Close

Archive for category: Kids

by

O-Tip of the Week: Simple Ways to Turn of the Tech and Get Kids Moving!

Our O-Tip of the week series we will be providing valuable “OT-Approved Life Hacks” to provide you with simple and helpful solutions for living. 

Spring has finally sprung and what better time than to add some healthy activity to your life.  So, for the month of May, our series will be providing tips to help you get physical!

Do you struggle to get your kids to power down and get active?  Devices can be addictive and detrimental to mental and physical health so it’s important to create a healthy balance.  Our Printable Technology Pass can help parents get their kids to power down and get active!

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learn additional tips to tame the technology habit in our post The Detriments of Screen Time and a FREE “Technology Pass.”

by

One in Five Youth Struggle with Mental Health Problems – Do you Know the Signs?

Julie Entwistle, MBA, BHSc (OT), BSc (Health / Gerontology)

I was recently reviewing my daughter’s school handbook and noticed the section on child and youth mental health.  According to this (and the Canadian Mental Association) 1 in 5 children and youth struggle with mental health problems.  While great strides have been made over the last several years to destigmatize and demystify mental health problems in both adults and kids, I feel this remains generally misunderstood.  In my practice, I still see the common misperceptions that people with anxiety don’t leave the house or appear nervous and anxious in public, or that people with depression sleep all day, don’t attend to their appearance, and sit around crying and feeling sorry for themselves.  The truth is that mental health is a spectrum, or a continuum if you will.  It can vary and no one’s experience will be the same.  In children, mental health problems can present differently.

As per the handbook I was reading, the signs might include:

·        Anxiety and fear that does not go away

·        Frequent crying and weepiness

·        Loss of interest in activities that were a source of pleasure in the past

·        Difficulty concentrating

·        Lack of energy or motivation

·        Problems at school with falling marks

·        Withdrawal from family, friends and school activities

·        Increased school absences

·        Loss or increase in appetite

·        Sleeping too much or too little

·        Increased irritability, anger or aggression

·        Neglect of personal appearance

·        Frequent stomach aches or headaches

·        Increased alcohol or drug use

In general, parents should be able to monitor most of these and overt changes might be obvious (suddenly disconnecting from friends, drastic changes in grades, behavior change at home, quitting enjoyed activities, not eating food or participating in meal times, etc).  But like with the continuum of mental health in adults, some of these might present some days and not others, or be so subtle that they deteriorate very slowly over time.   As parents of teens we need to be the barometer for our kids as they may lack the ability to relate some of these signs to mental health or internal struggle.

Luckily, in Southern Ontario anyway, I see the mental health problems of kids being taken seriously and there are publicly funded community supports available.  But getting your child connected with these can be the challenge.  It can be hard to convince a teen to do anything they don’t agree with, let alone getting them to the myriad of appointments with doctors and clinicians that can help.

Occupational therapy plays many roles in helping kids and teens address issues with mental health.  While some occupational therapists are trained to provide psychotherapy, others use meaningful and enjoyable tasks to help with mood elevation, reactivation and reengagement.  We are skilled at looking beyond the obvious to get a better sense of what might help at home, school or in the community to get your child or teen on track.  Sometimes it is as simple as helping them to reorganize their school work, create a process for managing assignments and tests, teaching them how to study in a way that works for them based on their learning style, or even looking at how their week is managed to make changes.  Occupational therapists tackle things like sleep / wake schedules, eating and diet, activity participation, grades and school success, managing friends and relationships, motivation through engagement, and dealing with negative pressures that create more stress and anxiety.

My advice if you are concerned about your child?  Start with your family doctor and discuss your concerns, even if your child won’t attend with you.  Involve the school in your concerns to get their support and guidance, after all your child spends several hours a day in their supervision and care.  Teachers can be a great resource and form of support as well, but you need to open those lines of communication.  Don’t expect the school to come to you – often they don’t.  If your child is in crisis, call your local Crisis Outreach and Support Team (COAST) and ask them for help.  They can (and should) also connect you and your child to other community programs.

If you have coverage for mental health treatment for your teen (extended benefits, other insurance funding, out-of-pocket), including occupational therapy, consider enlisting a private therapist.  Private therapy often provides a larger scope of service, is more specialized, and can be provided over a prolonged period if appropriate.  Any good private therapist will try to work themselves out of a job by getting your child on track as quickly as possible and they will want you to immediately feel the benefit of their involvement.  Also, if you have private dollars or insurance coverage, I would suggest a psycho-educational assessment.  These are extremely thorough “brain tests” that look at all aspects of how your child processes information, manages cognitive tasks and addresses the complicated relationship between our brain and our emotions.  The outcome of these assessments can be extremely helpful and will provide both you as a family, and the school, with suggestions for how to best help your child to succeed.

