussing the recent tragic school shooting in Newtown, Connecticut with young children. Although these may be difficult conversations, they are also important.

There are no "right" or "wrong" ways to talk with children about such traumatic events. However, here are some suggestions that may be helpful:

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  Create an open and supportive environment where children know they can ask questions. At the same time, it's best not to force children to talk about things unless and until they're ready.

  
  
  
  


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  Give children honest answers and information. Children will usually know, or eventually find out, if you're “making things up.” It may affect their ability to trust you or your reassurances in the future.

  
  
  
  


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  Use words and concepts children can understand. Gear your explanations to the child's age, language, and developmental level.

  
  
  
  


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  Be prepared to repeat information and explanations several times. Some information may be hard for them to accept or understand. Asking the same question over and over may also be a way for a child to ask for reassurance.

  
  
  
  


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  Acknowledge and validate the child's thoughts, feelings, and reactions. Let them know that you think their questions and concerns are important and appropriate.

  
  
  
  


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  Remember that children tend to personalize situations. For example, they may worry about their own safety or the safety of friends or siblings when going to school.

  
  
  
  


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  Let children know that lots of people are helping the families affected by the recent shooting.

  
  
  
  


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  Don't let children watch too much news coverage with frightening images. The repetition of such scenes can be disturbing and confusing.  

  
  

  
  
  
  

Children learn from watching their parents. They are very interested in how you respond to local and national events. They also learn from listening to your conversations with other adults.

Children who have experienced trauma or losses in the past are particularly vulnerable to prolonged or intense reactions to news or images of violent incidents. These children may need extra support and attention.

Children who are preoccupied with ongoing questions or concerns about safety should be evaluated by a trained and qualified mental health professional. Other signs that a child may need additional help include sleep disturbances, intrusive thoughts or worries, or recurring fears about death, leaving parents or going to school. If these behaviors persist, ask your child's pediatrician, family physician, or school counselor to help arrange an appropriate referral.

Although parents may follow the news with close scrutiny, most children just want to be children. They may not want to think about or discuss violent events. They'd rather play ball, climb trees, or ride bikes.

Senseless, violent crime is not easy for anyone to comprehend or accept. Understandably, some young children may feel frightened or confused. As parents, teachers and caring adults, we can best help by listening and responding in an honest, consistent, and supportive manner.

Fortunately, most children -- even those exposed to trauma -- are quite resilient. However, by creating an open environment where they feel free to ask questions, we can help them cope with stressful events and experiences, and reduce the risk of lasting emotional difficulties.

David Fassler, M.D., is a child and adolescent psychiatrist practicing in Burlington, Vermont. He is also a clinical professor in the Department of Psychiatry at the University of Vermont, College of Medicine.

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0 Working with Schools When your Child has Problems

By Gariane Gunter, M.D.

Well, we have made it through the first months of a new school year! However, for some students the start of a new year has been difficult. I have received many calls and heard numerous concerns from parents who are wondering how they can work with their child’s school to ensure a success. Below is a list of the Top Ten Tips for Working with Schools that was shared with me by a Lead School Psychologist in my area. I hope you have a great year!

Top Ten Tips for Working with Schools

1. Let the school know up front if you have concerns


2. It helps to be visible in the school but do not intrude on the learning


3. Every school is a little different in its approach






4. There are lots of different ways of working with student problems in schools. Not just one of them is right. 


5. If you want to talk to a classroom teacher, ask to make an appointment with them. When teachers are with students, their first responsibility is to teach and supervise them.


6. School folks got into education for the joy of working with students.


7. School Psychologists and Special Teachers are there to study individual students. Help them by giving your specific observations. Your observations matter.


8. Lots of teachers and other school folks use e-mail, but remember that teachers check e-mail when they have planning or breaks.


9. If you have made a request and you haven’t received a response, don’t wait too long before asking about it. Sometimes requests do get lost.


10. Schools can be fun places to be; it is where all children gather to learn. Enjoy your time there too!

Reference: Shirley A. Vickery, PhD

Detail: Working with Schools When your Child has Problems

0 School's in Session - Lesson 1: ADHD

By Gariane Phillips Gunter, M.D.





School started just a month or so ago, but some parents may have already received calls about their child’s “behavior." An article published in USA Today reported on a study conducted at Michigan State University which stated that kids who are the youngest in their grades are 60% more likely to be diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) than the oldest children.





My goal for this blog posting is not to validate nor dispute this data but to offer facts about the diagnosis of ADHD. First and foremost, the diagnosis of ADHD should only be made by a trained professional after a thorough assessment of the child and collateral information.





The main features of ADHD include hyperactivity, impulsiveness, and an inability to sustain attention or concentration. These symptoms occur at levels that cause significant distress, impairment, and are far more severe than typically found in children of similar ages and developmental levels. More common in boys than in girls, ADHD often develops before age seven, but is usually diagnosed between ages eight and ten.





Children with ADHD:





• Have difficulty finishing any activity that requires focus  

• Don't seem to listen

• Are excessively active, running, or climbing at inappropriate times, squirming in or jumping out of their seats

• Are very easily distracted

• Talk incessantly, often blurting out responses before questions are finished

• Have serious difficulty waiting their turn in games or groups

• May have specific learning disabilities





Treatment can include the use of medications, psychotherapy, and special educational programs to help a child keep up academically. Psychotherapy enables children to cope with their disorder and the reaction of others to it. An essential component of psychotherapy involves the work of the child psychiatrist with both the child and the parents to develop techniques for behavior management. 





If your child is diagnosed with ADHD there are effective treatments and medications available to help him or her have a successful year at school. Please contact your child's doctor for further guidance.

Detail: School's in Session - Lesson 1: ADHD