Stress and School

by Laurie Adachi, MA, LEP, ABSNP, Educational Psychologist

As seen in the Santa Clarita Magazine

 Childhood should be a time of growing, learning, fun and friends.  At least that’s what we experienced growing up.  However, in this day and age, expectations for children and adolescents are to excel and prepare for the future.  As the grade level expectancies increase, students of all ages are faced with stress in school that many of their parents never experienced.  There are tests to pass and projects to do as the pace of the classroom moves faster and faster.  In addition, our kids are busy with sports, Scouts, and church activities, yet time must be found to fit in homework.  To compound matters, distractions are ever present in the form of computers, cell phones, games, and endless T.V. programs. 

In response to the stress they experience, on one extreme you may find students who are perfectionists, trying to do everything with absolute precision.   On the other side of the spectrum students may shut down to school or become experts at avoiding school work, or worse, become withdrawn and depressed in general.  Either way these are not individuals enjoying their childhood.  It is important that the child begin to recognize the reason they make the choices they do, become aware of their feelings, learn to calm their anxiety, and lower their stress.   

If you are observing perfectionist tendencies or avoidance of school tasks in your child, it is important that you not ignore these signs.  Make sure you address anxiety or depression immediately.  You don’t want to overlook a learning problem that may be present either, so be sure to seek the advice of the experts at your school.   Start by talking with your child’s teacher or counselor.  If your child’s academic skills are on tap with their peers, it is possible that stress may be the culprit.  Your child’s teacher or counselor may have some suggestions that will help your child better deal with stress affecting them at school.  In addition, examine your expectations for your child’s education.  Be realistic, not all children will be A students especially if they are competing with high academic achievers in GATE programs, or AP and Honor’s classes.  Listen to your children and remove pressure when appropriate.  And above all, make sure you are being a good roll model for how you address stress in your own life.  If further intervention is needed, seek professional assistance to provide your child with coping strategies and relaxation techniques. 

For further information contact Laurie Adachi, Educational Psychologist at 255-2688.

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The Teenage Brain

By

Ramona Hall, MA, LEP#2122

Nationally Certified School Psychologist

www.ramonahalleducationalpsychology.com

  In the adolescent brain, amazing re-organization and sculpting is taking place!  Old, unused nerve pathways are disappearing and others are being formed and strengthened.  Many of these spectacular events occur in the front part of the brain, which lies behind the eyes and forehead area.  This part of the brain is often called the Executive; it organizes and controls many different thinking functions.  These functions include goal setting, organization, attention, working memory, judgment, and control of emotions and impulses.

Meanwhile, hormones have begun their work in the brain where they influence mood, sensation seeking, sexual impulses, and emotional regulation. The once obedient, responsible child suddenly becomes a risk-taking mass of emotional meltdowns and behavioral contradictions. However, as challenging as this developmental period may be, adults do have resources that can contribute to positive outcomes.

Because teens have variations in attention and short-term memory, information and instructions need to be short and clear.  Like the rest of us, teens learn best when information is relevant to their current interests.  But they are also more likely to accept new learning experiences when these are presented in active, dynamic, interactive formats.  Teens frequently need direct instruction in goal setting, time management, and organizational strategies. 

It is also important to understand that the emotional storms of adolescence are driven by factors that are often beyond their control.  Emotions are more intense and brain structures that control them are under construction.  Meanwhile, the drive to experience new things and to form closer relations with peers is on a collision course with their poor judgment and impulsivity.  When a crisis inevitably occurs, parents need to provide a compassionate, patient, listening approach.  Adolescents rarely want parents to ‘fix it’ for them or to offer advice.  They do, however, need to understand that there are still family rules and values that must be followed.  Parents can also provide opportunities for teens to experience new and challenging activities in environments that are safe for them, such as community service programs.

Finally, research indicates that teens who state that they feel close to their parents are less likely to engage in drinking, smoking, illegal drug use, and sex.  Parent involvement with their teens is also positively related to school achievement. Adults can reach and help adolescents better when they use strategies that are developmentally compatible.

Please call Ramona Hall for additional information at 661-222-7332

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Coping With School Refusal

By

Ramona Hall, MA

writing from Santa Clarita, California 

            Although school refusal is relatively rare, it is one of the most difficult behavior management problems for parents.  School age children who resist or refuse to attend school provoke parent responses ranging from helplessness and guilt to rage.  While the occasional bout of resistance is easily overcome with firmness and common sense, classic school refusal may require an organized team effort at home and school to change the child’s behaviors.

           Before taking action, it is important to determine possible underlying causes.  Family changes such as births, deaths, financial difficulties, parental discord, divorce, illness, and moving may be associated with a child suddenly refusing to attend school.  During these times of family stress, the child’s school refusal is often related to separation issues, rather than with fear of going to school.  Here, parent and child temperaments may interact with family stressors to influence behavioral responses.  Anxious parents and fearful, shy children often experience concerns related to school entry and major transitional periods, such as kindergarten entry and between elementary and middle school.

           School factors such as bullying or teasing by other students, child/teacher conflicts, and difficult academic assignments may also trigger a period of refusal.  The socially competent, confident child who suddenly begins to resist school may be reacting to a single incident which is threatening or embarrassing or may be responding to the onset of learning problems.  As children move into middle school years, those who are not academically competent may become increasingly resistant to school, as a result of feelings of failure.     

      In general, school related problems are amenable to an organized intervention strategy by counselors, teachers, and parents.  Behavior contracting, increased parental oversight, tutorial support, and counseling are usually very effective in getting the student to attend school regularly.  It is very important to intervene early, as students who miss school for even a brief period of time find it difficult to make up missing work.  Furthermore, patterns of attendance are established early and persist throughout the school years.

            School refusal related to family issues is sometimes resolved over time due to changes in circumstances, providing understanding and support to the child, family therapy, and through maturation.  However, when temperament is a part of the issue, improvement may be transitory.  Children who are by nature more shy and anxious often resist new experiences and react with fear until comfortable with the new setting or activity.  In that case, the child may initially resist school entry and then seem to adjust, only to actively resist returning to school after an illness or long break.  Understanding and acceptance, along with gentle firmness are important in ensuring regular attendance through high school levels.  Child counseling may be helpful in developing self-confidence and behavior therapy may be required to address fears and phobias.  Parent counseling is useful in providing support and courage through the tough times.  For the child with the difficult temperament, regular attendance provides security, structure, and familiarity.

     It is important to recognize that school refusal is different in quality and origin from truancy.  The child who develops school refusal is experiencing significant levels of emotional distress.  The youngster who refuses to attend school because of oppositional behaviors related to delinquency is not easily influenced by techniques which are useful with school refusal.  In all cases, regular school attendance is a critical component to school adjustment and academic success.