I have always said watching my kids grow up is the best and worst part of parenting.  It is especially heart-wrenching if your child is struggling.  Watch for the signs, talk to your child and get them (and you!) support if they need it.

by

Living with Autism: Occupational Therapy Can Help!

It is estimated that Autism Spectrum Disorder affects over 3 million individuals in the U.S. and tens of millions worldwide.

Occupational Therapy plays an important role in helping individuals living with autism.  Learn many of the ways an OT can support individuals and their families in the following infographic:

by

The Costs of Convenience

Do you remember a time when eating out was for a special occasion, or when grabbing takeout happened once and a while?  For this generation, it seems that meals at restaurants and from takeout windows have become more of a regular occurrence than a special treat.  Why is this so bad?  Well other than the higher cost and lower nutritional values think about what this is (or is NOT) teaching your children?  In fact, the following article from the Huffington Post argues that this generation has prioritized convenience over cooking so much that “the simple act of cooking — a health-preserving life skill — is a skill that risks extinction.

The Huffington Post:  Teaching Your Kids To Cook Is More Important Than Teaching Them To Play Soccer Or Hockey

by

Overcoming Eating Disorders: OT Can Help

Guest Blogger:  Carolyn Rocca, Occupational Therapist

According to Statistics Canada, in 2012 over 130,000 Canadians over the age of 15 years old reported that they have been diagnosed by a health professional as having an eating disorder. Considering these high rates, and the likely underestimation of reported diagnoses, eating disorders remain a form of mental illness that are not openly talked about.

Eating disorder is an umbrella term for several categories of diagnoses, with anorexia nervosa, bulimia nervosa, binge eating disorder, and eating disorders not otherwise specified being the most common. Although symptoms vary based on the diagnosis, some overall symptoms experienced with eating disorders include a pre-occupation with body weight, body dissatisfaction, behaviours to prevent weight gain, perfectionism, emotional dysregulation, depressed mood (including suicidality), anxiety, and low self-esteem. Naturally, these symptoms can lead to secondary impacts such as physical adverse effects, social isolation, and a compromise of occupation in the areas of self-care, daily living, leisure, and productivity (NCCMH, 2004).

The treatment and recovery of adolescents with eating disorders involves the collective work of many healthcare professionals including physicians, dietitians, nurses, psychiatrists, psychologists, social workers, teachers, child and youth counselors, and, yes, occupational therapists(Norris et al., 2013). Each of these team members works collaboratively to deliver the best practice approaches of pharmacotherapy, nutritional rehabilitation, and psychosocial interventions, including cognitive behavioural, dialectical behavioural, interpersonal, and family based therapies, among others (APA, 2006; NCCMH, 2004). Several of the healthcare professionals working with adolescents with eating disorders can deliver these therapies, including occupational therapists.

This means that occupational therapists work effectively with several disciplines to deliver best practice approaches, while also integrating their unique focus on occupational functioning to the team. Occupational therapists’ unique contribution is their ability to holistically address the physical, cognitive, behavioural, and psychosocial aspects of adolescent eating disorders through occupation-based approaches to improve adolescents’ self-worth and self-esteem (Kloczko & Ikiugu, 2006). As mentioned previously, eating disorders commonly have a substantial impact on adolescents’ function in the areas of leisure, self-care, daily living, and productivity (NCCMH, 2004), meaning many youth have difficulty balancing their family and social lives, education, employment, extra-curricular participation, ability to regulate their own activities, and thus overall health.

Occupational therapists have the expertise to work closely with adolescents and their family to help them with their goals around succeeding in school, work, leisure, and overall re-engagement in meaningful activities. In fact, Occupational Therapists are skilled at using meaningful activities as a vessel to get to the underlying problem of the eating disorder.  Sessions don’t focus on eating, food or binging behavior, but on being productive, enjoying life, and accomplishing things that matter.  The indirect influence is better choices in other areas (including diet) and recognizing the link between mental and physical health, quality of life and wellness.

If you know a teen (or adult for that matter) that may be dealing with an eating disorder, encourage them get help.  There is a team of professionals, including occupational therapy, that are skilled at assisting teens to recover from these, and other mental health issues.

 

References & Resources:

American Psychiatric Association (APA). (2006). Practice guideline for the treatment of patients with eating disorders (3rd ed). Retrieved from https://www.guideline.gov/summaries/summary/9318/practice-guideline-for-the-treatment-of-patients-with-eating-disorders

Kloczko, E., & Ikiugu, M. N. (2006). The role of occupational therapy in the treatment of adolescents with eating disorders as perceived by mental health therapists. Occupational Therapy in Mental Health, 22(1), 63-83. doi:10.1300/J004v22n01_05

National Collaborating Centre for Mental Health (NCCMH). (2004). Eating disorders: Core interventions in the treatment and management of anorexia nervosa, bulimia nervosa and related eating disorders. Retrieved from https://www.nice.org.uk/guidance/cg9/evidence

Norris, M., Strike, M., Pinhas, L., Gomez, R., Elliott, A., Ferguson, P., & Gusella, J. (2013). The Canadian eating disorder program survey–exploring intensive treatment programs for youth with eating disorders. Journal of the Canadian Academy of Child and Adolescent Psychiatry, 22(4), 310.

Statistics Canada: http://www.statcan.gc.ca/pub/82-619-m/2012004/sections/sectiond-eng.htm

 

previously posted March 2017

by

How to Grow Responsible, Independent Children

When it comes to responsibilities for kids at home many things have changed since I was a kid.  When my generation was growing up most kids learned to cook, clean, tidy up after themselves, manage their own schedules and more.  Today, many kids are living in the “age of entitlement” where very few responsibilities fall on them, and many don’t know how to complete the simplest of household chores.

Teaching responsibility to kids by assigning them age-appropriate chores helps to build independence, a sense of self and prepares them for what lies ahead.

We encourage you to use this great FREE PRINTABLE (available below) to help kids become more responsible at home.

Discuss with your children some tasks they can help with on a daily basis and add these to the chart.  Be sure to review this with the kids, confirm the expectations, and get their commitment.

Here are some age-appropriate tasks or “chores” as suggestions:

Toddler (2-3)

·    Put dirty clothes in laundry basket

·    Help set the table for meals

·    Tidy toys after playing

Ages 4-5

·    Put toys away when finished

·    Make their bed

·    Clear dishes after meals

·    Prepare snacks/drinks

·    Feed pets

Ages 6-7

·    Fold laundry

·    Dust bedroom

·    Help prepare meals (with assistance)

·    Pack school lunches and backpack

·    Yard work (with assistance)

Ages 8-11

·    Load and unload the dishwasher

·    Operate laundry (with assistance)

·    Clean bedroom

·    Help put away groceries

·    Walk and care for pets

·    Make school lunches

Ages 12 +

·    Clean bathrooms

·    Vacuum

·    Prepare a meal

·    Look after younger siblings

·    Clean floors and surfaces

·    Do laundry from start to finish

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

For more helpful tools for both children and adults visit our Printable Resources page.

by

How to Have a Safe Halloween

Tuesday is Halloween, a night when children dressed monsters, witches, superheroes and more hit the streets to Trick or Treat.  While Halloween can be a fun night for both kids and adults, there are many dangers associated with it.  Learn some valuable Halloween safety tips in the following from Safe Kids Worldwide to ensure your little ghosts and goblins have a fun and safe Halloween night!

Safe Kids Worldwide:  Halloween Safety Tips

by

O-Tip of the Week: A Smart Solution for Printing Success

Our O-Tip of the week series we will be providing valuable “OT-Approved Life Hacks” to provide you with simple and helpful solutions for living. 

This week’s O-Tip of the Week focuses on ways to assist children who are struggling with printing and handwriting.

Using a small pencil or broken crayon is a great way to help kids learn how to properly hold a pencil.  Learn more about how Occupational Therapists help kids with printing and handwriting in our OT-V episode:  Solutions For Printing Success.

by

Dear Everybody: Let’s Put an End to The Stigma of Disability

Children living with disabilities often face a number of physical and mental challenges, however, on top of this are also facing social challenges such as bullying and lack of inclusion.  In fact, Holland Bloorview Kids Rehabilitation Hospital states that 53% of children living with a disability have zero or only one close friend.   Holland Bloorview has created a new campaign to help put an end to the stigma of disabilities.  The Dear Everybody Campaign aims to provide awareness, knowledge and resources to help put an end to the stigma of disability.

Learn more about the campaign and help create change by visiting their website deareverybody.hollandbloorview.ca.

by

Tragedy and Terror are Everywhere – What Do You Say to Your Kids?

Julie Entwistle, MBA, BHSc (OT), BSc (Health / Gerontology)

Co-authored by Angie Kingma, OT at 

Every generation is said to be shaped, influenced and molded by the major world events that they experience.  These events hit us so deeply that most of us can remember where we were when we “heard the news”, how we felt in the moment, and the way the world changed following the event.  Today is the anniversary of 9/11 and marks a day of mourning for those of us that still feel deeply connected to the senseless tragedy that remains the world’s worst terrorist attack.  But the threats aren’t over and the connected world we live in exposes all of us, including our children, to these events in gory detail complete with photos, video and even the live streaming of things as they unfold.  If parents are not careful, these events can have a negative, harmful and life-lasting impact on children especially if we don’t help them process what they are seeing or hearing. 

So, in the spirit of both mourning and hope, today I wanted to try and provide some suggestions on ways we can talk to our children about events like 9/11, the bombing at the Ariana Grande concert, North Korea testing missiles, the terrorism in Paris and London, attacks on Parliament Hill, or even the recent suffering caused by hurricane Harvey and the wildfires in Western Canada.  Despite the fact that I am a mom of four, I still struggle to have these conversations with my kids, and as such reached out to an Occupational Therapist friend and colleague skilled in mindfulness (Angie Kingma www.mindfulnessforhealth.ca) to get her take on how all parents can try and manage these conversations better.  Here is what Angie had to say:

Some parents take the stance that they’d rather shield their kids from the disturbing events that continue to happen daily around the world.  These parents are well-meaning, assuming that talking about these grim facts will not only upset their kids but perhaps also cause harm.  However, literature shows quite the opposite. What happens is that these kids are denied the opportunity to develop the resilience that is necessary to become a healthy, fully functioning adult. There are other parents who would like to discuss these issues but just don’t know what to say or where to start.

Mindful parenting can greatly enhance our ability to be skillful when talking to our kids about the world’s hard truths.  So, what exactly is mindful parenting? It involves the intention to bring a particular quality of attention to the interactions with our children, as they unfold moment-by-moment. To do this, we choose to consciously pay attention to what is arising in the present moment, becoming aware of what’s happening internally for both the parent and the child, as well as what’s happening externally. Mindful attention is enveloped by attitudes of non-judgment, gentle curiosity, open-heartedness (kindness and compassion), as well as acceptance.  We are especially interested in the child’s thoughts, feelings and bodily sensations, as well as our own. We practice mindful listening, which just means listening with full attention, staying present, conveying to your child that you are truly listening and care about their experience.   This quality of focused attention and awareness goes beyond just listening to the words, and includes awareness of facial expressions and body language.

Here are some mindful communication tips when talking to kids about life’s difficulties:

Don’t avoid the conversation. Depending on your own comfort level, let kids know that darkness, misfortune, evil, natural catastrophes and other unpleasant life pressures do exist.

Explain issues to kids in an honest and age-appropriate manner.

Keep it simple. Kids don’t need the gruesome details, just the gist of the event.  Find out what they know about it first and then fill in the gaps with the basics of what happened.

Remind your child that you might not have all the answers but that you know it’s important to have these types of discussions. Sometimes they aren’t looking for answers, our kids just need to feel “seen” and “heard”, and to feel a sense of safety.

Stay level-headed when you’re discussing difficult news. Practice ‘radical acceptance’ of these realities, which simply means acknowledging the truth of things (radical acceptance doesn’t mean we that we have to like it or approve).

Pay attention to your own feelings.  Since events like terrorist attacks evoke strong emotions in us and our kids, be aware of what feelings are coming up in you before the conversation and during. Pay attention to your feeling(s) and observe them, breathing with them, without having to act on or get overwhelmed by them. When we can regulate our own feelings, it can help your child to regulate their own feelings (a term called “co-regulation”).

Share with your child what strategies you use to deal with distressing situations.

Seek professional assistance if you’re having feelings that are too difficult to manage on your own or your coping strategies are unhealthy or ineffective.

Pay attention to your child’s feelings.  Help them name what they are feeling, which tips us in the direction of emotional regulation. Ask them if they can describe where in their body they feel their emotion, ex. tightening in chest, butterflies in the tummy, tension around their head.

Listen open-heartedly to your child’s feelings about the situation. Ask open-ended questions such as “How does hearing about this make you feel?” or “Is there anything else that you’d like to talk about?”

Validate your child’s feelings, even if you don’t understand them yourself. Say “Of course you’d feel that way. That makes total sense to me”.

If you notice a significant increase in fear and anxiety in your child that begins to affect their daily functioning, report this to your family doctor as soon as possible and consider getting a referral to a children’s mental health specialist.

Respect it if your child will simply not talk about certain topics. Some children, particularly kids who already have anxiety, won’t be able to tolerate the conversation so don’t force it. Other kids will have a lot to say and want to discuss it at length. Neither response is better than the other.

Difficulty helps to build our resilience. Let your child know that the things that we go through in life make us stronger and teach us important lessons.  Point out specific stories of heroism, survivors, first responders or people coming together to help one another during times of need.

Teach the concept of impermanence, meaning that while difficulties in the world do exist in the present moment, things are always changing. There is hope that things will change for the better. Practice modelling attitudes of hope and optimism and discuss the importance of these with your child.

Not only does mindful parenting and communication strengthen the parent-child bond and facilitate a strong attachment, it also cultivates emotional awareness and self-regulation, which our world so desperately needs.

“Your mindful presence is the most valuable and precious gift you can give to yourself and to your children.”